McFarland School Board Meetings 4/21/2025

001nuts. I'm not. Eie. Eevee or Eie? Eie. Eevee. All right. Just if you don't mind, I got to sit down. You know how we have What happened? prison. I mean, and then selling will take probably that. And then prom, she's coming up pretty soon and we're just getting ready for that. It's on May 10th and the theme is um Mama Mia. Yeah. It's on May 10th at 8 p.m. Just got an informal list over here. And on April 24th, we've got the equity picnic. So that's going to have a bunch of like equityminded clubs including connect, um, Black Student Union, Hope Squad, and GSA. And there might be another one, but those are all that I know of. and they're just discussing like issues in the school and how to make things more equitable and

002stuff like that. And there's some fun activities as well, like a little bingo game to break things up. Yeah. And then state solar ensemble is coming up this weekend and we've got quite a few students going there from choir and band and orchestra. And then also this weekend the play or well the musical it's Percy Jackson. It's going April 25th, 26th and 27th. So, the 25th and 26th it's going to be at 7 p.m. and the 27th it's at 2 p.m. Yeah, I think it's pretty good based on what my friends have told me, but I don't take my word for it. Okay, what else? Also, AP exams are coming up in two weeks about I believe at least my first one is on May 6th and I think there might be someone ones on

003the fourth so a little scary. Okay, sports last thing. Sorry, I'm a little nervous. Don't be okay. Athletics. Well, I usually have my presentation. Okay. Athletics, track and field, had a track meet on Tuesday in Portage and competed very well. Softball had three very competitive games this week against Portage, Edgewood, and Evansville. Girls lacrosse, which I'm on, had two nice wins against Deorest Deona this week, and they're continuing to play well. Today, we did not. We lost to 9 to3, but you know, those other two games were good. Boys lacrosse games against Deorest, Sock Prairie, and Middleton and competed very well. Baseball had a busy week with wins over Stoton and Edertton. Girls soccer had two games this week with a conference win over Barabou and a close loss to Wanke. Boys golf had a

004busy week, taking third in our conference mini meet in Barabou, 11th out of 2014 Mona Grove invite, and finishing second at the Plat Platell invite. Boys tennis had threeway matches this week against Lafallet, Barabou, and Edgewood. competed well in all of them with a win over Lafayette. And Ultimate Frisbee had the weeks off of competitions and getting ready for games this week. Yep. All I got for you today. Any questions? Excellent job. Thank you so much. Especially for having to do it last minute. You did great. Good improve. You're gonna Thank you for that. Can I ask you one question? Yeah. You aren't driving on the road, are you? No. Well, we're just parked in the parking lot cuz my parents came to pick me up after the game. See, there you go. You did

005very well. Thanks. Thank you. Thanks so much. I like that. Anything else? Yeah. Have a good night. Thanks. You too. Thanks. Enjoy. Bye. Bye. Bye. That's pretty good. Okay, moving on. Student life survey results. Mr. Tarnitzer, the floor is yours. Thank you. So, board members, I did send this presentation to you um earlier. I'm going to share this with you and with the community. And just to highlight a few things about this student survey report, we're going to give you a little bit of background, talk about the people that took this survey, and share some results and analysis with you and answer your questions. A reminder, we do use a third party for our student, staff, and family surveys. They've been in existence for a very long time. And we also actually use this this

006group school perceptions for our referendum work as well. And so very useful results. By using the same tool and by a tool that's used by other districts, we're able to not only compare our own growth over time, but compare ourselves to similar districts. How many years have we been using school perceptions? Well, we've used them off and on for many, many years, but consistently since I've been superintendent. So the past three years we've used it annually. Yeah. This is the student survey that we'll be talking about this time. In future meetings we'll talk about the parent guardian survey results and the staff results. The staff survey actually is out right now. So this was done in February. This is for students in grades 4 through 12. And uh we had a nice a nice number

007of students respond about 89% participation rate. And it's not 100% because not everybody comes to school every day. And so it's one of those things where it's it's hard to really get kids to do makeups for these kind of things. Um but it's a very representative sample obviously with that kind of participation rate. You can see the grades split um fairly evenly. Uh our lowest being in in for our seniors um but you know nice split amongst the grades. So we've been doing this particular survey. This is our second year of the student survey. We didn't do that in in the first year. The first year we just did parents and staff. And so last year we added the students. So we do have comparison data. It's best to look at the kind of the

008percent who agree and disagree. You can see the comparison information. What we've noticed with that is that uh a very small change in your percentages can have a huge change in your comparison. So, we're just a little cautious about overreacting to how we fare compared to other districts. Um it's actually better to do probably trend data for our own districts and over time, but but we do share that information for you as well. Note that this is uh all the the responses across grades 4 through 12. There are some differences across grade levels and buildings and that's buildings uh go through and analyze the individual school data and grade level data. The big summary nearly everything increased um indicating the things that we are doing now uh regarding student behavior, instructional practices and our climate

009and culture. they seem to be working but need to be continued. So yes, we're headed in the right direction but we still have work to do which we will um talk about. So overall, you know, in in these areas you're seeing 80 80 plus% of students indicating they agree or strongly agree. Um and you're seeing a lot of the indexes which we'll talk about a little bit coming up. It's a compilation of several questions into into these these indices. I guess it should be um above four. So an increasing from last year. So very very strong. Um and that's a form, not a from. Oh, look at me. That's what I get for doing this on Saturday morning. All right. So relationships with staff and instruction was a real strong theme. And what what was

010interesting here is that not only do you see 94% of students agreeing or strongly agreeing that their their teachers treat them with respect, but you see increases in several areas in they were already high scores. Things like teachers call on me in class. I can relate to what I'm learning at school. I feel safe answering questions in class even when I'm not sure I have the right answer. That's hard to do. you know, that's a lot to ask of a student. Um, so the the climate and culture and the instruction is just outstanding in in our classrooms. 96% of our students agree, strongly agree that they have friends that they can sit at at lunch and hang out at school. Now, obviously, we're concerned about the 4%. I don't want to ne negate them. That's

011important. We want 100% of our kids to feel that way, but it's something um to be proud of that we're at 966% as well and can build on that. And um students feeling like their parents helped them with school. 95% agree and strongly agree. In terms of rules, uh one of the things an indicator that's typically a an area of growth for us is students feeling that kids follow the rules. Um, I will point out that kids are often very aware of who else doesn't follow rules and less aware of their own behavior. But so a 4.9% increase is dramatic for uh student groups. So that was something to celebrate. Was that something that was schoolwide or was that specific to building or Well, it was across grades four through 12 across grades. So you

012can't Yeah. So um we could break it down. of course we have we do have that data at a level data and grade level and then um 95% agree that they try their best at school. So some some real nice strengths that to start off um in terms of growth areas the the students saying most days I like my school a 6.1 on a zero to 10. Yeah. Yeah. You know you'd like to see that higher. It did increase from last year barely, but you'd like to see that higher. Um I will say there's certain ages that that is a lot to ask, but um certainly something we'd like to see higher. Um only 60% of students um agreeing strongly agreeing that they talk to people outside of school about what they're learning. So we'd

013like to see that and that's one where you see a decrease. Um we'd like to see that that increase as well. So that's something to to think about. 74% agreeing strongly agreeing that they feel safe answering in questions in class when they don't know the answer. You saw that that was an increase. Yes. Over the past, but it's still it's an increase, but it's still pretty low at 74%. I I would suspect that some kids, you know, talk to people outside of the school about what's going on without even realizing it. Probably, you know, it's just part of the daily conversation. That could be. Mhm. That could be. So they don't think it's anything unusual, right? Yeah, that very well could be. Student behavior, you know, even though that went up, 72% agree, strongly agree

014that most kids at school follow the rules. And then um also concerning 79% agreeing strongly agreeing that if they were bullied, they would feel comfortable talking to someone about it. It doesn't even say who. So again, that's a pretty low percentage. Yeah. One in five would be uncomfortable. Yep. So that's certainly an area of focus for us. And that that has been a problem. Yeah. Since the 1970s as well. It's just a tough ask. Yep. You know, it really really is. It is. But think of all the support programs and staff we've had historically speaking and still to have one to five one in five kids say they don't they aren't comfortable. I would I mean I would argue that I mean yes this isn't a number where we want it to be. Um, but

015I'm really curious what it would have been five years ago because, you know, when we talk about the the the behavior reports at other times in the year, we know that those have increased and that the idea is that it's because people feel more comfortable speaking up. So, I'd be really curious to know what that was. I would al also be wondering if this is inclusive of the SUSO reporting like is that what they deem feeling comfortable to talk to someone about it or they report it or is if it's physically like I go to a teacher, I go to a counselor, that sort of thing. Yeah. Asking them to fix it versus just Yes. And does it does say talking to someone? Yeah, that's true. Yeah. Versus reporting. Yeah. Maybe if that would would

016be rewarded, we can see a higher result. That's interesting. So getting into the index and so reminder that combines questions into um one score. So these uh these four areas are really targets of our what we call our KPIs, our key performance indicators related to our strategic plan. So these are really important areas and you'll notice on you know that fivepoint scale with five being definitely um above four on on on all four of these uh indices. And you can see some nice um you know growth especially in experience where students are reporting feeling re accepted respective and that they have the support they need to be successful at school. Now I told you to ignore those comparison things largely but you know when they look good it's not a bad idea to pay attention

017to them. No I'm teasing. Um but certainly that these are um very positive results and I I like these because I feel like for the public it's a a quick snapshot of what our students are saying with these four areas under environment. Erin, I like being at school. We we asked that question before. You know, I like coming to school. We also asked you is it a safe, warm, fun place to be at? Yeah. So, it looks like they combined two questions into one. Yep. Yep. They kind of combined all of those questions into that one score. Yeah. Yeah. That's interesting. Yeah. And what a what a neat thing to be able to to say about our kids. Um, most days are like school. I told you about this one. You can see the kind

018of the range how you get to that average of 6.11. Um people are kind of all over all over the place. Um there with a lot of people in between that kind of the the five to eight range. I'm not sure it's changed much since when I was a kid. I really I I mean that I don't think it has changed much. I'm not sure what I would have said. Yeah. Yeah. I'm thinking of my own grandchildren. Yeah. And I'm thinking they'd probably be somewhere. Yeah. I think mine like it more than I did. They really really seem to enjoy school. Yeah. I one things I'll point out here is I was looking at that comparison percentiles the 27th. Our number was lower last year and the comparison was much higher. So just I just

019thought that was interesting. So maybe other people, you know, are doing well. This is kind of I talked about strengths a little bit and these are just pulled out in a different way. We have the top five scores by average score. I'm also going to share the top five percentage changes. So, these should look familiar um about sitting with people, parent guardians helping at school, have friends who who help me when I need help. 95% of our students agreeing or strongly agreeing. Trying my best at school, which you heard teachers treat me with respect. So you can see not only in these top five how high those percentages are 95% or above but also the percent change um over time for some of them. So very high and continuing to increase. And then you can

020see the top five by percentage change. This is where I might have a 72% for most kids at school follow the rules, but it was the greatest change out of any out of any indicator as well. And then um the bottom five scores um you can see our lowest score is a 62% is that talking to kids or talking to people outside of school about what I'm learning. um but also these other areas that so key you know kids kind of talking about school and what they're learning is a real focus and feeling comfortable talking about bullying I think is that that that 1.44 44 is our I think our you know an indicator that that was our most um I think it's our most significant change. Let's see. They need more grandparents. There you

021go. And I would imagine that that varies greatly depending on where they are in the grade ranges. Yeah. Y primary visa. True. True. That would be interesting to study in that way. Yeah. Because you'd be asking a high schooler what'd you learn today? Nothing. That was good. Yeah. Yeah. So, I just think it's interesting when you look at the bottom five scores sorted by percent change where you have, you know, this is our increases, right? By percent change, you have between 2.75 and 4.9. When you look at our our bottom five scored scored by percent change, a 1.44 is our lowest change. So, we went down by that. And then you have, you know, two of those that are at zero percent. They just stayed even. So it just speaks to that summary that I

022provided earlier that the increases which, you know, frankly I I I think as as staff members, we we don't really expect all the time given from year to year. You don't know where how kids are going to be feeling and they're already very very high. We have a lot of slides of items analysis and it's going to be redundant of what you just heard, but I think it's interesting in a couple ways because it helps you see the kinds of questions that they're asked um and also may highlight other things that you find interesting. So here on this slide, uh this there's they're divided by sections and this is classes and teachers and you know feeling like teachers are explaining things in a way that they get that they can relate to what they're earn

023learning. they can ask and get help. Classes are fun and interesting. See those percentages? Any reactions that you have there? The third one is the one that when I was reading it this morning, I really um it's it's one of the reasons why I think it's important. I don't know how to say this in a way that the public will go like h but if you overstructure a teacher, they don't have time to do that. And I bet you every one of us can think of times in our lives where we have talked to a teacher where it's almost been easier to talk to a teacher than to their own parents. Yeah. And you need that. And I don't know how to how do you quantify that, right? But my gosh is that important. There's

024just times you need that that talk with that teacher. Very important. Yeah. Trying your best at school. having a device to go online when you need to and and teachers calling on me in class. What did they mean by that second one? Going I could go online or use a device at school when Okay, but I mean it's it wasn't like like going on a cell phone or something like that. Yeah. Yeah. It was it like having like a Chromebook or Yeah. Yeah. Is it appropriate? In other words, oh yeah, I know. I was looking at Facebook. I'm going like uh Yeah. And and you know that's just keep in mind that we're trying to be much more thoughtful about when we have kids allowing them to use devices. Right. Right. Right. As well. Uh

025life at school. This is about students treating them with respect and students following the rules. Again, that bullying one. And um I like this. I can be myself at school. Would love to see that higher than the 84% agreeing. And this is why it's so important that we continue the somehow try to make kids feel like they fit in. Yeah. Yeah. And they feel comfortable at school. Yep. It's so important. Definitely is. Um you can see teachers treating them with respect, answering the questions. Teachers care about me. Um 90% there. I feel safe at school 91%. Now again that's that's their definition of safe. I know right and certainly that is you know something to keep an eye on um particularly that you have you know a tragic incident in our community at abundant life

026and how does that impact how people feel about their own safety. So yeah um you see a reduction there on that one. I think in the third one down probably you don't you don't really understand how to answer that until you're out of school. Yeah. You know, and you you look back and you say, "Oh, man." Well, what the exception, Craig? I know my teachers care about me. We know one of the one of the uh most significant factors in student success and student comfort at school is having one significant adult that they school that they that they can go to. So I see that as part of that question. Yeah. Yeah, for sure. That's a really good point, Tom. Assets like to learn new things. Um, this is one getting to belonging. My culture

027and identity are valued at school. That's cool. 91% there. I know what is going on at my school. You know, I think, you know, I'd like to see do I do I care what that 11% that don't does it matter? I don't know. I have opportunities to uh to share my opinions or ideas with adults. Some do that regularly. Um and I love that. That's what I miss about being in the buildings, those middle schoolers. I'm acknowledged uh for doing a good job by my adults at school. And if I break a rule, I'm treated fairly. I like that one when I saw that. I thought that was nice. Nice increase there. Yes. All right. life at school. Moving on, people around me. So, we've got friends, we've got parents we can ask for help.

028If you have a big problem, there's people you can go to at school. And then this last one, which we've we've heard about quite a bit. Yeah. Having friends to sit with at lunch. I like this one. I like helping other people when I can. 93%. [Music] I think that is something we really emphasize in this in this district. That's wonderful. I see it a lot. I do too. Um especially since I've been really focusing on getting into classrooms since spring break and um I found kids helping other kids. You know, sometimes I just walk up and I just say, "What are you doing?" I'm helping them. You know, it's a common response. Yeah. And it's a wonderful asset. Yeah. that most kids have. That's really fun. And I like working in groups. Not everybody

029does. So, what makes learning hard? This is separated into 4 through 8 and then 9 through 12. And you'll see differences really because here the most the thing that is the hardest is other kids distracting their learning or behavior. Um, and then you know getting nervous before te test is a pretty significant drop from that. So 60% to 40% and 39%. But stress and not being able to keep up with homework, not getting enough sleep. And then when you you compare that with our high schoolers getting nervous and too much stress jump up to the top than the distracting students. So you can see the pressure um that is on our kids. Some of us are doing this this book club um on Tuesday nights with some some parents and staff members about this book

030called Thrivers that really talks about the stress that kids feel and the competitive nature and how it's really hurting our kids preventing them from being resilient. Too much competition. You see uh just the high school is the only one that asks asks this question about homework and project that are assigned um feeling like it's not just busy work. So uh you got a 3.34 um there and you can see the percentages. You know, I think it probably depends on the assignment and the class, but that's something we've really as a district tried to emphasize, making homework meaningful, participating in activities still very, very high. Our participation with our many clubs and sports. Yeah. And people will talk about that, you know, you have so many clubs. I'm going like, you know, it's just another way

031for a kid to fit in and it's so important. Well, statistically, there's just no doubt that students that participate in extracurricular co-curricular activities thrive to a greater degree than those that don't, you know. Yeah. Yeah. And I I remember as a coach, it drove me nuts. We have so many choices for kids and we don't have that many kids in our school. But then I the more I thought about it, the more I realized, my gosh, we give the kids so many opportunities. So it's like again, we're a division one school with only a division two population. Yeah. Or three. Yeah. And I certainly understand that, Bruce, and I and I agree with you. My concern has always been student burnout. Yeah. Yeah. Right. I can ask kindergarten through 12th grade. Yep. Yep. Yep. True.

032Other questions, thoughts about the data? Um, not so much about the data, more so about the number of participants. I know we had an 89% participation rate. Does I look at the grades? Um, 12th grade only had 8% of the respondents and I think it's a really good tool to be able to get as many seniors to fill out the survey. Have we ever done any kind of incentiv in incentivize incentivization to get them to fill out the form even when or the survey even when they're not at school just because a lot of these seniors could be involved in youth apprenticeships that sort of thing where it's like hey get a free muffin if you fill out the survey or something like that. We haven't you know we haven't done anything like that to

033incentivize it. Okay. But we do have those senior exit interviews which is so awesome. Yeah. Are these percentages for each grade representative of the distribution of our the student population? Yeah. Like is% of Okay. Not at all. Interesting. Not. Yeah. Like seventh grade would be a big grade and that is a little bit higher. But no, I would say I think I think what Megan Chapman is saying is accurate that they you know they do it in an advisory for seniors and that is a tough time to get them. So you have to incentivize them. They get reminders emails the the sixth through 12 get direct emails with their individual codes as compared to the fourth and fifth graders. They do it they have their individual code but they do it as a class. Mhm.

034So that's part of a part of it. Interesting. But yeah, we could look at ways to incentivize that. I mean, even if we wanted to possibly partner with a local business to do like here's a $5 gift card to Quick Trip or a $5 gift card to Grace or something like that. Like Quick Trip gas cards go far, my friends. Yes, they do. Yes, they do. But but but I think the challenge is like you mentioned if they're out off campus for youth apprenticeship, they just aren't here, right? Yeah. So you'd have to write check your email. Yeah. Yeah. Take away the car keys. That'll Oh, there we go. Take away the phones. Just kidding. Good luck. Yes. So this is great. That's the student life report. So, some positive results and now buildings really

035break that down and then look at that in relation to their school improvement plans. It's a wealth of data, Eric. And I appreciate you and administration and others going through all that and creating some type of action plan to continue to improve upon those scores. Yep. Even though we're high, you know, like you said, we aren't high enough. Yes. Exactly. And we go through and we do study that data. And what we tried to do is, you know, in when we did it last year, there were some a little bit more clear indicators of target areas. And what this year is seeing is that was good. That's working. Keep doing that. Get better at what you're doing. It gets harder. Yeah. You know, the farther along you go, there aren't all those that many tweaks

036that you can Exactly. do and then you have to pay attention to what's mandated as opposed to, you know, what you would like to do. Exactly. I know last year we looked at it um I don't remember if it was in the schoolboard meeting or if it was follow-up information um but like looking at it um for the trends on like either race related or um gender um if those changed at all. we could look for certain questions. Um it's not easy to disagregate the data um by you know um different demographics. It it's a little bit cumbersome. So what we would need to do is to have identified questions that we would want to separate by this which is what we did last year. Yeah. You know we broke them down by um different

037areas to disagregate them. by um we did gender. I don't I don't think we did special education. Um we did race for a few of the questions like I feel like I belong at school. Yeah, like that would be one of the biggest ones. Yeah, we definitely if we could maybe look at that for the comparison just to see the did those improve too if we saw improvements on a lot of the other ones. Mhm. And I would presume they they have based on the initiatives that the district has implemented. Yeah, I would hope so. But yeah, I do too. Without the data, we don't know. We know how much you love the data and then we can't make assumptions either. Right. Right. Yeah. Great. Great thinking. Okay. That's all I got. Yeah. Great work.

038CISA 2. Thank you. Board of Control update, Mr. Okay, thank you Craig. Okay, ju just to review um that CISA changed their uh meeting format this year. We alternated between virtual and in person which really helped uh board members so we didn't have to go go down to Whitewater every they still do it at Whitewater. Yes. At the CISA office. Yep. Uh Audrey Leandac uh was the presenter this month and she presented she's the director of language and cult in the cultural center and she talked a little about title three of the bilingual and English program services and the funding to support multilingual learners and uh a heavy emphasis was on professional development development that uh many school districts are taking advantage of. Uh they talk about coaching and classroom projects, curriculum design and selection,

039classroom and school school culture, high expectations and rigor, explicit and sustained language teaching best practices. And what's interesting with act 20 coming on board, all students um including the multilingual students will be required to read at three third grade read by the end of third grade. And we know that it takes 5 to seven years uh for our English learners to become proficient in our language. So you know what are we going to what are other districts going to do? I think our district has a solid plan to help support especially you know not not only them but all students that may be struggling with reading. uh the individual reports. Uh it was interesting uh Dan Hanneran the uh administrator talked about there are severe penalties if we share information out of a closed session

040to anyone in the public. It's like $10,000 $10,000 penalty up to that. Uh CISA 2 has 300 300 employees. DEI will continue without the labeling. Okay. Okay. Uh CISA 2 is considering Oh, I I already talked to her about that. Uh there's a new circulation system this year for the resource center. And the resource center includes materials, resources, assist of technology, etc. And I know our district historically has taken advantage of things that are available through the resource center at CISA. Career Day. Uh the date was changed. know it's April 29th. Aaron, do you know where that will take place? No. Yeah, they they didn't mention the location. Not sure. Right now, there are six key vendors that partner as part of CISA's purchasing options. I've talked about that in the past. Uh the district

041contracts for CISA are out. 43 districts have returned them signed. And then I talked about a little earlier when we talked about legislative news. um they continue to come out monthly with um information that the public might be a interested in participating in. It talks about legislative initiatives. Uh they list the assembly committees on education, the time and place. Uh for example, school district reports, school policies, athletic sports. This is just one uh March 13th by the way. uh specialled or Senate committee on education, they talked about educational assessment programs, wireless devices in the school, etc. The Senate committee on government operations and labor and economic development. Uh they talk about tribal resources, vital records, teaching licenses, school district report cards. on the assembly floor of the calendar for March 13th 15th, for example, is

042school notifications uh for alleged sexual misconduct and school resource officers being required in all school districts um schools that are rated first class cities. And then there's things that will be introduced in the assembly and by who. So CISA 2 is getting more involved with the legislative piece of it. I know Megan has uh been able to fill us in with one of much of that also, but that might be something that we as a district tap more into also. Um let's see what else there is. That concludes my CISA 2 report, Craig. All right. Thank you very much, Tom. Why don't you roll right into your April board meeting update then? Okay. We board meeting uh was held last week. I was unable to attend because I was on the road but I was

043able to uh get this the following information. Um we've has a template that they use for early graduation requests and their requirement is the student must have a plan uh to either have a job, participate in a college or tech program, apprenticeship program or internship program. uh they have students complete a template uh for their request. Um it was interesting uh there were five letters that were submitted for early graduation uh last week. Uh one of them was from a 16-year-old who still has classes to uh enter or participate in, but he's just not noticing the board that by next year at this time he'll be requesting formally early graduation. And the letters are quite in-depth and quite personal. Uh and just just this one piece stuck out in my mind. The student wrote, "My

044past doesn't define me, but it's made me who I am today." If you consider students, you know, who are not in their public school system, but under WEA, you know, that's a significant statement because what they were before doesn't define them. Um enrollment right now for WEA. Wea the special ed population has increased by 121 students this year. How many? 121 for a total of,240 students. That's 24% of the enrollment. It was 29% last year. So it's dropping. um for WEVA Insight School of Wisconsin DCA uh 493 new students registered for a total of 5,066 students for this year. Now some of those students have dropped. You know these are students that were enrolled registered and enrolled. Uh the revenue expenditures have not decreased or changed as much as uh I reported last last month.

045Um the revenue increased 9% in due to increase in student enrollment. Uh expenditures increased by 6% because of that enrollment. So there's a 3% gain that they have available. They also talked about early college credit in the start college now program and we've talked about in fact we have board policy on it but just to reiterate a little the early college credit is for students who plan who are in their senior year and they can take classes anywhere in the UW system. Um it has to be a nonprofit or a nonprofit institution. Again, what's interesting is that college courses are prrated as a percentage of the WMadison tuition cost and the schools or the district received back 25% of the tuition book costs. So like a three credit course ends up being approximately $450 in

046tuition costs for the district. Book charge is additional because it's variable versus start college now. Start college now are high school students that take college courses at any Wisconsin technical college and this is good for grades 11 or 12 and they can start that courses are based on the actual costs of tuition for each course and books are at the general student rate. Therefore, and this is a big difference, a three credit course ends up being approximately $700 in tuition costs and books for for three credits versus 450 about for UW and students at DCA, Wea, and Insight overwhelmingly choose start college now over early college credit. Awesome. I think part of it's just the proximity because many communities have their uh tech colleges there. And that concludes my WEA report. And just just to

047note, uh whoever becomes the WEA leazison, their spring retreat comes up in just a couple weeks. And Angie has has that date. Do you know when their graduation is? I don't find out. It's let me see if I have my calendar. You mentioned that once you were going to go to one or something. Yeah, I've gone. I just don't know what it is. They're great this year. They really are great if you can make them. Is that what is our special ed the percentage of our students? There's 24% Tommy said. Mhm. I don't know 100%. But roughly, you know, it's typically 12 to 14%. Say it's about twice the number. And are the for college courses or the college that you were talking about that those courses is that similar for us in our at

048Yes, it is. Oh, you mean as far as kids cost favoring the start college? I wasn't worried about that much about the cost. Everything's the same, I would think. Wouldn't it be? Yeah. Mhm. Brick and mortar. And I do not have the date for the Weaver. It is Friday, June 7th. No, that was 2024. I was like, Friday, June 7th is not on a Friday this year. Yes. Saturday. So that was uh that was last year. So I'm assuming then it's probably on June 6th. I would assume that too. I would say. Do we know where? It has been at a Madison College, but they're talking last year at changing the facility that that they would fit all the graduates so they didn't have to have multiple graduates. I haven't heard that doing that this

049year. So my guess is it's probably still at Madison. I would think so, too. Thank you, Tom. Sure. Appreciate that very much. Next is our school safety written drill evaluation notification and review per Wisconsin state statute 118.074 CP. Mr. Turner, I'd assume. Sure. You have this in your board packet. There were two um holds administrative holds. one at Connor Elvin Primary School and one at Wabesa Intermediate School in the month of April. Um just to uh make sure that students were safe and to um protect the privacy of students that were in crisis. So one involved a little water event um so wanting to keep kids safe from the water and another was a student in crisis. So seems to be that water is a fun object to play with lately. Yes. Did you didn't

050know this? This is these are facts. These are facts. Yeah. And that's why we need water tables in every classroom K through five. Yes, that would be wonderful. I like that. Erin, thank you for uh providing those safety reports. Again, what I find most useful are the follow-ups and their action to continue to make improvements. Yes, we've certainly come a long way. Yes. Yep. Yep. Through the hard work of many people, especially our associate principles. Yep. Mhm. Is there any correlation to the the fact that we're, you know, we have a one associate principal goes between schools? I mean, I think it's it's just such a a good reason for having that associate principal in both schools. A great job. No doubt about I'm so happy about that. Anybody have anything else? If not, we'll

051move on uh to a discussion item, annual board development tool results. Yes. So, uh this is a a tool for the just so the public knows. This is a tool that the board members fill out uh every year to reflect on their own progress. So, I'm going to share some of these results with you. It is it is quite a long document, so I won't get into all of the details. uh with you here. Um the first page of this document lists the areas of growth. And it's not that we don't want to recognize where we are strong, where the board is functioning and feels are functioning strong, but we do want to keep getting better. And so what I did was I pulled out some of the areas that uh had the lowest average

052score. So this is on a four-point scale. So a 2.5 here for the a board um here I'll make that a little bigger. Um board committees being used efficiently. Just as a reminder community our board has a few committees but we don't have a typical structure similar to like the village or larger school boards where you have a personnel committee or a you know public works committee. So, our committees are more so like the the joint village schoolboard committee or the employee relations committee where there's board representation. Um, but what we have recognize that we could do a little better job at in the future is sharing out the results of um that work with the community and and with one another. um the the continuing to talk about the community's feelings about the district

053being responsible with resources and I'll I'll connect that with one of these down here which is we regularly communicate our fi look at I'm going to draw on there um regularly communicate our financial needs um to the public so um in an easy read format. So, those things are something that the board is focusing on. Um, we've talked about some ways that we can improve that, simplify school funding as we explain it, and providing ongoing updates, not just when it's it's uh a crisis for our budget. Uh, a lot of these focus on legislative issues, working with our legislators. You'll notice in here, one of the things that we did was um we have the results from last year. So while let's say discussing regularly discussing legislative issues during board meetings is an area of

054growth for us, it has shown growth since last year. So that's something communicating with our legislators. We've definitely taken I I would say from my perspective as a somewhat of an outsider to the school board, a significant step forward in our work with legislators and it's just continuing that work and making it standard operating procedure. um addressing the needs of all learners continues to be important to the board and an area where you feel like you could have some some growth in legislative advocacy. So then this is where this is, you know, the public would be not entertained by the level of detail here, but I I think more than getting into the the detail, what I want to do is just explain how these results come, how we represent them, and then entertain any

055thoughts the board wants to share to discuss their feedback. So there's, I think, seven areas that the board evaluates themselves on with indicators for each. And what we do is we separate these um into strengths and areas of growth based on these ratings. So this purple color here means fully achieved. That's the highest score of a four. A green is mostly achieved. Um a yellow is a partially achieved and a red is not achieved. There's several that also have not sure. You know, we don't want people to guess. If you're not really sure, what does that mean? Or I don't have much knowledge. That's okay, too. So, as you're going through this, you want to see more purple and green and less yellow and red. So, the first area is datadriven decision making. Then what

056we do is we separate separate those into strengths and areas of growth um for the board to review. And uh the strengths are you know tend to be scores 3.3 or above and u many of which are fours and then the areas of growth tend to be a three or below. Um the area the next area is board operations. So this is, you know, how we how we analyze ourselves, how you evaluate me, honoring decisions, coming prepared. Those are all areas of strength with continuing to improve our orientation process, which we have an opportunity um right now with a new board member in the committees. Also culture. So that's how you work together. Mutual respect, valuing differences as opinions, recognizing people. That's something the board has said they want to do a better job is

057really celebrating the work of our students, staff, and schools. Um, and this is getting back to that, you know, really knowledge to the community and con u building trust in the community, especially in light of the referendum. Um, having high expectations for our kids. Planning was the next area. annually reviewing our our plans which the board does um both instructional and non-instructional and then continuing our work with our local municipalities is an always area of growth and kind of the risk practices that are involved in insurance cyber security we do a great job of that it's still 3.3 but this was a very strong area for us and so not much to highlight there budgeting continues to be an area um that that we want to continue to grow um which I mentioned one of

058the things that we mentioned a little bit earlier was about um talking about the financial statements and so we're kind of trying to figure out how do you represent those well for the community because we get these you know we're approving these you know these these general fund transactions and it's just a lot of numbers and information so how do you make that meaningful so that's something we're working on, you're working on district operations. Um, some nice strengths here focused on getting feedback from others and um, making sure that the board's kind of honoring their role and recognizing the role of of of staff and administrative staff, communicating priorities, but looking at succession here, not the show, but amongst the board. Community engagement. I would say out of all the areas, this is the one

059that seems to be the most important to all of you based on this data and our in our previous discussions. Um, again, partnering with organizations, um, making sure that we're connecting with with families and and providing opportunities for people. So, you see quite a few legislative things as I mentioned earlier in this area. Policy, this is a real area strength the board feels like. um you feel like you do very well providing you know ongoing updates of policies which we get to do tonight and promoting safe uh learning environments and then I think lastly vision um and this is another real strong area I think throughout these themes you'll see you know wanting to emphasize student achievement to a greater degree than we are and kind of changing a a board lens if we can

060ensure fiscal responsibility Let's, you know, focus on achievement. Any other comments, reflections from the board as you've um and the board has received this information ahead of time, so um they've seen a lot more of the detail. Well, I just think the public should understand that, you know, the referendum definitely influenced us and how we fill this out. I mean, I know I mentioned this uh that I would have thought we had done a pretty good job of presenting it, but obviously when we failed in one of our referendums, obviously the public didn't feel that we had. And I still feel like um the public needs to understand that when we did pass this referendum, we chose not to take what we were really kind of hoping we'd get kind of an ideal um referendum.

061We took what we could uh kind of a a a mid mid level and I think the public does have to realize that we're trying to be as fiscally responsible as we can and uh we'll try to do the best job we can of trying to relay that information to them. So education, yeah, it's always the most important thing about initiatives like this, getting the the public's buy in and making sure they know about it. So my question to any public out there that's uh watching and listening is what type of information would you like us to share to convey to you when it comes to the budget, expenditures or revenues? um because different people may request different things and uh so I would seek input from the community from the public and you suggest

062to us what kind of information you want and how would you like it presented and maybe even how often. I think that would be very helpful. Uh just to switch gears a little Erin uh we talk about student achievement. One thing I don't hear too much about compared to 10 even five years ago is the achievement gap for uh the different races not not so much gender and I just can't remember if when they gave the annual update semiannual update back in December they talked about that achievement gap. Can you just refresh my memory about that? Yes. If you know. Yes, I do know. Um yes, and that was that's part of our school improvement um planning and presentations and it's connected with our strategic plan. So those gaps are part of our key performance

063indicators. So I can actually I can actually pull them up um as I'm as I'm talking to you to to display. Um and we have found that our largest gap um when you look at the the demographic data is for uh students with disabilities um is our most significant gap. So, let me pull this up. So you can see here um this when I stop moving it um the our first key performance indicator educational excellence pillar talks about the students who um are proficient and we focus on English and language arts because that's our greatest area of of growth and certainly a skill that really transforms to other academic areas. So when you look at um so the this top line here is a percent proficient um overall and then it breaks it down. This

064is for white students compared to students of color. And so you can see this is the the gap 11 and 12%. And then disabilities you see this it was 36% and then 38% last year. We don't have the results obviously from this year. they're just taking these assessments. Um, and then you look at English language um, arts for um, socioeconomically disadvantaged. Another high percentage. Um, so these definitely are two, continue to show off my tool um, percentages. And I I would say there's two things I would point out. um is is that these gaps still exist and we're concerned about the lack of progress in closing these gaps over the two years that we've been doing these key performance indicators. Now, it could just be that next year. you know what they're taking the forward

065assessment now um and acts that we're going to see a reduction but that's really where our professional development is focused on um is reducing those gaps and so that was the school improvement plans uh from this year from from the buildings were very focused on those gaps I have a question about the ones um with or without disabilities um where do you split the line is that students with 504 plans and IE IEPs or is it ones that have diagnosed disabilities but might not be part of special education? Yes. So they receive services for okay a disability at school. So So yes, there are people that have been um identified as having a disability but do not qualify for special education services. Those would not be included. So this is when those students take the

066assessment that's how you can because we don't have that other data to to disagregate. Thank you for pulling that up again. Yeah, that was an excellent review. It's a really it's a way what I like about our key performance indicators is that they they're measures to measure our progress, not did we they're not task measures. There's outcome measures. It's not did we do the thing we were going to say we did because we measure that elsewhere. It is did the thing we did make a difference. And you can see here we still have growth in those areas. Thanks. And I will be able to update those. Actually the student survey is is part of those results. Okay. Awesome for the KPIs. So, when you have the strategic plan update coming up um in a couple

067weeks, I will have the updated data in there. Okay. Anything else? If not, district administrators report, Mr. Turn. All right. Keep on talking. A lot of me. Um All right. So, some things to talk about. Um, one is you may have seen a position that's posted is we're we're looking to hire a new part-time position for an administrative assistance for youth assistant for youth apprenticeship. And I bring that up especially for those, you know, those board meeting fans out there that are saying, didn't you talk about the Dayne County Schools Consortium and that you're withdrawing from that? You recall that yes that was something that the board um decided that we will be withdrawing from that consortium but continuing to offer youth apprenticeship just coordinating it at house and we are very concerned about additional

068responsibilities put on our existing staff including especially primarily Penny Thompson our CTE coordinator. So um this would be a person that would be able to assist with those additional responsibilities. So, so if there's anybody's out there that's like an it's on it's on we can which is the way that you apply to work in school districts, we'd love to have somebody join us. So, just wanted to highlight that because we mentioned that yes um was a possibility and now it's happening. Awesome. And I appreciate creating this position. Yes. Yep. Yep. probably overdue in I think it certainly will benefit uh the coordinator but more so the students because this new person will help with with the outreach and making those connections and and relationships. Exactly. Exactly. Um, also in response to a question at I

069think it was our last board meeting, you asked about early college credit and the Start College Now program costs. And so um, working with the high school administration and primarily principal Brett Jacobson, he said typically it's a, you know, a couple hundred dollars um, per credit. And what ends up taking is that people typically take three credits. Um, and so we spend about seven or 5 to 10,000 per semester on these classes. So it's a pretty significant expense to the district. It's not something that you can choose to do, right? You you are required to do it for courses you do not offer inhouse. So that's why you see us um talking so much about no we offer that program here, no you can take that there. It is because it's being fiscally responsible. It

070is by finding the least cost um uh the most costefficient way to meet that program, provide that opportunity to kids. And I really appreciate uh the high school administration being the gatekeeper for that because it has to be timeconuming trying to figure out it is figure that out especially student services. Yes, they do a ton of that. Um also wanted to mention just because I've been asked this question a lot about this title one certification and the federal government and by the way we're talking about legislative issues at a board meeting. That's one of our goals. I'm going to do that right now. Um so the federal government um sent a requirement to uh the department of public instruction for districts to certify certain things related to title one that they would not discriminate based

071on protected class and specifically mentioned what they call DEI um efforts but did not specify what those are And um what I want to clarify for people that may be wondering, well, did the district sign this? Is the district going to sign this? There's nothing for the district to sign at this point. This um certification was sent to our state department of public instruction. They have responded. They have indicated uh they have raised questions about the authority of the federal government to require the certification. And as of the latest I've heard, I haven't checked the news today. Um, this has not been signed by um DPI. I will also say it has not been passed on to districts. So, I have not received anything from the federal government regarding this at this point. So, there's

072no action for us to take at this time. and we will see um where things end up whether that's in litigation or whatever the case may be. Thanks for the update. Yeah. Yes. I also wanted to um do some recognitions. We just want to recognize uh Justin and Sherry Dean for their generous donation to the McFarland High School girls volleyball program. So appreciate them and their support of the program. That was very nice. want to give a shout out to our very own Dr. Hower. She facilitated uh an annual presentation to our bus drivers on student behavior and you know working with students and building a just a real positive climate in in buses and responding to student behavior. I we ask a lot of our bus drivers and so anything we can give them

073to help them have more tools in their toolbox. They love it and they were really responsive. She said they were so engaged um asked good questions and provided feedback. So I I just wanted to compliment our drivers but also compliment Dr. Hower for her facilitation which obviously led to their engagement and um I am going to share uh some some things going around the district with all of [Music] you scenes amongst the people here. Little outside reading um taking advantage of a nice uh or writing excuse me nice day to write outside. I mean, what a better thing than to write poetry outside. So, with their five senses, you know, so kids really being insightful about what they're thinking, feeling, smelling, touching, get the idea. You know, the five senses, I'm I'm guessing. So, just

074a neat feature and really thank Mrs. Punzel for sending this in. Um, yeah, very own educational assistant at CPS, uh, Miss Jen. Uh she she drew a beautiful animal for each student. Her her artistic talents are so impressive. It's incredible. That whole day, isn't it? Yes, it is. If you walk in that school, they're just there. It's beautiful. It's really neat. It's unreal. That was our own neighbor. Yeah. And then they wrote a poem to go with it. So pretty special. So really neat thing to capitalize on our talents of our staff. You can see Mrs. Mishnik uh created an activity for our first grade. I love that. Explorers. Um noticing things about nature. So really getting to their critical thinking skills and asking questions to be scientists and problem solvers in first grade. So

075pretty pretty impressive there. Moving on to Wisa. So just having some fun, you know, outside in the rain. And you know, we always tell kids, principles and associate principles tell kids, "It's not raining till I tell you it's raining." Um, and so just having some fun out there. So they're all in like tie-dye colors. Yeah. Yeah. Right. It must have been a dress or something, right? It's adorable. Maybe it's a coincidence. So here you have some progress going on with our our middle school garden. Uh that's through a the McFarland Education Foundation and a Ganon grant. So building underway. You see some some progress uh there building that and and love to have community involvement and engagement in that as we move forward and take care of those those pads. Erin, will they be growing

076things over the summer? I think so. I think so. I'm not exactly sure on what they're growing and when. So, I don't have the details yet and what their timeline is, but I would assume so. But then we get to tend to those, right? So, you can see where that is, right? It's in that middle area, kind of that open area. Crochet club at the middle school. So many great club offerings. So, glad that kids take advantage of that. You can tell how much fun they're having. It's a lot of smiles. Yeah, this is a fun project. You have Ernie Teing here. Um, you know, one of, uh, the people that started the money unit way back when. So, for over 40 years, kids have been engaged in that financial literacy project. And kids have

077a lot of fond memories of it. And I think it's one of those things where they're learning through experience. the uh sixth grade team is really leaders in creating simulations for students and this is a great example of one of those. So get a tour of the bank and learn how to be good bankers so that they can be bankers for for the money unit coming up that is awfully popular. Yeah, it has been for many many many years. I know. And the secret is they're learning. That's right. And they don't That's right. They don't know that. Uh, the Black Student Union and Mr. Ward's African-American studies class that he's offering went on a field trip to the Black Holocaust Museum. I still have yet to make it um there. I don't know why. Yeah,

078great things. It's on I put it on my to-do list every week. And the Daddy So the Daddy Soul Food and Grill is awesome. Oh, as well. Okay. You need to go there. Some recommendations. Yep. So, that's great. side. I appreciate there's a lot of work that goes in in organizing these field trips for kids and I love that so many kids are taking advantage of that. Here you have the big little dance. Saw some really fun pictures. Uh DECA does that as a great activity for um what does it say? Over 90 families. Wow. Taking advantage of that. So, I just think some of those more this is a good example of, you know, bringing people into our schools for something different, you know, something fun. And so, three of those girls are my

079neighbors. Oh, two of here you have this somebody's in work experience serving our counseling staff. They did a little coffee with the counselors. Oh, yeah. Uh the other day at Grace Coffee, so you can see them there. Just kind of a neat full circle moment. a little bit. How is the turnout for that event? I don't know. I don't know. I haven't seen people to ask. Uh eco club um got a mini grant. So that's something we just really that eco club remains so strong. This was for solar powered electronic charging grant. So continue to win awards. Hopefully we'll win again. This is a fun one with the autos 3 class doing a field trip to the Walke Auto Show. So just you could see how cool that would be. I'm very jealous. So some

080kind of what's new and out there and um cars and got to do some simulated auto racing. I just want to acknowledge our very own school counselor and and hope squad adviser here, Beth Canfield, who is a nominee for a hopes award for her work uh related to suicide prevention. So, um, and that award is presented at the Suicide Wisconsin Conference coming up, I believe. So, congratulations to her for her nomination. And that hope squad is really powerful and the work we're doing with our kids. So important and it's been for a long time. Yeah. Yeah. Here we have um want to recognize occupational therapy month and I love this picture. So they have fun and they like each other too, which is good. So just out outstanding services that often go done behind the

081scenes and people don't really realize the difference they make, but I know our students and families are so appreciative for all their work. Volunteers recognizing our uh all the people um that continue to volunteer in our district. volunt increasing volunteers um is a goal of the district including people without kids. So volunteer recognition time just really appreciate them whether you're reading in a classroom or you know cutting out something or on a field trip. We appreciate you and that's the kind of thing that goes both ways. It obviously helps our students because it's giving them a role model and someone who's, you know, there's some stability there, but at the same time, each one of those volunteers who comes into this school district at whatever level it is, they leave and they talk to their

082friends about, wow, what an amazing job this school district is doing. And that's what I I that's why I think it's such a wonderful goal and we got to keep building on it. I think maybe that's The importance of volunteerism it is is just so critical when you're when you're whatever raising kids or you know being in front of a club or an organization. Um that's kind of what makes the world go around. Fantastic. Truthfully, I think we probably can increase our volunteer uh contingent by reaching out and inviting them. I think that that personal contact is very important especially with uh seniors or folks that don't have kids in the school. Exactly. I think the best example of that was probably Mr. Hendrickson. Was that his name? Yes. That volunteered uh to help out

083with the math classes for years. Years and years. But I'm thinking of even just a oneshot deal, you know, because different people have different availability. And I think if things come up, you know, if uh we know about it or others just reaching out to some other folks, I think they'd be overjoyed in helping and to be invited into the school. Well, somebody wants to volunteer for the CS Carnival that's coming on. I will say I did it last year and although my face painting skills were not as top-notch as I would have hoped, it was a wonderful experience and I highly suggest everyone. Perhaps the person who was having their face painted didn't think your skills matched as high. I mean, and there were some like they wanted like fullface unicorns and snakes. And

084at one point, I literally just took the green thing and I just went, "All right, there's your snake." Luckily, the four-year-old totally loved it. Yeah, that's all it takes. How does it look? Great. Um, some upcoming uh events. A reminder, uh, April, we're still in April. A national a, it is National Autism Acceptance Month, Mung Heritage Month, ArabAmerican Heritage Month, National School Library Month, National Bilingual Multilingual Learners Advocacy Month, and as you saw, Occupational Therapy Month. We've got field trips going on to the Dayne County Landfill for our third graders. Um, let's see. Tomorrow is environmental awareness day, school bus drivers day, administrator professionals day is coming up on Wednesday. Thursday is take your child to work day. So, we always have um some kids out and also some kids that come uh with their

085their parents at work here. Equity picnic, you heard about there 8:30 to 12 at the in the Blackbox Theater. I will be at a conference so I'm unable to attend. That's a great event. Um, yes. Mix it up at lunch. Yep. Mix it up at lunch this week at WIS. Arbor Day is um coming up as well. The musical uh is coming up. I'm I'm going up Friday night. And the state solo and ensemble as you heard about. Fifth grade art music show is next week. The high school vocal showcase is coming up on the 30th. May is AsianAmerican Pacific Islander Heritage Month and Mental Health Awareness Month. It's also that first week is physical education week, principal day. It's May 1st. Uh we do not have school on May 2nd. It is uh National

086Lunch Hero School Lunch Hero Day that day. And then it's staff appreciation week that following week with the school board meeting on the 5th and high school music awards that night. Any recognitions? the board would like to share. I have a few. I have four. Just excellent. Warn you. Sit back. Um to add to your events, um we also have students attending the top scholar um recognition on Sunday. Um I don't remember exactly what gets them there. I think it's the top 10 in the class, but um all of the Badger conference um yes in Wani and I think we were invited as a board a couple years ago and attended some of us attended um and it's a really nice event. So that's it's always nice to see um our where did is that

087my key you said? Yeah. Yeah. Um just nice to see Yeah. I forgot students. Um, also about volunteerism. Um, a little birdie told me, you know, they had bandorama this week and we were talking about it um before the meeting and it is such a great event. So, like shout out to the band teachers. Um, but the there were there were about seven high school students who volunteered to help the three band teachers move all of the equipment from the high school to Wow. to the or where it was from middle school to high school. Um, no small task. No. And so just wanted to give a shout out to those kids. I don't even know who all of them were. Um, but that is I'm sure that it was a huge help to the

088band teachers. Um, Jeff Mahoney, I think a lot of people don't know how much he does behind the scenes. So, thank you for all of your work that you always do, Jeff. Yes. Um, and then last but not least, Tom, this is your last board meeting. I'm gonna miss you picking on me, but really and truly, I'm going to miss your professionalism. Um, all of your perspectives that you bring to the board as a former administrator um, and your committee reports. It's been an honor to serve with you. Thank you very much. I'll just have to collect down to your house. It's true. You know, it's true. And I you might you maybe we will still get each other's WABY mail or you won't get the mail but maybe education something. Yeah. Yep. It truly

089has been an honor as you know we were sharing some things before the meeting just with Tom and you know been on the on the board a couple times here and just your service to the community not just through the school board but through all the many things you do through different service organizations volunteering it's just really amazing so no thank thank you for all your kind words um but I love the community and if you love something you put a lot of time into But you're right. And part of that love comes for the families. Certainly the kids have gone through the system here and uh the whole community and it's a very nice place to uh raise a family. And once your family's gone to stay here and stay involved. So thank you

090very much. It it's been my pleasure to serve on the board. You I think you've taught all of us many things. That's good. We appreciate you. You're welcome. Very much. Okay. Don't be a stranger. Business manager report. I'm here. There he is. So, hey, uh appreciate everybody uh staying around come up for this awesome report. Um, I would love to just say that uh part of this is pretty redundant to February because quite a bit hasn't changed. Um, we're kind of in a little bit of a holding pattern with a few things, but we'll kind of highlight a couple great things. So, we can go to the next page slide there at hand. So, what we're working on, all right, it is I'd like to say that resident enrollment estimates are done, but evidently they're

091really never done. Um, those that relates to when we're providing our uh buildings, just where we think we're going to be so that we can work on staffing and that. So, but technically that's kind of done and then we just watch where things are happening with enrollments in and out throughout with our residents. But next, I think you can hit all these bullets there, Angie. Um, monitoring open enrollment, uh, closes April 30th, just to I have another slide on that, so I'll talk about that later. Um, staffing changes since February. Um, we were projecting that we'd only have seven sections of fifth grade, but we did make the decision based on a little bit of open enrollment and some of our uh resident additions that we will have a eight section track in fifth grade.

092Um, you had an extra go ahead. What does that mean for class size? So, um, that would put it back to about 22 and a half. I don't have the document right in front of me, but it'll put it back to about 22 and a half from from where? Uh versus like 23 and a half 24. Okay. So, actually about two. So, it' be be 20 22 and a half versus 24 and a half. But that's the norm too. Eight section sections. Yes. Yes. If we could have a valid great section per uh K5, we would have eight. And I do have another slide on that as well, which is kind of um and then you did have a an action item this evening in your professional staff adjustments and there is a 0.5 reduction

093in high school teched based on um student selections for this coming upcoming year. So, and that does flow up and down as well. Um, Aaron did mention a position with the um school to work program and not sure if you mentioned this Aaron, but that is a program that we're already paying for through the large consortium. So, the dollars that are coming in and being used locally um will offset that cost. So, it's costneutral from what we're already spending. Right. There's still there's probably still actually a little revenue. Yes, there is. Yeah. Um and then um we always are working still on revenue and expense estimates. So we'll go to the next slide. I always want to just remind people that our revenues and our expenditures are tied to our particularly our resident enrollment. And

094we've covered this many times over the last year of what's happening with our resident enrollment. It is still sliding and this is what we have to deal with for the next several years. um as changes in uh development and birth rates change, is that affecting all of all of our, you know, competitive school districts in the area here in terms of is everybody's flat or going down a little or Yes. Yes. D Day Dne County, even though it's the only uh county that's supposed to be growing in the next 10 years, um all districts have open enrollment availability in Dayne County. So, we're all competing against each other. Yeah. So, um a little bit about open enrollment. Great segue. Um about 50% of our slots have applications right now. Just a reminder that uh when

095an applicant fills out their application, they can choose up to three non-resident districts. So even if someone did choose us, they likely have two other choices. And since we're the greatest, hopefully they all show up to us. Um, but as I mentioned, Craig, and you're spot on with the question, yes, every Dayne County district has space right now. So, our uh current grade level sections for 2526 as planned for K through two is sections of 8, 7, and 7. Uh, that's versus we had a this year's a seven, seven, and eight. And then third, fourth and fifth grade as we had reported in February was looking at 87 and seven, but we are going to go to 87 and 8 for 2526. Jeff, do you know the data? You said only 50% of the slots

096have applications and they can fill out apply to three different districts. Of everyone that applies for open enrollment here, how many of those actually end up coming here? Any idea? Well, I can't speak to each year just because it's so unique, right? Um, each family has until the end of June to tell us that they're attending and then they cannot show up. So, um, September one, so it's this year's applicants, all of them pretty much have multiple at least two districts that they've written down. And it is very geographic as we've discussed because parents have to transport their own students. If they identify two or three districts, do most of them have a preference though of the district they would like to end up in? Well, when we see the data, they'll show it as

097first pick, second pick, third pick. And so we're not always first. I don't have the data of how many selected us first. Um, so it's it's definitely about geography and where families want to land in the end. Okay, thanks. I'm sorry I don't have better data on that, but that'd be like sometimes guessing. All right. Um, so this uh slide hasn't changed since uh we last talked about this in February. As you know, we're entering our second of three years of our recurring referendum. Yes, we've already almost completed one full year of a referendum. Although it doesn't feel like we really started a fiscal year knowing that, but it's probably true because people voted in November for this current fiscal year. So, um, the state they're working on their two-year budget process. Not a lot

098out there. That's why this slideshow is kind of a little bit boring. Um, we know that currently and upheld by our Supreme Court that 325 per student increases annually are uh there for a a while. I think 400 years from what I [Music] saw. So I won't be here for that in 400 years. But um so that's a 2.7% increase for the McFarland school district. So we have mentioned that they have been talking about special ed funding but again joint finance has not started to deliberate on schools and it seems as though they've been very quiet. Um the listening sessions haven't produced much information or media coverage. So we'll we'll see where this happens. Um, we've talked about the declining enrollment exemption that we had because our resident enrollment had declined that our 2526 revenue

099cap starts already with $300,000 less in revenue because it was an exemption from lost revenue in 2425. Um, we've talked quite a bit about open enrollment and the fact that it does have a little bit of a difference in what we see Um, we've already touched base on the number of districts people can select and we've chatted about variable revenues which are interest earnings and our virtual school. Um, of both of which we could probably push up a little bit in our estimates for 2526. although interest earnings have been a little bit more volatile lately uh as those go up and down with the markets a little bit. So we'll we'll see how April finishes out with interest earnings. Next slide please. Um again we uh had budgeted for 4.5% in wage changes. Um we

100are evaluating again where our competitive and comparative information is or where our districts are around us. Um the Wisconsin uh employment uh relations committee commission sorry established their CPI for bargaining of 2.95%. Now that is for registered uh unions. As a reminder, the McFarland School District's union is not registered by the WERC. So, it does allow the school district, the board, and our employees to look at other opportunities um to stay a little closer to the average as we had went through our referendum that we wanted to get closer to the average for beginning and middle pay. and um even some of our higher paid. We would likely be able to do this by being a little closer to about 5%. Um that is helped with by the fact that our health insurance, this is

101probably the biggest highlight. I should have made this its own slide, but uh the McFarland School District was successful in its bidding of its next health insured provider of which we received a 4-year deal with Group Health Cooperative. In year one of 2526, we have a 2% increase over our current plan and we have three more years then thereafter with rate maxes of 8.9%. That is a win for our community, a win for our staff. Um, and it was exciting to see group health cooperative want to come back and be with the McFarland School District. We are one of the first charter organizations that started with GHC in 1976 and we were with them up through uh 2011. So it's been a excuse me 2015. Yeah, I was going to say so we had a

102long time relationship with Group Health Cooperative. So I appreciate all of our employees that have went through this process. As you know, anytime you change doctors, clinics, services, your your staff are affected. And our staff have been very good at understanding and getting the information that we've needed to provide them. Uh, hats off to GHC, M3, our broker, for being in the buildings last week, working with our staff um, both throughout the day and then after school. So again, uh it's allowed us to now start thinking about how we can move forward with um wage and salaries that might help us get a little bit better, closer to the average in the county. So that was a really excellent thing for our school district. That's awesome, Jeff. Thank you so much for all your work

103there because I I don't think the the public realizes how much that helps our our district uh fiscally. I mean, it's just this is I know a lot of work on your part and I do I I really I'm happy the staff have have been pleased as well. Yeah, there tons of people involved. our employee relations committee of nearly 30 people um board members included. So it it's it's been a good collaborative process and you know we you're right about the budget um and what it helps us with. If we did not move away from 4 and a half% in 2526 for budgeted wage changes, our uh projected deficit of 475 would be to a net of $4,764 to the positive. So the next two years 25 26 26 27 has basically netted out any

104deficit we would have had which allows us then to have these conversations in May about getting closer and moving ourselves more competitive with wages particularly support staff and professional staff. That's great. So, good stuff. Uh, still working on property and casualty insurance, um, bidding and negotiating that out. Um, so hopefully in the next update I have in May, we'll be able to talk about that a little bit more. Um, I've already kind of covered this, but just saying where we'd be. Um, so we can kind of flip through this, Angie. So, next step, continue to watch. see what happens with uh joint finance. We'll talk about finalizing some salary and wage things with employee relations committee in May. And we always are looking four more years out. So everything we do for 2526 impacts 2627

105and beyond. That's one thing. Another thing that I really appreciate you, Jeff, is you're always looking out. I mean, you go four or five years out. So, there aren't big surprises. You bring the board along, you know, every six months where we are and where we're going. So, thank you. Kudos. Yep. Having the home office. I don't know if sometimes my home office appreciates my looking out too many years. But appreciate being able to uh remote in tonight. Certainly. Absolutely. Thanks, Jeff. Thank you. Thank you so much for all you do, John. You did make our job a ton easier. I just How many years in a row do you have to be right before we just assume you're right? And that's kind of how it's gone for me. You know, we worked together for

106a lot of years here, too. We couldn't do it without your strength in the business office. Well, let's say if Jeff was not the business manager here, Yeah. our finances would look vastly different. Mhm. That's true. A lot of good people there managing this for all of you. Yes. Thanks very much. Thanks, Jeff. Thank you. Okay. Uh budget and staffing updates. Uh action items. Action on approval of unusually hazardous transportation plan. I would look for a motion to approve the plan as sent to us. Sure. I'll move to approve the unusually hazardous transportation plan as approved by the Dane County Sheriff's Department and the McFarland Police Department. Fesler will second. Thank you. I just think it's important that we let the public know this is not like hazardous waste. It's just making it safe for

107our kids to get to school and uh making sure that they're away from really uh heavily traffked areas. Yeah. So, okay. I've got a motion from Tom and a second from Bessler. Uh any other discussion? My my question is uh because Bruce you bring up a good point uh the misinterpretation of the title sometimes. Can we make this document available Erin like maybe in our school libraries or at the public library for people that might be curious to know what it's all about. We Oh, go ahead, Jeff. Was that the Aaron or me? Well, both. Whoever. Okay. Um, from my perspective, uh, we would be messaging out information about this plan. Number two, it would actually sit on our transportation website. And three, um, you know, there's not such a large change. So, that's kind

108of the good news. Right. Um I do want to preface that although our only change is really the 612 walk zone uh for the areas west of Highway 51. Uh while we will be making changes for 2526, we'll be very cognizant of watching uh 2627 uh because if you're not aware, there's quite a bit of Highway 51 work coming up in 2627 that could cause us to make um that area temporarily hazardous again. uh until all of those intersections are back to being safe uh without orange barrels. So, we'll we'll 2526 might be just um the first year of the new walk area for grades 6 through 12, but we might have to revert 26 20 26 27. So, we're monitoring that. Yeah. I I think even uh modifying the crosswalks at huge intersections will

109be a big improvement. Yeah. The safest time to walk through Highway 51, even though some of this information comes out at a public hearing by the DOT on this coming Thursday night, is the fact that December of 2026 into July of 2027, the Hair River Bridge is out. So, probably be the safest pl time to go across Highway 51 because there won't be any traffic able to even come through. So true. Thanks. Anybody else have anything? Okay. Hearing no further discussion, all those in favor, please signify by saying I I opposed. Motion carries unanimously. 5-0. Uh discussion and possible action on the process for renaming Conrad Elvium Elementary School. Uh I would look for a motion. You you don't need a motion at this point. We're just discuss Oh, just discussion. Yeah. Okay. Possible action.

110Okay. So, just to lay out the decisions in front of you, uh, board members, you previously voted, uh, to indicate that Conrad LVM Primary School should be renamed, and now is the process for renaming it. There's three issues in front of you. The first is what should the name of Conrad LVM Primary School B? The second is you've expressed and and it was recommended to you to find another way to uh recognize Conrad Elvium. Um how might that be accomplished? That's the second issue. And then the third issue is there is a cost associated with both renaming and recognizing Conrad Alvium and how would you like to pay for that? And so those are the issues before you. You don't have to make a decision tonight. You can discuss it. to continue to discuss it.

111There's no, you know, immediate timeline for when this needs to happen. It's really set by all of you. So, that kind of is the foundation for the process. So, what thoughts do board members have about how you would like to proceed? Well, I'll go first. Try to make it super quick. I really love the idea of renaming Conrad LVM uh to the McFarland Primary School. Just keep it super clean and easy. Um and I personally love the notion that as students enter their educational career, they start at McFarland Primary School and they end at McFarland High School. Chapman out. And and I would like to just add I just think it as long as we can do it in a way that we we recognize Connor Delvin for the things that he had done. Um

112and and let the kids actually and the public look at the controversy of uh I was going to call it unjust deeds, but these basic racial um covenants. Covenants. Yes. Thank you. Um, I just think it's important that we educate the public. So, I would say I'm um I'm also in favor of keeping it simple and renaming it to McFarland Primary School. My reasons um are mainly because it's I think it's simple. Um I would love community feedback. I would propose that we have our discussion tonight and then make a decision, you know, after we've given the public some time to give feedback. Um, but also just to be mindful of the district offic's time and Aeron's time of um the work it is to put in for a citizens um committee. I never remember

113the official name. Advisory facilities naming committee. There you go. um and our community's time they um they have risen to the occasion a lot for these committee this commitments over the last two years and so I think um McFarland Primary School is a is a simple choice and um would be a good use of our time to keep it simple. I'd like to share a short historical perspective on the names of the schools here. I came in 1987. Uh I became the principal at McFarland Elementary School which was a K3 building. Next door was the Conrad Elgrim School which was for our third through sixth graders. When the middle school was built, uh, the fifth and sixth graders left Conrad Delvium and went up to the middle school and Conrad Delvium became a 34 building.

114McFarland Primary School became a early childhood through second grade building. At that time, uh, we referred to both buildings as being on the elementary campus because K4 is considered elementary. Um so we have McFarland Primary School and Connor Delium School. Uh so we already have had that history of MC MPS. The difficulty we had back then when we had two buildings is when we would parents would call or for interviews that would say which building are you now? You know because we had two separate buildings but it was known as the elementary campus. And then when Wisa was built 34 joined five uh 34 yes five at Wisa Conrad Delvium School became the early learning center for early childhood through kindergarten. Far Primary School uh was for students in first and second grade. was decided

115that through the referendum that we would no longer use the MPS building due to its age. Uh all students early childhood through 2 grade were located at um Counter Delium School. So that's where we're at right now. Uh but I just want to, you know, make everyone aware that McFarland Primary School, the name has been used in the past. Uh the reason why I went to it is McFarland Primary School clearly identified students that were going to be in the primary grades. Incoming families could easily connect with McFarland Primary School versus the elementary school, whatever name it would be. Uh so I think whatever name we choose, it should be important. It should also um indicate what students may be in that building. And that's the short historical perspective. Um I think the committee work

116uh yeah I certainly have appreciated it and recognize it and acknowledge it. Uh the um fact about recognizing Conrad Delvium, it's in a school a school named after him right now. Conrad Delvium was more than just a school recognition. there's a whole community recognition because of his family being here in McFarland. So I think um in response to what we've talked about a little is that the recognition for Conrad LVM could be in another place in the village outside of the school setting like maybe at the historical museum because he is a community asset, a community icon, not just something in the school. And those are my comments. Okay. Um, I was telling Bruce earlier tonight that this was one of the most difficult votes I've had, you know, and it with all the big

117things that have happened. You know, you might be surprised at that, but um I struggled with it mightily and finally decided that it's important if you're going to use committees and advisory, you know, groups that most of the time you honor their recommendations because you you put this committee together uh with folks that you respect and folks that you trust and and I I just I just think it would be a bit of a blow to our community participation if we didn't honor the committee's recommendation. And I think given given today's environment, I'm not so sure that this would have come up. But we're trying as a society to change and I think you know a lot a lot of statues went down. Uh there are reasons to understand you know your history and and

118and how I made this decision. I I just think that if it weren't for the covenants and some of some of the decisions made while running the university, I believe Conrad Elvium needs to be honored. I don't believe it necessarily needs to be the name of the school. uh we would be remiss to not to not at least honor him with something uh given the magnitude of his achievements, the number of lives he saved, whose lives he saved. Um, but I would I would tend to agree that naming uh facilities after prominent individuals probably isn't the best way to go nowadays simply because of the instant access to data and information. Um, we had plenty of data and information given to us for this. So it was just more of a I think a personal

119decision on my part. But you know again you have to thank these folks that are willing to help us out with these advisory committees and it is important I think to respect their work. That's where I am. [Music] Um, so could could we have a little more discussion about how to best recognize and acknowledge common here in the community? Um, because I think there's discussion, you know, should we do it in in a school or is do we do it as a whole community? Mhm. Because I think um and I know that's a different question to answer versus naming the building itself. I think a lot of folks want to see sort of something paired with just you know naming renaming the school and what else with kind of a building. Yeah. I think um

120kind of based on some of our discussion, the point you brought up is that once it's not associated with a school in our district, um it I wonder if it's more appropriate to have it to have education about him or a plaque about him like the committee recommended, not necessarily at the school, but somewhere else in the community where it would be more widely seen. But we don't have a right as a school board to tell the historical society what we want them to do. No, but it could be a couple collaborative effort with the village. Yeah, I I I don't disagree with that. But I don't see how I mean other than just we we would like to make a recommendation. And I think ultimately I don't know if this is the meeting for

121us to go down a longer path of conversing over how we should recognize Conrad Elbium because based on the conversation here it is going outside the district and we we don't have authority to make like Bruce said to have the historical society or something like that. I think we can all agree though that we do want to recognize Conrad Elbium and all the positive things he you know contributed both you know in McFarland and throughout Wisconsin. I just don't think that we're in the right place to have that discussion right now. Yeah. Well, I think there's a difference between sort of one I I think there's you have to define what recognizing means. Should we talk about Conrad Elvium in the context of curriculum where it's applicable? Yes, that's recognizing him, his contributions. Um, when

122we talk about local history, which we do teach our kids about, when we talk about, you know, his his contributions within the context of curriculum, Mhm. then that would make sense. I totally agree with that. We do some of that. We could probably do a better job of that. I think it is also one of the things the committee would was was recommending is it's also important for people to understand the the history of housing discrimination um in our state and in our country. And so that's part of the story. You know, the racial covenants in Dane County are well documented and now we know a lot of information about that. It's not just about Conrad Elbium, but there's a context that we know a lot about that that that part is our job, I

123think, as educators. For sure. And then we'd also be able to target that education correctly amongst the various grades because what we're going to tell a fourth grader is a lot different than what we're going to tell a 10th grader. Right. Right. One thing I think we could probably do is Do we want to put together another committee and run this process through a committee or do we just want to uh collect some ideas and the school board just go ahead and make the choice? I I I fear that that you know we're ending up with the same 15 folks on all of our committees or at least to some degree. Um, but we can decide that. Yeah, I think they made the recommendation and I think in a way what Megan said and what

124Aaron just said, I think we can I think in some ways it's been handed to us already and I don't see any point going belaboring it. I think we have the that responsibility and to do it in a fair and just way. So, I think it's a question of do you want to formally invite people to submit new names or are you just asking for feedback on the name McFarland Primary School? I would suggest uh feedback. Yep. on naming the school, but I what what I would really like to do is have the board name the building based on feedback that we might receive from the community and because then the community has something to respond to and are you suggesting like a a formal request or informal like we just say, "Hey, send us

125some ideas or send if you want a certain name, send us a name. Or do we put together a specific survey or something? Again, I'm I'm suggesting that the board provide the name and have such feedback on it such as McFarland Primary School. Exactly. Okay. Because then the community has something to respond to. And that way if they want to come here in a couple of weeks or in four weeks and you know, obviously we welcome all public comments. Um, but then I mean it is part of our community so we want to hear from everyone, right? But I don't think we have to drag it out either. Correct. I think uh two week notice if it would fit into our next agenda would be enough time. I like that plan and the name of

126McFarland Primary School for them to respond to. So, if we're gonna if we're going to collect ideas from the community, I think maybe we could make it clear that the school board's preference is to not name the school after an individual. Well, I think what Tom was saying is that we don't ask the community for ideas. We say as a board, our recommendation is McMarland Primary School. We welcome your feedback on the name of that school as McMarland Primary School. Thank you. I agree with that. I'm good with that. I'm fine. Now, we could decide there we could make a motion to do that or we could make a motion to form a committee. No, I I would prefer that we just we table it for another we put it on the agenda for the

127next board meeting. I didn't mean to vote on No, but I don't think we need a motion for any of that. Yeah, it can just be an agenda topic for us to Yeah, according to this, we don't need a motion at all then. Right. But I think the agenda uh wording should be that uh we'd like to move forward to rename Conrad to McFarland Primary School. Come on in and provide us some Yeah, the action action on renaming Conrad LVM Primary School just McFarland to McFarland Primary School. Yep. I like it. Well done. Moving on. Action on second reading and adoption of policies. Uh I would look for a motion to approve the first reading of the following policies and I will go through them. Is this the second reading? This is the second reading.

128Second read should be second. It says first. I move to approve the first reading of the following policies as second I move to approve the second reading sorry uh of the following policies as recommended by administration I'm going to go through them very very quickly 1100 district organization 1130 ethics and conflict of interest 1241 non-remployment of the district administrator 2210 curriculum development 2240.01 01 Summer or Interim School attendance. 2270 Religion in the Classroom. 2271.01 Start College Now Program. 2416 Student Privacy and Parental Access to Information. 2464 Programs for Gifted and Talented Students. 3214 Staff Gifts. 3230 Ethics and Conflict of Interest 4214 Staff GIFs. 4230 Ethics and Conflict of Interest 50113 Open Enrollment Program. 5330 Administration of Medication and Emergency Care. 5341 Emergency Medical Authorization. 5411 third grade promotion and retention at RA students. 5512

129Use of tobacco and nicotine by students. 5710 student complaints 3440 job related expenses. 4440 job related expenses. 611 internal control 6112 cash management of grants 6114 cost principal spending federal funds 1400 job descriptions. 3120.01 job descriptions 5200.01 full-time student 8220 school day school closure. Feel like an option here. Well done. Thank you. Well done. I have a motion. I'll second a second. Thank you, Megan. Fler second. Discussion. I just have one question for Megan. Did you do that in two or three breaths? I think three. I think three. I've always been a very fast talker, though. So, all right. Not hearing any further discussion. All those in favor, please signify by saying I opposed. Motion carries unanimously. 5. Next is action on the recommended WEA Destinations Career Academy and Insight School of Wisconsin statute 118.408G

130student transfers to resident districts. At this time, WEBA destinations Career Academy and Insight School of Wisconsin are requesting approval of the recommended student transfers back to their resident districts due to lack of engagement. And I would look for a motion to approve. I will make that motion. Thank you, Bruce. Do I have a second? I'll second. Thank you, Tom. Discussion. Yes. Thank you, Tom. For the last time, but you have to listen to me again. Transferring the students from Weea back to their home school district certainly is not best practice. We are limited in what we can do though and I certainly recognize that. But again, these aren't just numbers. We have one first grade child, two children in second grade, one child in third grade, three ch children in fourth grade, three adolescents in

131fifth grade, two adolescents in sixth grade, four adolescents in seventh grade, and 10 adolescents in eighth grade. That's Yeah. 26. That's a lot more of the 45. Mhm. Uh request on here are K8 students and what's going to happen to them and and I think we can pretty well anticipate some different options that they may uh move forward with. So again, I just bring that forward that they aren't just numbers. These are actual children and adolescence and they need all the support they can get. Probably the children with the greatest needs probably. probably. Yeah, because generally it's a parental issue. You know, I don't think a lot of parents are aware of the time that's expected probably. And it's very disearing that none of those 26 students or parents participated. That's sad. In the sort

132of the exit administrative uh meeting that was offered to them. Just as disheartening, we have uh two 10th graders in DCA, Destination Career Academy, and one senior in the in school insight of Wiscon Wite School of Wisconsin that will be leaving VEA. They are so close to the finish line and yet it's hard to understand. Yep. They can't cross it. So, anybody else? So, that's my Nope. That's my response. Hearing nothing else. Uh all those in favor please signify by saying I. I oppose. Motion carries unanimously. 5. And now we are. We have to our favorite part of any year's meetings. The oath of office for elected school board members. We have two here this evening. Megan Fesler and Meredith Huey. Whoop! Whoop! Is that close enough? Oh, you got it. Okay. So, if you

133would uh join us, Bruce Fisher, our clerk, will go ahead and give the oath of oath of office. Yeah, let's go up in front. Okay. Right in front of the school district. There you go. That's perfect. I'm getting out of bed. I would have still I feel like we're setting up the chorus. Yes. Yeah, it doesn't make sense. I think you have to read it separately. Thank you. Um I am, Meredith Huey, having been elected or appointed to the officer of school board member, but have not yet entered upon the duties thereof, swear that I will support the Constitution of the United States and the Constitution of the State of Wisconsin, and will both faithfully discharge the duties of set office to the best of my ability. All right. I, Megan Fesler, having been elected

134or appointed to the office of schoolboard member, but have not yet entered upon the duties thereof, swear that I will support the Constitution of the United States and the Constitution of the State of Wisconsin, and will faithfully discharge the duties of set office to the best of my ability. Congratulations. You're done. Yes. Wonderful. No, I'm not done. Oh, you got another two weeks. Sunday, I think. Well, let's make sure to send you all the emails, ask you all the questions, huh? Can you put together the rest is You want to do that? Whoever does it will learn a lot. I did it. I did two years. I'd actually like weave is interesting to me. Is that it? Do we need date or anything? No, I take care of that. We're not voting me. We're either

135just a both of you. Thank you. Yes. Working with you. Congratulations. A feeling to make my vow. Oh, thank you. Thank you. Do I get on too? Oh, she's so excited. Yay. Welcome. We have all M's. I know. I know. Oh, boy. Oh, boy. All the females are M. Watch out, gentlemen. All right. We're coming for you. So, we're all done with this. Where are we? Okay. I can make a motion to adjurnn. That's what we're looking for. Thank you so much, Mr. Mooney. You're welcome. And I appreciate you always making sure I stay on agenda and talk. And as I wa as I watch the televised version of the board meetings, if you get off the agenda, I will call. There we go. Just text. Megan's on a tangent. There we go. Yes. Oh,

136that's all right. I've got a I've got a motion to adjurnn, but I don't have a second. I'll have a second. Uh, all those in favor, please signify by saying I. I. Opposed. Motion carries. 5. That be unanimous. And we are adjourned at 9:14. Not bad. Not bad. 14 minutes. Yeah. Why do you think I was the one? I was like, I'll rattle through all the We'll make it up next time. That's right.