001She was like her name was like Linda Fagan or something. She was the first like woman heading any military branch. Ready? >> Thank you. >> Welcome to the Merin Community School District uh student achievement committee meeting for February. Um we have a lot of like curriculum reports coming in the next couple months. So I'm trying to space them. We have um our 4K review which matter of fact as they've been doing some learning they're already implementing new things. So, I don't think it's going to be anything like we need to change a lot of things because we've been changing as we've been learning. So, it's really just a really nice update that's going to happen with that. And of course, um we will be doing the Merin values update. Um we will finish our work
002as a committee. The last committee meeting is at the end of March. So, that will be hitting the board table probably April or May depending on what the findings are. I can't speak to that. But so this is a little earlier than usual. We did try to fast-paced it just so we had some spacing and I didn't bring like I think what this is a 40ome page report that I didn't bring like a ton of them in the same month or two. So just for spare reading time. So we have two agenda um items today which is the science curriculum renewal and design report. And I'm just going to call attention to a few things in the report. Um, and then a continuous improvement update. We'll just talk to you about where we are with
003the work strategically. Um, what are we still working on? How does that look? I'm actually not anticipating anything for March. Um, because as I said, our Merren's value meeting is at the end of March and my next 4K meeting is April. So, there isn't going to be anything that may change um, if Arrowhead gets their data to us. um because we normally get first semester data from Arrowhead. Um but as of last week Friday, Sue Cassetta and I have been back and forth at Arrowhead in the there was not a superintendent meeting scheduled for March um between our feeder schools. So she doesn't know if that date is going to come or not. So as soon as we know some of that if with the information I have now I won't have anything if that
004changes I will try to get one of those again just try to space the work for the committee members. So >> so Pat they usually give us um ACT data from last spring so they're a little bit behind you know and then they give us first semester grade data by feeder school. you'll actually see some of that data hides in the report because we look at the data outside of just the board review, but when we're looking at a curricular area, we share that information as well. So, that's what's coming. They normally send it at the March meeting. Normally, Ron lets me know. I attend that meeting so I have the information to do the board updates and I can ask questions on that. Um but the superintendent and the K8s have been busy on
005other things that are not my responsibility. All right. So um as you know um the report is attached along with the memo. So we usually this process takes anywhere between it it it takes a full year. It starts actually the spring before the review. Um, I go kind of what's new. We waited for the standards. If you remember, um, the de department of public instruction last school year decided that they weren't going to do a major standard update in the regular science standards um because they are on a 5-year renewal cycle. So, we knew those were staying. They are doing an update for the standards for students that are on the dynamic learning maps. Those are our students with disabilities that are on the alternative assessments. Those standards are called essential elements and they are
006um updating the science essential elements part um and um we use those updated standards when we look at curriculum as well. So that work is is is done and um part of what our process is. But um we wait for that to happen so we know what to look for. So, you know, um, a couple things just with the report. So, I just kind of, um, put in the introduction. It's been over a decade since we looked at our elementary science. Um, you know, a real issues that we're starting to have between our kits that are getting very old, our project lead the way kits, we can't get all the supplies anymore. So, we knew we had to do something. And then our 68 curriculum was done right before I was hired. Um, and so
007that's five years. Um, so this is the first time we looked K8 in in over a decade. So, you know, kind of well overdue. It's one of our probably crustier things, meaning just we been making do um the best that we can. But you know, and if you ask Ron, I like to spend money, so that's probably why I'm winning against money. >> Thank you. I do too, cuz everything I spend is for kids. All right. Um, so that's really in the introduction just kind of tells you um in the report that background and then you'll notice in the background information. We spend a a qual a bunch of time in our review actually looking at the previous use year's review documents. Are we doing what we said we were going to do? How are
008we doing with that? So everything in italics here is stuff that um our team looked at. How are they looking? Some of it had changed over time and we weren't sure even when that change happened because you know it's hard to have original people here that did the work and um before hiring me this was just an additional hat that Ron wore um and didn't uh do curricular cycles exactly how we do them now. And then you can see how it looked from the 68 side. So that's everything kind of in italics. It includes what the budgets were at that time. Um, and we really talk about where were we with that nicely connected to the strategic plan. Of course, we really are focused, we have a heavy strategic plan on doing steamwork, um, science,
009technology, educa, um, engineering, um, math, and of course, um, the arts. So, this fits really beautifully with our strategic plan. And to be honest, some of the new standards work um that came out, which is an exciting part to me, is it's very STEM focused in science. Now, if you look down Dave Wagner's hallway, you'll see posters on the engineering practices and what do we do? The shift in science really between pre and post has been instead of being content deliverers really just participating in the science and engineering practices, what do scientists do? and really letting kids decide. Um, and that shift happened in social studies here too with our last review going to a more inquiry based program. Our ideas in social studies and science is not to tell students what to think but
010how to think through with the data and the research that they have available and in their investigations. So, you're not going to see anything different um with our science report. Um the next part of the plan um committee membership and organization. I just want to take time. None of this happens without representatives. And I am so thankful our elementary staff, you know, they teach everything, a lot of things. So having a grade level representative on this committee for every grade level is amazing. And some of it is our new staff that's really stepped up. maybe been at Mertin just a handful of years. Some this is just their second year in fifth grade. Some it's just their third year coming up and really wanting to be a part of the curriculum. So I thank them
011for that. They have to give up summer time. They have to give up after school meetings. They have to give up days that we put aside for report cards for them to do that to come in and work together. And they have to do sub plans to review curriculum materials. It's not easy and although we do do our best at paying them for some of their time, it's not nearly enough for the effort they put in. So, you know, this report is truly a committee's report. It's all the work that we do together. And I really thank the team and they're listed here. Um, you'll notice we did include Dave Wagner um and our maker space teacher next door, Amy Tilmont. Um, they do a ton of the science and engineering practices. And we also
012know we probably won't be able to teach all of these units in there and how can we use those spaces to help and make sure that we're um you know covering that all of our areas in that. Dave was super excited to see some additional um computer science opportunities for them and Amy's excited about possibly taking some of the investigations and phenomenon from some of our elementary units that we can't get to. So, it was um a really nice connection for some of our team members that do some of the work of building and creating. Then we just kind of go through the timeline that happened and then we spend a big amount of time looking at data and how we're doing. We look at forward data, how our kids have produced on that. We
013actually do look at the item analysis meaning what kind of questions were asked in science. What do or depth of knowledge level does our kids do? How do they do comparing that? Of course, we only test science at two grade levels, fourth and eighth grade. So, we have some data on that. We do now have it's just our we will just be getting our second year of data um about how our kids are doing preacct wise. we know how they leave us here at Merin. Um and then we get how do they do their eighth grade um excuse me their ninth grade year at Arrowhead. We will be getting that data back as I started earlier um when we get Arrowhead data um in March. So we have it as up to date as we
014have at the time of the report. Um, and then we ask our teachers on the committee a lot of our current programs, strengths, weaknesses, what do they like, what don't they like? Um, you know, the benefit of having the same curriculum. They were comfortable delivering it. They had a lot of team members that, you know, know what was happening with that, but acknowledging that we don't have as much time to cover. We are often rushing through things. they're making their own decisions about what to cut and what not to cut and we don't know the impact that has. So, you know, just a lot of um feedback on that. So, you can kind of see all of my beautiful graphs and numbers. I just want to point out our kids are doing really well at
015Arrowhead. When you look at the grade um distributions of what they do, if our kids do well in science 9, that's now going to be called physical science. Um and then not to mix it up with physics and then an accelerated block. It's been called different things when that's where they can take um a daily block and take biology and nth grade science, physical science within one year. Um so it talks about that. I include what the graduation descriptions and requirements are for the state of Wisconsin arrowheads current updated scope and sequence um for the graduation requirements. So that's all there. It's important for us to know where our kids are going and how they're doing. That's why I included in reports um for the content area. So that takes us like through you know
016twothirds of our board report. The next part is we do a lot of reading about evidence-based research review. So we talk we read different um research. We learn more about the standards um what's expected of our students with the state standards, the one that we adopt here in Merin. Um we look at state laws and what's related to that. I see a typo no matter how many people look at that. So I'll have to fix that. Um and um you know I share all that. Those are teachers comments. I do not read and decide what goes in this report or not. The committee does it work. So they're going to tell you what they learned from that. What are some things that they want us to consider um why it's important um for us to
017do the work. And then we take all that new knowledge that we have and we look at resources. Um, it's really hard. That's probably the hardest part of my job because I can't we can't have teachers review tons of stuff. So, when I say we start a year ahead of time, I already start looking at programs and curriculum the year before we start. So, like social studies is up. I next school year. Um, again, we're going to wait to see where we're lining with the standards. decisions should be made shortly yet this school year on that. And I'm going to go ahead and look. Now, we did a major overhaul in social studies a couple years ago and we may decide if the standards don't change to keep it, but I don't make that decision.
018We put committees together for that decision. Um, but I do try to bring it down to a handful of resources um because it's very overwhelming for teachers. So um I brought it down to open ed science open science ed actually and amplify science both are highly rated both of them are aligned um to standards and then what we do is we have a very intense rubric it's not in here but in the PDF copy for you um I think it's really important to note and for the community um we spend extensive time reviewing um those materials. Um and I'm going to click on here. So, if anybody's watching this in their spare time or board members want to know where to find it, don't look up here. It'll make you dizzy as I fly through
019it. Don't look around. Close your eyes. When we actually look at materials, what I do is I do an overview page for the board in the board report. It is a board report, but it's also for transparency purposes. It talks about what the program components are. It talks about the positive things that um our teaching staff found in the program, some considerations that came and then on these actual links you can see um this doesn't want to play nicer here. If you click on the resource things, we actually have a very intense rubric with many different tabs and they rate on the rubric many things. Let me tell you what the rubric indicators are. One's about does it have differentiation support and meet student needs. Does it have guidance in the materials for students where
020English might be their second language? Do it have does it have some ideas of how we can modify assignments for students with disabilities? Then it says instructional supports for teacher. Does it have embedded professional development outside of what we bring in to help them learn the science? It's really important. You might think how hard is sixth grade science. I learned a lot reviewing materials. It's been a while. So to have a science overview with that is really important. That's one tab. Then we do a whole tab on technology. How does it work for teachers? How does it work for students? Do we find it helpful? Then we do a whole tab on Merin strategic plan and our policy work. Does it meet our non-discrimination criteria? Does it align to our strategic plan? Then we do
021a whole tab on um on uh standards. Um, none of our programs here are based on what we really want to see, which is phenomenonbased. It's meant to be like, why do tornadoes happen? That's a phenomenon. Why did something in real life happens? That's how these the NextGen science standards work um, and the modified state standards for that. So we want students to think about something cool that's real to their life and dig into the science with that through investigations. So it's phenomenonbased. So that's one part of the standards. Does it meet where does it fall with our WKCE? How about all the other science standards that we're looking at? It's got a whole tab that's like in into that. I mean, it's it's a pretty robust um rubric. And what we do then is
022we they fill it out for each um and then because some grade levels can answer questions and sometimes they can't on the rubric because developmentally some rubric pieces are more for older kids than younger kids. So, um what we do is how many points do our teachers give them? Then out of how many points were possible and a strict percentage as you see um doing this the highlights are where the highest numbers were. Kindergarten had the same rating so they're both highlighted. Um third grade they were one point off but Amplify was a little higher and uh first grade you know was a little more than that off. Um but we aren't going to take a program for a grade level. we try to do where is the consensus or the majority. So that's how
023we kind of come up with the recommendation for the board. Um I actually think I I linked the rubrics in here too where you can see all of these are public. We don't want to hide anything. I will tell you there's no perfect program. We all found things we like about it or don't like about it. which is why I write a lot into this to remind people that a curriculum isn't just what we purchase. We will be looking at every lesson and making decisions. Um, and that's how we go about it. We spend the board um maybe Patrick, you were on the board last summer, as you know, we literally put thousands of dollars in the summer aside to write curriculum and to look at things. So, we will continue to invest in that.
024Um, I did put out on Friday, um, with the science work, I opened up the family window for families to fill out the survey. At the time that I printed this, we had zero. By the time I do have two respondents today, um, three respondents, but two families by grade levels. Neither one of them the survey if they did not look through the curriculum the survey won't allow them to respond because you need to review it to give us feedback. So the two people were saying I gota thank you for the link. I didn't go far enough and I will or I don't care. So that's what we got too. Um when this goes to the final board approval it is open to next Sunday. I didn't I normally leave it open a week, but
025because we had some families off on vacation, I didn't want anyone to think we weren't being transparent, honestly. So, I opened it also for an additional weekend for people to review. >> Yes. >> Out of these two, which one best fits the science fire? Like which one is made for 45 minutes? pretty much >> none of none of they're they're both similar. What we liked about both of them which is actually very nice to be honest. Um they both are very transparent and actually open sed has a tabs in their program that says if you have more time here's suggestions of what to do and if you have to cut lessons for time this is what you do. And then they do also both programs Patrick did tell us about how you can break up
026like most of these lessons for example in elementary or 60 they tell you where you can break 3030 they're designed to break because they know calendar schedules are different >> correct I will tell you um open ed science ed is an open education ational resource. And what I mean is that it received both federal and public funds to create. Um, and so they have actually the teachers could look at the unit and they have a video that walks them through each um, phenomenon and investigation and then they have videos for teachers to how to run the investigation, how you can set it up and organize it. Um, I don't want to say Amplify wasn't quite that snazzy. Um, but you know, uh, that's how we calculated it. >> So, I haven't put a budget together
027for this because it's open. We could use a free version. our teachers don't want to do that because it's a lot of printing of materials, kits, whatever. Um, and it's easier not to. Um, I would like to say, um, Patrick, I hope even though that's not a strategy, we do a very rigorous process for the review. I don't feel like we miss um, we always have to make revisions. I mean, we're still making revisions to my perspective, my view, Eureka math, like, you know, because nothing's perfect. >> Absolutely. And we put the money aside for that. We will be working on assessments for my view um over the summer. What aren't we liking about it? We're going to put time into fixing that because nothing's going to be perfect. Um and some of this can
028be very political. Um, science can be like social studies. We have genetics units. We have um the impact on the world and earth around us. We're prepared for that. I along with the teachers will look at it um looking at um the unit that I think could be most politically go away. Climate change is the big one. So, um I will see if people have, you know, one of the responses. I'm most worried about those two units. I'm really going to look them up and give you some feedback. That's perfect. Exactly what we want. We'll be doing the same thing. Um, you know, um, again, not that we want to tell kids what to think, they're going to get science and data and they're going to have to make their own decisions um about that.
029We still have you. >> Yes. Yep. >> So, it's not the fair. >> It's free access. Open educational resources are free access. Um, where we want to put teacher time is why we will probably go for a vendor. Plus, it it works well with Google. That's how I was able to share it out with our community when I sent the email out on Friday. Um, it's it's very overwhelming to look in Google. It's not really how a teacher thinks when they're planning. So, you know, >> right benchmarks are kids. >> Yes. >> They they both had very nice assessment systems in that our teachers really liked. What they really liked on both assessment systems um is that kids they give a new kind of you learn this is why it worked in the phenomenon or
030how the science worked. Now apply that science to a new situation. So it's a lot more heavy on thinking. They're not going to be able to memorize something. They're going to have to learn why the science works and apply it in a new situation. They can absolutely they talk a lot about consensus, you know. I mean, and I think open ed, I mean, people can have their own thing when they're talking about climate change, just put out there. They put out over the course of the Earth's history of what they found out over when CO2 levels have been similar to what they are today. People can make their own students can make their own judgments on that. Um it will be I think our teachers were happy with both the phenomenon driven and the investigations
031and the storylines in each are very different than how we are now. Um I think like I like to say like old school science is like the scientific method. they would learn about the science and they would prove it through the investigations. This kind of works the other way like we're going to do something and then figure out why that works in science or >> an investigation method but we don't take it Yep. It's more off of the design principles. Yeah. Because they'll do designs and models and to see why that would work but we're not going to tell them why it works. Hopefully based on >> naturally naturally instead of our labs that the last thing have to be able to see whether or not good information ask questions a lot of how we're
032looking at things saying that can't be possible wasn't the how just getting our students start practicing better. So any other questions on what our recommendation's going to be there as well and letters are they do they are there anything that our students >> I think what we were finding is the higher level depth of knowledge questions in science the more that required thinking looking at data and things is a struggle Our kids knew a lot of facts, applying what they knew and looking at I mean so much of the science this is true with the ACT too. science and social studies portions of the WKC or the portions of the um prevailing ACT for science are having them actually have to look at data sets and to think about what they're looking at and that's
033what this program is these programs both of them but open science is going to help them do I mean they're going to learn data sets they collect data they research them they look at them and then they just what can they infer from that >> data analytics SP third time. >> Yeah, I'm sure. All right. Thank you so much for that. Um, our last agenda item is a continuous improvement update. Um, and so I'm just going to kind of run. It's been a couple months. Um, hopefully we have a lot more green here. Um, so, um, under our first action plan item, we're doing well. Um, I am working with Ron at some new resources for summer school um to just solidify some of that. Some of that we might own already, but I am
034kind of doing that to kind of shore up what we're doing in some of our reading programs. Although we aren't seeing major changes um with a person or how that's opening up. The board may remember starting in June 2027, kids with personal reading plans that don't pass the state test in third grade have some required summer school will be required. So, you know, don't be surprised when our next action plan is for you looking at that class. Um and then um we are in the process of um doing a survey, a more broader thing than in the actual just action plan would include this um as followup to our strategic plan and our um survey that we gave all families in October, the staff perception survey. You know, communication continues to come up. So, we're
035going to dig in a little deeper um about report cards and conferences and a couple agenda items and get some feedback from parents regarding that. um we actually have a low number of percentage of parents that actually look at our report cards and so that actually open them up and read them and we spend we figured out today we between conferences and report cards just an actual inschool time our teachers spend four full professional learning days doing that work. So, we either need to give them a report card they value more or we can figure out what aren't they valuing about it or are because grade books are open all the time and other things have changed over time. Do we have the same necessity? Right? And if we want to change that then we
036at least have some information from our fans. So, we're still um working. I guess I could have really yellowed that today. We're starting to talk about what that looks like, but I don't want you to think we're spending time on that. >> Or do you think most people are skyward to see where the brain ends up at? >> Yes. Because they know. >> Yes. >> They know. So they're not reading, you know, things that our teachers are putting time in. And the question is, is it really needed that as often and in the same way? Right. >> Conversation with me, but from a primary school, you used to do it four times a year. traditional when you were like spending all this time my parents value me so we'll continue to have that conversation >>
037separate from this we send that home >> communication >> that they're open >> I I guess I wonder if they read that well yes I just saw you want to say there is and there was a report we wanted to see comments from your Yes. There's the intermediate side which is you know live and active every day. Then the primary school be communicating. >> Yeah. Because that's not live every day. So to see how they're doing in primary they have to click on it and even that doesn't have the rate that we would like. So um so that's exciting work. Can't wait to share that survey for you with you whenever I get those results. Um so other than that we're pretty much going on most of these other action plan items. Um we are
038you know um updating some things are in process our team depending on where um with the board's direction of human resources some of this work we started but we're kind of saying like well we'll see where we go with that because then it can go to someone instead of being heavy work on the team. Um so that but we're still working on a lot of that work actually just not as quickly as we would have um if you're responsible. Um um our principles are working with our guiding coalitions to feedback on our district and school communication. We started talking about that today um and so in our weekly admin team meeting. So we'll know more about that. But yeah, I mean there isn't anything that isn't going to be able to get done. We are
039on target. I have nothing red um at this point in time. If nothing major happens, I don't see any reason why all of our action items won't continue to happen as we um told our community and the board. Any questions on any particular? is a a trend. >> It is. It was very much a trend in my two other school districts, White Fish Bay in German Town. I think in the elementary side because parents, we communicate so differently now. I mean, back in the days, report cards were like what told how your student progressed, but people email, phone calls, like you know, it's it's so different. and we haven't really changed our practices and they're very timeintensive for our teachers. And so if they're not valuable tools, um you know, and that's why we're asking
040about conference time because you could theoretically maybe go to report cards twice a year because we offer spring and fall conferences to parents and so they can find out at quarter time. You know, it's not like we don't have a way of finding out how your student is progressing already built in the system. So, for some of our teachers, it's redundant. They're talking about what they put in the report card, right? Like, oh, I'm meeting with you. Okay. In the report card, I said, so, you know, we want to be good stewards of our teachers time and good stewards of our parents' time and make sure that they feel what their needs are are being met. And if we can meet it in different ways, you know, we'd rather do that. I suspect it will
041change as you change. This isn't just for any school. >> Yeah. >> All right. Thank you everyone. >> Yes. >> Good evening everyone. >> I call this meeting to order on Monday, February 23rd, 2026. at 6:02 p.m. Please rise for the pledge of >> allegiance to the flag of the United States of America >> and to the republic for which it stands one nation under God indivisible with liberty and justice for all. All right. This uh announcement of this meeting has been published in all the customary places. Looking for a motion for our agenda. >> We approve the agenda. I don't know if I have to ask for it now, but I'd like to take the uh personnel issues off the consent and have them by themselves. Okay. >> Second. >> Motion to second. Any
042discussion? Seeing none, all in favor, please say I. >> I. >> Post same sign. Any abstensions? Okay. Very good. So, we are uh starting with our student showcase. >> Sure. Yep. And our student showcase unfortunately um we'll try to reschedu that group a little bit later in the school year, but we do have um our special education parent leaison to be introduced to kind of talk a little bit about that program, Lauren. So, I'll invite Lori and Lauren down and >> they can come on up here. We got to present >> then and she'll be looking at the camera stand that Yeah. Okay. All right. So we wanted to share with you tonight about the district family engagement liaison program for special education that we are a part of and induce in introduce you to
043Lauren Mullandor who is the district family engagement liaison for special education. Lauren's going to share a little bit about herself and the role in MIDI but first I'll um give a little bit of background about the program itself. So, this program is sort of sponsored through the uh Wisconsin statewide parent educator initiative, which is an initiative that exists to create opportunities and resources to develop strong partnerships between families and the school for students who have IEPs. And so, one of the ways that they do that is through the parent liaison program. And how it works is that districts can identify a parent in the district who has some personal background um in the area in the world of special education and who's interested in being a um like a somebody else for other parents to
044talk to and less or contact for other families. And so then what happens is the um the parent participates in some trainings that Wispy provides on all kinds of uh topics related to special education and can share a little bit about what that all is. And then once they've been through the training and they become a liaison and as a district we share their information out with families um so that they can access them if they want to. Um you know as school staff we're always welcome, you know, always families are always welcome to contact us with questions, but it's just really nice to be able to have another parent who may have been through that process or have that kind of that nice parent perspective. And so that's kind of what the the point
045of the the program is. And so Lauren, we were so fortunate to have Lauren agreed to be our parent liaison. And so Lauren went through the training at the first half of last year and has been on board I think for about a year now >> fully as the liaison. And so we've kind of introduced her to families. I put things out and we can talk a little bit about even our parent communication tonight. If you want to go ahead. >> Sure. >> Well, thank you so much for that awesome intro. >> I'm gonna bring this down here. I'll be mostly here. >> Sounds good. Hello. Testing one, two, three. Um, yep. So, I'm Lauren Mullandor. Um, we've been a part of the Merin School District now. My daughter's in fourth grade and we've been
046here since she's in kindergarten. So, um, very, you know, happy to be a part of a a school district that takes such good care of kids in special education. And so, when I was approached with the opportunity, it was a no-brainer to me. Um, my background is over a decade in human resources. So literally being a resource to the families of the school and being able to help people through the process that we've gone through. I mean IEEPs are very complicated. So understanding just what and and there's kind of a an entire ocean of resources out there. So sometimes you just need that helping hand to come alongside you and say, "Hey, in your situ, tell me about you. Tell me about your kiddo." And then in this situation, here's maybe where you want to
047focus, right? Because it can be information overload. Um so that was one of the things that I was really excited about being part of this program. Um just being able to help other parents. So to the point of the training, um Wispy does put you through 12 hours worth of training to become a DFL. That's the shortened um name for the position. And um in a way it's information overload in itself. But what's so great is that Wispy doesn't just say, "Okay, great. Here's your binder and your resources." And now go off and help people. They continue to be a resource for DFL. They have DFL specific like networking events where people can share and hey, what are you doing to help your families right now? So, so far because the school district does such
048a great job, I've had fairly limited a couple people who've reached out, but even just that, I think a lot of times that um you know, it's like when your spouse tells you something and you're like, "Okay, whatever." But then if somebody else tells you, you're like, "Oh, yeah, that makes sense." Right? Sometimes the school district, you're always doing what's best for the students. And sometimes that parents just need that second kind of confirmation. and then when they hear it from another parent, even that alone can kind of solidify, you know, the understanding and kind of the acceptance of some of those things. So, um, yeah, we've been, uh, my family's been part of the district for a couple years. I, my daughter's been in the special education department ever since she was in kindergarten.
049Um, so I've had a great time, right, working with everybody that I feel like has been in her corner. And we're just looking to do that more with other parents. So, a lot of it's taking kind of that next step, next level. What are our family who are in the special education department? If we're if there's anything that's lacking right now, what could we be doing better? That's sort of some of the parent education that we're going to be going towards is like what are our families looking for? Is it just connection? We're not looking to add, you know, things that don't need aren't needed. Um but just kind of giving our parents um you know a voice and a place to go if they need it. >> That's about it. >> A little parents
050connections night. Um >> back in October I think it was October invited board and share some resources and things. Yeah. >> One of the things that came out of that was a recommendation to do like what you're saying like a survey survey to families like what else might you be interested in? What else would kind of next step? >> Yeah. Because so much of that is just that connection piece I think that the parents are looking for like can we just have kind of social nights where our kids get together. Can we have events for like their siblings so that you know they can feel connected or or learn things about right kids with special needs and how they can um be their own their siblings advocate things like that. So that's sort of what
051we were going to put out um to families just saying what are you looking for or are you just maybe looking for parent connection right so that we can provide just that space and those opportunities. >> Are you also a resource of some people who did in the district if they saw >> yes that's actually one of the things that one of the first reachouts we got was somebody who was evaluating they had to do a really quick move and trying to figure out what resources did Martin have available. So, yes, absolutely. And they found, I think, my email just off of the website. So, we know that we put that information out there and it's being it's being utilized being found. Yeah. Any other questions? >> Yeah. >> Absolutely. >> Thank you. >> Yeah.
052I'm proud I'm proud of our district and what we're doing already. So, it's nice to just be able to get that out there and um have other have everybody have a place to go. >> Thanks. >> Thank you. Okay, moving on to our approval of the consent agenda items. I'm looking for a motion that includes >> Did you want to see if anybody wanted to speak? Sorry about that. I've skipped on down to delegations there. Sorry, I didn't see there's nobody who signed up to speak. Was there anybody else who'd like to speak? Sorry, I read the no for you all and there. All right. Sorry about that. Okay. Uh, moving on to approval of consent agenda items with the removal of personnel actions from the motion. Please. >> Motion to approve it. >> with
053the removal of the >> second. Second. Exactly. >> We have a motion and a second to approve the consent agenda items with the removal of approval of personal actions that we will hear separately. Any discussion? All in favor, please say Oh, please go ahead. >> That just said it makes sense. >> All in favor, please say I. >> I post same sign and any abstensions. That passes. Okay. Delegations to be heard. >> So, for personnel actions, we do have we'll do that first. Yep. That's all right. So, uh a big congratulations and again what you have in your uh in your packet is Janine Stoa has submitted her letter of retirement. So Janine's been with us for 15 years, came to us in 2011, um, and has committed 28 and a half years of her
054professional and personal life towards educating our students near near the Arrowhead area. So, um, we wish Janine nothing but the best of luck in her next phase. Uh, she's very excited, obviously, um, to be, um, you know, again, she's got some big family plans coming up that we're we're really excited for her, too, as well. And again, has been just a solid member of our team. uh in that fifth and sixth grade realm for the last 15 years. So uh we wish Janine nothing but the best and say thank you. >> Thank you. >> Janine, if you're watching this, when Tobias had you in the fifth grade, he was a pretty uncertain child and he came home one day and he said, "Hey, Mrs. Stova thinks I'm a pretty nice kid and that was he
055just had a big smile on his face and uh you really helped him a lot with his self-confidence and he enjoyed learning with you." So thank you. >> Thank you, Jie. We're just making looking for a motion to approve the uh letter of retirement from Janine Stoa as presented. >> So move second. >> Motion in a second. Any discussion? Seeing none, all in favor, please say I. >> I. All oppose, same sign. Any abstensions? Thank you, Janine. >> So Ron, real quick, will that be the entire fifth grade team then? >> Third out, three out of four. >> Three out of five. >> Three out of four. >> Yep. >> So yeah, Mr. Hannerhan, Mrs. Jones, and now Mrs. Stoa to Wells. So, yep. Going out together. Good. >> Okay. Now, we're on delegations to
056be heard. I don't see anyone signed up and nobody is jumping up. All right. Uh, so we are moving along to our administrator's report. >> Sure. So, again, no donations this evening. Um, as well, open records, typical stuff, you know, some some national things. uh one came through for all of salary staff and things like that. So just normal things coming through there. Um the piece that I wanted to really report on is is uh obviously this is kind of a community focus and again thank you for Lauren and Lori for coming in but ultimately what you have in your packet is the results of our family uh survey that was administered in October. So, um, and you can see the results there. And again, some very, very positive things. And I know, uh, Maria
057kind of alluded to a few things in the, uh, student achievement, but when we think about some of our actionable things that we're going to see from this is obviously we continue to dig. Um, our lowest point is is the the part where, uh, talking about, you know, that school discipline piece. Um, again, that's been notified from our our staff and Bob and Steve continue to work with their teams on what that looks like. So um and again that's got a big point of emphasis on uh their teams. Is it your leadership team that Yep. Clint leadership teams uh working on that too as well. So >> can we because we've been talking about this for a number of well all the years I've been here anyway. So when do we know how our parents
058what they think this question means? Does that make sense? Or do we do we think we have the same understanding of our parents of what they think bullying is? I guess that's my question because the continued dissatisfaction would either mean we're not doing something they think they should doing or maybe we're not thinking of it in the same way. Mhm. Um, you know, it's been consist to say we really know that answer. Probably not. Probably not. But again, I think that's something that the teams can I mean, I know that Bob and Steve are going to be digging into that and that may be a follow-up question for our families to say, "Hey, do we understand what that means?" Um, it's still there's still a high level of agreement there, even though it is our
059lowest. I mean, out of an average of it's 4.36, you know. I'm sorry. No. 4.42. Uh, which actually it's Oh, bottom three. I'm sorry. No, looking at the wrong one. Um, >> 4.42 is my child feel safe. >> My child feels safe. Yeah. 3.53. So, um, again, we'll kind of leave that to Steve and Bob for their teams to kind of dig into that question a little bit more. So I guess that would be my suggestion is and I think in conversations with both of you that you both know the question itself may read one way to one person but if we're seeing it in a different way then the numbers won't change if we don't have agreement on what that what that means to begin. >> So um and then when we take a
060look at some of our next steps to the actionable things is obviously communication. It's seeming a point of emphasis on our strategic plan and you know the the data is is pretty solid but what Maria was talking about too and what we're really digging into is is the communication around you know the Sunday communication is Sunday the right day you know we've been doing this now for two years research tells us that but does our own research do people want it earlier and we know you know we've communicated before that if you really want to see the f what happens on Sunday take a look at it on Friday you know so but uh when do they want to have that arrive in their email box and maybe they do want it Friday afternoon so
061they have the weekend. So gathering some information on that. And the one piece too that we really want to gather is uh the communication on the student progress, right? Is is is that something that we're doing enough of or how can we continue to really meet that goal? Um given that we have parent teacher conferences uh and we know at the primary school very very well attended. I'd say probably about 95% for both spring and fall. Then when we get to the intermediate school and we know the older the children get, you know, but we also have immediate access to grades. So when we think about is a a spring conference, Steve said some one of his staff members had two conferences. Um so is there a better way to utilize all of our staff
062time that still meets family needs? So instead of two nights, do we go down to one night and then we have four hours of professional development that we can choose to do something else? Report cards. and we take a look at how, you know, where where families go in and check out report cards, well, we we don't see a very high level of them reading those. So, if our families don't see that importance either, we have to say, "Hey, here it is. It's it's much more important because we used to put them in the backpacks, right?" Um, but uh is there a better way and better way to utilize our staff time? So, if we went a few years ago, we went from four report cards to three report cards, is three report cards too
063many? Do we want to go to two report cards? Well, let's see what our families to help kind of drive some of that information because that frees up some more staff professional development time for us to do other things with our staff. So, um and you know, as a primary school teacher, report cards are a lot. They are a lot. So, uh, we just want to make sure that the efforts that we're going to to really connect with families is really the avenues in which some of our families would really like to be connected with too. So, um, but again, really developing a survey to say, hey, how are we communicating progress? Is this, you know, too much, not enough? How would you like to see some information being shared? >> When you are communicating,
064when you're asking that, how do you feel about contextualizing what else teachers would do with the time? Because I think when you ask people, do you want more information or information, people are always going to say yes. If you explain what the cost is here is if we're doing this and nobody's looking at it, well, if I think it's just something you're going to do anyway, I'm probably going to say yes because what if in the future I decide I'm finally going to look at it >> as opposed to when we >> what we could do with that time is this other piece that we would like to do that might get you a little more informed answer, but it's also hard on a survey question because context is hard in surveys, >> right? It
065is. And as as you highlighted before again, we we don't want to push people either way too. That's that you know, do you want this or do you want that? Um that's why we just would like to say, hey, what are the some of maybe some of the barriers that you have or compared to is this the best utilization of the way if you don't really mind having two report cards to your point, we will gladly fill that time. >> I think you would need to let them know either in a kind of a header paragraph because you can't ask it in the question. No, >> it doesn't make sense that the survey design, but I don't I think if you don't put that in there, people will say, "Give me the information in the
066>> because what if I decide next year I am going to look at them again." So, I think without that, you're probably going to see people asking for something they still don't look at, >> right? And putting context to it because I know our staff are consistently communicating, you know, emails and phone calls with our families when, you know, positive things and when some progress needs to be assisted, too. So, so again, just some followup from our families. Thank you very much. We did have 25% a little bit down, but when you take a look at the uh the dispersion of, you know, grade levels, pretty consistent there. So, a nice a nice spread about uh where parents are coming from too as well. So, >> Ron, what do you think about in our we're
067at top six school, right? >> And our educational excellence is one of our lower scores. It's still a good score. I want to be very clear on still a good score, but compared to informed included atmosphere and experience, it's the lowest score. So thoughts that might >> not not real heavy thoughts on that because again when I think about the overall experience when you take a look at would I recommend this our district to another person that score continues to move up. So um and again I think that ac academic excellence is you know what does that look like and it's personal right it's personal to that that parent in that time uh you know because we do have an overall ranking of six um you know we communicate that but is that that's after
068this survey was done too so okay >> um I think it's just as we try to create an academic program and try to communicate all the things that we do do for for for families and for kids in particular I mean, I think about all the ACT 20 work. Like, if my child was struggling in reading and if I paid attention to all the efforts that went into um a personal reading plan, holy cow, compared to my kids struggles, my school has to do better. So, again, it's that communication trying to really reach parents too as well. So, >> okay. >> So, I would just suggest that's something that when you're thinking about what information you're getting and what information you're giving out that you continue to think about how can we show right the
069work that goes goes into this so that because one of the things could be is that we're a high achieving school and people may have very high standards, right? And this would be the expectation for uh >> that that could be there but I'm guessing in the data here I I don't know that. So, it might it is great that we're talking about basically a 4.0 0 and when we continue to increase >> it's up it's up almost a full point too >> and when we're like wow really I mean we've been able to communicate our mission and our vision and really communicate some of those things about what we're doing through the MLSS process. So so thank you families and again it is important when we we do want to hear some continuous feedback
070and uh we'll be getting a little survey a little bit later this spring. So thank you very much. >> Thank you for that. >> That's all I got. >> Uh anything else? Oh uh administrator report did you want to could you update us on transportation conversation? >> Sure thank you for that. So um as a consortium when I say consortium arrowhead consortium of the feeder schools and arrowhead u we continue to try to collaborate and work together on finding uh best scenarios for all of us together. Um and we know that all of us have our individual priorities and and again we continue to meet. We met again two weeks ago, last week or whatever it might have been. But we continue to try to work together to solve um individual issues. You know, you
071know, Arrowhead has has things that they want to achieve. And what we're really trying to do is is try to match those needs with trying to keep some of the K8 needs as well, too. So, um and again, we also do understand that all of us need to work together and that does mean maybe sharing some costs a little bit. um Arrowhead has has volunteered as we know to eat a lot of those costs through some savings and we continue to say okay thank you but what are some other options we have? So, we're still kind of waiting in uh on hold right now because there is we're trying to find, you know, continuing to take a look at every proposal to see what it would cost because obviously everything has a cost to it.
072Uh all the way from making sure that we don't go later and uh so, okay, how do we make sure that happens? And again, it's not just a merrenton thing. That's an arrowhead like country swallow Richmond. Everybody has a little stake into that too as well. So, more to come on that and as soon as we have something firm, uh we will. But right now, I'm feeling really optimistic about where we stand in the process. >> And when you know what next year will be like, how will you communicate that? >> Uh, we'll communicate that out on a it'll be on a if it's something major major, it will be in its own email in communication obviously here. Um, but again, I don't anticipate a major change for our starter end times next year, too.
073So, uh, just more of a finalization in our Sunday update to say, hey, we finally wrapped it up. Obviously, we're doing a calendar now and the next part is is making sure that our transportation is all arranged for next year. >> So, thank you for that. >> Yep. You're welcome. Thank you for bringing that up. >> Anybody else have an administrator question or we update? >> I'm good. >> Okay, we're on to committee reports. >> So, uh again recommend uh the the board and our our community to take a look at uh the science review report. uh Maria did a narrative on it um over uh you know for about a half hour taking a look at it. It's an impressive document that has 42 pages and uh the biggest thing I just really wanted
074to highlight and Maria hit on it is is this did not just happen with Maria in her office. Okay, this was a science team, a representative from each one of our grade levels and they have taken time outside of their classroom, created sub plans, do it at home. I mean really put their heart and soul into this and we certainly want to say thank you to our our science members. So um very similar to other uh you know other uh curriculum adoptions as we go through uh involving our staff making sure transparency is full right now um for our community. If you wanted to go and review and take a survey uh you do have to review the document and answer some questions because again we do want to to gather that family survey but
075there's a tremendous amount of detail in this too as well. And again, a little bit later in the meeting, you'll see the first draft as always. And then hope hopefully uh a final approval will come in March too as well. You'll see budget numbers. Uh again, we've been speaking about this even when we did our preliminary budget. We have set aside uh you know dollars for obviously resources, but also professional development. Um Patrick asked a question uh about making sure that the pacing of our of the curriculum that is being recommended, you know, is suitable and adaptable. It certainly is. It certainly is. And again, it's adaptable down to, you know, whether it be time, differential materials, uh students with language barriers, students with special needs. Uh and again, that's where you can see the
076rubrics and all of the information that went into that too as well. So, a huge thank you to our science curriculum team and to Maria for reviewing all of that too as well. So, um you'll see the recommendation uh in the, you know, in the the draft and we'll we'll talk a little bit more a little bit later in the meeting. And then you'll also see a continuous improvement update. Uh basically, it's our strategic planning goals. Um we're feeling really good at where we're at and do believe that we will be able to achieve all of the items that were in the document um moving forward to as well. So, yep. So, feeling good about it. Again, just kind of an update there. And again, you'll take a look at it and it's got the
077the red, yellow, and greens and no reds on there, too. So, we're excited about that. >> So, we do thank the committee worked on the curriculum design. And Maria, thank you for that. As I said in the committee meeting, the idea that this curriculum really focuses on how to think and how to ask those questions fits very well with what uh high school and uh tech colleges and universities are asking students to do. So, I I appreciate that. uh perspective. If students or students if families wanted to take the survey but forgot where to find it, where should they look? >> That word message, the links and the access information that went on Friday, they'll be open for the following this following Sunday since some people might have been on vacation last weekend. >> So,
078Maria says you can find it in your Skyward announcements and that it will be open through next Sunday. Did you say the link's in the Skyward announcement? It's Skyward message. >> It's in your email for your email. >> In your email message all families by Friday. >> All right. And it will be open until a week from yesterday. >> Yep. March. >> Open through March 2nd. Thank you. Hey, that's our only committee report. Yes, >> that's it. >> All right. We're moving on to new business. We're starting with families will be so excited to hear our district calendar. >> Calendar is uh being recommended. So, um you'll see again kind of just as a recap, we had two options that we were considering. Uh again, two weeks at break, two weeks a day off at
079Eastern ending in June 10th. Um what we are recommending though is is to being finished on June 4th. Um with the the other feeder schools as well as Arrowhead too as well. Again, that really um as soon as Arrowhead approved their calendar, us going by ourselves, it's approximately 8 time 500. So 4,000 well over $4,000 a day. So, it's just unnecessary transportation costs and when we take a look at we did survey our staff too as well and uh it was a 60/40 split for option two. Uh but again understanding that it was just gathering some feedback too as well. So option one lines up very positively with Arrowhead um as well as the other feeder schools to kind of maximize that transportation opportunity and does end June 4th. So it gets our our staff
080out and gets our kids out that first week of June. uh we have a week off before we reset for summer school. My custodial team was very excited about that um with summer school then starting the week after. So uh so again just uh the administration is recommending the board make a motion to approve option one for the 2627 calendar as presented. >> So moved. >> Seconded. >> Motion and a second. Discussion to clarify this means everybody's out by June 4th. >> Everybody's out by June 4th. I know people would like also aligned. I think summer breaks and trying to align those with child care and figuring out school and all of those things. >> Yep. >> So, Arrowhead is not going to school like December 21st and 22nd. >> Correct. >> However, >> that
081is a difference. >> That's the difference. That's truly the difference, the big difference. However, feeder schools are. So, the transportation cost is none. Basically, there's very small. It's basically a wash because there still is the three tier system compared to us going by ourselves June 7th, 8th and 9th or whatever it is. >> So, yep. That's only the big difference. Correct. >> So, I think your work on that >> it's been a a lot longer than what we expected. Hopefully, we'll get back to those October November calendars as well. >> Other questions, comments? >> All right. All in favor of approving option one finishing June 4th, please say I. >> I. Post. Same sign. Any abstensions? That passes. Thank you. >> Summer school. >> Okay, we're moving on to summer school. >> So, just a
082formality. Uh again, the DPI requires the boards to approve uh summer school calendar. So, uh, the administration is recommending the board make a motion to set the 2026 summer school program to run from June 15th, 2026 to August 26th, 2026. This would include two sessions of summer school as well as camp convention and some other transitional activities that Mr. Newcomer and his staff do too as well. So, >> I'll make a motion. >> Second motion in a second. Any >> sorry, any discussion and commentary? There's another word for it. Any discussion? Seeing none, all in favor, please say I. >> I. >> Same sign. Any obstensions? >> Thank you. All right, we're on to our first review of the K8 science curriculum. >> Sure. We talked a little bit briefly about it. Uh, I'd recommend
083the board take a look at that and if there's any questions, feel free to send them to Maria um as you're reviewing that draft. So, um, again, anticipating a final review, uh, coming up later next month in March. Um, budget-wise, I'll continue to work with Maria. We have a set dollar amount already in our anticipated budget, and we anticipate that uh hopefully we'll be able to meet that. If not, we're going to have to adjust. So, we're early enough that we can uh uh be able to do that. So, thank you to Maria and the science team for all that work. >> Thank you. Does anybody else have any questions before we move on? Science curriculum. >> Maria is pretty comprehensive. So you have both the narrative and many many pages to answer some of
084your questions. >> I appreciate it. Yeah. >> Thank you. >> All right. Then we are moving on to the uh act for the intermediate school library. >> Yep. Library. So again, we've been uh working on this for the last few months and uh we've we've got the guidance to kind of do a refresh. So, when we took a look at the refresh, we took a look at the carpet, the paint, and the ceiling. Kind of the left, right, up and down approach, as well as taking a look at doing uh some new bookshelves, obviously, when we're going we're going to have to pull everything out. Um, and then we're going to have to put it all back in. So, uh would be a prime opportunity. Uh some of those bookshelves, again, we will salvage what
085we can if the board is willing to do that. And the person who's going to really be excited about that is Mr. Wagner because it is really good wood. Yes. >> And uh we've already Mr. Wagner has reminded we don't throw that away. Let me look at it first. Uh the same way even with the the the carts, you know, the carts again if in fact we move forward with it. We've we've talked to an engaged arrowhead with their Warhawk manufacturing. Many of you might have gone and purchased some of their items. Um they gave us a quote of $3,500 and that is a they're going to make them and they're going to give them to us. Um that is a heck of a deal compared to us renting them and giving them back. So
086again, talking to Mr. Wagner, he's like, "Don't let that wood go away uh for us to either repurpose or there is a market for those. So, um we do believe that that cost will be recouped through either our own product costs or put them on Wisconsin surplus and see what happens. But again, we'll work with Mr. Wagner and see what he needs from that standpoint, too." So, so what you see in uh the proposal in the memo is is uh we did go out and gather bids uh for paint, carpet, and ceiling as well. And then a big thank you to Mary Iwanssky and Melanie Tiki for kind of looking at what bookshelves might be needed and some of the student furniture. If you do go into our library again, Mary and Melanie have been
087reorganizing. uh been able to take some things off shelves, moving shelves around and making little nooks kind of where where kids can with with small bookshelves, sit with tables and things like that. And that is the place where kids are going to gravitate and they are so uh just kind of some good oldfashioned action research just observation with that too as well. Obviously those small so what we're trying to do is really find out what kind of layout do we want to give to the new library. Um, one of our I don't want to say non-negotiables, but if we're pulling everything out, we have an opportunity is where do we want it all to go back? So, um, really working on that new layout as well. So, and one of the pieces again, obviously, we
088would like the board for uh some dollars for, uh, shelving as well as some some dollars for some new furniture. We have a lot of furniture that's in there. uh some of it's very usable and but uh getting some new things to kind of spice some things up a little bit is always nice when you're refreshing a uh a space too as well. So um so what you can see kind of in the chart that's been supplied is obviously uh I'm kind of recommending a not to exceed and again I would keep track of all of this. Uh again you can kind of see the carpet is going to be straight up the paint and the ceiling those are all you know set bids already. Uh and again you'll also see that uh it is
089being recommended and all the ceiling contractors are very excited to get some po potential work if in fact the board moves forward with it is doing that part over spring break. Okay. Um our team would take all of the grids out, not the grid, the the the tile. Um we'd cover the books and they cover the books with plastic and away we go. The one piece that we're excited about getting that done over spring break is is the ceiling people are the middleman, right? Because what would come in first is the painters come in and then you would need ceiling and then you need the carpet people kind of staggered. And again, if you can take one of those variables out where the painters come in for two or three days and then that leaves
090the carpet people to have it have at it whenever they can. So, um they gave us a few bucks off uh to be able to do this right away because ultimately everybody right now in the school business is looking for work in the summer. there's a lot of work to be had as we find out too as well. So, so you can see in there, you know, we've got dollar amountments and then ultimately just looking for uh some set dollar amounts, you know, approximately $45,000 and again that would be without freight though. Um, you know, 25 we have the moving and then the other piece that I did put in there is is uh the intermediate school on that lower level. Um, it's actually Mr. Hannerhan and Mrs. Jones's room. Um that's probably the oldest
091carpet in the building and you know might be an opportunity for us to just do the carpet. The paint doesn't need to be done and the ceiling's all good. Just throwing that into the just kind of our normal and again ultimately that means every room in this building outside of our after school rooms would have been taken care of. You can see that cost of about 9,000. So um >> Mr. Stoppa's room had been replaced. >> Mr. Stopp Yep. has already been replaced. Correct. Um so and of course Mr. Henryan's like sure you got a new carpet when I leave. So, you know, give them a hard time about that. So, ultimately, we have an approximate estimate about $125,000. Um, and that would be uh, you know, giving an aotment for bookshelves as well as
092an aotment for new furniture, then ultimately doing uh the cosmetic things in that area. And again, I do want to remind the board and our community that if we put new carpet, new paint, and a new ceiling in, if in the future we need that space for additional classrooms or whatever it is, none of this would be going to waste. Okay. Um paint always have paint on the walls. That's not a big deal. The carpet, again, they are carpet tiles, so they're not sheet carpeting. They pull it up. You can put a wall in there. You open up the ceiling grid, couple 2 by twos open, build it, and then you put it back together. So, um, a very efficient way and ultimately if we would obviously reduce the cost moving down the line if
093we needed to to as well. So, none of this would hinder any type of, uh, you know, opportunity in the future if we want to go back to either a smaller library footprint, more classrooms, or anything we'd like to do, too. So, I'll just kind of kick it to the board if there's any information um or a motion. So, >> a motion in a second then to discuss. >> I make a motion. >> Make a motion not to exceed 125,000. >> Second. >> We have a motion in a second. >> Discussion. I appreciate knowing that if we did this and we need that this is a flexible plan, but if we did this and we need to make changes in the future that this is not gone to waste. >> Nope. Nope. >> And thank
094you to Warhawk Manufacturing for for working with us. >> That's great. >> That's awesome. >> Mhm. um with the ceiling if down the road they are going to add classrooms or there was talks with the original bid for HVAC work or something that had to be done. Will that affect anything that's being done with the ceiling now? >> Nope. So the library actually is already quartered off. So in that big library space, there's actually four separate heat runs that would be separated. So nothing needs to be done HVAC wise. Not a thing. >> That was only if we were going to move into that other space. >> Only if we moved into the 124 AM. Correct. Yeah. So no HVAC work needs to be done. No HVAC work would need to be done even if
095we put up walls. So um that's through the the the first tenative plan when you took a look at it. There's an there's there's an air return as well as an intake and an outtake in each of those areas too as well. And then uh other grates for you know air flow and stuff too. >> Cool. >> Yep. >> Good to go. >> Other questions, discussion. >> Ron, do you feel that that this gives you quite a bit of flexibility? >> It it does. uh it gives us uh flexibility. Obviously, if we the one piece that if the board wanted to if we wanted to consider it is without freight, you know, the and freight for the bookshelves is approximately $5,000. So, um if we did 125 with just a product and if you if
096the board did want to bump it to about 130,000 and that would basically handle, you know, because freight is what kills you, right? So, um, but 125, we will work with 125. If 125 is given to us, um, we will prioritize. The first thing we're going to prioritize is bookshelves. Yep. Bookshelves will be first. And then we'll get into some of the other places that we because we can always add, you know, tables and new flexible seating and soft seating as we move forward, whether that's working with PTO or just, you know, you slowly do it within your regular budgets too as well. So 125 gives us a great start uh to it. Again, we want to be very understanding of what the board has supplied to us. If the board has an appetite to
097go a little higher, then certainly, but we believe 125 would give us a really great start to a really nice space. >> I'm comfortable adding freight. How is How do other people feel about that? >> Up to five. >> Yeah, I'm good with that. Let's see. >> So then we would have to amend the motion to $130,000. Yep. >> I make a move to amend the motion to $130,000. >> Is there a second? >> Second. >> Okay. We have a motion in a second. Any other discussion? >> Are we ready to vote? Okay. All in favor of approving up to 130,000 for the library refresh, please say I. I all oppose say same sign and any abstensions. >> Right. Thank you. >> Thank you very much. And again say thank you to Mary Melanie uh
098Steve and his team as well and we appreciate that. So what I will do is make sure I communicate out uh that through our quarterly reports. Uh obviously this will all be done you know probably you know July August time hopefully. So I'll make sure that we update every update the the community and the board through a finance committee and make sure that that's public about that ledger where we spent that. So thank you very much for that. >> All right, we're moving on to discussion of potential action regarding the establishment of the intergovernmental agreement with the village of Merin for the purchase of school community resource officer services. So, uh, again, we the board did meet in close session to kind of begin the conversation about this. And, uh, again, what you have in
099front of you has been approved by the village as well as the sheriff's department. Uh, and again, ultimately, it's a school community resource officer who would be, uh, basically contracted through the village, not our employee. Everything again you'll see in the contract it's uh village and WASA county sheriff uh would would govern but ultimately allocating at a minimum of two hours of time where they would uh the the officer the deputy who's assigned to our area would come through our schools walk through our schools. This has been happening now since January 1st. Uh January 1st the village did increase police services to a full first shift officer. Uh previously it was just second shift. So now the village is first and second shift uh totally covered. So um the officer has been walking through consistently
100uh and then eating lunch with kids and high-fiving kids and just kind of starting to make relationships too as well. So uh again it is not a official school resource officer or an SRO just someone who is here to assist us and as you can see to help us with our safety planning. uh if there does have or any occurrences of issues that come up again they would be the first point of contact uh and again even if they're not in our building obviously a call to dispatch they can be here right away. So uh we would work through everything through dispatch if they're not in our schools at that time too. So um we feel this is a great partnership with the uh the community but also gives us uh gives us a lot
101of uh visibility of uh of an officer in our building too. So, um it is approximately $6,100 um from March 1st through December. It is for school year only as well. But, uh and again, this is something that the board can look at. Again, it would have to be renewed before December 1st. So, this is something that we'll continue to tackle in the fall. Um and obviously, if there's financial restraints and and things like that, obviously there's a lot of outs for both um the uh the county, the the the village as well as us too as well. So just something I think we should pursue especially and kind of pilot this. Um if this is something that the board would like to continue you know past into into next school year. Um at the
102annual meeting this is an opportunity to levy these funds into fund 80 which is the community service fund. So um the agreement is set up such that if the board did choose to levy into fund 80 and they wanted to continue this fund 80 is dollars outside of the revenue limit. So, for instance, let's just say the total year would be $9,000, for instance. Um, that $9,000 is not competing with something else. It's not like $9,000 for uh those additional classroom uh the classrooms for the carpeting. This is outside the revenue limit. So, uh it would be an opportunity to to kind of grab some additional dollars because it is eligible there too. So we can't do that now because the only place you can do that is the annual meeting which happens in September.
103So we'll have a lot of obviously some some either some data some qualitative and quantitative data about what that officer has been doing uh and ultimately making sure we do track you know his time and he does have that responsibility he or she if they are here too as well. So um the the proposed contract is in front of you and again I'm very sorry for the lay pad um got it late last week. So, so again there we are. So, uh just looking for a motion to approve the intergovernmental agreement with the village of Merin for the school community resource officer services as presented. >> So moved. >> Second. >> We have a motion and a second discussion. >> I think it's a good first step. having an officer around. >> I think it's
104also pro good for our we're a small community. We are the largest entity in this community that's not outside households. So, this is a good neighborly plan. >> Yeah. Because we have well over a thousand people in our campus at any given time. >> Yep. >> Other thoughts? Shall we vote? All in favor of approving the agreement, please say I. I. >> All opposed, please say uh same sign. Any extensions and a passes. >> Thank you. >> And then finally, we are looking at a 6603 with Elmer schools. >> Yep. So, uh again, every two years we do settle in with an agreement for Elmer schools for deaf and heart of hearing services. uh a very unique thing that doesn't happen a lot and we don't utilize a lot of their services from Elbrook but
105when we need them they're here so which is great uh it is on a as needed when I say as needed an hourly basis you know they bill us as they go too as well so we've been part of the consortium Lori for long time >> long time >> that was nice rock >> two or three years old >> I didn't say long As long as she's been here. Yes. A long time. >> That's a long time. Football a long time with the Okay. I I'm sorry. El >> like yesterday, right? >> Yep. All by myself. So, I apolog I was like, no. Long time with Elbrook, you know. So, um we appreciate Elbrook because it is a very unique skill set that they have and that we have the opportunity to do that shared
106service, too. So, uh, the administration is recommending the board make a motion to approve the 6603 agreement with the Elm Brook schools for special education services for the 2628 school year as presented. >> So, moved. >> So, second move in a bunch of seconds. Any discussion? >> All right. All in favor, please say I. I. >> I. Same sign. And any abstensions? Okay. Very good. So, we're moving on to future meetings and agenda items. So, we have a close session for compensation across the district. Tomorrow night, six o'clock, we'll be at the Merin Primary School conference. >> You know, I'm going to come here first and then I'm going to come over there. >> I'm telling you right now. >> I appreciate that. I'm wondering if I'm going to be >> 26. >> So, um
107and then we just have our monthly meeting in March. March 23rd, what we set >> and then the April 27th meeting, which would be the first meeting of the new board. That's right. >> We have a candidate forum coming up too. >> March 16th. >> So there'll be a candidate forum >> here at the intermediate school in this room on March 16th at 6 PM. Thank you, Katie. >> Superintendent. >> And I got Superintendent Chad on March 4th. Correct. Yep. Before the choir. Before the choir concert, dude. No. >> Very good. >> Yep. >> Any other meeting or agenda items we need to discuss? >> I move we adjourn. >> I second that. >> You have a motion to second. All in favor, please say I. >> I. Lejourned.