001Like >> 59 >> testing testing. >> We're good. >> Just need six. >> Okay. >> Six. >> Let's roll. >> Good evening everyone. >> Can't hurry. Sorry. Do I need to be into my microphone? Good evening everyone. We'll start with our student achievement. >> We're going to call the meeting to order and then >> do that. >> You call the me call the meeting to the first order of business will be that after the pledge of allegiance. Okay. >> Or I think we have to approve an agenda first. >> Yes, we do. >> Yeah. >> Call. >> Well, no wonder. Yes. I call this meeting to order at 6 p.m. on Monday, January 26, 2026. >> Now, are you ready? Okay. Now, let's have a student achieve it. I pledge allegiance to the flag of
002the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. >> All right. This meeting has been posted in all of the usual places and we are ready to have our approval of our agenda. >> I move we approve the agenda as presented. Um, I would like to in the consent agenda move out item C and have that on separately. >> Okay. And we we have to approve consent agenda later separately anyway. Yes. >> Well, I'm just saying letting us know. Yeah, we have it on here twice. We do approval twice. Okay. Thank you, Dean. >> Motion to >> Is that your second? >> Second. >> We have approval and a second. Any discussion? All in favor, please say I.
003I. Oppose. Same sign. Any abstensions? Okay. Excellent. Now it's time for a community forum where students come forward. I'm gonna leave that. Jim, is that fine for loud enough in the mic? Okay. All right. I just want to welcome everyone. I It took me when I first walked in for a second, I'm like, "Wow, it's a nice crowd for a board meeting." Um, but as you know, when we when we do a student showcase at the board meeting, it's it's my favorite part of the board meeting. It's a great reminder to our board as we continue to do the work, why why we show up to these meetings to do the work. And so, I'm g I'm not gonna I'm going to speak right at the end. I'm going to speak more a little bit
004more at the end than I'm at the beginning because I'll turn this over to my fabulous fifth grade team. Um, so like I said, I'm going to finish up more than I'm going to start, but as you know, this is a project that we've done for the last few years. Um, it's been um, a great success. Our kids have learned a ton. Um, and like I said, I'm going to let them do a lot of the the explanation. They're going to be the stars of the show here, but I do want to I I will wrap up with a few things at the end. Um, do you are you going to turn right to the kids or to All right. So, I'm gonna ask fifth graders come on up. I know you know your part.
005I know you've been practicing. So, thank you to all the families for um making the commitment to come tonight and uh we're glad that uh these students volunteer to kind of share some of the things that they did to really help our community. So, I will let fifth graders you take it away. I'm choose. I'm so I'm Wner and I chose the I'm chose the Elbert Society. >> I'm Kim and I chose Wisconsin. >> I'm Oliver and my and I chose Wisconsin. I'm Ker and I chose I'm >> I'm chose Lindy Boy. >> Good evening. We are a group of students representing the fifth grade class. Today we are going to talk about our 2025 through 2026 community service project. We learned a lot of things in our journeys. One of the most important things
006that we all learned was that it's not about the money we raised but the time and effort that we put into it. There were a lot of places that people donated to, but some of the most popular organizations were Windowed Warriors, Pause, Children's Wisconsin, and Elbrook Humane Society. We have now come to the end of our rights and responsibilities unit in social studies, and this project is the best way possible we could have ended it. We hope that you all enjoy our presentation. >> Hi, we will be talking Hi, we will be talking about when Children Wisconsin came to our school. In total, there were nine groups that decided to donate to Children's Wisconsin. When Children's Wisconsin came to our school, each of the nine groups wrote their names and how much they made from
007selling on a big check. In total, those nine groups made $1,195.75. >> All of those nine groups put a lot of time and effort into this project to make kids at Children of Wisconsin happy, strong, and confident. We are going to be talking about Mr. Wetrick and the Google Hangout later this week. Mr. Wetrick is very encouraging because of all the motivational speeches. he had to give us some hints about what we might have to think about regarding our community service project. Ever since then, I've always wanted to talk to the best speaker presentator in the country. One of the best quotes that helped us was when everything goes right, it's a curse. When everything goes wrong, it is a blessing. Mr. Wetrick has helped us by quoting us with inspiration to help our community.
008Another amazing quote that was very inspiring was opportunities are everywhere which means if you have an opportunity take it because it might be the only opportunity you get. Mr. Wetrick was very encourage was a very encouraging person and helped our community service project was very with being very inspiring. This week we are lucky to go on a Google Hangout with Mr. Wetrick to share our community service project with him. Thanks to Wetrick Thanks to Mr. Wetrick. Our project got us to come here this evening. His amazing attitude made us made all of our community service projects come to life and prosper. Um this is Brooklyn and Zoe. >> During our social during our social studies project, we work together to help organizations in the community. We will tell you how the highs. We will tell
009you about the highs and lows, what skills we developed, what we learned, what surprised us in Wisconsin state standards. One of the highest was working with my friends and seeing how much support we received. It felt really good to know our hard work made a difference. A low is that it is that a low was that it took up a lot of time and effort, but we learned how to stay organized and not give up. This project helped me develop important skills like communication, teamwork, and responsibility. I learned how to talk politely to others, explain our goals clearly, and work as part of a group. I also learned that helping an organization takes commitment and planning. What surprised us was how many creative ways people helped. Some students sold items during lunch hours while others
010helped by hosting events or donating their time. It showed me how supportive our school community is. We we received a letter from the umbre humane society thanking us for our donation donations. This project connects to the Wisconsin state social studies standards because it taught us how about civic responsibility and how citizens can help their community. Overall, this project was meaningful and taught us lessons we will always remember. >> Overall, we are proud of what we have accomplished. >> Thank you. Now, everyone is going to share what was most meaningful to them. The most meaningful thing to me was when we chose the organization that we were going to do. My words were, "I think that we should choose the Wounded Warriors Project because my mom's grandpa got a purple heart and that made me feel
011really proud of him to call my great grandpa Lester." We also received a letter, a thank you letter from Wounded Warriors, and here it is. Most meaningful thing to me was knowing that all the time and effort that this project took was going to a great cause of my choice. Knowing that I made an impact on the community really brings me joy. My team and I put a ton of effort into this project. When we sold our lunch sale, we learned so much. This project is not all about the time and the money as it is about the good that you can do for others. And that is the most meaningful thing for me. The most meaningful thing I did was go over to my partner's house and bake goods for the sale the day
012after. Plus selling. When we were selling, it made me so happy because people wouldn't just buy goods from our sale, they were also donating to our fundraiser. This was such a great and fun experience. Also, we were selling. It was so fun to learn how to make our own goods to sell. Had the experience of learning how to sell goods and exchange money back. In conclusion, it was so fun and I would love to do this project again. The most meaningful to me was that I helped a lot of pet people and pets. I had a fun time because I had the best partner and her name is Ella. Also, a few days ago, my mom's client who works at Haw asked if we could donate and bake more of the puppy paw print cookies
013for their bake sale. We are planning to bake more cookies for the bake sale. There was that. This was such a great and fun experience. This project had a big impact on me. It was a lot of fun baking and raising money and donations for animals in need. It was also a lot of fun to go to the humane center to drop off the donations and visit the animals. This project really impacted me by raising money and donating items to an organization that helps animals have a better life while waiting for their forever homes. Also having a chance to work with friends, making items you normally would not make with a regular project and helping animals by donating to them. This project was so fun. The most meaning thing was helping the animals in need
014become healthy and safe so they can have a good life without having to feel threatened. The most meaning meaningful thing about this project was having a chance to work with my friends and be being able to work in a real business. I also had a really fun experience doing this project. The most impactful thing was that almost everybody took the time to donate to all these companies and businesses to help the environment. The most meaning one of the most meaningful things to me was dealing with customers and solving big problems. Overall, I would love to do this again. The most impactful thing to me was learning to work with real life customers and deal with real life problems. The most impactful thing to me was learning. The most impactful thing was to me was knowing
015that I was doing the right thing and I knew I loved it. I'm very glad that Mr. Hannah and Mrs. Jones have um introduced me and my group to this organization. most impactful thing to me was learning important things and knowing I was helping an organization get better and knowing I was making an Inclusion. We all enjoyed the special community service project that brought all the fifth graders together. We worked hard to raise money for our organizations. Our project our project highlights included creating a plan to benefit an organization like animal rescues, children's hospital or wounded warriors project and making a stand to sell treats and drinks at lunch to the entire school to raise money for these organizations. Thank you for allowing us to share our community service project with you. We are not
016done donating or helping people. We are just beginning. Does any either board member or anybody have a either a question or a comment or a thought for concluding? >> Great job. >> We're very proud of you. First of all, all of the work Perfect. Third thing, I'm so proud. I'm a college professor. things I teach public speaking because stood up straight. You spoke well. We did not have a lot of robot employees. You use the orientation expressions and you show they tell you that something that just people very very hard very very All right. So, as you can see, um, you know, social, it's kind of funny because some of the things that you just talked about are also some things that these two teachers teach during bids as well. So, thinking about how we
017take our curriculum and bring it to life, right? And so, first of all, I want to thank students. So, thank you. I I got to see at lunchtime quite a few all those days of us fundraising and selling. And you're right, even some of the customers that are a little bit hard, right? like some of those eighth grade boys like no you can't have something for free get away from my table um that so thank you for all of your work parents thank you for supporting them during this piece to support them in their journey as they were learning that and then finally I just need to take a moment also to you know thank our two teachers you if you haven't seen the board packet tonight tomorrow will be the first time in what
018about 36 years fifth graders will come through the door and there'll be uh No, Mrs. Jones and no Mr. Hanner. And so I just want to thank them because obviously this doesn't happen without the two of them and all their expertise. So thank you. >> It's interesting. This stuff just doesn't happen. I work with a couple groups and uh we kind of problem solve like uh Dr. Rin was saying, you know, this is adult stuff. So we sit down and say, "Can you really do this?" They're like, "Yeah, do your parents know that you have to be here?" No. Like, well, let's go talk to them. So, it's really real life stuff and that that organization. And I think we started it off by saying it's about the process. It truly is about the process
019of that learning and things like that. And again, another big thank you to Mrs. Jones and Mr. Hannerhan. Um, we've got big shoes and we plan on continuing this. And a little bit later in the spring, we have Bistown interviews. Um where that is just an unbelievable opportunity for if parents if you are are invited because then you truly get to see sixth, seventh, fifth, sixth, seventh, and eighth graders interview. Um and like you said, we I interview a lot of people and at times we should take them through biz. So uh so thank you kids, families. Thank you very much. They cannot do it without you guys. these projects for sure like all the baking and all the organizing and things too. So, thank you. So, let's give the parents a big round of
020applause. >> Thanks kiddos. Thanks for coming. Families, we do have a rest of a board meeting and I know that sometimes isn't as exciting as this. So, but uh thanks again for coming out. Really appreciate it. Thank you. >> Thanks, kiddos. Somebody wants to say We're fun. >> It's always >> here. Ashley made her husband stay, too. >> All right. Thank you. >> If I'm here, you're here. >> I love it. >> Yeah. >> Enjoy that while it lasts. >> You're both There you go. Good answer, by the way. >> While it lasts. >> Is there a 6:30 game today? That went till this is playing. >> Bias had a 5:30 at >> Oh, he had a 5:30. Oh, at Stone Bay. Okay. >> But they're that big team. And whether or not he gets
021to play because inter it interferes with sense and sensibility and we didn't know about the basketball schedule. I didn't have it on his sheet. So, he's only going to play like >> four games. >> Okay. >> That's okay. They've got a big team. >> Rebecca, did you get the signup sheets? >> Oh, I'll go get them. I was like, there's a thing I'm missing. >> I mean, we should probably just I think with break and >> there you go. >> Anybody signed up? >> Well, thank you everyone. Nice to see a few of you decide to hang out with us. We appreciate that. This is our opportunity for our community to discuss any topics or concerns that they have. I don't see anybody listed as wanting to speak this evening. >> Hello. Okay. So, as
022a PTO representative, we've given you a little gift this month for um schoolboard appreciation. We know how much time you all spend here in this room and other rooms talking about things that are important to us and to our staff and to our students and so we just really appreciate it. So, thank you. >> Thank you, PTO. Yes. >> Would anyone else like to speak this evening? >> Please. >> Okay. Then we'll be moving on to our next it's our presentation of our 2425 audit review findings from Riley Penner and Benton. >> Thank you. Would like to welcome Katie Riley from Riley Penner and Benton to review our 2425 audit. >> And I didn't bring snacks and I'm gonna and I'm going to fail public speaking 101 here. So speaking for >> all right for
023those of you who aren't familiar just a little bit about the audit process. So this actually started back in June. We come on site before the end of your fiscal year, do the work we can, and then we come back in August after the books are closed, do our final work. We're required to file your aid certification and your fund balance with uh the state of Wisconsin DPI by middle of September. Then we kind of play a little waiting game. We need to get some outside reports. The biggest one coming from the state of Wisconsin retirement system. So they give us um your your pension liability piece. So we wait on that and then we write the report and that was issued I believe around the middle of November this year. So they're due to
024the state by December 15th. So well ahead of the deadline which is much appreciated. Um so as part of the audit we issue we actually issue three different reports. Probably the most important is our independent auditors report. This is where we give an opinion as to whether or not the financial statements are materially correct. And I'm happy to report that we issued an unmodified opinion. So that's the highest opinion level we can give. Basically the equivalent of a of an A, an A+. So um yeah, then um just some real highle financial results. If you want me to go into anything in more detail, please stop me and let me know. Um your general fund actually saw a a decrease of about 197,000. On the flip side, your capital projects fund saw an increase of
025465,000. So a lot of that decrease was caused by your transfer to your capital projects fund. So overall, your total fund balance was up for the year. Um, so your general fund has a fund balance of about $4 million, most of which is unrestricted as to its use, versus your capital projects fund has a fund balance of about 1.9 million, and that is restricted per the title for future capital projects. some budget results. Um, fund 10 expenditures came in just over budget. Fun 27 just under budget. Fund 10 revenue exceeded budget and fund 27 revenue was almost at budget. So really nothing concerning there. If you had huge fluctuations, we would talk about that now. But I mean everything was within 7% of what was budgeted. So um in terms of debt um you have
026one promisary note outstanding of 182,000. I think that matures in a few years compensated absences. So not to get too technical with you but the government accounting standards board so those are the rules we follow for what gets reported in your financial statements made a change this year. So before with compensating absences, you only recorded a liability for what you paid out when somebody left the district, they retired, etc. Now you have to record a liability for anything they've earned, but they haven't used, but you think they're going to use. So that number went up. That's about $156,000. And then you just have um leases for copers that has a balance of 13,000. Um, like I talked about your liability with the state, the WRS pension liability, that's 467,000. So basically the state has their
027liability and that's your portion. So it's kind of like if you were, not that you ever would were to like pull out of the pension plan, that would kind of be the piece you would owe back. And that fluctuates based on their investments and stuff like that. Sometimes it's an asset. It's been a liability the last few years though. And then you have 48,000 in total op liabilities. So part of this is like individually negotiated post-employment benefits is the biggest piece. And then there's just some other um if somebody elects COBRA, you let them stay on the plan that actually they're getting a benefit because they get to stay on the group plan which is lower rates. That's actually a liability to you. So um that's really it for financial statement numbers. Then the other
028two reports we issue one is on internal control over financial reporting. We did have three findings here. Um nothing alarming. The first one's financial statement preparation. Um most districts have this. This just means you rely on us as your auditors to prepare your financial statements and your footnotes. In a perfect world, you would give me the report, the whole thing put together, and I would just put my first opinion page on it, and that's it. But in reality, that doesn't happen. The second one, segregation of duties. This just means you you don't have enough people to have proper segregation of duties. It doesn't mean you aren't doing the best with what you have. You just aren't under accounting standards meeting those requirements. So, and the third is audit adjusting journal entries. We did have a
029few journal entries this year. Um I sat down with the business office after the end of the audit. We went through the entries. I'm pretty confident they're not going to occur again. So um I wouldn't be too concerned with that. And then the final report we issue is on internal control related to your major state awards. So this year we tested almost every year we have to test your equalization aid, your general aid, and then I believe we also tested your state special ed aid this year. Um, and I'm happy to report we had no findings there. So overall a really clean audit. That's all I have. There are questions >> and I don't know if you can answer this or not, but how do we compare to other districts as far as our financial
030standing? >> That's a loaded question. >> It is. >> I mean, I I would I can't compare like like specifically, but I mean overall your financial position is good. Um, I mean, one of the things we look at is what we call like your fund balance reserve. So, basically how much fund balance you have there to cover a year of operating expenses. You're sitting at just a little over 30%. Usually the target is like 20 to 25%. So, if that helps you, I don't know. >> That does. Thank you. >> Okay. And for segregation of duties, is it pretty common for schools that are our size to have >> very common. Yeah. It just cost benefit analysis, right? Like it isn't isn't worth what you would need to bring in here to meet that. So
031>> just yeah, just a couple comments. The compensation of absences, that's from our new PTO program, u which has been very popular um as well. So that this year Katie made me do some calculations. So that was uh uh something that we had to do. Uh and then the OPED liability just for clarity that is a COBRA situation. Yeah, we don't have any OPED benefits there too as well. So yeah, and the journal entries that's just basically coding, you know, go what goes to the right codes and yeah, thank you for sitting down with us and uh we'll make sure those are better next year. >> Thank you. Thank you for Thank you. All right, we are moving on to our approval of consent agenda items while removing item C, approval from personnel from this
032motion. >> Do I have a motion? >> Motion to approve consent agenda removing item C. >> We have a motion and a second. Any discussion? >> Okay. All in favor, please say I. >> I. post same sign. Any abstensions? Very good. Let's move to item C then approval of personnel actions. >> Dean, would you like me to go through each one of them? Yeah. And just we'll just do that. So, um would like to present the letter of resignation from Natalie Nielsen. Uh thank you Natalie for I think it's three plus years so with us. So, just looking for a motion to approve her letter of resignation. I >> move second. Motion >> second. Any discussion? All in favor, please say I. >> I. >> Opposing sign, abstensions. Very good. >> Thanks. >> So, the
033next uh letter, we uh would like to thank Julie Shamara for her I think eight years. It's been close to eight years with Julie um with us. Uh and again, we wish her the best of luck in her uh grandma endeavor. So, uh so thank you, Julie. Just looking for a a motion to approve the letter of Julie Shamara as presented. I so move. >> Second. >> Motion and a second. Any discussion? All in favor, please say I. >> I. >> Post same sign. Any abstensions? >> Thank you. >> Then the last letter of resignation we have is for uh Kelly Mon. Again, we wish Kelly the best of luck in her next endeavor and thank you very much again for another seven, eight years with us too uh in our special ed department. Just
034looking for a uh motion to approve >> 10. >> Oh, 10 years. 10 10 for Kelly. >> Thank you, Steve. >> Um motion to approve Kelly Monl's uh letter of resignation as presented. >> I so move. >> Second. >> Have a motion and a second. Any discussion? >> Ron, is this Oh, go ahead. >> Is this unusual to be my question? this meeting in the middle of the year. >> Um yeah, we don't like it when it happens. We like it when people do finish the year. Uh but um with our support staff, I wouldn't say this is it's not super common, but sometimes people find other opportunities or in one case uh other personal things come up. So um obviously it's not ideal. puts a lot of pressure on our our staff in particular
035staff and students because um these were uh students or staff who work with special education students in that area. So um but uh we have uh replaced them uh after some searching but uh but again yes it does get difficult. >> So you've been able to replace all three. >> We have been able to replace um well we have uh we replaced one already. We have uh we interviewed tonight for the other two um as well. So, yep. And we actually started one today, too, as well. So, >> somebody started new today as well. So, >> We're getting there. But we do have internal coverage and some substitute coverage to help us out too as well. >> Any other questions or points of discussion? >> All in favor, please say I. >> I. Same sign.
036Extensions. Then we have uh and Steve alluded to it a little bit earlier uh the letter of retirement from Dan Hannerhan. So Dan's been with the district for 35 years. I think Dan scooted out with the other fifth graders. So um we'll continue to celebrate Dan and his career along with Heidi um as we continue to move through the the school year. But uh again, a huge u congratulations and a thank you to Dan Han for uh for all of his years and we wish him the best of luck and health in that retirement for him and his family, too. So, I know there's grandb babies that he's really excited about continuing to see and getting a little more flexibility. So, so yeah, thank you, Dan. >> Second that. Thank you. >> Yes, >> absolutely.
037So just looking for a motion to approve the letter uh the retirement letter submitted by Dan Hanner. >> I move we approve the retirement second. >> A motion and a second. Discussion. We were lucky to have we started when Tess was in the sixth grade. Tobias was our only fifth grader and was very lucky to have both Dan and Heidi as a part of an incredible education and so we were very fortunate to Yeah. >> have them for class teachers. >> Absolutely. All right. All in favor, please say I. I post same sign abstensions. >> Thank you. So, one of our replacements, uh, Lauren Carlos. Uh, again, just looking, you'll see her letter of appointment. Uh, just looking for a motion to approve the letter of appointment for Lauren Carlos as presented. >> We make
038the motion to approve the letter of >> second. >> We have a motion to second. discussion. So, does this contract just go through the end of the year? >> Yep. Correct. Yeah. Letters of appointments always go through the end of the year. Correct. >> Yep. >> Questions? All in favor, please say I. >> I. Same sign and abstensions. >> Thank you. Okay, we're moving on to delegations to be heard. I don't have anybody has signed up that they wanted to speak. asking the floor is looking down that feels like middle >> that great public speaking then is then they won't call on me classroom teacher portion of that I can still see you yes okay >> right >> all right then we are moving on to our administrator's report >> sure so I'd like to
039present our Mr. newcomer, come on down and uh talk about our student survey results. You will see again up as part of our continuous improvement. Um again, we heard from our staff in December and uh this month we're going to hear from our student survey results and then next month will be our parent or community responses too as well. So, Mr. Newcomer, >> is this going up here or are we just talking? >> I'm just talking so I'm not sure which way you want me to. >> You're good. Am I good facing this way? Okay. All right. Um so this these are more exciting numbers than an auditor. So >> you can see that when she's not here. >> She's not here. I saw she's gone. Um >> she'd be okay with that. >> As
040you know, our >> Did you bring snacks? >> What's that? >> Did you bring it back? >> No. I thought when somebody you were saying, "Would you like I thought you were saying another cupcake." I thought maybe some extras. >> Our our culture team now we call our Merton value team. Um if you recall a few years ago, we've been doing the student survey. We did the staff survey. you know, my team said, "We let's hear from the students." So, we've been doing this now for a few years. Um, and as a result, you know, our team continues to meet, we look at this information. What do we celebrate? What do we want to do to move forward? Um, so, and I know you've got some of it, but I just want to highlight some
041things for everybody. Um, if you look, there's the overall satisfaction when you ask. Um, overall, most days I like my school. You can see every year that's been going up. Um, for an intermediate school, we're in the 99th percentile. I think one of the themes you'll see I mean even though we want to we're going to work on things I mean even even if our bottom three you'll see I want to share with still in the 95th percentile so still a lot to celebrate um but you know when we look at the overall piece or even when we look at the three the four major categories like are we making connections with kids how about our learning our environment and our experience all four of those areas have also gone up throughout each year as
042well. So, you know, something to continue to celebrate. Thought it was interesting how they they had kind of put the individual items here of the top three, bottom three. Um, and you can see the top three where I tried best at school. I have friends to sit with at lunch or hang out with at school and my parents and guardians help me with the school as much as they can. So, one of the things this highlights too, which I think is amazing about our community, there's there's a really high score. I'll give a couple examples, but there's some really high scores from our student to student. like our students feel comfortable with each other. Our students have places to sit. Um, you know, I feel like even self- intrigue like I'll I do my best.
043Um, there's wonderful things about our parents that they're saying about their parents even though they don't always hear that at home on the survey. They're saying my parents will help me. I have, you know, a supportive environment at home. And then third, and you'll see a lot of the things, you know, I highlighted here that I brought even for our staff to be proud of. You know, teachers treat me with respect. 98% I feel safe at school 97% I know my teachers care about me 95% all on top basically 99th percentile which is as high as you could get with those three things. So those are the things we're trying to continue to cultivate because we know if kids feel safe we know they feel like they have a connection here we know that also
044means their brain is ready to learn as well. Um so those are all really important things. Um my team hasn't looked at it yet. We've had some other timely things. So, one of the next steps is to take a look at the data and we'll continue to do that. So, to give you an example, like last year, one of the things we looked at was, and it's one of the things I brought here, if I was if I were bullied, I would feel comfortable talking to someone. We've been working on that for a few years. Um, I mean, the good news is it's continuing to move up. It's an 80 percentile here and the 98th percentile overall. So, though it's really strong, we still we're happy that's moving up, but we also want to make
045sure we continue to have an adult. So the other piece of it too when you look at I think the the lowest percentage one even though it's in the 95th percentile of how other people score most kids follow the rules at school. Um which is of course that's still pretty high when you talk about middle school kids. However um again taking a look at you know our mer value team that's the work we're doing around consistent consistent behaviors. So one of the things then is to really take a look and break that down to is that or when kids are because it's a perception survey is that classroom because that's classroom rules or is that a lot of times kids are thinking about is that lunch and recess that kind of thing too. So that's
046why it's important to kind of dig a little bit deeper because once we have that those answers then we can make our next steps. So that's our that's what our Merin Valley team will be doing next. And so I'm not going to read the rest of them. I know you had here but I just kind of wanted to highlight some things. Um and again it's nice to see it now have some trends over time to be able to a celebrate and see continue to see some of the work we're doing is working and also what do we want to continue to do to to improve. So any questions or >> I chuckled at the uh I try my best at school 100%. Exactly. There'd be a lot of parents saying yeah right and even our
047staff do I mean conversations every day are like are you trying your best? No. So >> optimist is >> optimist. There you go. On that day at that moment, I'm trying my best on this survey. Yes. >> But no, thank you to Steve and his staff and Bob and his staff. Again, we do that for our fourth graders just to continue to to look at some of those trend lines too as well. So to continue part of a continuous improvement. So >> Steve, do you have anything on there that you're particularly proud of that the staff or your building has been working on for some time and you're finally kind of seeing that being right where you want it? Yeah, I mean a couple things and I think I highlighted it, but when you know
048when when it's saying my teachers teach or treat me with respect and I know my teachers care about me and those are in the 99th percentile um you know I mean we all know I mean I had middle schoolers and we've had you know working with middle school kids for 31 years, you know, for them to to be able to say that and consistently consistently say that um speaks to the culture that the staff, you know, we talk about not only just our team, but our our entire leadership team, which is our whole school, right? They're all leaders. Um, and they want that for our kids. And so to be able to to say that, that's really good. And also the the bullying piece, you know, that's always one there's always that word. There's a
049lot of um misuse of the word like we talk a lot about, you know, and we try to remind kids, you know, somebody says something you once it's unkind. It's not bullying. I mean, if it's but but we also want them to understand what bullying is because a lot of times it's amazing how many conversations I've had with families or with students where they feel like if I say something maybe it's going to get worse and I once they have a conversation with me and know what I can do to make sure that doesn't happen again and some of the things that we have in place it's amazing when they speak up how much they're relieved they are and how much it can stop because I can do a lot with threatening consequences that they
050don't like and we communicate and we put everybody on the same page and it does you know it does stop. So the big piece is just continuing to work get that message out you not only through me but through our you know through Jenny Matson through our guidance classes and all those things as well. >> so I apprec particularly appreciate well all of these but thinking about the connection part especially with middle school kids we know that teenagers in the US in general are lonier than they have ever been right and all of the things that we have for connection we mostly use just to make ourselves pretty lonely. So having school be that place of connection and middle school is a such an important part and I'm please tell everyone and you and Jenny
051Matson are massive influences there. Then it's nice to see at 9th grade orientation the Martin kids looking out for each other and saying that they could somebody come over for and sit over here or did you just see that? I heard you liked that. Did you see this type of thing over here? And so as a parent of a child who had difficulty connecting early, both you and Jenny were instrumental in that and getting to see him make those connections. You can make me a little teary, Steve. That that happens in a middle school and that's not the middle school of America story. So thank you for making that here. >> Thank you. It's the best part of the >> and for taking the time to celebrate and sharing all of that. Yes. >> And
052I I guess John for for mine when I take a look at the most days I like my school. Uh again, I think that's just have been really intentional. I think about the work that Maria Steve and uh the noncores you know because we've always had math literacy science and social studies but the other things we're able to do the opportunities that our community has afforded us um so if literacy and math isn't your thing hopefully there's many opportunities throughout the day that you can say I'm looking forward to this so um that connection not only with adults but that intentionality that uh Maria has brought and the the facility opportunities here to to really continue to engage because every year we continue to uptick into on most days I like school and again I
053know we're in the 96 percentile but 3 years ago 6.64 then 6.76 and now 7.13 just continuing to engage kids and again through adult relationships student relationships but hopefully the curricular and that academic excellence and inspiring curiosity is just huge in that growth piece too. So yeah, those are a lot of things that we really like to hit on to say, "Hey, I think what we're doing is really working." So >> big thank you to our PTO and Katie here, too. They came and listened to our um seventh and eighth graders. We had a whole bunch of seventh and eighth graders in the library the other day. They're getting feedback about the dance, you know, try to engage the kids. And it's just just as as they found out too, it's just the more voice
054we we we bring them in too to you know, this is your school. Um I think that also makes a big impact too. So, so they so I just so you know they were pretty excited talking to me today about the the survey and about a lot of those things because they just had their voice heard. So, >> Thank you. Thanks, Steve. >> Um, couple things wanted to to bring. First of all, thank you to uh Jay Hoppenworth uh for his $100 donation. Um, it actually was it's for the uh the towards a soccer field because it was a late ad and actually I'm sorry uh they made the check out to Merton schools so and PTO couldn't cash it. So, we're like, we'll take care of that and make sure that it gets allocated
055to our soccer field. So, uh a big thank you to not only Jay, but all the families who helped contribute and uh and our PTO for driving that too as well. So, uh and then finally, our open records report. Just some a couple little ones around open enrollment. That's pretty much about it. So, just the normal stuff. So, >> good to go. >> Did you have any additional things to talk about wise? >> Um no, that's fine. I know one of them come up here in a little bit. >> Yep. >> Okay, very good. And then we're on to committee reports. >> Okay, so um we met as a finance committee this morning. Thank you. Uh getting up a little bit early. Patrick and Dean, thank you. Um we went through our quarterly report. Obviously
056our we are halfway through our fiscal year and as you'll see um we're not like a typical business where you spend half your budget and you have half your revenue. So um when we take a look at what we like to do is look back the last several years to say hey are we on track and that's kind of our big indicators and then we kind of get into some of the small stuff but from a very high level um from the revenues and both expenses we're right on track with what we've seen before in the past too as well. So nothing alarming there um at all. So we're we're looking pretty good there. Uh the budget calendar again for those of you that have been following us for a while new dates, new times
057for the most part. Um, again, that just does keep us on track, making sure that uh we are ready to go and meet all of our deadlines. This year, like when we start talking about the budget assumptions, we do know what uh at least the state of Wisconsin is going to be giving us. So, that is one huge variable in planning uh as we move forward too as well. So, so the calendar is is pretty standard, pretty straightforward. A big thank you to our administrative team um uh Jordan and Kirk in particularly Jim and Maria as well. as uh they're big spenders in there and uh they take a look at their budgets and what can we do um and are always good team players as well for the most part. Yeah, except for Maria
058up there. So, she's always grabbing something about children she says in reading and things. So, but uh it's good banter back and forth. But again, a big thank you to the team. So, so that does lead us to our budget assumptions. So, um it is uh one of those things that obviously we are guessing right now. So, I'll say it again in May when we present another preliminary budget. It's a complete guess because what are we guessing on enrollment? We truly are. So, when we take a look at what our variables are and what we anticipate, we are taking a look at a three-year rolling average that is increasing because obviously uh we've had some moveins and uh that is higher than your year that's falling off. So this year, very conservatively, we do believe
059that our 3-year rolling average is going to be up approximately 16 FTE. So, um, and when we multiply that by an additional $325 increase, we have some new money coming in, which is which is really nice. So, um, when you take a look at all of the new money, and again, the new money is just basically on the revenue limit. So, uh, and then on then you also have the categorical aid. We're just under $500,000 of new money. Um, you will continue to hear that not a lot of school districts get new money. So, we're very lucky outside of the $325 per pupil. But, uh, so again, we're very lucky that we're we're able to do that in a in a situation where we can do that too as well. And you'll see a little
060bit of the the assumptions there. And again, there assumptions. We think summer school's going to be the same. We think the charter school FTE is going to be the same. and then a very conservative increase student count uh that allows us to fluctuate just in case we don't hit that but again we we we do anticipate being able to hit that too as well. And then ultimately another big uh driver in our budget is open enrollment. Um and uh we're not quite sure what that's going to look like this year and again we'll start to talk a little bit about that later in the meeting when we talk about seats. But uh what does the arrowhead decision for open enrollment affect us? So, I've had some families already kind of say, "Ron, what does this
061mean? You mean my kid may not be guaranteed Arrowhead?" Um, I can't lie to them as much as we'd love them to stay. They've been great families and things, but ultimately um Arrowhead has said there's a potential sunset of uh allowing non Arrowhead open enrollments because obviously there's two kinds of open enrollments for Merin, right? There's the Arrowhead feeder open enrollment, Swallow, Richmond, North Lake. uh in those folks and then there's the non- arrowheads PWA, Richfield, Germantown, you know, Pewwaukee, those folks. So, um the kids who are outside of Arrowhead, Arrowhead has said there will no longer there may not be automatic acceptance. In the past, Arrowhead has said unlimited to freshmen. That's why. And this past year they did limit the number of students for arrowhead uh just to the number of non- arrowhead
062kids in the current eighth grade classes in all the feeder schools and those students. So if you're an eighth grader here with us if you're outside of the arrowhead feeder system you will be accepted into Arrowhead. So but um Arrowhead has indicated that that may stop in the next couple years. So >> they put a sunset on it. Um, again, every board can decide what to do, but from what I understand, some conversations around current sixth graders, current sixth and seventh graders, so another two years as they move up. So, but that's what I heard um through the dialogue that was at the meeting. But again, every year, just like we're doing, their board will have to say how many seats they have. So, and because they're a union school district, um, Arrowhead is allowed
063to say if you attend an Arrowhead feeder, then you can gain acceptance. We can't do that as an independent K8 feeder. We can't say we'll only take kids from Swallow Pew. We can't list them. So, that's why if you're currently in the system in 8th grade, you will gain acceptance for next fall. >> And they're saying that for probably the next three years. That's what I'm hearing. >> Is there a sibling grandfather? >> There is a sibling role, too. Correct. Yep. There is a sibling role. So, if you have a fifth grader and they're currently attending, if they currently attend, the sibling automatically comes is allowed in. >> And have you been contacted by the Arrowhead School Board to discuss this as it does affect every feeder? >> No. No. No. We've been in contact
064with, you know, their administration and they've indicated it. We have uh given all of the information to Arrowhead. Uh they have the they have the information from the feeders who that's how they set the number of seats for this upcoming year. But um no, our our concern is again I had a meeting today with uh their administration. Um our concern is is families will leave us or not come to us if they see that and uh that ultimately affects our bottom line. What that means, I'm not quite sure. Um, but we may have to uh begin, you know, taking a look at class size. Ultimately, if students begin to leave, you have to take a look at class sizes, but that doesn't always balance out. Dr. Flu, as you know, you lose 10 kids, believe
065me, they're not always from one grade level. They're across the system, which just kind of ticky tax you. And every child who leaves either open enrollment in or out is $10,000. So, so something to keep an eye on. We certainly are. >> Well, this isn't bad to say. It's very disappointing to me that we're not thinking that of this as a system. I heard a lot of this is what Arrowhead needs and we are also Arrowhead and our kids things that say oh those kids who live here will get in but this does affect what we're able to offer as an education for and that's true for every feeder school and so I'm looking forward to a broader conversation and I hope the community will ask for a broader conversation because I think that's probably
066how it happens. >> Okay. I think this is also one of those things where for years and years and years, in fact, when I was teaching at Arrowhead, there was always an issue with transition. Um, there wasn't real good communication uh and cooperation at all the of the various stages. Um, I think that that I hope these people will work on that because now more than ever, uh, because this is going to impact staffing, transportation, this impacts a lot of things. If they start dictating start times, that's very uncomfortable for parents to have to put their children on a bus real early, especially for the littles. I mean, think about Friday, the kind of weather we had and we're having right now, and it's very, very cold in the morning. Um, I hope that there
067can be very cooperative dialogue from those folks. We're we're we're doing the best we can from an administrative level. Um, again, I'm not going to speak on behalf of any of the other feeder schools or get into those details. Um, but you will see that our transportation when we start talking. Well, it I'll just keep going here. So, we have some new money coming. So um anticipated increases obviously you can kind of see them there and uh we do anticipate a normal uh transportation increase. Um so and with no change to our starter end times. So that's uh what we look are looking forward to too. So so you can see we've got a list of things whether it be salaries, corresponding benefits, health insuranceances and things like that. um uh you know and this
068is what happens kind of in in in a lot of the world is is you have new money and then you have uh increases of new money and they don't always balance out and that's kind of the way the school funding formula has always worked uh in particular here of late. So um so ultimately we have an increased expenditures of 569,000. So then we look to see okay where can we reduce right where are some of those natural areas and again a big thank you to uh you know working with our team uh to being able to identify again so we are able to to reduce in the area of technology some buildings and grounds um and then we will have a reduction again ultimately an ad but uh a reduction for our student information
069specialist too as well but uh so an anticipated decrease of about 275,000 so um and then we look at the things we want to do right I mean, you have decreases, you have increases. Those increases that you see on this page are things that we typically are just I don't want to say nothing's ever required, but things start to cost a little bit more. Um, and again, for when we start taking a look at our budgeting for this upcoming year for big projects, as you know, we have our K8 science adoption coming up here. So, science is one of those more expensive adoptions. Um, Maria and her team, Maria keeps going like this, you know, but uh, it's all right. Never. Um, >> Maria, we want you to spend the money on good curriculum. Please
070know that's what we want you to put my different regardless of whatever you're getting up here. That's what we want you. >> So, Maria does know >> exactly. She she keeps me in line, I guess. So, um, but again, we have a line item there and then ultimately when we take a look at our class sizes and numbers, um, we will need be increasing one FTE at Merin Primary School, uh, based on need and, uh, and and staffing levels there too as well. So, >> at what grade? >> Um, we're it'd be an increase at fourth grade. >> Yep. Now, it doesn't mean we're going to have an fourth grade opening, but again, Mr. Blessington and obviously we have two fifth grade openings, too, right now. Um, so Mr. Blessington and Mr. Newcomer will be
071be working on our staffing plan about where some people are going to move and things like that, but we anticipate hiring one primary school teacher at a minimum there too as well. Um, and then ultimately there are other projects. Uh, last month we approved the roof. Uh and again that'll come from I recommend it from fund 10. Um and again whether that can fit into this year's budget and whether it gets done in this year's budget is a different thing too as well. Uh and again I wouldn't recommend 46 but we do have that pot of money that Katie Riley was discussing too as well. But um that's that those taxes have already been paid. So we'd probably pull down that fund balance a little bit. But u more to come on that and I
072know we're going to have a discussion a little later in the meeting as it relates to our library remodel too. So, right now I do not have obviously the roof project or any potential library remodel in the budget at this point too as well. So, so when we take a look at everything, um, we're looking at a basically a balanced budget. When you think of $11 million and you're off 7,000 right now, we're good. We're feeling really good with what we have there, too. as well. I do want to highlight the property valuation um just because obviously we continue to build um and uh with net new construction or just as property values continue to increase um I do anticipate it being right around 8% because that's pretty much what we've been the last several
073years. Um, one comment that I was talking to the uh, finance committee team is is again just like the first year of this year's bianial budget, there is no new increases to uh, property tax relief at this moment. So the state aid whatever state 8 was basically four years ago is the same it is coming up this year too as well. So, um, when we do take a look at that increased 325 per pupil, um, that increase more than likely, especially for the Merton Community School District, as property continues to rise, more than likely will be pushed along to our property taxpayers. Now, for us, we have net new construction. Uh, Dean highlighted that we have two new, well, what used to be two farm fields now are assessed as residential. So that's again all
074new property value. Um but again I don't want to pretend that you know there might be some impact to the levy. The levy is going to go up. What that means for an individual taxpayer? We don't know that until October. Truly. >> Can you say again the increase in property valuation? You said 8% but you wrote 5%. >> Did I say 5%. >> Yeah. Property valuation. >> I'm assuming an 8%. >> I said yours is five. Oh, the updated ones. I think I must have updated that one. That's why I hate printed copies. >> So, you I see you updating it. >> Let's see. I uh Yeah, mine is eight on the So, it's about eight. We're anticipating eight. Yeah. >> Yep. We're anticipating about eight. >> And since for the special education money, there
075was the it's going to be this much, but it really didn't get funded there. So, how did that end up impacting the budget? >> Um I am anticipating 35%. not 42 that was promised to us. Now there's a lot of discussion around raising that to 42 and making it promised u some sufficient uh but again I'm not counting on that. I mean there's there's also talk about >> but the assumption here is 35 >> 35% correct. Yeah just like it is this year. So we didn't assume 42. I'm like no I know better than that. So and most business managers did. It just when it came out because DPI gave us our anticipated uh special education reimbursement, it turned out to be 34 35% and that's when um a lot of school boards and administrators
076were just like hey just by the way you said 42. >> No, it's very similar to when they said 33%. It was always 27 28. So that's why we're like we'll believe it when we see it because again they didn't change the proration. So yeah, >> but again that just assumes 35%. Correct. And no new title dollars or federal dollars or anything else like that. Just status quo. >> There's a lot of information here, so please forgive me if I missed it, but is the science curriculum number in these numbers? >> Yep, it is. Okay. >> Yep, you got it. Yep. And that's that's an ad because this past year wasn't a in this year's budget right now, we didn't have a major adoption. Okay. We had our second year of our literacy adoption and
077uh Maria and her team, you know, we worked through some more uh not mentor text, decodable books. Thank you. We've got decodable book allocations. We've got a lot of money wrapped into primary and intermediate literacy and mathematics interventions. Those dollars are still part of this budget making sure um that that our kids get what they need. Certainly. and uh you know in particularly special education, we did leave our uh all all of the same staffing levels, our new um basically reading teacher who services students with IEPs uh is still in our budget and we're able to continue to fund that as well as well as our specialists and all that we're doing. So, we're super excited about where we're at. Now, I did mention too this morning, not to be the downer, but you've noticed
078like three years ago, we were plus 30 and it's plus 15 or 16. We're going to get to the point where we're just flat. So, then it's, you know, continue to get creative in what we're doing certainly. And we have the problem that our dollars that go behind our children is increasing and that impacts the formula for us. So, we're going to trend to get less state aid. Yep. And we're I'm doing I'm pulling as many levers as I can. And one of the levers that we did last year, too, is is moving some money from our fund balance to fund 46. And that's why, you know, we saw a decrease in fund 10. You're like, "Holy cow, we had a, you know, a negative budget." Yeah, we did that on purpose because we moved
079446 into our fund 46, too. So, but yeah, it's we're going to pull as many as many levers as we can and and and make sure that we work with DPI. Um, and I've got already a note to make sure because we I'm trying to avoid the wait a second, you told us July 1 we were going to get this aid and then all of a sudden you cut it 5%. what's going on. So, we're working to make sure we get that right. But, yeah, it's we're going to keep taking state aid as long as we can. I can't believe they keep giving it to us as at the rate they are with our property. >> Finance notes. >> We'll keep everybody updated as we go. >> We have any other committee reports? >> Nope.
080That's all we had. >> Okay. We are on to new business, which means we're starting with the district calendar. All right. So, um, again, this is just kind of information as as we work through work with Arrowhead and and as everybody was kind of working through calendars. Um, again, right now we're continuing to pursue two options. Um, Arrowhead does sound like they are going to be done June 4th. So, um, and all the rest of the Arrowhead feeder schools, like I highlighted, um, is is going to be right around that June 4th, the way it sounds. So, um, Arrowhead will be finalizing their calendar, oh, very soon. I think at their probably their February board meeting and we'll know where they stand. But um but again, we do have two options that we're kind of
081looking at. Um again, we'll see, you know, and I kind of shared the the staff perception a little bit and again, not overwhelming, but again, 6040. Um we did survey our staff to see if they like that twoe break. Um with that twoe break uh at Christmas time, again, there was the day after Easter off, then we would have to roll into the second week of June, uh June 10th. So, uh, that would require some more transportation dollars because obviously we would be the only ones going and, uh, it'd be almost, well, 8* $43,200 a day. So, it's another $10,000 almost in transportation budget. So, um, we'll take a look at where everything falls off and then we'll give a final recommendation for, uh, for, uh, this upcoming month in February. >> So, what did
082AHS change to do option one? You said their option for for them done by June 4th. >> D by June 4th. They're looking to extend their school day. 15 minutes. >> Looking to extend their school day. Correct. Yeah. So that means they could >> a decision they've >> they will be bringing that forward the way it sounds for the board. They're really working hard to make that happen. Correct. >> Yep. >> So then schedules matching upwise the >> they intend to take the same holidays the week at Thanksgiving and two weeks at Christmas. No, they would. Yes, they have the week at Thanksgiving and the week two weeks at Christmas too as well. So, >> so they're it's the adding to the end of the day that >> Yep. So, for instance, in our option
083one ending June 4th, we would have two student days. That would not be a increase to our budget at all from a transportation standpoint because all the other feeder schools are going except one. So, there's enough triple runs. >> All feeder schools are going to be done on June 4th. >> All feeder schools are done on June 4th. >> Yep. and all but one feeder school are going o December 21st and 22nd. >> So there is no increase to transportation costs on December 21st and 22nd if we were to run school. So >> just as a housekeeping you know note um where it says holiday breaks on option two does not follow >> does not match up. We'll take a look at that. So, >> always good for >> we'll uh again this is just
084more for feedback if people have families want to let me know what they're thinking but uh we'll >> the 6040 split is not an overwhelming one direction. >> No, it's not. No, I wouldn't say it's overwhelming. I mean statistically it's not election wise it's a landslide but you know 6040 it's not. >> And thinking about how people what it means for their work days and that kind of thing. Uh for the people who were inter liked option one better, what did they talk to you about? Why? Why each of the options >> to get done earlier instead of going to the second week of June? Correct. Yeah. Just to be done earlier. Uh it was interesting when we took a look at the data. The intermediate school was let's get done by June 4th. >>
085Primary school was let's take two weeks at Christmas. So um again, we we'll take a look at it. We'll put our collective heads together and see what we could do. So, but yeah, it and it was, you know, there's the emotion of most recently, you know, the recentity of two week Christmas break. Everybody thought that was pretty cool. >> so then the cost and then did there was there any discussion if their kids aren't at this school that they kept child care issues if their kids are done before we are done? >> Didn't say anything for that. No, again, it wasn't real narrative outside of which one would you like? Any concern about what attendance will look like if you do 21st 22nd >> concern? No, because December 19th then will probably load too, you
086know. So, our families kind of just kind of I don't want to say beat to their own. I mean, parents are going to take them out when they want to take them out. So, um December 21st and 22nd traditionally are just work days for everybody too as well in the >> in the private sector. Uh, and a lot of public schools continue to go to school, okay, >> around us, too. But, um, yeah, a little bit of concern, but nothing that would say, hey, we shouldn't do that on that compared to going in that second week of June. So, that's kind of that give and take. >> Okay. The only other thing, and I don't know if this overlaps or not, if they go into the second, if we go into the second week of
087June and Arrowhead does not, and eighth graders who do summer school at Arrowhead, which starts immediately after, will they be able to do that? >> Nope. >> So, that would script summer school. >> I would have to see actually >> I can see when summer school is going to start for Arrowhead. I don't know when. >> Usually starts immediately >> and that's how >> then we would have to go because they can't miss. they they only get the two days. >> Um I don't know when summer school begins. They have a question mark by it. >> Okay. >> So I'll ask that question. >> Thing that I think would be >> but eighth graders typically done, right? >> Our eighth graders >> Well, no. That's why we It's interesting. Mr. Newcomer and I walked through
088this about when eighth graders would be done. So we would have, you know, the eighth grade day away on Monday. If we if we leave, if our last day is June 10th, which is a Wednesday, day away is on Monday, graduation. Tuesday, you know, half day, they come back in the evening and away we go. So, um, that's a really good question about when summer school >> because we can't miss. No, no, no. We'd have to be done. Yep. >> And it's how a lot of kids then make the rest of their >> schedule, >> high school schedule work. >> Yeah. >> Yep. That will drive that. That'll be done if they start school on the 7th. >> Yeah, summer school. >> That'll answer our question. >> They start right after. >> Yep. >> Okay.
089Thank you for that observation. >> Right. Plan our summer right now. Go. >> They're just summer school is right across. >> Yep. >> Okay. Anything else for calendar? >> Nope. >> And this comes back next month. >> Comes back next month. >> I know some families have been asking when we would have one and so next month will be >> Next month we're going to have her done for sure. >> Yes. Yep. And then at least they can plan spring breaks and things like that. >> Yep. That's this year. Wow. Yep. >> Okay. We are on to then the open enrollment seats. >> So, we kind of hit on a little bit of open enrollment topic there, too. Um, and again, you'll see all the district history. Again, I tried to highlight uh a what
090our open enrollment history was over the past several years, but as well as the new enrollments, our new residents who've been coming in. Um, and that's one of the biggest things that we've been trying to gauge. And as a community, I know it's been a big concern about, oh my goodness, all these homes and where, you know, where are we going to have space for everybody? As you can see, they're not just running in like we would have hoped, right, or expected. So, um, when we take a look at all the numbers across all of our all of our grade levels, um, you'll see that the recommendation in our regular education program is unlimited. Um again with our remarkable incredible class sizes that we have um we feel that we can absorb uh and if
091in fact I mean one of the I was talking to a family member like well Ron what happens if one grade level all of a sudden gets flooded. I'm like great then if we get 10 open enrollment kids plus more resident kids boy did we just hit the jackpot. I'll gladly pay for another teacher because I'm still going like this. We're still making money. So uh again just a reminder the purpose of open enrollment is really truly to supplant and fill up those classrooms. I mean when we have classrooms of 17 18 19 where we would say 21 22 23 is appropriate depending on the grade level. Um those are just add-ons to to fill that up because the expense of the district truly doesn't matter. It's it's there that expense there. So, um, obviously
092we're going to continue to keep an eye on what happens, um, as we enter into maybe a new age of open enrollment for the Merin Community School District as we relates to whatever the the arrowhead impact might be. But for this upcoming year, feel very strongly about recommending unlimited for regular education students. Um you will see that uh when we take a look at our cross categorical or our special education program um when we do all the formulas and the and and just kind of the the calculations and what our space needs are. And again, thank you to Lori for doing all that. Um we do not have any space for students with IEPs. Uh because our special education program is full with current residents, too. So now, however, if they come to us with
093a speechonly IEP, uh, again, it doesn't happen very often, uh, where they just have it, but it could be, you know, a four-year-old or five or whoever it might be. Um, we feel we do have room in our speech case loads to be able to handle that, too. So, um, so what you see the recommendation is, uh, unlimited for the, uh, the regular education seats and then ultimately uh, nothing for crosscategorical special education and speech only IEPs unlimited. Uh the other piece is is uh obviously the students who do not come with an expulsion order we would not allow in as well. So um so if we just wanted the administration is recommending the board make a motion to approve the 2627 open enrollment seat allocations for student without an expulsion error order as follows.
094Uh we must read each one of the grade level topics. It would be 4K unlimited, 5K unlimited, first grade unlimited, second grade unlimited, third grade unlimited, fourth grade unlimited, fifth grade unlimited, sixth grade unlimited, seventh grade unlimited, eighth grade unlimited, cross categorical special education zero seats, speech only IEPs unlimited. >> So moved. >> Need a second. >> Second. >> Motion in a second. Discussion. I want to come back to uh numbers per class. >> Yep. >> So when I look through what we're looking at here that most of our assumptions are three to four more students per class than is our average. Right? So our average fourth grade is 21 allowing 12 new residents put us up to 24. Our average third grade is 19. Could I go up to 34? Our average kindergarten is
09514.4. So let's say 15 because they're kindergarteners. So we should round up uh it be up to 20. How do our teachers feel about that? A few more CL kids is a can be can feel like a lot more kids >> right when we they they can they certainly can uh we know that first of all class size has no impact on achievement. It's one of the the very smaller factors with that too. Um well when you ask a teach I mean again just obviously when we ask a teacher would you like 16 kids 17 18 19 or 20 they're going to tell us a little bit lower. Do we believe that uh our teachers can handle additional kids? Um absolutely because it's getting >> I'm actually asking what I think people can handle because
096I think people can handle a whole lot if they need to. I'm looking at as being a desirable place for people to teach. And so, is that still something that people will look at as a desirable classroom level? And that's that's actually what I think I want to more hear from them. Not just can I do it, but is this would I look to teach elsewhere if I was looking at a classroom of 24 versus a classroom of 21. I don't know what the answer is there. I know that in my world a few more students. >> It's still it's a little bit more work, but I don't see them all day and they're adults. And even then, it's more in my workload. It's more people to contact. It's more >> emails that I get
097about things. So just the overall management of it and but I don't work with little kids. So I would be interested in knowing what type of impact this has on people's desire to do that job. >> We want to we talk a lot about wanting to retain teachers. If people feel comfortable with it, I'm more comfortable. But I'm the narrative of people can handle it is true. People can handle lots of things. But I would like them to stay here. >> Yeah. And I can only look back at history uh with that, but I I really don't know what our what the the qualitative feedback would be on opening up open enrollment seats for outside Merin students. >> How do our class sizes now relate to feeder schools? >> Um very low. >> Ours are
098lower. >> Ours are low. Ours are low. Ours are very very competitive. Low. I mean when people start to have I mean when we start to have budget restraints or when we start to flatline basically look at people right I mean with these I mean if we could I mean even at second grade or I mean 94 kids I mean four sections is still under 25 >> 72 >> I mean one is se well 72 now remember 5k though we typically get 10 to 12 new new residents because we have some families who are like hey 4k we're going to stay either in our, you know, our daycare setting or a preschool setting or whatever it is or we just we're going to keep them home for a little bit. >> Do you think like
099for example with 4K? Sorry, I didn't mean to interject your conversation. >> Um like after Thursday you'll have a better idea based on attendance or is that truly justformational? >> It'sformational. We get some enrollments and things like that. Um 4K has been pretty steady >> the the truly the whole time. I mean I'd love to have 80. I mean, we can't even get 84 cares. Uh, because 80 is kind of our is really where we're really hitting, you know, 80 to 84 because then you could put 21 in a class half day with another, you know, with another parent or not a parent, but an adult, an IIA. So, um, and once we have them, and again, the research would show once you get them, they stay, which is why we like that unlimited 4K.
100>> That's the whole discussion, right? What about the physical size of the classrooms and adding another four bodies in there? How do they how do they stand up to more more bodies in the classroom? >> Well, for space, >> we have plenty of we have great classroom sizes. Um, you know, square footage wizes. And remember, if we're going to add four, if we go from 20 to 24, for instance, that means we got I mean, if there's four sections, that means we got 16 new kids at a grade level. Again, that would be that that huge anomaly if that happened. If we got 16 new kids for that grade level, we'd open another section. So, and that's really where we say that's so unrealistic when we take a look at our historical data that this
101huge influx of open enrollment and particularly knowing that the promise of Arrowhead High School is no longer there. When we take a look at the lack of new residents across the system, um that's truly what's bringing me and our capacity within our classrooms. Absolutely. Our classroom spaces are are wonderful. Um we gear them up for from a furniture standpoint for 2425. We know there's not 2425, but we wouldn't need any more furniture. Um, it truly is an opportunity to, again, when I say rightsize our classrooms, because again, 18 in a, you know, in a in a in a first grade classroom is incredible. Can you hit 19? Can you hit 20 and still maintain that great academic environment? Absolutely. Absolutely. because we're not talking about 24 to 25 to 26 because then we'd have a
102different conversation which there's going to be a time when we need to have that conversation when we say hey we're not going to be taking anymore if from a budgetary standpoint but as long as we can continue to keep those small class sizes and then augment that with new residents as well as open enrollies to me that's an opportunity that we should continue to opportune >> well and I don't think that we're going to have 16 come in at that So, it's less that and more thinking of if these are our what what it is we may be looking for for class sizes. That's my my interest in knowing what impact that is on the people who teach for us. I'm comfortable voting for this tonight, but thinking of the conversation that goes forward, that's
103something >> I hope that you continue to take a look at. >> Okay. >> Certainly. >> Any other discussion points? >> Jim was picking on Maria. So, if all this happened, how many more Chromebooks would we need? >> Um, it truly all depends on the K4 through first grade if they're two to one right now. So, you know, depending on the class, it could go up one or two uh all through the primary. Again, I could absorb probably about 30 kids right now if I want to. at the intermediate level, everybody gets one anyway. So, you know, I think there's a technology field as well. So, my end uh just with things we've done over the last few years, we're built for that's what I'm building though. It's they can handle a lot more. >>
104Thank you. >> Yeah, of course. >> Any other questions? Right. Our motion and our second is for unlimited open enrollment for all areas except for let's say right cross categorical special education. >> All in favor please say I >> I opposed nay and same sorry opposed same sign extensions right that's unanimous. Thank you. >> Thank you. Thank you and a big thank you to Katie Lefeld who then now will begin to do some things in in Opal and and all that other stuff too as well. So thank you. We are on to administrator contracts. >> Okay. So, uh per board policy, um it is the board board is required to uh actively approve the administrative contracts for this upcoming year. So, you will see uh all of all six of our administrative contracts. Um I'm
105recommending the board make a motion to approve the proposed administrative contracts for Maria Kacharski, Steve Newcomer, Robert Blessington, Lori Viola Larson, and Jim Benny as presented. >> So moved. Second. >> We have a motion in a second. Any discussion? >> All right. All in favor, please say I. >> I. Same. Sign. Abstensions. >> I abstain. >> One extension. Thank you. >> I'll make a motion that we approve Dr. Russ's uh extension. >> Did we just >> No, I didn't. I did. I can't recommend my >> Oh, I see. Yep. We have a motion in a second. No, we have a motion. >> Second >> and a second. We have a second. We have a motion in a second for Dr. Russ's contract. Discussion. >> All in favor, please say I. >> I. Post. Same. Sign.
106Abstensions. >> Thank you. Thank you. >> Okay. Okay. Uh we had begun having a discussion about adding a human resource position and we'd like to continue having that discussion tonight in we've passed discussed that while we are a small district there are well this is my point of view I guess while we are a small district having so many of the responsibilities in one person uh limits us in some other ways. One, it is not a best practice for business positions, but school positions and two, it takes pretty much all the institutional memory and puts it in one person, which is generally not a sustainable space either, as well as the specific example that I shared about you do a wonderful job negotiating our healthcare and then when somebody needs to use their healthcare, they
107have to come to that person and essentially say, so now the district needs to, you know, we're going to spend money up and that can be a really uncomfortable position for people to be in. looking at a part-time human resource uh position is something that we had begun a discussion about. From what I've heard from teachers who have stepped talked me this is something that they think that would be helpful for them as well and uh in doing so then we also would not need to outsource exit interviews and so that money that we are spending there we wouldn't need to spend as well. So there's some opportunities for that person to do some of the other things we're doing in the district as we are also we won't have Dawn's position. We're we're taking
108some of our positions we have now and giving more things to other people. So taking some of those and putting them into a part-time human resource position which is what I think will probably be sufficient is a discussion I'm like to continue. Do you have any thoughts? Did we have an assignment for you to get some more information for us? >> Yeah, and I've I've shared everything I have um that I was able to get that there. I shared a sample job description. Uh again, I unfortunately the Wasp our state association did not I mean I can I'll have to probably do it myself. I guess uh and find out what other you know organizations have for human resources. I know Arrowhead has uh 50% position. Heartland Lakeside has a 1.0 kind of during the
109the school year position. Um the other feeder schools don't obviously there's a little bit different size there too as well. So and then the other K12s have one plus in there. I mean depending on their sizes you know some of them have two or three people depending on the roles there too as well. So >> why do the CISAs have that information? >> Um I asked CISA. >> Yeah. >> Who's also the Wasp president. >> Oh >> I didn't have them. So, but CISA and is the CISA and Michelle Golden who again was and CISA help create that potential job description of the 50% year round as well. >> Other thoughts? >> So, what does the 50% uh cost arrowhead? Oh, the 50% cost arrowhead. Uh, it's right around a 55 $60,000 position, I do
110believe, is what Conrad said. That's all in the whole. >> That's No, that's 50% correct. Yeah, >> I do believe. I'd have to get that. Go back and look for sure, but it's right around that time. >> So, when you say all in, can you explain that? >> Oh, uh, benefits, salary, everything that would go into that employee. No, that employee too has been there for a long time as well. >> That's not a new hire. >> That would that wasn't a new hire. Um, I know I did share with you. I think >> it's if it's 50% since it's quick benefits. Sorry. >> No, no, no benefits. Okay. No. >> You said that. >> Well, when I say benefits, you got FICA. Okay. >> You know, WRSIFTs. >> Not health benefits. No, I I'm
111sorry. Not health benefits because it wouldn't come with that. Um, I do believe CISA recommended that right around $30 an hour >> would be I think that's what it was. >> Uh, right around there for >> the opportunity for a shared service in that regard. I brought that up before in the past with the feeder schools and again if everybody's kind of budgets are kind of going tight again in even size. Um the one that you could potentially is maybe a H Heartland Lakeside because again we're we're similar and maybe there could be a potential there. Now could reach out to Arrowhead too as well. Um obviously if you increase you know if you that Arrowhead job shares you know and that increases then you start talking about that health insurance component too as well.
112So that just kind of adds to that. >> But um there >> um >> do we think a 50 Now we were using 50% just as a starting place to talk about which would be 20 hours. I don't know that we need 20 hours as a uh as a starting point like are there thoughts about a lower than that part-time job would that or part-time position would that >> will that attract anybody? >> That would be the question. >> What would it be saving on the exit interviews. >> The exit interviews are think I'll pull that up. I think it was no I answered that question too. I can't remember. Let me pull that up. >> I think something that has to be considered is accessibility for teachers as far as looking at the amount
113of time. I mean, if this is something that is um in a sense kind of imperative to the role um that they're that person that the teachers can go go to for you know various discussions and things that are going on, I think that that person has to be there when teachers are available and that does make it challenging on the on the amount of time that they're going to be there. Do they need to be immediately available or is this something like most of our things are not necessarily >> No, but at least they should be there like on an appointment basis um where where they have availability for for the teachers because >> yeah I I >> that's what I'm looking at. So I guess what I'm saying is if they if somebody
114was here a portion of each week then they would have >> we that becomes the challenge say you need this much time for appointments. We wouldn't want to open let's say is your point that we wouldn't want to overfill the duties of it with oh you can do all of these things and then there's no room to meet with people. No, I think that you depending upon how how it's structured and how many hours they get, there becomes a challenge because if somebody is working in another district, it that sometimes arrangements with other districts are, how do I say it? somebody's a little bit more favored than the other district in a sense as far as like their time and and then that can reduce accessibility for our people. So if if this is going
115to be something I just think it has to be somebody who has the flexibility to move their day to meet appointments with teachers whether it's going to be morning after school or on prep period or something like that >> you take that as part of the assumptions of the job description >> I think so because it's kind of hard to for some some discussions I think are are important. I mean, if you have people that are disgruntled for some reason, they need they need facetime >> not let it fester and >> correct because then that impacts morale and all the other things that you were addressing. >> I agree. right around between 25 and the last two years was right around 25 2,300 to about $2,600. >> portion of it, but it would still be
116something we didn't have to get input from Steve and Bob at all. >> Don't know why not. >> Steve or Bob, any yays or nays on your thoughts? as a benefit and would do you do you think it would be a benefit for your teams? >> Do you want to go for >> Is that a bad question? >> Well, I trying to put anyone on the spot. >> So, a little bit because that you're talking to people. >> I'll take it back. >> My intentions were really good. >> I I understand now when I say it out loud. >> Okay. I I will just myself out there. I don't think there's been a recommendation by the administration. So I'll stand behind that. This is not the conversation that part of there hasn't been a recommendation.
117>> Understood. >> If there were, you would have >> and please know my thought process was not to put you guys on the spot. So I take it back. That was not my intention. I sometimes I just, you know, >> well, and part of the since we don't have this position, part of the uh discussion, I guess, is that the people who might like to talk about that administrators, right? If that's the thing that they want to talk about, they don't feel that they can. Uh that >> right >> it this isn't something that is less likely to come from administration, right? But this is a >> because we you know a couple years ago and again I whe it hasn't been utilized a lot is the OMBbuds opportunity. Um we've we've promoted the OMBbuds
118opportunity uh the uh you know our employee benefits program or employee assistance programs and stuff like that. >> So what I've heard from the ombbuds is that it's a very nice person but they can't do anything. Right. >> Well they can do >> what they what they can do is tell them whether or not they and some people have gone asked do they have legal standing for something. So they get that information. And it's like, well then, but there's not really there's no kind of mediation portion or what could we be doing here to work and stay? They'd like to stay here. How could they work through this and that person is unable to help with that? So, while I'd hoped it would be more interesting, more usable for the things that people have wanted
119to use it for, it didn't really fit their purposes because that person is an employee of the district who can then facilitate a conversation here. So, while it is available, what I've heard is it's not terribly useful. So, more so on the on the employment side of things um because I do try to from the the employee benefit standpoint again I had three conversations actually more than that today about how to best utilize um our our benefit program or transitioning our we have a couple staff members who are becoming 26 and they're like ah darn it what is this health insurance thing about so sitting time and making sure that they understand the program but um but again ultimately understanding and I appreciate the comment about um understanding our health care uh and how to
120operate within our system to best meet the needs of our staff because my goal is to get stuff for free for them and really creating avenues so that they don't need to spend you know whether it's $250 on an MRI when we're like no no let's go over here and it's free for you. I mean you're going to save us some money but you save as well. So um >> so and I want to know I appreciate that you do that but it's not the same thing that I'm talking about. No, but when you talk about the utilizing the health care and stuff like that. So that's just from the health care standpoint and I understand again ultimately that person still needs to really have a very strong understanding about what the program does from
121a benefit standpoint. >> Um I agree with that, but I'm still not sure you and I are talking about the same thing. Okay. I'm saying having somebody else to talk to to tell your health information to is not something you necessarily want to tell your boss. >> Right. And so if in our situation now they do not have that option. You are the person that has to know. >> So if you have a human resource person, they have that information. That means that some of these things can get processed. They they they could still ask you for the education portion of it. That person could help them with that. But it is different not to have to tell the person who signs your contract what your health information is. >> Correct. Outside of maternity or
122paternity leaves, I don't ask. I get them connected and understand their comfortability. I get it. >> And yes, I understand what you're saying. >> That point still remains. >> Yep. >> So, do you see any like a weekend any postings or other schools looking at human resources? I'll be right with you. Oh, did I I can look I mean I I was just wondering. >> Yep. because I, you know, I would I wouldn't have a problem having a discussion or you having a discussion with another school that's in the process of searching for this and maybe they have some experience. Maybe this isn't their first human resource person they've hired because you have total job description. you have an idea of how many hours. Um, we just don't know if there's availability out there for
123people. >> Yeah, I don't I'm not seeing any human resource positions. >> What would be another good way for us to think about how to find that information? I've people in the community have said, "Oh, I have a background in HR." They haven't said, "Hey, hire me." I don't know what their >> Yeah. purpose for telling me that is but I'm trying to figure out what are some I think Dean has one way of thinking about how to find out who might be interested or if there is interest so how else might we find out because what we're asking here is uh >> practical right is this something that you would be able to hire for the type of thing that we're looking for >> answer your question there's one human resource uh position open
124in the state and it's Hudson right Where? Hudson. >> Hudson. Hudson. Yep. >> Full time. Yeah. And they're a school district of 3,500 probably, I'd say. >> Okay. So, I'm going to think more then about how to find out some of that information. It seems that >> my daughter does HR, but right now she's doing Title N. appreciate which would be a function of this too. Yeah. >> So I can continue to gather information whatever that is that you guys would like me to have. Um the amount of hours will have to be you know I don't spend 20 hours a week on human resources. my team when I say my team you know because the human resource people you know it's it trina as well and and myself and we don't spend that much
125time on it obviously it es and flows uh with some things with enrollments and stuff like that but um but again it would be up to the will of the board again it is it would be a position for staff um more so than any >> arrowhead has twice as many employees as what we would >> at least with all their coach at least with all their coaches and stuff like that. Yeah. >> And they're doing a halftime position. >> Mhm. >> I think a quarter time position would not be uh interesting to people. >> I know it's you're getting into a time. >> Yeah. >> 10%. >> It's I'm not sure. Yeah. I'm not sure if if there would it would be well underneath the Wisconsin retirement system hours, you know, to get a
126retired retired person in. So it' be somebody who oh okay work 10 hours a week or you know or or somebody who knows to Dr. Lur's point you know it can't be just 8 to 11. There's going to have to be flexible hours given you know certain times or as needed appointments as needed because it's the before school and during the lunch periods but then we've got prep periods all day long at the primary school and things like that too. So, but yeah, >> it'd be interesting to see if you'd get any interest in a quarter shot. >> Well, and I'm I'm also wondering where is the point at which you say, well, let's if we decide to do it, we post it and see if we get anybody, right? >> And that would be
127one of the ways to find out. I'm not I'm not sure we're going to be able to find out what the interest is if there's no job out there to be interested in. Um, I would love to know all of that information. I don't see a good way to get there. So, if it is something we thought would be useful and we post it for something we could not find, we would then have an answer. >> I think as a board you need to decide if it's important. >> Well, I agree. >> Then you do that. >> Yeah. >> Well, I agree. We'd have to decide if it's important. I'm saying if the decision point is we want to know everybody who's interested before we made that decision. I don't know that we will. There's
128a good way to get that part and it would be do we decide it's important? We post and then we find out if that's it. Find out if it's something we can fill. And as a discussion item, are we allowed to discuss that? >> No, you can you mean >> you would be directing administration to post a job? That's >> that's not >> you're not you're not approving a contract or anything. You you're still within your perview >> in my opinion. Dean, >> were you asking about this discussion? >> Yeah. From a point of order, I think you're okay if you're like, "Hey, post for a job with this, this, or this, or whatever it is, just directing me what to do." >> So, Nick, are you asking what we would need to do to
129do that? Were you asking to do it now? >> No, I was asking if because it was a discussion item, if we were allowed to essentially say, I mean, for lack of a better word, vote, right? Because it's listed as a discussion item and not an action item. if we were allowed to take it to that step. >> Are we >> There's no motion in a second. I just think if if there's enough momentum in the room >> very similar to what it is we're going to do now, we're not going to act on anything. But if there's a consensus of the board that says, "Yeah, let's do this." Then we would move forward. I would move forward with it. But if it's not a consensus, then we would would probably move forward with it
130unless the board felt differently. >> Okay. So, uh, do you want a motion to see if it goes to find out if we have consensus? >> No, don't get any motions. Don't make any consensus. >> I think it just maybe >> is. So, this is my question then. Is this something you think that we should look further into and have Ron post to see if we can find that there would be interest in this job? >> Yes. >> I'll put you this way. I think it's something we should look at. The the issue I struggle with is are we going to find somebody for a part-time position that has the knowledge of understanding insuranceances uh all the legal aspects of employee relationships healthare that's where I that's where I struggle >> that's a part I
131feel like we need the job description for because at a at a >> I thought I thought you had a job description. >> Well, I shared a template. >> I say at a like but at a let's say a 10-hour >> level they wouldn't I wouldn't put all of that into a job description because I presume they can't do all of that job description. So, for instance, that we're not asking them to negotiate policies, but we'd be asking them to work with >> Yeah. And and when people have those questions, they have to have a working knowledge about things work. >> Yep. I think >> at least we're not required them to know school financing. >> No, that's whatever. Um, but do I do I believe that that job description can be done in 10
132hours? Absolutely. I don't think that's a 20-hour job. That's But again, that's just me looking at it. >> I don't disagree. I think I think it's probably a 10-hour job. I and I don't think you need to tweak the job description to say it's going to be t truly if if that's what if we believe that this is a good starting place with the job description. I think this can easily be done and because I know what it takes and I know how you know the es and flows. Sometimes it takes two hours a week, sometimes it takes three or four and sometimes it takes 20 but um yeah because we don't it's just kind of way it goes. Is there harm to posting it? Maybe see the downsides of doing so. We really >>
133looked at that. >> I think it's better to post it, see what the response is to it, see what we find. >> I think there's an obvious need for it. But to Dean's point, you know, what type of candidates are we going to get? And then if someone does get hired for the position, has to listen to medical questions, has to listen to benefit questions, has to listen to WSR questions. Are they going to be capable or are they going to look at it and say, you know, it's part-time job I can go make as much money in Quick Trip. So >> hopefully we wouldn't hire them before that. >> Yeah, because it's going to be somebody I mean you want to hire somebody who can not to say that it's going to be kind
134of an independent learner because if not then I'm going to be sitting right next to them and saying let's do this let's do this together and and then hopefully they're they're here for a little bit instead of having that rotating door too. So but and it could be either up to 10 hours a week. I mean again obviously but the board can decide what they would like to do or we can collaboratively work through it or it's you know anywhere between five and 15 hours a week depending on the week and again I'm not sure how attractive that is compared to you know are you going to offer >> remotely going to know that part of what we keep backing ourselves in the corner for is we don't know how attractive it is and we
135won't know how attractive it is until we find out how attractive it is no word page in there. So here interest dean I would >> yeah I would go forward I just think we're going to have to find a special person to do it >> I agree >> right I do think we need somebody to do that we have a need >> all right we have consensus at the board >> right I will so I'm going to take the job description that was created and shift it until 10 hours approximately 10 hours per week uh and we'll go from there and kind of with that recommended salary of about $30 an hour and like you said maybe somebody with an HR background who's a it's like hey I can do that and >> because it
136doesn't need to be school educa school HR HR is HR typically they're interchangeable and then some other nuances the nuances are obviously through the supervision and evaluation process and and stuff like that too as well so >> and can we post it for our newsletter so people who >> Yeah, we'll put it in there >> newsletter social media >> Mhm. Okay. >> I think she said you might might be looking for somebody who's retired and wants some of those hours and that might be how they hear about it if they're not actively looking. >> So, what I'll do is I will recreate the the job description and then I'll email you guys each individually for some feedback and I'll share it with our team and >> we'll put something together. >> Okay. >> Thank you
137for that. >> Yep. >> Anything else there? >> All right. We're moving on to the intermediate school library classroom renovations and a little surprise. >> In a little surprise. Yeah, that's uh that's that's a big moatza ball there. So, um in in planning for the project, first of all, I'll take ownership in that. We probably should have done a I apologize better job of understanding what the HVAC implication is by moving um the library into the new area, taking down a wall and kind of reinventing and reimagining the HVAC for instead of two would be like, you know, thousand square foot spaces to making one 2,000 square foot space. So, um, and in researching and basically taking a look at all the proposals, it's about a$1 to $125,000 increase to make the library in that
138location. Uh, and again, and I it it breaks my heart to say because we put put a put effort and time into this and again, not not uncommon to do put a lot of time and effort and for those of you in the private sector, you're like, "Ah, we do this all the time." But for for us in the public sector, it's a little different. So, um, but again, I just can't recommend it. Again, unless the board decides something different, I just can't recommend that increased cost to move the library into what we would say, oh my gosh, it's an ideal location, but yet not a hundred plus thousand, let's get them type of recommendation. So, um, uh, and so what we would like to talk to the board this evening to get some feedback
139about which direction we would like to go. um we would like to there's there's two options we would like to present to the board. One is um let's just refresh it. Okay, that would mean carpet, paint, ceiling, and lights. Okay, um that would be the least uh you know financial impact or financial spend um on that. Um the the good thing about moving forward with that option is is if we were to move forward at a different time and need to put up walls and and divide that out for space needs or storage needs or future needs, all you do is pull up carpet tiles, open the ceiling up, put a couple stud walls, and put it all back together. So, anything we do in that framework would not be a waste of money. It
140truly would. you lose some carpet, tile, whatever the stud like this, you know. So, um, so that's one option. Um, the option that I'd like to recommend to the board is to for us to pursue, uh, kind of going back to either maybe the original footprint or trying to tweak within the current library space, what we can potentially do to get window, I know that was a a big some natural lighting, some good sight lines, and and still adding a couple classrooms. And again, remember adding these classrooms are not something like, oh my goodness, where are we going to be putting kids? But it would be nice because it would put our after school back together and kind of frees up a little bit of space because we add a couple rooms, you know, and
141just kind of kind of spread out a little bit and give us some storage opportunities and things. The downfall to us doing that though and shrinking the library, um, there were four key priorities, right? And one of the priorities was this multiflexible space where we could bring large groups in and and kind of make flexible furniture. Now, not to say we couldn't put bookshelves on wheels, but unfortunately now we're not going to be able to line the perimeter with all of our books. That means we're going to have to have bookshelves very similar to what we currently have where it's inside the, you know, they're going to be shorter. You know, you see over the top of them, but it's basically using our current stuff in there. Uh but it's not going to be as
142conducive to large groups coming in and them you know putting 60 or 70 kids and saying hey let's all come together. We'd have to go to different spaces for that. >> How often do we use that that way? >> Um you know Steve >> not very often we're flex right now use this space for a class meeting >> you know even currently. >> Yeah. Learning lounge. I mean we do some other stuff. So while you would lose that, it sounds like you wouldn't feel that loss as much. >> Correct. >> Yeah. >> And then does it meet the flexible spaces for there was a list of things that health and some other things where you need some extra room. Is that a greater priority than losing the big space? >> Yes. >> Yep. And that's
143where by us going in and kind of redesigning that library just with the existing footprint. First of all, no HVAC work. We put up some stud walls and we redo the seal. I mean, do everything we were going to do aesthetically, but there's no HVAC work. >> We're use utilizing our current system truly. Uh, tiny to some fire lines and away we go with that, too. >> So, this is the back page, right, that I'm looking at. >> That's kind of the back page. Yep. By taking >> So, after school moves across the hall with the storage there. So, those classrooms. So then you do get back to the idea that those classrooms then all of those classrooms on the hallway there are a part of the same grouping. >> Yep. Yep. As well too.
144So now there would be some version of that of that back page like you highlighted. And again if people are following along at home, it'd be some version of that uh about what it would look like. So we're still we would again we want to go back because this was kind of some new learning for us fairly quickly. And uh but again taking a look at our current library footprint, how can we put a couple new learning spaces in there or which would be for after school pretty much and then put our library there. Um Nicole, going back to your conver, you know, what does that mean for books and where do we have to put them and what kind of furniture do we need? Um but kind of looking at it that way compared
145to just kind of the way it is wide open. So it'd be a little bit obviously probably looking at that 300 potentially that 300,000 which I was you know recommending you know willing feeling really good that we could spend uh not the 425 or 450 but it would really fit nicely within that 300,000 $320,000 budget for sure because you don't have the HVAC work. >> Any other downsides? Anything else we're losing in functionality or things you were hoping for besides getting everything we want which is what we hoped for and it didn't work out. >> Yep. We swung for the fence and I'm just gonna like >> Hback pick up >> correct. Yeah. >> So just kind of wanted to get the sense because ultimately those are two very different proposals that we would be
146looking at. So kind of you know whenever we put up walls we have to get architectures involved because of the states and things like that. Um compared to just putting up paint, carpet, ceiling, lights. Those are easy things. So just kind of wanted to get a feeling about where you feel the the board would like to direct the administration. >> I am comfortable with that back page, but I'd like that the second thing we were talking about. What else? What are other people thinking? >> Say make it fresh >> as the you prefer the >> make it fresh. >> Fresh. >> Yep. >> Carpet paint. >> Yep. >> That's where I'm at. Yep. >> Dean >> I just struggle with that sides of a library that we that we don't need all that space just
147just the library that uh we should utilize that space a little better. >> That's why shrinking the library a little bit and getting those other rooms more important to me. But so I'm hearing the will of the group though they'll refresh. Personally, I just there's some uncertainty going on with changes with open enrollment, you know, um no increase to the state aid with the tax relief like we talked about earlier and the bid came in higher and we are very fortunate in our school with what we have and I would like to see that go on for many years and I think I just don't feel like now's me, my vote personally, I don't feel it's the time to do this and you guys aren't going to get exactly what you want. So, I put
148a band-aid on it and then in 5 years we're like, "Okay, now we're going to do this and this is going to work really well." And I just it still feels a little rushed to me. And that's that's just my opinion. And I would love to give you guys everything you want. You certainly deserve it. Kids, too. I just not behind on this one. Painting carpet for me. Is there anything else you can do with that space? And I this goes way back to the beginning when Mary started looking at this that you can bring in, you know, like divide it. Are there other things with if we can't put the walls in, are there other things you can do to make that bigger space more usable like this without an architect? >> Yeah. So,
149can we get new shelves? What was that? 30 >> sounds kind of like part of a refresh 200 isn't that was through Warhawk manufacturing. >> Oh, that was uh book carts. That was the book carts for us to store. Yeah. So, >> I was like, really? >> But we can we can take a look at, you know, the shelving opportunities and things like that. And >> can we dig into some of those numbers a little bit? We we can we certainly can because we had those numbers from the from about a year ago and we can refresh those. Um, my only pause and not to say we can't, but if we're it's if we're going to buy new shelves and we're going to make sure we utilize them and particularly if they're small ones. Um,
150because the other designs that we were looking at is if you ever would put up a wall and make a smaller library, your shelves would be perimeter and that might be a little bit different than what it is we would buy if we're know we're going to be putting some things in there too as well. So, obviously if something's unsafe, we're going to um, you know, re replenish that. And this also is an opportunity for us too to kind of take a look at and obviously no matter what we do our books have to come off the shelves. Um right now we have a lot of shelving that is empty. So we might be able to repurpose it and we just need to redesign that the way it is and if we need to add
151some different shelving we certainly can. But um it's just utilizing you know how do we best imagine that space and I respect everybody's decision on that. Um obviously if we do this five six years down the road construction costs continue to go up but that obviously would be the risk that we would be taking and we would then have to do basically do it when you have to do it but um that's why I think we we would seek some functionality improvements by doing it now but again we'll obviously the will of the board is what the will of the board is. >> Is there anything in the refresh? So I guess kind of coming back to the that can that is a little more than Payton tile without moving the room that does something
152like I'm thinking in some of Mary's old pictures there were kind of like those small group it was a clear >> plexiglass kind of place >> let us start to reimagine that spacing because we haven't spent a lot of time with okay what could this space look like as is yeah >> as is we truly haven't spent a lot of that so we'll go back to that and uh but but again what I'm going to start to do is is get bids for uh we'll just refresh the bids for paint, carpet, ceiling tile or grid and lighting if that works. And then we'll start to work into some of the furniture stuff, too. But again, we haven't had a chance to uh reimagine that. >> Well, do you think it's important to take into account
153what past librarians have said like >> Yeah. >> How can we >> Yep. >> make it better? >> Yeah. Because we might we've got an opportunity. We're taking everything out. How we put it back in will make a difference. >> Absolutely. Okay. >> Cincinnati. >> That was cool back in 2012. Careful there, Steve. Careful. >> That's the guy who's been here for since it was put in. >> So, >> okay. Thank you. Thank you for that. And again, a huge thank you to Mary Awansky. again truly um who's been who's been a great partner in all of this and uh who has really driven a lot of this too as well with a lot of that too. So a lot of those efforts like the carpet that she's been picking out we're going to be
154putting in and get we've spent a lot of time on doing that too. So we'll be able to revive that space and we'll now we'll get back to imagining what we can do now. >> Okay. >> So thank you. >> Okay. That is all of our new business items. We're on to future meetings and agenda items. So just uh coming up here in February, we'll have our calendar um as well and it's February 23rd um as well. U but uh and then ultimately what I will be bringing to in February is uh carpet paint bids and things like that too as well. us and then if we could start to think about um if we wanted to set a close session for uh negotiations uh to uh help assist in that so we could hopefully
155start that in March then and and get everything taken care of in that that March board meeting because that would be uh the last meeting for Nicole and Rebecca for this board. So would love to get that negotiation taken care of with the new compensation system that we put in last year which was the heavy leg work. Thank you very much uh school board and our team. >> Um should be hopefully for a a good and CPI set too as well. Then we'll take a look at everybody as a whole then too. >> I don't know if you wanted to do that at a different time. >> I wonder if we better please >> sooner than later I think is good. >> Yeah. We can start there's nothing stop us from negotiating whenever we wanted
156to. That's cuz we know things. >> I apparently didn't bring my phone so I don't know when anything is. I don't know where my shoulder is. >> Okay. Well, do you want I can just Did you want to pull the board then at I can just pull the board for a separate closed meeting sometime in a Monday evening. >> I love my phone. >> Are we doing February or are we waiting till March >> that we don't have to wait till March? Is that correct? >> We don't have to wait till March again. Then I do it a little earlier if we can just in case there's a >> Well, because once once you guys direct the negotiations committee because then we need to set up a meeting with the union and they ultimately have
157representation that they bring too as well. Not to say I can't start setting that up, but uh as soon as I know when we're going to get have the close session, then I can work backwards with the committee. I think it's John and Dean or whoever. Um and then we can set get something up on the books. So, >> so sorry y'all. Do you mind doing it later? >> I don't know where to be. >> Yeah. Do you just want to send out a >> I'll send out a doodle poll and way we go. >> Okay. No problem. >> Any other future agenda items? >> I don't think so. >> Are we circling back to HR? >> Oh. Uh, well, these are posted so there'll be things to do before we meant to say this
158earlier. I wanted to say thank you Dr. Russ and Mrs. Opperman and uh Mr. Dusso for presenting at the state school board association. I hear it was I was at the first one was on the interstate for part of it but I did get there was well attended and I hear that the session that um on the compensation model had twice the number of people we did and that would have been a pretty full >> it was it was a lot of fun and big thank you to our our community and the board and the work of our teachers and everything. So what we did present was is our process coming up with our teacher compensation model. Uh but we also presented earlier in the morning Dr. rhymes, myself, uh Joanne Sterny, uh Ashley, you
159were part of that um as well to our strategic planning process which was uh very well attended. It was at 8:00 kind of snowy and again Rebecca was a little bit tardy because of what was happening on the interstate interstate >> but uh again Ashley was part of that process and a lot of great wow that was a great process too. >> It's very affirming then when people come up and be like you had a process you think yes we did we had a process. >> So thanks to to um Mrs. Zapperman and Mr. do. So, and Dr. Russ made our district look really good. >> It was fun. It was fun. >> Okay. Yeah. Great. >> All right. We adjourn. >> Second. >> All in favor? >> I >> You're journed. >> All right.
160Thank Thank you everyone.