001capture some Good evening everyone. I'm Elise and here by me I have Elena, Miles, and Grant. This is our second year in the National Junior Honor Society. Tonight we're going to tell you about how we got into the Honor Society and what we do for our community and school. The first step in getting into NJHS is having a 3.3 or higher GPA at the end of your at the end of the third quarter of your sixth grade year. If we qualified, then we were given an application packet. Inside that packet was directions on how to apply, such as writing an essay about ourselves, telling why we were a good candidate and what we've done that would bring something new to the NJHS atmosphere. We had to fill out any accomplishments we've achieved that fit the
002pillars of the society, which are service, leadership, character, and citizenship. Scholarship is a pillar but that comes with the grade point average. Once we have completed the application, we hand it in and goes through the application selection process. If we get selected, we received a letter and formal certificate. We were then part of the National Junior Honor Society and began our membership obligations. In order to maintain part of the society, we needed to get 25 volunteer hours a year, including 10 hours directly related to the school. And we also needed to maintain our above 3.3 GPA. We also required to attend all meetings and stay in good behavior inside and outside of school. We provide many volunteers for events and opportunities that the school has. A few examples are we babysit for a few of
003the teachers kids during Wednesday meetings. We help provide volunteers for the food drive. We clean teachers rooms, help the PTO with Culver's night, and provide child care for a few of the community forums. We also provide volunteers for penny war competition and help Mr. Dusso and Mr. Pomra shut the gym. We help scorekeep for sporting events. And around Christmas, we make staff holiday cards and offer to wrap their presents. >> Our main service project is Fall Fest. Every year around Halloween, we put on a fall festival with games, food, drinks, face painting, crafts, and a dance. We spend weeks playing in the games, the prizes, the crafts, and the decorations. We enjoy seeing the primary kids put on their costumes for a great night of fun. >> Thank you for your time this evening. Yeah,
004>> questions first. >> I always have questions. [laughter] >> So, as part of NJHS with all these service hours, what are some things that are challenging you? What are you learning at the service time? >> Do you want me to say the question louder up there? So, they know. So the question basically what are they learning from what's the challenge is what are they learning from the service hours is that correct >> we learn like how like we can benefit our community and like if we all help like we can all like it and we're learning responsibilities >> and responsibilities >> um we've been given responsibilities like having the challenge of like having to get like a certain number of hours and like doing throughout the year and like if you do babysitting like the
005challenge like watching the kid and like taking on make sure they don't do anything >> I I don't do it but >> oh how to apply for stuff outside of school like you have to be open to going places and saying hey do you need What business? >> Oh, I I do a nursing home every week and we hang out with cookies and we chat with the elderly. >> Um, and summer I do volunteer hours at my library with their stuff. >> They're always >> sorry I'm the national junior honing advisor. >> So the advisor, but our whole staff knows if we need something. For example, usually in the summer, I email and say, "Hey, please put something here. I need some volunteers for my fifth grade transition. This is a group that usually is
006there supporting fifth graders or not. I haven't found places." They gave me some example, right? It's classroom and do you want to tell them how you go about like I mean I know you have like a Google classroom. How like if I'm a teacher and we send an email, we need help with this. Yeah. and tell them the process. >> So, I generally make some sort of sign up, whether it's on Signup Genius or Google Doc. Um, I outline all the important information, what, where, when, why, who you're helping. Send it out to them. It's a first come, first- serve basis, and then we touch base at our meetings. Here's some upcoming opportunities such as our fifth grade basketball tournament is the next one that I'm going to introduce to all of them. Um, and
007then they sign up, and um, they are responsible for showing up. If they sign up but don't show up, they unfortunately lose points. It's teaching them that responsibility of if you're signing up, we're counting on you. So, you need to make sure that you're available to >> excite driving tomorrow morning garbage making Okay. >> Good evening everyone. This is a call to order of the board of education meeting on November 17th, 2020. >> I think Rebecca, let's check and see if some I think somebody wanted to speak. I think Katie wanted to speak. >> Yes, there we go. One of these days I'll get these in the right order. Katie, could you come to the microphone, please? >> This must be important now. Yeah. >> Really? >> Okay. Hello. Okay. So, I just wanted to
008talk about the musical that I saw this weekend. Um, and huge props to the team that put on such a fantastic show. Beauty and the Beast was amazing. Um, I cried four times and I don't have a student in the show. Um, but that got me thinking as I was sitting there watching, you know, how all it happens. Um, I'm kind of curious how it's funded. You know, I come to these meetings and I have never heard mention of the Merin Theater Company in the budgets or anything like that. So, I was just kind of curious how, you know, is that part of our budget? Is that all something we pay for or what? How does that work? >> So, the only thing the district pays for is the staff salaries. So we contribute to
009the three wonderful staff members, Mrs. Rod, Mrs. Nimchek, and Mrs. Operman. >> We pay their stipens, okay, to do this. And then everything else is truly self-funded. Okay, >> this is the and I should know this because it's about their eighth year, eighth, ninth year doing it. >> So when it started, the goal was always for it to be self-sufficient so that our directors and our our musical people would decide to say, "Hey, this is what we could do. This is our budget." So they are self-sufficient. They do have uh we do run everything through fund 21 which is a student only account >> and uh so we let those three wonderful people run that and and away we go. So we don't put any money into the program outside of the staff salary. >>
010Um so my concern on that or question comment about it is the student population participation of that is like around a third of the intermediate school participates which is like 125 students per year. That's a big chunk of the kids who are engaged in this program and obviously they see the value, their families see the value in it. So my question is if the ticket sales from the previous year are funding all the expenses for you know this next year that's like really hoping crossing your fingers and hoping that everything remains the same. Doesn't really allow for any growth. It doesn't allow for much inflation like all of those things. So given that there's such value to the student population, I guess I'm just wondering is there an opportunity for like dollars coming from the
011budget? >> Sure. I mean that be up to the the board. Um the administration right now they have approximately $15,000 to start with and ultimately they do put a budget together >> um and they have ticket sales and they well exceeded their ticket sale >> expectation things like that too. So, um, again, if the district did want to, uh, typically musical theater programs, I know when I was, you know, a middle school principal, um, it was self-sufficient where eventually you build up enough, um, the district has supported in the past. Okay. >> But not recently because they had enough money to do what they wanted. So, >> interesting. Well, I guess I'm just wondering if there's a lot of pressure for like the students and the the staff to oh, we've got to make that
012sale in order to fund for the next year. And I guess I'm thinking of it as, you know, we're talking about attracting new students, attracting new families. This is just yet another thing we could put on our resume to say we've got an incredible theater program that is feeding into Arrowhead. I was just at Foot Loose for Arrowhead and like >> it felt like 50% of the kids on the list were listing. Thank you to the Martin Theater Company. I had such a great experience there. So, it's preparing those kids who want ahead in that direction for great opportunities ahead. So, anyway, just wanted to ask about that because I've never heard it mentioned before. >> They started at 15K. Do they from the previous year, do they get more beyond that? What do you
013mean? >> Because I know it cost 15. >> They had about $15,000 to start with. um there's a student fee [clears throat] to that goes into that and then ultimately there's other revenues that they create uh through the play bill uh through advertisements and things like that too as well. So >> ultimately there's a budget that Becky, Janice, and Carrie run >> and then from there it's it's kind of up to them. So >> a lot of pressure ultimately we would obviously if they went under we would have to supplant that with pen >> but >> so it would be supplemented if they didn't hit their It would have to be. It has to. It has to be. >> Okay. Is that an option that would continue it or has to be it in a
014way we filled it in next year but next year >> zero then we would have to decide what we would do with that. >> So what I hear is the do we have any other organizations that we run through the school that are supposed to be self-sufficient. >> Uh National Honor Society is right. >> U all of our student organizations are self-sufficient. Eventually they get to a point where they're self-sufficient. For instance, if all of a sudden there would be a musical theater program, say, "Hey, they're going to take a year off." The school, the district cannot access those dollars, okay? >> We have to use it explicitly for the fund that it was raised for as well, too. So, >> if again, it could become district sponsored and then the district then would keep
015all the profits per se. Instead, money raised goes right back to the kids in the theater program explicitly just for the program. So we make sure that those turn over and >> roll over. >> Isn't there a model where schools have a line item for some money, not a lot of money, so that they know what to count on for the next year, even though their ticket sales are really what funds everything else. I'm just thinking what other schools do. So when you said that if the school did anything, they would also have all the profits. That's not the only model you can use. >> No, no, there's different models that you can use. I mean, it's it, you know, whether the district pays for everything and then any of the, you know, the profits
016because I'm not sure what they made from the show. They may make three, four, $5,000. They just continue to build up. So, for the next program, they have some more money. I know this show spent was very expensive. >> So, um, to draw that down a little bit, I think that's what they did, but then they exceeded their revenue >> from an expectation of ticket sales, too. So, >> interesting. Um, so we pay the district contributes $7,500 >> plus benefits and things like that towards those the theater program. >> Interesting. The three of them are getting 7,500 each. >> No, 2500 I believe. >> Okay. Holy dollars. Okay. It's not very much considering the time that they're investing. That's all. Um, okay. Well, thank you for the information. >> Yep. Thank you, Katie. I would
017be interested in knowing some other ways. One of what I hear you saying is that, and I say this in my school budgets as well, when something isn't institutionalized, it makes it harder for it to go away. So, if there's a line item for a even a smaller amount, it makes it it helps to solidify its space. And I've I have experienced this in budgets before. Something is working and then that person is sick or can't do it. since it's not in the structure anyway, it's just easier for it to melt away. So, that would be my >> desire to see some institutional structure that supports that. So, I I don't know what that model looks like yet. I was thinking about Katie's question and >> right, we support $7,500 to the project or to
018the theater program every year. Is >> that in the Is that in the stipens? Like our stipens? >> Yep. That's like an athletic coach or anything else like that. Extra stipens. Oh, yeah. Okay. Yep. >> Okay. Anybody else wanted to speak this evening? I don't have anybody else written down. >> Sure. >> All right. Okay. And now I can call to order. I call us to order the board of education meeting on November 17th, 2025, 6:15 p.m. Let's rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America. and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. This meeting has been posted in all of the customary places and we're moving on to the approval
019of our agenda. >> We approve the agenda as present. >> Second. >> We have a motion and a second. Any discussion? Seeing none. All in favor, please say I. I. Oppose. Same sign. Extensions. Very good. Now, we're moving on to the approval of our consent agenda items. The approval of the minutes, approval of financial report, bill listing and donations, and approval of personnel actions. >> We pull the personnel actions. >> Three. Yes. So, our we would be approving the consent agenda items for approval of minutes, approval of financial report, bill listing, and donations. All in favor? Oh, no. We need a motion for Sorry. >> Make a motion to approve it. >> We have a motion. We have a second. >> Second. >> We have a motion and a second. Any discussion? >> Just a
020big thank you. I mean, the donation in front of us is $40,000 for from our PTO Katie, our PTO president. Again, very active too as well. I can't remember what your official capacity is, but thank you. It's a lot. It's board member. Um, thank you so much to our families, our students, our staff. Um, 40,000. >> That's correct. >> Yeah, >> it is. But we als we kind of highlight that, but just to make sure everybody's aware. I'll bring back to it, but should we know what we're >> we do come up to >> highlighting that >> and uh someday the color will wash out of Tobias's part. So, >> it's great. So, we have a motion in a second. All in favor, please say I. I. I. same sign. Okay. Uh could we hear
021about our approval of our personnel items then? >> Yep. So in front of you you want to start de or do you want me to go? >> I resignation is in sacket and I do that's a long time and it's huge thank you to her and uh and a very nice letter. If you're a community member, get on the uh into the agenda and read her letter uh about how she enjoys coming to work every day. You know, >> and this is Heidi's 37th year with the district. >> With the district, her entire educational experience has been here. She was hired uh her first year was as an instructional assistant. and cuz somebody said again came from Greenfield and said uh why don't you come work up here so she did and then they took
022a chance and offered her a full-time teaching job. So for the last 36 years I do believe if my timelines are correct >> she did four years as a >> oh she did four years as an aid. Okay. So this would be her 33rd year of uh being in front of our kids formerly as a as a classroom teacher again from I think she's taught fourth grade since I've been here. Fourth grade and fifth grade. Um, but again, just a staple in our community certainly. >> And Heidi, if you're watching, we appreciate your years of service. Thank you so much. >> Yeah, absolutely. And in in this day and age where people change uh positions so many times, to think that somebody has been that dedicated to be in one place for 37 years, that's
023impacting a lot of people in the Merin community. >> Yeah. and organizing Bistown for the fifth graders every year is a massive responsibility and they learn so much from it. So, >> yeah, >> fantastic. >> Very impactful. >> So, I move we accept uh Heidi's uh resignation letter with uh with much gratitude. >> So, move second. >> Second. >> Sorry. >> We have a motion and a second. Any discussion? >> Seeing none, all in favor, please say I. I. I see him sign. Thank you. All right. Delegations to be heard. I think I have that for Do we have any delegations? We have no delegations. Okay. No delegations to be heard. Then we are moving on to our administrators report. >> Sure. So, uh our donations again, thank you very much to our staff, our
024families, our students for the the $40,000 donation. Uh that the majority of it came from the color run. Uh fantastic job there uh by by our organizers and again by everybody involved certainly too. So uh the donation obviously is going to be slated for a little bit later in the agenda but going towards the uh the primary school mini turf soccer field project. So again with great gratitude that we accepted that too. So thank you very much. Um our principal report is going to get rolled into our uh state school report card tonight. So, um, we'll just kind of, uh, scadaddle into the audience and, uh, Bria, do you want to take over? All right. Good evening. Um, so I have two kind of report items, a little out of the ordinary for the full
025board instead of our student achievement committee meeting. The first one is on last week's release of the um district and school report cards and then a little legislative update [sighs] for you around mathematics. The fun is always there. Um so um just a little bit there's quite a bit new related to this year's report cards. Um and so it is a new baseline. You might have read about it in the newspaper. I hope I explain kind of what changed in each category is best for you. Um it is not fair to kind of compare previous report cards to this one. They're calculated different. Um and so you know it just is always a little bit of a moving target when you don't know really how this is calculated and what you can do to improve
026on. So we're kind of as surprised as the community is when they come out. um especially this report card because they met over the summer um put a little committee together and then kind of just shared out what was different. So um what's new? We had updated rating category score ranges. I'll talk more about that. Um we normally use three years of achievement data. They are using two for this year. Um last year we had a scale adjustment um because you might remember we had a new forward test in ELA and mathematics. um the norming achievement and growth distributions are changing. Test participation move to the front page and statutoily required um to ne new areas on the report card. Um a report on third grade reading and a local any violations or things that
027we might have going on um fly onto the report cards. Um but you'll notice they're not like scored. they're just kind of like on there to update people. Um so for the achievement scoring um two years so 23 24 and 2425 data they will resume back to three years um starting this next report card and we didn't have a scale adjustment. um participation beginning 2425 school and district participation rates below 94% are noted on the front page and again third grade reading that was out of the act um 20 requirement and it reports the percentage of pupils reading at grade level by the end of third grade. Um, and that's just again not part of what the scoring is. Um, on there at all for scoring. It's just a line item. Um, and again, graduation
028did a little bit and the percentage of just so you know with the reading, it's a full academic year. All of the report cards are full academic year. That means for students that have been at Mertin since the third Friday count. Okay? So if someone comes in after the third Friday count, November, December, they don't get included in your calculations. That's sometimes some variance that you get. When I get early report data, it's all of the district. It doesn't pull the students out. So sometimes I might give the board a little updating and you might see some small percentage changes. It's usually around what's publicly shared um with full academic year versus how I look at it. All students, it doesn't matter to me how long they've been here. So, I really liked this graphic
029because it kind of put on the right if you could compare those portions to previous school years on the report card or if you can't. So, green means yes, you can compare it. Red means no. So, you see every category except our growth priority area had some amount of changes that make it not comparable. I'm going to dive into each of that. Um, in particular, this is just a report card data at a glance. We're going to dive into each of the four main areas and how they're calculated. So, the first priority area is achievement. This is one that if you looked had some change categories on it. Um, two years worth of data is the main things. What's new is that they give partial credit for approaching performance and extra credit for advanced per
030um performance. So you might notice like I think Merin Prime uh intermediate had like 100% calculated for math in here. We didn't have 100% proficiency. How does that happen? It happens because we had um extra credit for some advanced students and partial credits for um our approaching students. So how they calculate that kind of gives you your over total all percentage that is new. So that's why you can't compare previous report cards that were flat out based off of proficiency rates. Um, I will just tell you because we're a K8, of course, we don't have any of the ACT and preACT requirements. Um, the PARACT that we do here is just internal. It's not anything we report to the state. So, that's the big change in achievement. And because of this point system change, it
031touches many other areas of the report card because achievement's calculated and used in a couple different areas. the growth continues to be what I like to call the wizard in the Wizard of Oz like kind of what's behind the curtain because it's calculated for us out of WMadison um and those calculation comes and basically it's re done every year a three on the scale 0 to six means like average what most districts are doing you always want to be on the right side of three on the report card, which kind of determines um how you're growing in each ELA and math. And that again is statistically done for Madison. They look at um they look at other districts kind of your size in similar demographics, simical free and reduced lunch. and they say, "If I
032compare you to other districts like Merin, where are you in growth areas?" Um, and so they calculate that. I kind of added a picture this year just to kind of help with that. Um, if you wanted a little bit more. So an increase in assessment scores from year to year does not necessarily mean that your growth scores will increase because if we're growing students and another school district similar to us is growing students then we're kind of have the same growth score. So I think as you see more and more districts doing better with interventions and support that growth score is going to be something that's always going to be a little bit there. I will say we had a little drop in our growth score. doesn't like that. And uh we're diving in a
033little bit to see how does some of that happen. We're still well above what most people are, but I don't, you know, I'm me. Um so that's kind of how the growth area works. Um the priority area, targeted group outcome, this had did not change. This is the one area where it said you can compare. So that one category and basically what it takes is it focuses on the students that are in the rough bottom 25 percentile cortile on our assessment. It looks at those students yeartoyear. How are we growing them? And um that's what we constantly look at. What's new this year? I just kind of put at the bottom. You can compare it. It's calculated the same. What is new though? instead of three years of data calculating that it's two on track
034for graduation. Again, um they use third grade ELA and eighth grade math um measures here. There was a bit of a change. Um I just will let you know absenteeism and attendance legs actually a whole another school year behind. So, we're actually looking at 2324 data when they calculate that for the school report cards. Um, not last school year. It always lags in reporting. So, when they start to calculate this, they don't have that data finalized. Um, so where are we average? Um, where did Martin fall? Um, you will see, um, we had 93.4 4 as a district. Um 90.4 for Merin Primary and 94.4 for um Merin Intermediate. All five stars significantly exceeds expectations. I'm extremely proud of um those scores. Um as I mentioned, a comparison cautions because I just kind of wrote
035all the changes that have come down since report cards have took into place. um back cuz I'm going to show you a major graph of where they kind of um did some changes and of course um you know this year wouldn't be so you can't you know it can be a data point it's nice to look back but they calculate it different just got to be aware um you know unique school sizes and configurations impacts the score um report cards the most some of the smaller school districts. We're not quite small enough that this is true for us. But some of our really small school districts, to be frank, Lake Country, North Lake, anything that has under cell sizes of 20 are often not calculated at the same rate. Um, and so sometimes there's a
036little advantage to that because if you don't have a cell size, then it's not calculated for within everybody else's. So an example for that people always want to know and one that is true for Merin that I'll take on is we don't have an ELLL group size of 20. So that is not an area in our data that would show for us because we have a too small of a population for that. But of course if you would go to Dman Elementary where I was in Kettle Marine they have a strong migrant population. depending on when testing is and how they go, they absolutely have an ELLL population that puts them over 20 and that is included in their calculation. Don't know if that's still the case. Definitely was when I worked in Calarine. Um
037so just a historical look pack. I put the caution sign. We talked about why we were that they've always kind of changed where we met. Um last year was our best district um report card. we were right there just a a tenth of a point behind this year with all of the changes. Um, amazing kind of that. I'm going to show you a slide why that's still really good news for us. So, great work on that. Seeing some nice growth. I'm really keep um looking at how nice our intermediate school is stabilizing in their scores and hoping our primary gets there soon. I don't like big swings that um comparison to where we see um to our other arrowhead um feeder schools and arrowhead um everyone did some some not everyone did growth but mostly
038everyone exceeds expectations. Arrowhead made some significant growth this year and um I think there were like 80 last year or something um to significantly exceeds expectation. and I think they even got in the top 25 in districts around the state of Wisconsin. So, good news for them. I would hope so. We send them some very good students. So, like to kind of see when that partners, but we're you can see um you know, overall where we're sitting with that swallow at a 99. Um [clears throat] other than that, you know, we're right there. We were second with H Heartland Lakeside. So, Those are our K. No, I had that on there for something and I forgot what. I must have taken off my thing. Um, >> you know what? Thank you. They are the ones
039that are often under the cell size of 20. So, they were under 20 on some metric that I did. Thank you. Um, comparison to other Arrowhead school districts. What I like to do is just break down each of those four categories I went through. Where was Merin with achievement? Where were we with growth, targeted outcomes, and on track for graduation? Um, and you know, as I said, our growth um was in the 80s last year. Um, we are down at 75.5. I am looking a little bit um into that. Um, but some really nice kind of things compared to the other feeders that we do. Um, yep. How are we to other benchmark districts? I like to look at kind of where we are sitting with some of our K12 competitives. Darn Cedarberg always kind
040of creeped up on us this year. But, um, you know, these are some of the benchmark districts. Some of these like I put Hamilton on there. Um, Piwaki Okanwalk, there are people around us outside of the feeder schools that when you're deciding where you're building, you're deciding where you're living. Looking at other schools and how they are doing is something that often happens. And um, you know, we we do well um to those other um, school districts for sure. Um, the top 10 districts in Wisconsin. Now the asterisk means they're they are K8 schools. Um and so you see Swallow number one. We were number four last year. We're number six. Um Colar and um the difference was where Coler and Cedarberg ranked. But I will tell you the other thing that's changed on here
041is a lot of our feeders were in the top 10. And um what you will notice now is only two of them I mean excuse us three of us are. And so, you know, there was some change in that top 10 and I just thought you might want to lower the rating, but um you know, good again that we're pretty stable with the score um with the report card changes. Um so then I just kind of did our feeder school state comparison where did we rank in the state compared to they were with other feeder schools. So Stone Bank actually has made some very nice pro um progress with their report card and where um you know Richmond and Lake Country were in the top 10 last year, they um kind of fell back a
042little bit. Not I mean these are all very respectful scores, but where are we with that? Um you know, we had six six of the feeder schools in the top 10 last year. So that was a little state comparison. And then just I wanted to give you some idea um because you might read a lot of this in the paper um depending on what you were but like um you know no district was a one-star district and that is you know has not been true in past years. Um so you know just you can kind of see the percentage of student um schools only 10% of districts are actually fivestar districts. So again, seeing all of our like country schools in our area in southeast Wisconsin, we do extremely well um competitively um in the
043state and where the rest of kind of the schools lie. Um the reason why this is getting a lot of press is our proficiency rates, like the amount of students passing the state test, um proficient in advance had not really changed much from last year to this year. So, how they changed with that um achievement score where you get partial points and then more points for advanced changed how things were viewed. And so some people um you know think that the new report card may not be demonstrating actually how well students are doing based off of how they changed the point system. If that makes sense. from what was just proficiency rate to partial points to more points um for advanced students. So that's kind of where the conversation or might you might be seeing
044in the papers would have there any questions from the board. John, >> districts that are either more affluent, they tend to be higher performing districts. Are they penalized under this in that there are certain metrics with both andor certain populations that we don't have a very large population in in the burn district? Are we in essence then penalized somewhat under this very loose structure that the DPI has uh is as far as showing growth because we don't have certain populations and certain populations when they they can then show a higher growth but we don't have very many students >> in that. So I would say probably not because in that growth category they try to look at schools that are var VA var out of W Madison tries to look at districts that have similar
045makeup from you similar amount of free and reduced lunch similar amount. So that's on the growth data side which to me is really important. um you know we're not necessarily penalized because we're compared to a similar demographics. our biggest area. >> Um I would say overall we do good working growth, you know. Um so I'm you know to be honest I'm really looking at our ELA up here at the middle school in particular. We're in our third year of implementation of that and I think um you know from what I can tell you over my experience working in Whitefish Bay when I tend to see some flatlining and it's hard because I don't have comparison data but my gut is telling me when we see some of those thing we're lacking some rigor so that's
046probably in our core where I will be looking at I've got some other data points that support that more than the report card. But on special, >> you know, that does affect us at our targeted growth outcome. So that's our lowest 25th percentile in some cases. I hate saying that because it makes it seem cuz not all students depending on the disability fall within the 25th percentile because students have a large variety of reasons why they're you know are have um are identified. So you know it's a broad brush which I hate doing but so I just take I look any growing that quarter um that bottom quarter and lifting them up. no matter what's going on, how do we support those learners? You know, it's hard because um depending on the student or we
047had some students last year that came in um from surrounding school districts to our intermediate school significantly below grade level. Um I would say like fifth and sixth grade working at K1 level. We are doing some great growth with them. They're not going to show up on this report card because you give them a seventh grade test. And even though we're growing them leaps and bounds, as we will cuz that's our job, you're not going to see that on this report card because they're being tested on seventh grade standards and they're not at that level yet. But I just want to applaud our teachers. We're going to be doing um uh administrative breakfast. We cook for them on Wednesday mornings and we celebrate this. It's it really takes a village for all of our students.
048And this comes on a heels of doing some learning walks in our ELA classrooms. Um K8 and the work our teachers are doing like is amazing. I'm just super proud of them. It's such a heavy lift in ELA these last couple years and I can't believe how well they're doing. It's truly it was the first time in like in my career in a long time I walked out of a classroom with a little bit of a tear. Um. Yes. Yes. All right. So, stay where you are because I've got a little math update, but don't worry. Oh, where are we growing? You can kind of read that. We're going to keep growing with our students. We're going to keep um looking at our refinements um doing all of that great work. You know, we're we're
049tearing it apart. Um I have not had a ton of time on the calculation side with the release last week, so I'm hoping to learn more on that, too. All right. Um math [laughter] >> [sighs] >> So just you know there has been some work on the national perspective for mathematics some stuff coming out of Kentucky, Florida and Colorado where they're really kind of looking at doing a similar approach to math as we did with ACT 20 for reading doing something similar. We have a few um a few states that are doing that work. We have some national statements and national guides um from kind of what good practice is and then you can click on this for a full update on CISA. But there are there is a bill that is I highlighted and
050in the memo that started out of one of our representatives out of Brookfield. Um that is right now moving forward for potentially next school year. Um for screening K through 8 grade kids three times a year like we do for our reading right now. Providing a math tutor for students below the 51st percentile on that. that is, you know, reading. We're at the 25th. I'll just give you that math. They have 51st. They haven't told us what math tutoring means yet, but it must be someone highly qualified. I don't know what. And that they would have personal math plans, just like we have personal reading plans. Um, so that's that was just released at the end of October. I don't know where it's going to go. I w I giving you the update. Um I
051will say the sket is if it makes it to the governor's desk, if it passes and makes it, he's kind of already kind of given the idea that he will not approve anything in this plan. Um I will just say some people are asking like why um the reading legislature with act 20 in particular comes from a very big science of reading base. A lot of um states had been doing it for a couple years. There is not that same background on this math work. the percentiles, what it is, and Governor Ivers has kind of reported like until I see something compelling that's going to show this is going to make a difference for our kids, I'm not interested in doing that. That's kind of the scuttlebutt. There was nothing publicly on that. Can't say
052Maria says this is for sure going to happen. What I can tell you is there's a bill that absolutely, you know, is introduced. Is it working through the process? Yes. I can tell you DPI is not on board with this and I can tell you it does not appear that the governor is either where it would go. Um but again, that's just kind of what's happening legislatively. You know, the board was talking about community and involvement and what goes on. You know, all of our what what's happening in Madison impacts schools. What happens here impacts schools. So, I don't know what's going to happen with this, but I gave you a memo with more information. I gave you a link with more information. If you can't sleep at night, it's a great thing to read.
053Yes, there isn't as much there is no equivalent of research and math. And I always say this like math I'm like got big love for. I mean, I was a math coach before I became a principal and um research goes where the money is. And I mean that there's a lot more grants for reading always than there was for math. So, we just don't have the same plethora of math interventions, math data, math support because it's just not as well researched of a field as literacy has always been. So, I do think it's okay, where's the math? Um, but we could there's plenty [clears throat] of research out there. Third grade reading, what does that mean? You know, those are the things that um I think Governor's Ivers is looking for as a former educator.
054Any other questions? Okay. Hopefully, this will be my only update to you on this. I'm hoping [laughter] you know. All right. Thank you. >> That's it. Yep. Come on back. >> Great thing. >> Thank you, Maria, for those updates. Can't wait to read the definition of high quality provider. There you go. >> Okay, we're moving on. We're still in both my own. Okay, we're still in administrator's report. Ron, >> so o open records. There hasn't been any actually zero open records. Not the last uh since we last left our last uh were together too as well. So, yep, that's all I've got. >> And did you want to say anything about a donation? >> I think we started with that. I started with that. Is that everything you'd want to share about that? >> Well,
055as a board member, also thank you to the PTO that says >> incredible amount of fundraising. Appreciate it. We appreciate your work. >> Okay, we've done that. And then, okay, we're moving on to committee report. >> We did have one committee that met uh October, late October. Um it was a meet and confer session with our staff. Again, one of those things that we do bring forward as part of our strategic plan to really try to engage them into what's going on with the board work. Thank you for Patrick and Nicole for, you know, attending. It was about a hour hour plus meeting and we had almost 25 to 30 people there too as well. So >> was this the Wednesday morning time slot >> the Wednesday morning time slot where it was during their
056professional day. So we that that seemed to uh to work very well. So um the topic that was discussed pretty much the the sole topic was the proposal that I did put out there for disposal search charge the carveout. uh it uh obviously it was not met with uh wonderful applause from that standpoint but uh it did not make it out of committee to the recommendation to the board too as well. So the other part that was discussed was the uh public participation and again you'll see the recommendations from the committee uh a little bit later in the first draft regarding placing the community forum into the regular monthly meeting instead of it having its own separate standalone meeting. though. That's all we had on the committee side. >> Ron, since that didn't make it
057out of committee, do you have any other plans of revisiting it? >> Yep. The the committee did say not at this time. Um it just wasn't something that uh you again the the questions came up. Is is it this budgeted for? Did we anticipate the increase? Yes, it was. Uh we did end up having about an 11% increase. And uh again, just at the time, the committee felt like wasn't the right time to do so given uh some of the other financial factors that are happening to the district and for us to be able to basically fully fund uh the promise that is currently in the premiums share that is in our current handbook right now. So, >> and Nicole and Patrick, did other things come up in the uh committee meeting? I realize that
058was its primary focus. >> Yes. So, I left kind of feeling like we all agreed something needed needs to be done. Costs are rising. How can we get creative about it? And timing wise um finally getting momentum with um staff increases with the new um payment. >> Yep. >> Payment compensation plan. >> Thank you. That was the word I was looking for. >> Um compensation plan and it just didn't feel like the right time. So, there was talk of a group forming to how to get creative, bounce ideas off of each other, and then we're meeting again January. >> January. Yep. >> Um on a personnel, what? >> PO day. >> Yeah. >> Uh professional learning, a professional development day. I think it's going to be at like 11:15 during their lunch hour. >> During
059their lunch, so it's not as rushed. There's some more time. We don't have to worry about students coming in and >> yep, a little bit more there. So, like Nicole highlighted, we will be putting a team of people together who want to kind of discuss and kind of look at options. >> So, will this be similar to the compensation committee? >> Similar to it. Yes. Um it's it's similar to the fact that it's we're we're kind of very narrowly limited. Um because this would be obviously an increase to premium to individuals. >> Obviously something near to everybody's heart. Uh so then we have to take a look at okay what are the other options? Do you increase your deductibles, which ultimately increases money out of pocket? What are the options? Plan designs, narrower network. So,
060kind of asking a group of people to kind of come in and brainstorm some ideas. Um, we don't need to take a look at the historical perspective. I mean, we certainly can to say, hey, how has this changed throughout the district because 15 years ago, we were in a fully funded WEA Cadillac plan. We were with probably well over 4,000 belly buttons. So you were insured with a lot of people. So that group, our co-op could easily handle some catastrophic events, right? Just rule of numbers. Fast forward to right now, we have 160 belly buttons. 58 people who are enrolled, 58 employees who are enrolled on our plan. Um, and taking a look at what opportunities we have, we're self-funded. Hence the reason why we went to kind of this idea of a uh an
061option of a spousal carve out because that's exactly what happens to us is is because if you're a spouse who has access to other insurance they are forced to come on to our plan. So if it's allowed. So it's there's a lot of complicated things in there, but bringing a group of people together to kind of understand it a little bit and kind of make some realistic expectations probably about hey what are some of those levers? Maybe it is to to Nicole's point like she kind of highlighted just not the right time but what other levers do we have and they kind of lay those out to the to the folks to the team and say what do we want to do to help control health care costs >> for those that when we had
062the consortium what did you say co-op had the co-op for those that left >> are they happy with their decision is there any possibility that they're thinking this was not something we wish we had done and we would like to come back >> I don't think so I don't think so because all of us left are saving giving money. I shouldn't say the the big players on the block, you know, and again, not to call them out, the arrowheads, the Hartfords, the ones who have a lot of people, employees who are qualifying for insurance and a lot more belly buttons. >> Um, self-insured in school districts has been something that is continually becoming increasingly popular because, you know, we when we were self or when we were fully insured, it'd be like a 5 to
0638% increase and everybody like, "Sure." Well, when you're one of the larger players on the block, they're like, "Wait a second. I could decrease my premiums and kind of start over to kind of get that new benchmark or that new floor." They were still able to save money. Very similar to when we went fully insured for about six months. If you recall, when the co-op broke, we did a six-month stop gap. It was a 29% increase. >> Yeah. So, even when we went to self-insured, we only had a I think it was a 3% increase the first year. This past year was eight and now we had 11. We still are lower than what United Healthc care's offer was. Right. >> So, we're still doing really, really well. The future of healthcare obviously, like I've
064talked about before, is our biggest threat financially. It truly is. um and how we handle that. What levers do we have before we get to a situation where we need an ICRA? Um >> IRA is >> oh I'm sorry I is is when we have a defined contribution and you go to the marketplace here's some good plans to buy but I'm going to give every employee so much and I don't want to call it the wild wild west but then it becomes what do I do and how do I manage this compared to here's your plant let me walk you through it. If you're on an IKRA, it's a little bit bigger. When I say Icra, you go to the marketplace. >> So, there's a spousal carve out at Carol that So, we we went
065through that conversation. It's $150 to stay on the insurance if you want to buy it. And it it does not apply if you are self-employed or not offered insurance. >> Yep. It was It's $150 a month. >> $150 a month. Correct. Yes. Yeah. It's $150 a month. And so, it >> served its purpose of keeping some people, but other places like Dan is on our insurance because it's still better insurance. So >> correct. >> Whenever they've played around with that 150 number, they tried to go higher and that was faculty was already not happy. Faculty and staff were already not happy, but higher than 150 was a significant uh difference in >> Yeah. And I don't know what your plan was here. I thought it was quite a bit higher than that. No, it was
066well it was rolling into it was $100 a month for the first six months and then $200 moving forward a month >> from there. Um in the private industry typically they'll take the difference between a single and a family or a family plus one or an employee plus one uh of about $500. So $150 is a really good deal. 200. Our uh insurance broker would still tell us really good deal, but it would cause people to say, "Okay, do I want to stay here or do I want to go in my individual plan? Do I want to jump to my spouse's plan?" Basically, it's doing the same thing that the private sector is doing to say, "Hey, because there's private sectors where you are not allowed to be on their plan. A spouse is not
067allowed to be on their plan if they have access to insurance." So, they get kicked to us automatically. So that was kind of the discussion we had. But I think as the group gets together and we start to kind of talk about this, if it's not that, then what is it? >> And it sounds like you're going to look at some of those other factors that more or less. Okay. >> Because it's also a recruiting tactic and a retainment issue is >> because we need to be we want to be employee benefit competitive, right? We we really do. We know we're salary competitive. That's the easy part. It's that employee and and I will tell you many more school districts I mean many of them were looking at us saying how did it go here?
068Well, you know, we talked about it. We had a really good staff feedback, really good staff input. They really got engaged. Um and then we just decided not the right time. Yeah, that was one of the main things too, just coming on the background of the compensation program, everyone feeling good about it, and then this turned around and slapped him in the face and people were really concerned about it. It just made the vast majority of people there were >> they they were Yeah. And and I want to make sure people, this is something we've been talking about as a staff. If I got in front of people, that would have been the third time that they would have heard this idea of a spousal carveout because they understand. And I will tell you, kudos
069to our staff for what we do academically and work with kids. Kudos to our staff who really understand and are really engaged in our health care program as it relates to understanding how do we best meet their needs as well as the district's needs. And kudos to them because they are engaged and they're always wondering which way is better, Ron. Is it better for me to go to urgent care or quick care? Well, then we talk about that. When do I do this and use your primary care because it's free? You know, so um really leveraging them. Our pharmacy plan managers, you know, our PBMs about where to get the prescription drugs. They've been troopers because they get it. They really do. If we spend more money on insurance, that means less money elsewhere. So
070yeah, compensation, people, support, programs. Um, so we're really excited about what they're doing. Again, kudos to the academic, but they're truly engaged in their workplace. And that was really great to see people come out and say, "Ah, I think we can find different ways to to to to push a little bit into that premium route." >> Well, thank you to policy for finding a time when people would be most likely to be able to come to. That's helpful. I still, you know, the compensation team did such a good job and really all came together and came up with a plan that other schools have come back and wanted to model that >> I'm kind of intrigued to see what they can come up with. I mean, >> yeah. So am I. Or or is it
071going to be like the office episode where Yeah. >> nobody's just like Dwight says, "I'll take it." [laughter] >> So we're the people who work for us. I That's not more to come up. >> Thank goodness to come up. >> I don't volunteer for school boards with the office. >> And was there any discussion on increasing >> the percentage of the members part of the insurance cost? I what I heard and again one of the takeaways that I took away was is there a way for all of us to possibly assist in this instead of just looking at a targeted group of people who have spouses who have eligibility you know all the way from I mean it was like well do we take a look at all house spouses you know whether you have
072access or not so I got there to say how can all of us bear the burden together instead of just targeting certain people, >> right? And that would >> that would be >> raising the percentage just >> absolutely >> small amount just >> Yep. >> Because in essence, all these huge increases, it's our taxpayers that are really taking the hit on insurance costs. >> Well, just so everybody's kind of aware what the increase in premium was, we had an 11.6% increase in premium for a family plan. that was $32. So $32 $16 per paycheck and for a single plan it was $16 a month or $8 a paycheck. So again, still very everybody was like, "Well, hey, thank you." Cuz it was very, and again, I don't want to diminish $32 for somebody's paycheck or
07316 on a on a single. But in the world of health care, when you take a look at what you were paying before to what you're paying now in a zero deductible program in a co-ay built buffet, we're very benefit competitive. Very benefit competitive. and and what you know that bottom line what it costs the the district the taxpayers is a huge increase every year to our >> we took we well it's 86.4% or 86.6 go to the district 13.4 goes to our our staff. So one of the things that we'll have the opportunity for is when we start to review the employee handbook because that's where all of our premium contributions are. Again, we're going to take a look at put this team together, have some of those discussions, and then ultimately we'll see
074what comes out of it. Um, and that may be one of the recommendations to say, hey, let's just increase our premiums a little bit. It's an option on the table. Certainly, we can spend a whole workshop on healthcare. It's just fascinating, but we're going to get our people engaged in it and uh see what we come up with. >> Well, thanks to you all for spending. >> Yeah. Thank you, Patrick. And we need to keep pressing our uh state legislators that uh they need to give us opportunities to get in some group plans. >> Yep. Yep. Because we do not have access to the state healthcare plan. As you hear that politically, too, is well, why don't we all just go underneath one? Great idea. But they will not allow us access. It is an
075$800 search charge per member for a family plan per month for 18 months. unaffordable. >> So they've set up something that you cannot use. >> Correct. Absolutely. Because we're over 50 because we are over 50 eligible employees. So more to come on that. >> Yep. >> Anything else out of personnel? >> Thank you. Uh into new business. First item is reviewing the initial financial reviews. Discussion of revenue limits surrounding the consolidation of school districts. >> Yep. So again, this is something that's obviously been talked a little bit about, but it was asked by the board, I do believe in September, I think it was September or August, whenever it was about just putting some proposals together, financial projections, not a proposal, projections out there. And you will see uh first of all, the way this
076kind of all worked, a big thank you to the Arrowhead business managers. We had six of us all in a room uh over at Merton Primary School. took us about three hours to get make sure that we truly understood that what our spreadsheets we were working on and what it meant. We were in touch with Baird and and all these other people who kind of have done this before uh to make sure that what we are putting forward is a really really really good estimate for us. And what that estimate you're seeing is is ultimately if there was a consolidation of two school districts um this year we overlaid both revenue limits. Again, last month we we looked at our revenue limit and what you will see kind of in that bottom part of the
077consolidation is is we overlaid two new school districts and made them one. The top half of that chart is basically the current reality individually. Um you can kind of see where everybody is. Obviously, it's like oh that's really low under in comparison. Remember from a taxpayer standpoint for Merin, you would add MER's tax rate plus arrowheads >> plus arrowheads. That kind of gets your K12. what you spend on public schools. So, but but the below part there is basically the consolidated effort um that you would see if in fact two districts would overlay their revenue limits. Um and then ultimately to the far right column you would see what the consolidation aid is would be the potential for five years and then ultimately it staircases down from there. Um, a couple notes that were made.
078Uh, declining enrollment exemptions uh would exist, but when you come with MERN, when you combine us, we're not in declining enrollment. So, we don't have any exemptions. So, ultimately, any other school district who had declining enrollment exemptions kind of in that top column to the right. Um, those would all be gone. That revenue uh inside the revenue limit would be gone. uh in the the uh the the method then ultimately the consolidation aid would help supplant that. Uh the one big pause that I would would recommend to the board to kind of think about and again I didn't include it in my uh in kind of the the description is is very similar to what Maria was describing. There's a lot of education bills that are being proposed right now. You've got the math act
07920 work. There is four to five bills that are being proposed around consolidation. Okay. Um the everybody knows that again right now the incentive to consolidate really truly isn't there and there's two bills in particular. One is targeted for tax relief an incentive for local tax relief property tax and then ultimately to really significantly increase the the consolidation aid to really incentivize and again I was talking to Rebecca about it today. um $2,000 per child compared to $150 per child. That's $2,000 for the first year and then 150 thereafter or whatever the number is. I mean just if you take a look at the first one Merin enrichment >> underneath our current structures uh the current law the consolidation aid would be $188,250 with one of the proposals that's out there that was proposed by
080Cindy Dooko one of our representatives. It's 2,000 per student which equates to $2.6 6 billion versus we'll round up 200,000. So 2.6. So again, they are really trying to incentivize school districts because we know operational is that's really where school districts are struggling is the operations standpoint. So they're trying to give an influx into that uh state aid so that operations can continue without going to referend. So, um, the other piece is is there's another bill out there that basically asks for the state of Wisconsin to fund a statewide study on every school district in the state of Wisconsin to look at their finances, their enrollments, their boundaries, their facilities about what potentials we could have to kind of relook at consolidation, redrawing boundaries, what makes sense. >> Has the state ever done that? >>
081No. No. Because they're they're asking to look at all 420. We lost two [clears throat] school districts or one school district. We're not as many as we were a year ago. But to look at every 400 plus school district underneath 10 bullet items. So you're going to keep hearing about this if you if you look at the the kind of those updates and things. There are two school districts up north kind of in the middle central. It's Greenwood and Loyal right now are looking at potentially consolidating. There actually is a question on the ballot. I do believe it's November or April where they're going to ask I think it's November. They're going to ask their communities, do you want to consolidate with each other? And if that referendum passes, it is binding. That means they
082would start the work of consolidating. So in those two school districts are six miles apart. K12, you put them together, there's 650 students together. K12, we have 900 about in in our two campuses. So just to kind of think about when you're in northern Wisconsin consolidation 6 milesi apart 650 kids together there's more in our campus given any day. So um so more to come on that this is just some preliminary information if it's the will of the board. We're going to hear more about it and kind of have the facts a little bit later to hear what happens. Very similar to what Maria was saying to kind of see what happens. But, uh, this is kind of the initial financial community impacts on those revenue limits. >> And I I told Ron earlier, I
083appreciate that we're doing this because it is a conversation we hear people having, but they don't know what the factors are or what any of these might look like. So, I'm happy to have this so we can also see how it changes over time or if it comes down to there is a shorter period of time to make a decision if one of these bills were to pass, we aren't then starting to think about it and think what that might look like. Ron, I did want to note that we're talking about the community impact. We're not talking there's nothing in here about projected operating cost savings or anything like that. >> No, no, we that is a whole another layer where you take a look at duplication of service, operational opportunities, whole grade sharing types
084of overlays. Um that obviously is another level of analysis that takes a little bit deeper of a dive that I do believe that two school districts administrative teams can kind of take a look at that. is but uh that does not do any duplication or potential operational savings. >> Do you have a sense why there's six bills here? Is this something that it's just the time or has this been building for a while? >> ES and flows. It truly has. Um I think what's happening to be honest with you is there's been so many referendums. I mean I I don't know but I know at the annual meeting I highlighted I think like 85% of the school districts have gone to some sort of referendum. the majority of them have been operational. So, and I
085think just the way the school funding formula is built, it's built to go ask your community for money. And school districts are continually asking, some are passing, some are failing, but ultimately they're trying to incentivize another tool without going to ask for referendum. What is another way that we can stay operationally sound without continuing to ask our taxpayers? This is one lever, but as you can see, currently it's not a really good financial lever for us to pull. Like right now, I don't know why the Merton Community School District would look at it because the other pieces is student opportunities, right? We're like, "Hey, what are our students missing if we had more money? If we saved those operational dollars, what would we be able to bring?" Um, I know what I could speak for
086the last 15 years that I've been here, the school board has given us the opportunity to say, "If we think it's great for kids, we're going to do it. We're going to do it. we're let's let's find a way and we've been able to do that. So, uh the piece that you know when you hear about consolidation, it's about student opportunity. Right now, we're not having to choose between what you see around here and the great opportunities. We're not having to choose to say, "Hey, can we afford a theater program?" Obviously, it's self-sufficient, but you know, when you start to hear those co-curriculars, can we afford to keep the basketball teams going? I think so. our five instructional coaches, you know, full-time curriculum director and some of the opportunities we have for our kids. We've
087been blessed with with a community and a board that said, "Let's make sure we do what's best for kids." So without some major financial incentives, we're in great shape for our kids, our community, because as you can see the numbers, there's not going to be a significant tax savings outside of going with Stone Bank because they have the lowest levy around ever because they have so few students and such high property wealth. >> That's why that is so low. for the $2,000 per pupil for consolidated district. Does that mean the whole all the union districts all have to consolidate as one or is it a consolidation with any other school? >> Any other school district? Okay. >> And that's why it's kind of we we laugh and it was a friend of mine or a
088former business manager would be like, "If you guys were smart, you arrowhead people, you just would go one at a time. >> $2,000, here you come. The next year, another 2,000 and then I mean, you just start racking up the money >> is when I was looking at their timeline. Consolidation's effective in 2026, 2027, and 2028. If that was an entire district, I don't or the entire union district. I don't know you have enough time in that timeline to do the steps. >> You do. You you technically you do. You would. It's an 18-month process. >> You'd have to start like >> soon. You'd have to start January 1 basically to get something passed. Um and that's why when the the the logistics of those bills to say nobody's ready to consolidate. I mean because
089when I think of Greenwood and Loyal, they've been having this conversation 18 months already. >> Yeah. >> About this. They had a preliminary non-binding question last spring to say should we think about doing this was over 60 65 70% said yes. That's what really got the ball going mandate to move forward. >> They were there's a tremendous amount of communication and sit down and discussions before you even get to a lot of those spaces. >> Well, what I also said to Ron, I don't see this happening in our near future, but I am happy to have the information because we don't know what will come from the state or what opportunities. And I want to be able to tell our community that we know something. We don't know everything that's going on at the state,
090but we have a starting point so we understand the variables as we start to hear more information. >> I think declining enrollment also is a big factor. >> Yes. >> The numbers we just saw for the Walker School District. >> Yes. um numbers we saw just recently of the open enrollment out of the reine school district of almost 2,000 students going out of those school districts. Legislators Yeah. are going to be panicking because we're going to ask see some school districts that are being solvent uh and then they have to deal with that question. >> Yep. Yep. And that's really where typically students or school districts with declining enrollment start to really have those discussions. Um our projections obviously we're not going to continue to go up like this. We're going to be steady. We
091really anticipate steadiness to be able to continue and that's really kind of where you want to be. You don't want these peaks and valleys very similar to what Maria was highlighting about your achievement. Um because again remember we were up 30 FTE in our revenue limit last year. This year we were 20. Next year we anticipate 10 and then we're going to be at zero flat. So, um, but typically two school districts start to talk about, hey, how can we for declined enrollment? What can we do to work together? And again, we are a unique area. We've got two new developments opening. >> Yeah. Yep. >> Only two two basements are in like uh five farms. the Y >> two bates went in this last week. >> Yeah. >> All right. I just didn't go
092by in a week and there's already [laughter] >> Yeah. >> Wow. >> So, that's why I really believe we're going to be nice and steady. >> And those are not real high-end homes. They're more like the Haw Farm type homes. And as a district, we probably have more land available for development versus some of the other districts that are part of the arrowhead consolidation because Lake Country for example, they can't I mean there there's a lot less land available for development within their district versus say us. I would say probably the same thing for Swallow. They have much less available land as well, >> right? So just >> thank you for doing that. >> Just some information for everybody and just kind of be at the will of the board. >> Thank you for that.
093>> Yep. >> All right. What do we got next? >> Uh we are on to uh remodel. >> Okay. So this is a second time around and uh again the uh a big thank you to our administrative team. Mary Awanssky put a put a tremendous amount of uh time and effort into this too as well. uh but ultimately kind of uh took some of the feedback from our last meeting and uh created a very detailed memo and you'll kind of see all of those uh you know all the way from the MET plans and things like that. So just wanted to uh kind of uh kick this to the full board. Again, this is not an action item. It's just kind of a uh just kind of a direction to the administrative team to say
094is this something that we want to do in the future because the next steps would entail very simple you know what we we talked about for the next steps would be uh we bring in contractors and really start the formal process of bringing this hopefully to the board uh in January would be when we'd have to really uh get this in front of everybody to get all of our contractors and materials procedured. So, >> so my question for Ron earlier today was this uh blueprint wasn't something that we saw last time. So, how did we get from there to here and I like a lot of things about this. I was just would you share how we got here? >> Sure. Sure. So, um again we took kind of a step back and took a
095holistic effort. We did take a look at some of the feedback that was shared. Um in particular, you know, Dr. the floor talked about, you know, natural light, some open sight lines, um, you know, and really trying to see uh, some opportunities. We took a look at and talked to our afterchool programs, talked to our fifth grade teachers a little bit more about, hey, what can we what opportunities would we have if we if they weren't here and and things too, so >> they weren't here? You mean if we move >> if we moved them? Yeah, they're still going to be here. >> But, uh, to really give it what opportunities we might have. So, um, ultimately what you see in front of you is the proposal was, uh, EUA about 5 years ago. Um,
096we asked them to kind of say, "Hey, what's next for our school district?" And they did highlight that area. They said, "Hey, when we take a look at your school, this is the next area that we really feel that you guys have an opportunity for. Here's some potential ideas about how to work through that." So, um, so that's kind of how we re re we retook a look at things. We put the storage component in there. That was a big opportunity. Now, I did highlight in there that the district storage, this would not replace what is needed for our theater program. Uh, a big thank you to Mary Custom Storage right over there by QuickRip. They do give us a nice discount over there for our theater program. But, uh, but it does house more
097of a one-stop shop because you'll see we've got things kind of all over the place in the district from that standpoint, too. So, um, just some more thought process. We did have a think tank with our administrative team to say, "Okay, the the board wants us to continue to take a look at this. What are the details they want to know about? What are some of the other opportunities that we have, not only in this area, but ultimately, you know, some of the other areas of the district?" I know Nicole, you asked about, hey, would we ever think about relocating district offices or something like that? um kind of came up with a very creative plan about trying to meet some needs without putting up some walls and and really keeping those construction costs down
098because uh from the administrative or the district level there too. So um we really feel this plan uh demonstrates a lot of great opportunities, keeps everything uh all the books aligned up along the sides, free line of sight all the way through, natural lighting, um gives us our extra classroom that we need now. gives us an extra classroom in the future if we need it to as well. Um, just really looking forward to what this possibly could bring to us. Uh, we really feel that this this proposal allows us to do that too as well. So, there is a little bit more of a cost to this one uh as well because what we would be asking for is by moving the library into a kind of a different location. You'll it's 124A and 124B.
099Uh, the HVAC system would need to be updated there. So, because right now it's two separate entities, neither one of them are big enough for the square footage that would be needed. Um, the one that's in 124B, I do believe, is getting a little old anyway. It's kind of on Jordan's radar to say like, hey, I think we need to replace that sometime. He goes, this would be a good time to do that. What that looks like, he's like, I really don't know because there is a kind of a conundrum where that area is, but obviously it's possible, too. the other uh you know the opportunity for us to move after school into some of those a new room in kind of the interior instead of that hallway um allows just kind of a free
100flowing for our kids. Not to I mean not that we've ever had any issues at all but um again it opens up two of their classrooms but unfortunately those would be the only two classrooms in the building that haven't been touched in 15 20 years. So new carpet new paint for that too. So it's that's why the price stays a little bit higher with this proposal, but we really do feel that this uh does meet the the needs of the district a little bit. So a collective effort and just kind of taking a look at some of the different opportunities as we go there. It was interesting. I was talking to a staff member today who was involved. I'm not going to name but who really was involved with some of the mechanicals and things
101like that and says I'm going to disagree with your ch we should you know. So again just trying to get a lot of different perspectives. What opportunities do you see for having those fifth grade classrooms opened up? Is that what you would look at? Fifth grade there on that. >> We're not quite sure what it would be, but it could be fifth grade. It could be special education. It could be that sixth grade art. Um, we just know we would let Steve and his team kind of say, "Okay, where do we want to go here?" Um, to try to be with collaborative and just kind of let things go there, too, as well. >> Yeah. Right. Think of that really good. I think we had teaching learning all of us have grown up ideas. We
102all came up. >> Well, thank you all for going back to the drawing board and I do feel like this is next level. It also looks like still gets a little bit more space with their move. Does that help them? >> Um, it gives them about the same. Again, they were about square. I did meet with them. Um, they're really truly built around square footage >> and that's important to us because we want to make sure that they have the square footage needs for our families >> to be able to do that. So, yeah, they do expand a little bit. The negative part, again, Rebecca, you and I were talking, there is no water in those rooms. And again, when we first looked at this a few times all the way from when that was
103a fifth grade math classroom or a science classroom, bringing water to that area is very, very expensive. It is not a requirement. They said, "Hey, as long as the bathrooms don't move, we're good." Perfect. And then we also talked about portable handwashing stations and things like that if needed. So, but uh yeah, they were there were winners in that because they like a nice little smaller confined space too as well. other questions. So, I like a lot of a lot of how this came together. I thought from the first time we took a tour here that it would likely be easier for whomever had that hallway if all of them all the rooms in that hallway were part of a continuous group and you had a place for your after school. So, that that was
104a looked like a good move to me. >> Yeah. So the funds would come from fund the the basically our fund balance. It would come from fund 10. We don't need to touch our fund 46 or our fund 41. Uh very advantageous for us to use our current fund $10. Is very well >> we have over $4 million in our fund. >> We have a lot of money. >> Yep. And then about 1.6 in fund 46 and then another 250 in fund 41. can't remember but uh um so yeah so >> would the roof come out of >> the roof thank you for highlighting we do have a roof project that's coming up u that will be coming to the board because that's something that's 30 years old um I have a budget estimate from
105a contractor be $120,000 and it would come from flood 10 as well >> so one of my questions for Ron is if we did all of these things and then there was an emergency do we still have enough money to for a significant emergency and we do have a lot of money. >> We certainly do. And talking to Dr. Laflor this afternoon too as well, he kind of said, "Ron, looking forward, what's our facility projects? Um, coming up here, we have the turf >> uh approval. Uh, we'd have the library proposal and then we have the roof proposal. We truly are good for another three to four, five years. Uh, and the next big project would be another roof section over the 2001 area uh for the primary school. But that's in really good shape.
106We continue to hear four or five years, no problem. Um, even our roof that we're looking at right now is 30 years old, which is fantastic. Obviously, they don't build them like they used to, but the ballast roof is doing really well. And he said, "You don't even need to change it, but you should probably change it. If not, you can continue to work with it because we don't want something to have happen." Um, it's not in the same shape that was over here at the intermediate school that continued to have this interesting ro roof line waterfalls. It's not in that kind of shape. It's just time to be proactive. It's had a good life. Let's move forward if it's not an issue with funds. So, those are truly the only three projects that I
107see really that are significant that we wouldn't have, you know, some other things. I mean, Sunshade, obviously, we can continue to take a look at that if that's something we're interested in. That's not a major project like we would be talking about here. >> The only other thing I'd heard and then what I thought about is the uh we have all community come in here and our bathrooms here. There's not many of them when we have large groups in here and we use them for soccer and we use it for concerts and everything. Is that something that's on facilities radar to think about? >> To be honest with you, no. Outside of Correct. it it does meet all of the requirements obviously set forth to us but uh we we certainly can look at that
108there is >> some limited opportunity because here's the back wall >> right there we would have to build you know and then you have the sidewalls and things like that too so >> and this is just my observation of being here at those times that it's certainly fewer facilities than other places that are hosting that many people have. I don't know how you experience that of whether or not you experience it as difficult or not. I would agree. It's just an observation. >> Yep. We would have to build towards >> Yep. But it was discussed a lot when we redid this area. We took a look at that and they just said, >> "Well, you know, outside of the cost and the benefit to it, you're really limited with what we can, but we obviously
109could get take a crack at that too as well." >> Okay. Um, other discussion here. So, is this something that the board would like the administration to go forward with? Is there >> I think we need a we need an emotion. >> Well, not a motion. Nope. Nope. I just This is a It's not an action item. It's a discussion. And not to say that we can't go and ask, you know, hey, Dean John, what are you thinking or whatever, but uh just because when we do bring this forward, we don't want to go through all the work, the next steps without having kind of a go- ahead. Now, if it comes in at $400,000, that's completely different, >> but we would anticipate something coming in at 320. Um, we will continue to work with
110our PTO too as well and get some of those things going too because they have pledged some dollars, but again would really start to work with those guys too as well. >> I'm interested to see this going forward in addition to extra classrooms and things when again when we toured that was five years ago. We're excited for the library. came like this is it's it's a library but it's a big box right so I think we'll have a more attractive space more useful to students you're using thinking about how you're using that that space uh and it is the dated part that could use updating >> the district yeah >> other thoughts >> I think having a priority it from my perspective when my conversation with Ron um certainly We value the partnership of the
111PTO and the amount of money that they raised and for that I think to to partner for something like that off the top of my head I think that that makes sense. Looking at the other two projects I think the roof is far more important because whatever you're going to put underneath it >> is is definitely going to be impacted by that. But I would say partnership um with the the turf, then the roof, and then the library is third because I think that the library is is something that has I think it it needs some more time to look at it, but that roof is going to come up quicker. And with something that's 30 years and we know that those materials are not getting any cheaper, um I think you got to take
112care of some of those those things. That's my list of A, B, and C of of importance. Not saying that the library is not important by any means, but with those three things sitting there, I think that we need to honor the the partnership with the PTO because they put that money there. and then move down the the chain. >> Do you see a reason we couldn't do all three? >> I do. I'm I'm a heck of a lot more conservative when it comes to spending money. I I don't like the idea of just let's do it all. I I think that being a little bit more methodical and and thoughtful in how we're doing things and being very strategic in in looking at that. I guess when I see something that says, well, you
113know, we're going to get some more people and we're going to look we're going to look at these things. Well, I think that needs to be done before and look at um the process of how do you want this to look and and where do you want your your educational flow in your process at? I think that I would like to see something like that a little bit more established versus we'll get people together. I would rather have that pretty solid where the staff is involved and they know exactly where they want things to go and why do they want um the room at this size because once you start swinging that hammer, you're not going to change it. And so I think that I'd like to see that a little bit more thought out
114before I'm gonna support spending [snorts] it all. I don't know. I just I have a hard time just saying let's do it all. And I hear that because that was my first like okay I could put these in order but we really have a very healthy fund balance. And so I was thinking I was like well usually I'd put them in order to say which ones do we choose? I wonder about costs going up when we look for construction in the future. And so since we have such a healthy fund balance and we can do the things, we can do the roof and we can honor the PTO, both of which I agree with. U I am not as concerned because we still have a very healthy fund balance even if we do everything. So
115that's my um I haven't been as concerned about that. your fund balance impacts your short-term borrowing and that kind of thing, the bond rating and and where you're at. >> But this [clears throat] wouldn't drop us before at least my understanding was this would not drop us below that would change anything for our >> No, I just want to I would like to know what's what does that do before I'm still >> Sure. Yeah. Our our short-term fund mount we our low points are right around $1.8 8 million when we talk about our cash flow because we know we get our state aid payments and all of our so our low point a year ago was $1.8 million. That was the lowest that our checking account for say kind of logistic wise got. So um
116a payroll for us is about 200 just use round numbers 200,000. Typically we want to have at least three payrolls in reserve. So obviously we've got that well well balanced there too as well. Um John I appreciate those thoughts. What I could tell you though I mean not though um we do believe this design is not going to have I mean if we like this where it's going the design of the room will come in the furniture aspect of it which will engage people because the aesthetics of the boundaries of the room truly will be bookshelves. So um unlike when we think about the proposal from a year ago where we had you know graphics and we were doing some some creative things there too as well. Um I appreciate that. The one thing though
117in different years, again, I I appreciate the thought process. I don't have a plan and I can't guarantee that we're going to continue to be able to put money into our surplus. Okay? I can guarantee that we should still put money into fund 46 because that's going to help with our state aid and make it look like we're spending more money per pupil. Um, as our budgets continue to shrink, again, I just want to be realistic with everybody. um our 300 400 like we talked about last time I usually wanted to keep at least 2% in surplus. It is becoming increasingly more difficult for us to continue to do all the things we want to because right now when I'm entering my budget we're at a balanced budget with very very little ice cream. The
118lowest that I've ever gone into when I say ice cream surplus amount you know of about a hundred $200,000. Um [snorts] but uh so I don't have a plan to replenish to get to the same levels that we would be at before but I do believe that we can this is what we have been saving for as facility only. These are one-time purchases that uh I do believe could really benefit our school district and uh again when looking to the future I don't see us coming as an ask because we've taken care of the facility now from all aspects and even at Merton Primary School we're feeling really really good with the funds that you guys gave us a few years ago making sure that we get new STEM new art in some of those
119locations too as well. So the roof you had performance in here to give you an evaluation. >> Correct. Yeah. So we'll go through a competitive bidding process. Carile builds that for us, >> right? And it's basically a rubber roof. >> It's a rubber ballasted roof. Correct. Yep. >> And that hinges on oil costs. >> Yep. >> Say that again. Did I missed a word on the >> It hinges on oil costs. >> Oil cost. Thank you. That's what >> roof prices go down >> goes up with the price of oil. So, and performance was saying absolutely has to do it this year. >> No, they did not. They did not. They said, "Ron, we can repair it. It's starting to crack and pull away like it always has. This is probably the most cracking and
120pullaways that they've seen >> through the frost and the thaws and things like that." Um, they recommended to say instead of us fixing it, we do believe it's probably time to replace it. What's the cost for a repair? >> Repairs are probably right around $2 to $3,000. >> And how many times have we done that already? >> A lot. A lot. See, we'll repair it in the We'll They'll do some repairs. >> It's a very procedural type of repair. They cut and patch >> uh this something we've done every year. >> Yes. >> Yeah. It's it's >> Yep. >> can be done. And if the ballasts are good, more than likely the insulation underneath there is probably really good. Yeah. >> Correct. They do they will build in some insulation cost, but they believe because
121again performance it has been doing a lot of our roofs and knock we haven't had any issues with it. Um the ballasted rocks are crumbling. It's interesting because um you know Jordan and I were up there with with a couple contractors and we would pick up the rocks. We could just break them. So, um, that was another sign of like, yep, things are going to start to kind of deteriorate pretty quick up here, too. I mean, we could pause the roof project, too, as well if we, but I just don't want to, again, when we start to prioritize, if somebody would prioritize, I'd prioritize our facility over um, you know, the library. I put our kids first. That's put the facility there second. So, but we can repair it because we're going to need to
122repair it this fall and then we need to repair it in the springtime too as well. >> And it all all depends on what kind of winter you have and how much >> movement you have, how cold it is. They're predicting a colder winter. So, we >> we could probably have more damage this year. >> Yeah. >> But, uh, >> and they do the roof. But we'd have to wait till the summertime because we can't have students below it and spring break is uh you know the March 22nd it's too iffy if they'd be able to do that. So uh we would organize [clears throat] right away in June to be able to do. So either way, we're on the hook for repairs this fall/inter and then again in spring >> or they would be
123>> we could probably get away with doing very light repairs. >> We have times >> this fall. Yeah, we do. We still Yep. >> It's not even a >> The dollar amount is insignificant to the budget >> For the repairs. Yeah, the repairs are always part of the budget. So you were saying we would need to repair fall spring and then if we and we would need to repair fall spring even if we're going to replace in the summer. >> No, if we replace in the summer we don't we won't repair anything unless it's >> go the opposite direction that Dr. Flor is going and say that creating better educational space is a higher priority than uh making that roof a priority this year. But uh >> do you think the through the repairs we
124could get what we need and it's in as you said an insignificant amount of money really? >> Yeah insignificant amount for the repairs >> that that we're going to incur anyhow. Those those repairs are going to get done for winter. >> They have to do some work before winter. They have to. [snorts] >> Yep. And then we see what uh the winter brings us in line of what it'll look like next spring. >> When how far in advance does the roof decision have to be made? >> It's a good question. I'm not sure. >> Can it I mean can you say in March, oh it was a really mild winter. We don't we can get another year out of it. Or can we say in March, this winter was awful. We 1,000% need a new
125roof this summer. >> What do we need to make the call? >> Yep. >> to be on their books, right? >> Yep. >> Okay. I can find that out. >> Cuz it's not the situation we had over here. It is not. It is not not that situation. How many days of school were lost or how many days of instruction were lost for the kids? >> One day was lost and then we had to relocate a couple different classrooms throughout a lot of cleanup. Nothing that was even close to a insurance claim or anything, but yeah. >> But I said it was very exciting. >> Oh yeah, kids were excited. Intermediate school kids loved it. >> Why'd you fix the roof? >> Memorable. Yes. >> So what do we want to do with this project? >>
126Oh, we're talking which one are you talking about? >> Not the roof. The intermediate. I am favor going forward with the the changes to the library. >> Okay. >> I would like to see it go forward. >> I agree with your team wants it. Your team mostly approve it. Like it. >> Yep. >> It's going to be beneficial for the education of the kids. Same amount. >> It'll be a new environment. It'll be a new environment for the kids. I It's >> And you can have the same amount of books. >> Same amount of books. Yep. We got the linear footage there. So, and when we say go forward, we're saying go forward to get estimates. We're not >> We are going to engage. >> Yeah. if it comes in >> the project. >> The
127administrative team will spend time and bring people in and create a bid spec that uh and then we're going to get the bids back and then Jordan and I will go through line by line making sure that it is apples to apples and then we will bring it forward to you guys as soon as possible which will be in January. That'll be the quickest we can get them in because we have yet to make a phone call to a contractor yet. Okay. And again, the people who we've engaged with last time, again, just switching around some numbers for it, too. So, I'm hearing three yes's moving forward. >> John Butts, >> you know where I'm at. >> Yep. >> I was all on board for it, but John made some very good points that have
128made me take pause. I'm comfortable going forward with getting the plan um as long as um >> we haven't committed. >> We're not committing to anything but comfortable going to the next step. Um is there a consultant or anybody other than just having our staff look at it? is any is there a designer or anybody who works in these spaces that can come in and look at is this the best use of the space or have we thought of anything or something like that and I'm not diminishing anybody's participation in this by all means just have it is a lot of money and it's taxpayers money and how long has it taken us to build up this fund I mean we are very lucky >> yep so we do anticipate working with uh with a
129design consultant too as well uh in particular in the library area. That's really what we're focused in the library area. Um now that we've got a wide open space, we can take a look at what kind of design furniture we want to do and what are some of the opportunities we have too. So, we have people who we've worked with in the past, Hendrickson in particular, as well as CJ Associates, um, working with them to create kind of a furniture idea and a design of these spaces to really help us with that because truly the library that we're looking at here, um, the classrooms are going to be standard classrooms. I mean, you'll see where we have cabinetry, you'll see where we have the smartboards because we need some extra backing or whatever it is
130there, too. So, um, but yeah, so we'll be working with a some furniture consultants to kind of get some design concepts. Last time too, we after we kind of thought about our furniture, we engaged, um, Arrowhead in their manufacturing program as well. Uh, because if we're like, hey, we're going to get heavy duty furniture, nothing says heavy duty like steel, you know, but that's modern right now out there, obviously, too. So, um, more to come on that. The other piece, too, I'm going to be getting some more information on our on our roof. I'll get a uh a patch estimate about what we are going to be needed here in the fall and then the spring and then ultimately that would have to be duplicated more than likely projected out the following year too as
131well because if we don't do the project in the summer then we're going to need to you know go through our normal routine and like Dean has highlighted that's all part of our maintenance budget uh having those guys come in and doing that too. So, I'll get some more information >> that it's part of the maintenance budget, but if it's 2500 here and then it's in fall and it's 2500 in spring, that's 5,000. And then we push it off another year, that's 10,000 and we're going like at some point, you know, if we agree to do this now, we're going to do the repair now, but we signed the papers for them to do the roof in summer. So, they own the repairs. you know, is there some negotiation here where okay, get us through
132until you guys are able to do what we need you to do to replace. >> I'll get some numbers for you and then because ultimately we did meet with uh our you know the guy who kind of creates the RFP uh with the products and things like that. I'll have more details and get an exact number because we basically put that out for you know four to five different contractors whether it be KA Langanger uh performance uh there's another couple of them that kick in there too. So, I'll have some more information and continue to update the board on that too as well. I just know performance who's done a lot of our work said it's time because to the fact that either we're going to nickel and dime this or just take care of
133it if you have the money to do it. So, I'll get back to everybody on that. >> Thank you. Thank you very much. >> Hey, we're moving on to our discussion about adding a part-time human resource position. We began this last month and uh Ron put together some information that we all got about what kind of compensation model and that was with CISA1. Is that for sure? >> Well, it was working with the the state association, the Wasp, the Wisconsin association of school personnel association and the executive director as well as the president and the president just happens to be the HR administrator over at CISA. So, um, so those two got together and kind of been working with me on, uh, potential. They did take a look at all of our job duties. So,
134they kind of said, "Hey, what does everybody do from the business office to human resources to superintendent and stuff?" Um, worked it out through them and they did create a job description and it kind of highlighted the areas that uh, the good thing is is we have it all covered. That's the best thing is is boy, I'm glad we're not missing anything there. But, uh, ultimately a job description was created. Again, it's a it's a template. We didn't spend a lot of time with it. And then I asked them to do some uh projections on what the hourly or the salary opportunity would be there too as well. And I know that was shared with the board too. So um I just wanted to bring that information and >> happy to you guys. >> That
135uh the estimation was about what I was thinking hourly was that's >> similar information to what I had found as a $30 an hour is a likely competitive rate in the area. the how what kind of time did they think it would need to be a half a time position here could it be a.3 position here and can you hire somebody for a point three position those are I don't >> they recommend the recommendation was 50% again that was their recommendation in the human resource world and they said I said school year they sought year round um a to to be able to attract a quality candidate but ultimately they said throughout the summer that's kind of a busy hiring season and things like that too as well so um that was their recommend commendation.
136I not sure it's a year- round position. Uh but uh but again, that's the information that I highlighted and collected. One thing I don't have yet is is and I asked them and they're still collecting it is is what what are human resource department sizes based on number of staff. So what is the FTE or how many employees you have versus what their level of HR staffing is? And I haven't seen that yet. Okay. So, that's kind of the one piece of information that I'm hoping to get to share with the board that I don't have right now. Anybody, if you had a chance to take a look at what you saw, do you have some thoughts? >> Kind of like to wait for him to gather more information. >> Get some of that more
137of that information. uh some things that we can consider that this would so right now we play pay somebody to do our exit interviews. That's something that that this person would be able to do. So we wouldn't need to outsource that portion of the position anymore. I was trying to remember if I didn't see it specifically highlighted as one of the jobs when they put the job description together. Did I miss it? >> Yeah, because the they did not put that in there. Um, most school districts do a Google form and it's collected and everybody's given the opportunity through Google feedback. There's some a set questionnaire ranking whatever it might be feedback and then that then is shared that is their exit survey. >> But they do that through HR HR >> through it through
138HR. Correct. Yeah. >> So since we currently uh outsource that that's something that we could not outsource. It wouldn't like we currently that person meets with them one either meets with them coffee shop over the phone things like that. So it's a little bit more extensive than what a typical school district does for exit interviews. So >> but whatever it is that person could do an HR person. >> Absolutely. Absolutely. Yes. >> Okay. Um can you ask them that? I know some colleges, universities as well as some schools and districts across the country have begun using AI and HR and collaboration with uh staffing that do certain things on compliance, personal evaluations, uh exit interviews, but they utilize the AI systems to do a number of the data administrative stuff. I don't know if anything
139is available in Wisconsin or what the cost would be like, but uh if they've heard anything and if they think that might be an efficient use of general >> somebody Well, at least what from what I've read though, if if you have that, you have to have a human overseeing it. So those are in HR departments that are using that as AI is still essentially the average of the internet, right? So it could it pulls um as somebody who sees people who use AI to write every single day some of those systems are it it doesn't account for factors right and see some of those things so whoever it can cut down on some of that work but it needs it needs human oversight >> in the department >> currently just a tool but it's
140growing at such a critical >> Yep. Great. >> Yep. >> It could be something that could be efficient. >> So, I'll continue to grab some more information and supply that with the board as soon as I get that, too. Keep everybody updated. >> Give us your estimation [snorts] on what much time you think we need. >> Yeah. So, I'm wondering if we need a 0.5 or is this a >> Can you do this with a 33 or a point4? Yeah, it might >> and you're not sure you ask an hour. >> No, include that with the other >> include that in the R. Yep, certainly. Well, >> think about a little time. >> Give us some rationale for why. >> And is it an 11 month job instead of a >> Sure. Yep. Got it.
141>> To have so many hours. >> Got it. I'll put that together. >> Is a school year job. Can it be a school year plus June if that's your busy hiring season? It's, you know, >> there's probably other models than school year or full year. Y only. Yep. Absolutely. Okay. >> Do the staff have any experience doing >> and if they do what they want to do? >> Yes. >> And are they fully employed with us? If they're already full-time, they wouldn't have time to do that. >> Yep. >> Well, and it also takes away a level of confidentiality. >> Yes, that's also true. >> And I from what I hear that is something people would like. I just know HR outsourcing to another company, not AI, but HR is very, very expensive. That's very
142expensive. That is something that I probably would put to. So, I'm going to gather some more information on FTE aotments and then give a recommendation in a time slot. Got it. >> Thank you. >> Yep. Thank you. >> Other information anybody would like to hear on this. >> If something comes up, just send me an email. >> Ready? The only thing I would say is I agree with Patrick as far as if as a component of somebody's if if you do go to this point where you we're going to employ somebody in this I think somebody who has some capacity in AI is is got to be a requirement in there because I think there's a lot of analysis that can be done with that and that can reduce that FTE to help them be
143more say face to face and some of those tasks can be done in that manner. Obviously not every task we wouldn't want that uh but certainly you have to look at that for efficiencies as far as being part of the job description as for the um the hiring qualifications. >> To that point I think I would also look for because this is pretty new. You could either have the capacity but also have the capacity to grow with it because AI changes like every month. So somebody who shows the ability to learn new technologies to figure out which to differentiate between here is the good stuff and here's the stuff they haven't figured out yet. >> That's helpful. >> Yep. >> Anything else? Okay. Thank you. Okay. We're moving on to an action item. Approval of
144the mini turf soccer field at Martin Primary. >> Yep. So you'll see again, thank you very much to the generous donation of the PTO. Um we did go out and solicit bids and uh again met met with them and and really believe that uh what we have in front of you is is three competitive bids and actually things are getting more and more competitive as we go on with the in the in the turf business. So um again after you take a look at the the bids, the administration is recommending uh that we move forward with Forever Lawn. Uh, Forever Lawn is a local business who is the lowest bidder, but ultimately also has done all of our other turf and uh, we've had very good luck with them. They've been very responsive and uh,
145we really feel they've done a really good job. I'm not saying those other companies wouldn't, but uh, when we take a look at Forever Lawn and what they've done before in the past and what their bid spec is, we really truly believe as an administrative team that uh, this is the best way to go. So, the administration is recommending the board make a motion to approve Forever Lawns quote to install a mini soccer field not to exceed $80,000. That's just in case something comes in. We do anticipate it even being below $76,000 700 because it's a little bit bigger per square feet, but it gives us a little bit of leeway just in case something does pop up and uh pretty common for us to do. So, just looking for that motion. >> We need
146this motion before we discuss because this is an action item. So, do we have a motion? Oh, we need motion first and then we can discuss. Yes, thank you. >> Motion to approve forever lawn quote lawn quote to install a mini soccer turf field not to exceed $80,000. >> Is there a second? >> Second >> discussion. >> What's their warranty? >> Warranty is 15 years for forever loan. That's greater warranty than any of the other contracts to >> you said it's getting more competitive. Is that mean just more players in the field? >> There's more players in the field. Yeah, because I remember our first big quote when we did the the the the we did we quoted a Michigan uh a Michigan company, a Texas company and Forever Lawn who was I don't want
147to call them a startup at the time, but they were they were fairly new and it was I don't want to say close to 50%. And then we did another project and it just it's the competitiveness is really becoming more and more competitive in that field and there's a lot more players in the field too as well. So um we had five people walk through three people gave us bids for that work. So and this would occur next spring uh into summer actually and uh next summer actually we say next summer because we're going to need to block off the area. So we'll get it out. >> Happy with their previous >> wonderful. Yep. very responsive >> and so the response if there's been any problem problems >> if there's been any problems and knock
148not I mean outside of starting to pull away from edges yeah we'll come over and take care of that stuff like that too so >> other thoughts or questions thank you PTO >> thank you the kids are super excited they'll be excited >> any other thoughts we ready to vote all in favor please say I I >> post same sign abstensions. >> All right. Unanimous. >> Thank you very very much. >> Thank you. >> Okay. Our final item of the evening. Good job. >> Yeah. >> Is a first draft proposed changes to policy 187 public participation at board meetings. >> Yep. >> That's the first reading. We don't have to read the right until >> Not yet. Nope. I'll take care of that motion for you. So this is the first reading. Again, you'll see
149the strikeout just puts the community form inside the meeting. What this does is as we start the meeting kind of with with the pledge of allegiance. It'll be our first agenda item. Um and and actually we even talked about moving if after this gets go through maybe we can do that is move community forum and delegations to be heard right next to each other. Uh because they do serve two different functions and then continue on with it instead of doing some board business the way it is too. So, um, that's something too that we talked about as a committee, just rearranging the agenda a little bit to make it flow a little better. So, um, if there's any questions, please let us know. Uh, [clears throat] uh, anybody on the beat, but next time in
150December, we'll bring it for the final read for approval and then we'll start that up in January. >> I'll bring my glasses next time. >> There you go. It's only one though. It'll be easy. >> And I do like thinking about how the flow of the meeting goes, especially for people coming in to do a delegation, then they know when it is. And for people who have limited time that they don't have to guess how long it's going to be till we get to them. All right. Any other questions there? Discussion. It was in the meeting that we took it out of the meeting. Now it's going back in the meeting. >> Yep. Okay. Uh future meeting and agenda items. We've scheduled ourselves out through February. >> Correct. Yep. Actually, we're scheduled out all the
151rest of the year. So, the next one will be too. Yep. Will be in March. >> Yep. I'd like to quick question in terms of uh retirements. Has the board uh made an official like within terms with Miss Jones, you know, can we make an official like thank you? Have have we done that before as a board with people who have left? >> We generally thank them as a part of like kind of what we did here. >> We'll we'll continue to we'll continue to honor Heidi throughout the year and and things like that, too. So, >> we did a little bit of something special with Mrs. Clary last year, too. We'll be doing something similar. >> Thank you. >> Other future items? >> No, just January bringing back if there's some change for consolidation.
152>> If that's something that uh Yeah, I I'll continue to keep the board updated. That could be something as a when future meetings an agenda comes up. It's like, hey, but I would recommend if we're going to talk about this again as a board. I would recommend it being in a workshop session where that's the sole focus. You're going to have probably some community interest to hear what it's about. Um, we'll have some we may have more information coming out of Madison. Who knows? But, uh, I would recommend not doing it within a meeting. Just a separate meeting either before or it's standalone. Even if it's just like information coming out of Madison. >> If it's information coming out of MA Madison, I I could easily put that in my administrative update. >> That's kind
153of what I was going for. Sorry. >> I needed to know if there's any update to legislation. >> Yes. >> Oh, got it. Got it. Okay. >> Sorry if I gave anybody. >> Keep the community up. >> I would say if we start to hear from other feeder schools that people are having conversations, then we need to have a workshop. But, uh, okay. This particular time. >> Yeah. >> Thoughts? I and totally what comes out of this was got the governor's office too. >> Yes. >> You don't could change the amount and uh >> that's also true. >> Not part of the budget. So we'll see what what kind of leeway he has. >> Absolutely. >> Then the only other piece would be is to set a date for per board policy. We have uh
154my review as well as uh administrative contracts uh to be discussed in December. We've generally done a post close meeting post December meeting. December meeting this year is December 15th >> which I'm not going if I'm here I will be on the phone. >> Okay. So that's not a good >> So if we could pick a different day. I promise to be flexible >> for review. Uh, how oh, let's see. How is the Mon since we've often kept Mondays, Dean? I know Mondays generally work for you. How is Monday the 8th? Trying to make sure I don't have a performance. >> Uh, that is Christmas concert. >> That's what the I was like, I feel like there's a performance. I just >> We do have the the right if we would like to push it
155into January, we could do that. >> You you Yeah, correct. There is We need to make a decision by January 31st. >> January 31st is administrative renewals, >> right? But to to do the >> December is going to be tough for >> December is going to be hard. >> Mhm. >> And with all things going on in school and I it's short. >> And it's short. >> Yes. >> Do it before board meeting in January. >> I think we need to do it early. >> I would recommend the first week in January. Ideally, I would say the first week of January. I can make the fifth. >> The fifth evening of the 5th. >> Sure. That's Monday evening, right? >> Yeah, that's Monday evening. >> Yeah. As long as uh Mr. Jordan can have the
156heat turned up a little bit outside. I'd appreciate that for him to do that. >> Would it be outside? >> No, I want him to turn the heat outside so it'll be time from there to here. I'm not freezing. >> And we're not in >> February. Sure. >> Yeah. No, I don't in violation of any policies by moving it. I think we have some flexibility there. >> I I know on shoot 225 you do uh 2:22. >> I thought it just had to happen before the deadline and we're giving ourselves room before the deadation. >> The district administ approved such notice to the board district administrators. Oh, that's me notifying you guys. And I've done that already. [sighs and gasps] Nope. So, do we like six o'clock? >> Closed meeting. >> It's fine. On the
1575th. >> On the 5th. 6 p.m. 6 p.m. 6 p.m. Mickey, >> you're you confirmed. >> Uh, I just got checked one policy. >> District administrator shall give notice which I've given to you guys. Uh, let me pull up 225. >> Yes, the fifth works. I can do anytime. You guys tell me. >> Be better with you here to do it because it would be a close session meeting and >> Oh, of course. I can do anytime on the 5th. I'm completely >> I meant but not trying to do it in a after for the 15th meeting. >> Ah, gotcha. >> Yeah. Uh we can go earlier if I'm I'm not back in session with students yet. So I don't >> you would be able to >> Okay. >> It'd be a quick turnaround. It'd
158be a quick turnaround uh to have my evaluation to me by January 10th. So just kind of think about that. So the fifth would work. >> Okay. Do we like >> And have you sent out the evaluation? Sorry. >> Yep. I'll send resend it. >> Time on the fifth. Do we like five? Six. >> Six works for me. >> Six's good. >> Six is good. Keep it at 6. >> Okay, I'm going to send that to you guys. >> 6 p.m. boardroom closed meeting on January. >> We'll meet at the primary school. >> Primary school. I better write that down. You know, I'm going to forget that. >> I'm going to write it down and I'm still going to come here first. >> And I know we'll be here at all time. >> Got it.
159>> Okay. >> Motion to adjurnn. >> A second. Second. >> We have a motion and a second. All in favor say I. I. Opposed.