001board education meeting to order. Um our vision is we believe in opportunities, achievement and community for all. Our mission is the school district of Milton in partnership with the community prepares our students for achievement and lifetime ready opportunities for all and thank you for to all of you for attending tonight. >> Okay, go ahead. indivisible 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. >> Before I I um ask for approval of tonight's agenda, I just want to note for people out there that we have a new item on our agenda. You'll see this every month. under five miscellaneous and it is going to be a financial report and so each month we will be getting a financial report
002from boss. So just to note that and I would entertain a motion to approve tonight's agenda. >> I'll move to approve the agenda as presented. >> Second. >> I have a motion from Tracy. A second a second from Rick. >> All those in favor please say I. I >> oppose consent. Motion carries. >> I would entertain a motion to approve tonight's minutes. >> I'll make a motion to approve the minutes for the regular meeting held on November 10th, 2025 is presented. >> Second. >> I have a motion from Rick and a second from Tracy. Any other comments or questions? All those in favor, please say I. >> I. >> Oppose say sign. Motion carries. Action vouchers. >> I move to approve general checking account vouchers totaling 1,42,24625 as presented. >> I'll second that. >> I
003have a motion from Tracy. A second from John. Any questions or comments on the vouchers? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. We had no one sign up for public comment. So, we will move on to tonight's Red Hawk recognition. And I'm pretty excited. Tracy, are you ready? >> I'm very excited to be able to pull them up. We're gonna start with the students. We'll do one at a time and then Okay. So, if the Milton Middle School Unity team would please join me. I hear they are represented by Sam Acriman, Caleb Steinmates, Jenna Bran, Joe, thank you, and Janelle Agnu, the adviserss, and the student represent representatives, Natalie Colola, Brennen, Ava Willie, Abby >> Heels, and Jackie Kolinsky. >> Did I say that right? Oh, perfect.
004Okay, so as it was presented to us, it was very hard to narrow it down to only a few students because right now we have about 45 students on the Unity team. This group of students has already made a huge impact this school year. They recently raised $400 for Cand Do Industries here in Milton and participated in a unified bowling event with other unified champion schools. We still have big things to come this year, including the Special Olympics Polar Plunge, Choose to Include Week, and the Unified Track Meet. Thanks for recognizing this hardworking group of students. Give them all ROUND photos with you. So, thank you guys very much for all that you do. We appreciate it. We're going to do more photos at the end, right? >> Okay. All right. So, if you pull
005your guys back up. Thank you. The next we're going to ask the cast of Mama Mia from Milan High School to join me up here. So, Milan High School Mama Mia staff Nicole Schaper, Abby Landram, Audrey Audrey Ferraro and Nathan Czech, student representatives Reagan Lawrenson, Lily Muskro, Taylor Garity, Hayden Bratzel, and Tate Olson. I'm gonna that and I will read. The Milan High School production of Mamma Mia began rehearsals in September and continued nearly every day after school as well as Saturdays through November. The cast, crew, and pit orchestra include more than 50 dedicated students from all grade levels who have worked tirelessly to bring this high energy show to life. This production would not be possible without the outstanding leadership and support of Milan High School administration and staff members, Mr. Czech, Miss Ferraro,
006Miss Schaffer, and Miss Landram, as well as the many parent volunteers who helped make every performance possible. During this incredible production run, we welcomed nearly 1,000 audience members to the John Cclass auditorium, and we all cherish the music, laughter, and love so beautifully brought to life by the cast, crew, and pit orchestra of MMA Mia. Thank you for the opportunity to present tonight in acknowledgement of our outstanding students. And I'd like to give them all everybody. Me personally, I had never seen the show in TV or anywhere. So, I actually was surprised by the plot twist at the end and it was it was an amazing amazing show. So, thank you guys all for your hard work. It was absolutely wonderful to see. I had a amazing time. I know other board members went so
007and for those of you that went, it was it was just fantastic. So, thank you. I know it's a lot of hard work. I tell you the the um the stage was beautifully I mean it was just so beautiful. So, thank you all very much for your hard work. Appreciate it. Another round of applause. >> I think what we'll do is do our staff recognition and then call the different groups back up individually for a quick picture with the school board. So student groups can stick around. We'll have them come back up for a picture in just a moment. >> Okay. So we're going to move on to our staff. So, Jodie Bennett, Jodie Bennett was nominated by Miss Lori Purcell. All right. Oh, I have watched Jody teach. I have watched Jodie teach 4K
008students for the last four years while she has been in harmony. She treats all her students with such love, kindness, and respect. She goes out of her way to meet all the needs of the children in her class. She is creative with the material she provides for the children to learn and the skills they need as early learners. Big round of applause. >> Miss Mandy, Miss Tindor was nominated by Bobby Harrison. Mandy is an incredible staff member who goes above and beyond every single day to support students, families, and her co-workers. Her dedication, kindness, and willingness to step in wherever needed makes a lasting impact on the school community. She's not only an outstanding professional, but also a truly amazing human being. If nothing of applause, Miss Liz Evans Miss Evans was nominated by Sarah.
009Liz Evans is a consmate professional. Her Spanish classroom is filled with music and color and fun and books. She has created a space where students push themselves out of their comfort zones as they try a new language. Her lessons, delivery, and classroom management are impeccable. Even more impressive is her work with the support for success program. All at the same time, she manages dozens of individual students learnings, all with different needs, different teachers, and different classes. And she manages peer tutors for those students, all of whom are also learning important lessons about working with others. When she's not supporting kids, she's supporting her friends and colleagues. You would be hardressed to find someone who works as hard as Liz Evans. Quite simply, Senora as big round of applause. Carmen Carmen was nominated by Angie. Carmen
010has been a tremendous asset to the math department during our pilot planning and implementation. She has been spending countless hours outside of contracted time helping use prepare helping us prepare materials that are needed for lessons, helping us problem solve as we are planning upcoming lessons and working with staff that need additional support during the pilot. I bet she never thought she would learn so much about teaching and learning math as she has in these past three to four weeks. We are forever grateful for her dedication, willingness to do things out of her comfort zone and be a team player. Thank you for the opportunity to nominate Carney. Jennifer Williams, nominated by Jessica Dow. Jen is an amazing asset to our school. She organizes and coordinates things for students and staff to ensure that schedules are
011correct and testing procedures are understood and followed. Additionally, Jen is a valued staff member who can always be counted on to go above and beyond to support students while maintaining a calm, reassuring humor. Thank you very much. Congratulations to all for the red flag recognition and the time that the folks put in to nominate um their respective individuals as well as to our student and staff. Can we give everybody one more big round of applause? I will I will let you determine why don't we go we'll go in the same order so the middle school unity team can come to the front we'll get a quick picture of the unity team with the board and we'll have them on the cast and then we'll have our teacher our staff recog folks come up as a
012>> group. Looking great. See everybody smile. You broke it. Thank you. >> Thank you. All right, everybody. Big smile. Congratulations. >> You Thank you all so much. Uh that's that's always a favorite. Next we go to Redhawk highlights and it should be our admin highlights this this week. grades. Some of our grades are preparing for winter programs, the winter sings they call them, and um all the different things that come up between the holidays. So, I'm working hard to still kind of keep a cap on it and do a lot of learning in the meantime while we're excited about this time of year. Um, we are also all doing some kind of community outreach this time of year. So, all of us have what's called a my little library at our school, which right now
013is a little food pantry and we're going to keep that running like a food pantry during the holidays. And then, um, Milton East is doing an East Eats program. Harmony does a big food drive this time of year. Uh, Milton West does their Macy Day parade that benefits both the food pantry and the Milton Area Youth Center and Consolidated is going to do a food drive in January, like a happy new year, restock the shelves kind of thing for the food pantry after since there's so many different things going on right now. So proud of our students and staff and families for finding ways to connect to the greater community this time of year. as well at North Side. Um, some sixth grade students had the opportunity. Mrs. Spiebeck took them over to W Whitewater
014to experience science immersion day. Um, they were able to extract some DNA from a banana and um examined some pH levels in some household products. But it was a fun hands-on experience for uh the students that were able to go over there. We just finished a fundraiser, Elegant Farmer, which meant we are selling some pies and our top pie um sellers in each grade level are able to uh meet Mr. Dy and I tomorrow with a few pies to the face. So that'll be fun afternoon for some of our students. And then lastly, um I have to look at my notes because I forgot. Uh oh yeah, our students have been working really hard. We've been doing a lot with universal expectations at North Side and they had a goal for the month of November
015to really work on our lunchroom expectations and happy to report that each grade level saw some growth and uh tomorrow they get to celebrate some of that. So that's it for North. >> Hi. Uh for some service projects at the middle school, our student council also had a food drive and they focused on crackers and soup. So, that was great to have our student council take that on. Um, as you heard mentioned with the unity recognition, there was a fundraiser where they made around $400 to donate to can do. So, that was um an excellent example of service in relationships, climate, and culture. Uh, thank you to our middle school parent group for hosting our wreck night and a family fun bingo night. We've also had a unity wreck night and an avid family chili
016cookoff night in the last month. And then finally in teaching and learning uh we are heading into rounds two and three of peer observations where staff have an opportunity to observe in other classrooms. Our first round staff observed within their own PLC. The second round is within their department and then we have a round three that's kind of simultaneous with the uh second round which is an avid focus on our wicker strategies. >> Right. at the high school. Obviously, things are are hopping again. Uh the winter sports are in full swing. Everyone has started. Uh as you heard, the musical performed. We're very proud of all the students that participated in the musical. Uh a couple of uh items coming up here. Uh uh in December, uh we have band concert. December 17th, the choir
017concert on December 11th. Uh and actually on Thanksgiving Day, we have the uh student council is hosting the turkey trot. Uh so 7 o'clock at Schillerg Park. Uh the what's that? >> Nationality. >> National when I say student council national honor society. Thank you. >> Yeah national honor society. Excuse me. I'm sorry miss Steve Mr. Newwander who are listening. Uh national honor society is is going to be and students are going to be uh hosting the turkey trot. Uh starts at Schillerg Park uh just about 7 o'clock. Uh and uh a note and it's kind of in the future here but we will be hosting our very first ever robotics uh competition on February 21st. Mr. uh Thomas is in the process of getting that together. They had their first competition this last week, but
018they are very excited to host their own. That'll be uh on February 21st for your calendars. Uh and then teaching and learning. Uh next Monday, all students uh in their home rooms in grades 9, 10, and 11 will be receiving their data that they received from the fall preac or practice ACT uh that they took as well as their spring data from last year. Actually going through a goal setting process. So, every student will be looking at the scores that they've had, setting goals for what they want to do this coming spring, and talk about plans and how to achieve those goals. So, as part of our prep for uh the spring testing, part of that at the high school level is really getting students to say this is what my goal is. This is
019what I uh want to aspire to have and why I want to get this goal and this score and then what to do to get there. So, that process is starting in all home rooms on Monday, December 1st. Rich, sorry. Would there be a way to get to the board um maybe Chelsea can help a listing of say the sings and the the dates that um Jeremy just listed for the different school events in the event that the board wants to attend? >> Jeremy, can you send that to Chelsea and she'll get it off the board? >> Yes, >> the concerts and then the elementary um schools as well. that from upcoming might be between now and winter break upcoming concerts and >> events at those. One other thing that we had on our agenda
020under the superintendent update is another exciting recognition event uh um award and it's it's listed in the agenda as the Spectrum Awards and WSP is a Wisconsin school public relations association and every year at their annual conference uh they announce their yearly spectrum awards. These awards recognize specific school district communication and marketing campaigns. Of the 149 total nominations for recognition from across the state, 18 were chosen to receive awards of excellence or merit uh in the referendum campaign category and a number were also uh recognized in other categories. Our district received two awards and one is a merit award, recognition of merit award for our Milton Minute uh series that is ongoing throughout the year with their uh video clips highlighting different things that are happening across our school district. And the other award was
021in the referendum campaign category and that didn't get a award of merit for excellence. It received the best in category award which is the very top award the one district across the state that received that. So I'm very pleased to share that our ref referendum communication from fall of 2024 was chosen as best in category for the past year. Carrie Clebo was at the conference this past week to accept the award. Um Carrie and Ross worked tirelessly on the referendum communication plan in the fall. Uh but it really was a total effort of not just our staff across the district, but parent groups, booster clubs, community members, uh board members who uh went above and beyond to help us spread our message about our referendum. So congratulations to everyone who was involved and congratulations to
022Carrie especially for her work uh on both of those. We have the certificates are here um that are presented actually plaques that are here that were presented. So I wanted to highlight those awards and and thank Carrie and Ross for their planning and everyone for their communication. I WONDER I wonder if we could have someone besides Carrie take a picture and possibly get um a our our admin team up here to get a picture with the certificates and um because they're beautiful and to be best in the state. I'd like a picture with the board to recognize that. >> No, the board needs to be in it, too. I don't want to be in. >> Okay. Sarah, where are you? Where do you want us? >> You got it. two. >> All right. Thank you.
023>> I do it. It helps. Okay, lots of celebrating today. So, wonderful way to recognize our our professionals and our staff. And with that, we'll move on in our agenda to number three, instructional, co-curricular, and student services committee report. Jen. >> All right. So, the group met on November 17th, and as you can see by our agenda tonight, uh we had 11 items on our agenda. And so, I'm going to let uh the folks that spoke at that meeting come on up. And we're first going to do the discussion and possible action on the ACT uh 95 Wisconsin guarantee waiver. Mr. Bill Horn. as thank you very much. Um, so Act 95 was a once again was a a uh state statute that uh for the Wisconsin guarantee which guarantees admission for um uh incoming
024seniors and uh after junior year uh guaranteed admission into Wisconsin state uh school W system. So the top 5% uh guaranteed WMadison, top 10% to the other W schools. State statute calls for a ranking of regular GPA. However, uh after the initial year, which was two years ago, this last year, uh many schools uh chose to have a a form of a weighted ranking, which so it requires a waiver from act 95. Uh so this it gives rewards those students that take a more rigorous course load. Uh so a a student who perhaps has a 4.0 but they took no AP courses or honors classes versus a student who took more of the challenging workload uh gives difference to those that that took that uh that more rigorous load. So, uh, in in Milton, since
025we had the LE program, uh, which originally is part of our, uh, graduation honors, uh, we have a L score. So, most schools that have a L system have actually gone to using this waiver system like we did this last year, uh, to have our ranking be based off a L score. So, to do that, we do have to have a waiver that's signed, which requires uh, approval by the board. And so there is a recommended recommendation on the slide and in the memo unless you have any questions. >> I got a quick question for you Jeremy. Do the students know their class rank at the end of each year or >> so the students there so class rank based off of their the raw score or their latte score? >> Latte score. >> Uh
026they do not. So students can choose to require. So we we calculate that. Um Skyward does not calculate that. So we can get a GPA and we count scores. So we actually have a team of uh office staff and student services staff that each calculate those and double check that that has to be done by hand. Uh we do that at the end of junior year. Um and actually we actually keep one at the at the end of first try junior year and then the second try junior year just so we are keeping track of that. Um students can inquire at that time. So they do know they can >> they can yeah >> I don't know how well known that is but as we have gone to this uh this last year we have
027to make sure that they can they can get that information. >> Thank you >> Jeremy. How did the program work this past year? This is this will be the second year. So the >> right so you know I when you take a look at um the students in the top 5% are students who may not have been some were 4.0's But some may have had a a a minus or a B+, but they certainly are the students that took the most rigorous course load. So I think it is for the system that the state put forth. I think it's probably the uh if you're looking at equity with regards to the students with the most rigorous course load and success, this is the best system to do. >> Do you know whether they accepted that
028or did they follow up with you on whether they they attended Madison? I'm just >> I I don't have that. They don't necessarily know. So um but we would not be able to. It's not like if uh roughly it's 12 to 13 students that our top 5%. Um I I think it was 13 this last year. Don't quote me, but if let's say number seven said no, I'm not going to go to Madison. It doesn't move down one. So it it uh it is just those in the top 5% whether one or all of them go to Madison. >> Understood. And did you have any any difficulties with the waiver last year? Did the state >> No, it was it was approved within a week that we sent it. Fantastic. >> In fact, we get
029a lot of requests for the language we use in our waiver from other schools. >> Okay. I'll make a motion to recommend motion to recommend requests for a waiver to the DPI for act 95 Wisconsin guarantee criteria to use the MHS loud score to rank students for the class of 2027. >> Second. So, I have a motion from Tracy, a second from Ed. Any other questions? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. Thank you, Jeremy. >> The next one on the there is the new high school course proposals. I went into detail of those at the committee level, but we have two new courses. Large animal production and then medical terminology. Medical terminology is a course is one of our most uh requested courses through Stark College
030now through blackout tech. We are going to be able to teach we would be able to teach that uh at Milton uh and have these advanced standing credit for that uh course uh at Milton High School. So we have those two courses >> and did the committee have a recommendation on that? We did >> just as the motion is then >> okay >> the motion >> the medical terminology um class is there already a staff to teach that >> yes so we'd be working with uh current staff member who would be getting trained and has looked into that is very eager to do that when we approve the course. >> Thank you. I'll make a motion to recommend all new courses as proposed by the high school administration starting in the 202627 academic school year.
031>> I'll second that. >> So, I have a motion from Rick, a second from Jen. Any questions? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. >> I think you're next, Jeremy. All >> right. And the next one on the that was reviewed in the committee was a healthcare science program update uh for the committee. I gave a a more detailed review of uh what has been a really emerging and significantly quickly growing program at Milton High School. Uh the course review that are listed there uh each of these are uh courses that are near capac at or near or past capacity uh this last year as we are looking to this next uh for the 26 27th school year. We'll be increasing the numbers of sections of each
032of those. It's been very exciting to see the work that's been done there. I'm going to give a lot of kudos to Amy Kenyon for some of the work that she has done to really imp she's part of our job is to review what are the needs of the community. What are the job needs the community? How do we match that with great jobs for students in the future? That's what Amy does. Uh and uh so a lot of that kind of led into these courses that we've developed over the last three and four years. Uh and so we're looking to expand that in the future. Uh of note here too, the EMT program. We had 10 students this last year working with Mercy with Rob Calhoun uh from Mercy who uh they will be
033uh certified EMTs at the end of the school year. Uh we have 16 we're able to train 16 students with Blackhawk Tech for the CNA program. We're looking to expand that and other options even beyond Blackhawk Tech and how to offer those certifications and are uh in the process of doing that. We had quite the wait list this last year. Uh and then it's outside of just the academic programming too. HOSA, which is the uh afterchool activity. Caitlyn Lundine, who is our adviser and teaches a lot of these courses, has really just been on fire, too. We have up to 70 active students in this fall. So, it's quickly one of our faster growing uh after school programs. So, the health uh care sciences program is continuing to uh to flourish at the high school.
034>> Thank you very much. >> I think that's it. Next, we're in the school to career program update. >> So, a lot going on with school career program being the end of the trimester here. Um, we have a youth apprentichip co-op program has grown u substantially uh with over 150 students in that. Um, as Jeremy noted earlier, the CNA EMT firefighter cadet programs, they're off and running. This year will be the first year that we actually have a student that um, actually two students I believe that will be graduating. They took EMT uh, this year and then last year they took firefighter cadet so that when they graduate from Milton High School, they can be a volunteer firefighter in the state of Wisconsin. So, that's kind of a big thing because it's certifications. Then they
035can go out and get a job right away. Uh, April 15th is our career day event this year. So, um, just have the different rotations and everything up there and a little plug for the sign up for volunteers. Um, and then the Perkins Grant and Tech Incentive Grant. Uh, we had over a 100 um, certifications from students in the class of 2025. That is a grant that takes into account certifications um, from Milton High School graduates or graduates in the state of Wisconsin schools. Um and the Perkins grant and we are in a CLNA year which is the comprehensive local needs assessment. So we will be working on that um in beginning in February and working with the Jainsville school district and the Edertton school district to to acquire data from the workplace and in
036general in Rock County. So >> hold on to see if there's any questions. >> Yep. Is there a question? I'd just like to share that because of the work that Amy does and that our team at the high school and across the district, our Milton High School and our school district is recognized as having one of the best school career programs for students uh and partnership business partnerships across the state. So, congratulations to everyone involved in that program. >> Thank you, Amy. Um, act 20 update. >> All right, just a quick update on act 20. Um, there was some new norming. So, um, cut scores are a little bit different, but you see the trend from when we were required to start giving um, the Ames web plus screener, which is for our readiness um,
037Wisconsin readiness uh, requirement is from the winter. Um, if you look at the total, we had 332 scholars out of our 898 our K through third grade scholars. That equated to about 36.9% of our scholars fell below the 25th percentile. So, if you move on down, um, this fall um, we had 145 of our scholars out of our 895 um, which is 16.2%. So there's been a lot of intentional work done with our educators, our teachers. Um really focusing on that targeted two which is tier 2 supports um just intentional of the win time what I need time during PLC's talking about how do we support not just our scholars who fell below the 25th percentile but essentially kind of the bubble kids that we know um with the winner cut scores are going to
038be higher. um how do we really continue to look at their scores and their progress throughout the process so that they do not fall below the 25th percentile. So, lots to celebrate when it comes to act 20 and our early literacy skills for our early learners. The next one, Julie, the 25th percentile is set by who? >> For whom? >> The state. So, they tell you what that number is and does that number move? Um so it's really they look at kids who fell below the 25th which is 24 and below they have a reading plan. So what that means is that we have to be really intentional what their reading plan is and focusing on discrete skills um that they may be lagging. So their goal is to um identify our most early learners
039so that the gap doesn't get bigger because our ultimate goal is by the time they're third graders we want them to be proficient readers. So really this act 20 is really to prevent um and really be um intentional of making sure that we're providing um the right supports and the legging skills that they are showing from trends from year to year or even testing window. So we're really looking at that um that data. So I meet with our reading interventionists um along with our administrators to talk about uh really keeping an eye on our scholars who fell below the 25th. But then also looking at that tier 2 groups of kids because we want to make sure that they are still closing the gaps. We know that they're not quite there yet. Um and how
040are we going to wrap around? >> Thank you. Any other questions? All right. Then we're going to go on to secondary. Um so the secondary math uh team piloted two um math resources, CPM and then Amplify Desmos. So um they have been you know shout out to the math department um they have really worked hard on getting all the professional development from two different vendors um and really decided that they used a rubric to determine what which resource are we going to continue for the remaining of the school year. So when we um met with both vendors, we had rubrics to follow and then they determined as a team um to decide which ones that they wanted to continue. And they have decided um they met on Monday. They went through a rubric. They really
041went through the process of looking at each of the different areas of the rubric that they felt is essential and they decided on continues continuing the pilot with amplified desmos for the remainder of the school year in hopes that by the end of the year that that's what we will um adopt. >> Questions? >> Julie, I have one. Um, can you talk about why the the current math curriculum would theoretically be replaced by whichever one of these we pick? What would trigger us to do a new curriculum? And then what do we hope to gain over the one we're using? >> So, we have big ideas currently and um that's a resource that our math team feels that doesn't meet the expectations when it comes to our standards alignment. Um and that's why they really
042are looking for another resource is they want to really make sure that it's rigorous. Um it's aligned to the academic standards, Wisconsin standards, um common core standards to make sure. And then the other part is is um when we're looking at rigor, it's not just the the memorization or the computation. It's allowing for math discourse and problem solving skills. And a lot of the programs that they're looking at is more um scholar driven and not just teacher instructing. And there is a combination of how are they solving problems and um engaging in that students math discourse being able to understand their way of thinking the why of how to solve problems um versus memorization or these are the steps that we follow to get the right answer. All right, I think the next one is
043our LMTS team. They're all here. They've done some amazing work and they're going to give you an update of their goals. Um, every three years they need to present to the board of their goals. Um, so they have worked together and collaborated and they're going to share the next three years goals. They will present every year and give an update on how they are reaching those goals. But tonight is um them sharing the plan, but then the board does not have to approve until the December 8th. All right. >> Good evening. Um I'm going to be speaking on behalf of the team. They asked me to do this and um this is part of our team that is present tonight. I would like to first explain a little bit. You might be wondering why are
044we coming to speak all the time. Some people have heard us when we first did this in 2022 um and others this is brand new to you. So it started in 2019 when DPI decided that they wanted some librarians to take a future ready library course from ISTY. Kelly McNog and myself applied for this scholarship and re received it and so we received the training from DPI and the next step is actually working on the library plan which is what we're going to talk about now. So there are specific components that is expected in the plan. One is to have a vision and a mission for our plan. So you can see our vision is to uh foster and support lifetime learning inquiry uh curiosity and discover discovery to all students, staff, staff and family
045in the areas of literature, learning resources, technology in a global digital world. Besides a mission, we also need to have a vision statement and our vision is to be the heart of innovation within the schools in order to empower students to become future ready by developing their passions, creativity and independent thinking. So that is part of the components. Then going ahead um in October the future ready library frameworks have changed. I would like to also let you all know that the state of Wisconsin is very um as being looked upon throughout the nation for following this model and very well known librarians are looking at what Wisconsin is doing with the library plan and with the future ready library frameworks. And we decided we were going to adopt the new ones that were just launched
046in October. So there's a few that look a little differently. The area of curriculum and instruction assessment. We've got um a gear about guides responsible use of artificial intelligence data and privacy. We have um promote the ethical use of research AI and literacies and there's a few other components with families and budgeting in our learning spaces. So we use this model and when you look at this document here you're going to see within this document this that we break down all the future ready CR uh framework components and what we are currently doing and we're looking at our deficits to write our goals. So just a little explanation there. So if we also go we we also have to take a look at what are the district initiatives and so we're looking at the um
047teaching and learning component in the technology and we are guided by the future ready frameworks our uh district strategic plan and the portrait of the red hawk. And so we kind of used some AI to generate that document there. And these are our goals. So I'm just going to go over the goals with you on the next page. So we could have between two to three goals and we chose two goals. So over the course of the next three years, our team will foster strong partnershipships with at least 50% of instructional staff to support curriculum goals, enhance student learning, and model innovative teaching practices through library programming. And library programming does not just include instructing in the library. We're supporting using all the different gears of the li of the future ready framework and we're
048working in various settings and sometimes as librarians we're the behind the scenes person. You're not going to be aware of what we're doing but we are supporting teachers and staff in various capacities. And then we have the rationale for our goal and measuring success that you can take a look at. The document that's up right now is our three-year target where we're going in this goal and where we want to go by the end of 2028. So by the end of 2028, we want to at least collaborate with 50% of the staff. We are also uh researching and learning about different forms of collaboration. So there are different forms of collaboration that can be co-eing that can be just sharing out resources and then we want to be able to implement all forms of collaboration
049by the end of 2028. And lastly we want to in introduce and model at least three new instructional strategies, technologies or literacy um practices to instructional staff to integrate into their classroom. And then our second goal has to do with AI. Over the course of the next three years, our team will establish district AI guidelines for students and staff, identify and vet AI technologies that support teaching and learning, and assist in AI implementation districtwide. So this does um touch with the data and privacy framework, but it also does touch in with the um with the building instructional partnerships as well as that is a component of the AI as model that we're looking at too. You can see the rationale and and measuring the goal. If we go on to the targets and our outcomes,
050we are this is what we have right now, but we can adjust this as we go through the process. We might end up change some of this depending on how far we get year by year. This is just where we think we'll be going. You know, if we can achieve some of these furers, that's wonderful. If not, it is what it is. So, we're going to explore AI technologies this year and guide and guidelines from other educational institutions to inform our decision-making. We're going to develop AI guidelines to be reviewed by key stakeholders such as teachers, administrators, and students. And we're going to circulate, draft, and collect feedback from at least 80% of our participating stakeholders. Our ultimate goal is to de uh deliver AI focused training sessions for staff throughout the year at the
051end of our 2028 target. Offer one-to-one and team coaching of 50% of teachers using AI tools in their instruction during the first year and collect and analyze usage data and feedback via needed base survey from 60% of the staff and students and provide guideline updates as necessary. So we don't know what we're getting into till we start this journey. And then lastly, our long range plan as always is to create a library space that is accessible, flexible, and comfortable for student and staff staff use at all levels. And as Julie already said, we'll be back again in the spring to talk about where we are at in this journey. And then again in uh 2029, we'll be sharing what what our next three-year um plan is. Uh I want to thank the whole team. We
052worked really hard together and I really like what we have come up with. It was definitely a consensus and a team um creation here. Does anyone have any questions or concerns? >> Yeah, I do. First of all, this is awesome. It's really well thought out. It's easy to read and I I I applaud you for putting the work into it. So, thank you for that and everybody that put hard work into it. Uh my question would be on the the AI targets and I think you're definitely taking the right approach. Um so I I think the right idea 2028 is obviously a long ways away. AI is moving super fast. Is there a plan to do like kind of a bridge keep it keep it afloat until we get to that goal? >> Well, we're
053hoping we're depending on how much time we can work as a team that we can move some of this along, but we were just being realistic in the amount of time we have as a team. So that is our roadblock right now is how much time do we have as a team to get this moving. We do recognize and we would like to, you know, move some of those 2028 targets. Would love to next year, but we'll see where we go this year. >> And my other recommendation, and I'm sure you're already on this, Miss Miles will probably uh endorse this. And so, Miss Bill, you probably have about a thousand AI experts sitting at the high school, right? Probably middle school, too. Um, so I would I would encourage you to tap into that
054resource because they are probably like a fountain of information for you. So, and I know you will. So, thank you for your work >> on that on that topic you brought in. I want to highlight that uh the work toward providing tools for our students and guidance for our staff is something that our library tech specialists are working on. Uh, but also our administrators and and other staff are working on the same time and I know a number of our MMTS folks are going to be attending ST conference coming up here in about a week and a half or so and they'll be bringing back there's a lot of breakout sessions specific to AI >> I'd also like to thank you guys for putting this all together it's it's it's a wonderful presentation um I
055echo the AI I I mean I'm in the business world and I watch CP or you know continuing education on a daily basis of how fast it's moving. >> So hopefully you guys can find that time because I think by the time you start a goal tomorrow in 3 months it's already passed you by. So um good luck with that goal. I really hope that you can do that because our students need it. You know our staff needs it. We know we need that guidance and that education on the fair way to use AI because if not we'll be left behind. Um, I'd also just like to comment on goal one. Um, I think you guys provide support to probably 100% of our teachers in our district and our staff. So, um, 50 is is
056a is a great target, but I I know how much work you guys put into working, um, with our staff. So, thank you for that that you do on a on a daily basis. >> Thank you very much. I think Julie, we're back to you. Y >> while Jude is coming up on this district report card update state has recently unard the uh report card results so they are available publicly for our district and districts across the state. We are going to be diving in more deeply on our data shop in January but but Julie's going to share some high level uh report card information with the group. >> Yep. So there's four priority areas. Um when we receive a accountability score is what they they say it's zero to 100. Um so I think
057the important part is is sometimes we associate that as to a percent. So uh the score that we the accountability score that we receive isn't based on percentage. Um it's based on five star category rating. So it starts with significantly exceeds expectations, exceeds expectations, meets expectations, meets few expectations, and fails to meet expectations. So um it's not like a C like a 70. If you get a score of 70, it doesn't equate to a C. Um so the next slide shows what our district received and our district overall score was 73.2, which is a fourstar rating and it's exceeds expectation. So that is a huge celebration. Um and of all the work of our scholars, of our um educators, our staff, our community, um you know, it's our entire district um received the 73.2. Uh
058so it is broken into the the scores below are our achievement, growth, target group outcomes, and on track to graduation. So Julie, just a quick question on did data workshop might be the time to answer that this question. So I'll arm you with it now. But with the kind of the recalibration of the student report card from I think it was last year, this year >> just one thing I would appreciate is if somebody asked me a question on the street, what how do I answer that? And if you can answer now, great. If not, that would be something I'd like to know for the >> So, DPI is recommending that we don't compare year-to-year because of the recalibrations within those standards. Um, the proficiency bands are what resulted in where kids where our scholars
059fell. So, the proficiency bands changed in the where they scored. Um, so essentially the recalibration says that we can't compare last year's scores to this year because of that recalibration. Um, so essentially when we're looking at our scores, we compare our scores to the state, okay? This this upcoming year is what it is. So they keep saying is you're using this as a baseline. So I've heard that for three years now that this year is for baseline and then things change and then the next years don't compare because this is for baseline. Um so that is something that our the directors my director's group our director group talked about with DPI around there's a level of frustration because we can't compare and we can't see the trends um that we we want because when we're
060looking at data we triangulate the data and we can't compare year-toear. So ultimately we we compare ourselves to the state averages and so we'll dig that a little bit more deeper when we have our data worked out. The way maybe as a layman would say it is everybody got the same grading over the last year. We compare across the state. >> Yes. >> Okay, I can do that. >> Thank you. >> Just one other note on that on the slide. It's up on the screen. You can see the four different areas that go into that overall score and we were really strong and have been traditionally too in achievement and on track to graduation. uh we've been a little bit lower in the growth in target group outcome scores, but the target outcome score that's
061listed here was a significant increase from what we had in past years. So, we're really happy to see the work in that area paying off for us. >> Julie, I guess I'm a little confused on on the DPI rationale. So, we get a growth score. How do they calculate a growth score without having a comparison to a prior year? So it's it's they they take subgroups and then they combine it to be a weighted growth score. So it's not necessarily year-toear toyear. There's different subgroups that we they take into consideration for that score. >> So on the on the slide prior it says yeartoyear progress in ELA and math achievement. So that's not >> within subgroups. And the other piece on that is they build in uh they they look at scores for individual students
062and for student groups uh and build in what expected growth would be and for this year with the change uh in the system they have to build in if a student scored at a certain level this year what is the expected growth for them on the new system. So it's not necessarily apples to apples in years where that system has some change over >> that's a struggle for the districts to try to because even when you compare against the state if you compare against our county I mean you could just walk away being like yeah we did great but it's it's not fair to our students so and not fair to your team so it's baseline yes to note is it's a these are based on the Wisconsin forward assessments that students take in the
063spring of every year but these aren't the the methods or or assessment scores that we use to measure student progress. We we utilize you've heard a lot about our read I Ready testing that takes place across the district and that gives a much better look at at numerous points throughout the year uh how students are are doing progressive. We'll dive into those scores at the workshop too. >> Julie, can you um just tell me a little bit about how they come up with this on track to graduation number? I mean, when is that taken? Is that taken for a certain class? I guess the reason I ask is I mean, our graduation rates are in the high 90s. >> So, it's attendance. There's there's different components that gets combined into it. So, it's attendance is
064one. >> It's attendance. It's graduation rate. That's the biggest one. Chronic absenteeism, which is part of the attendance rate. And there's some attendance rates at the lower levels as well. But like for like ninth grade I guess I'm just >> ninth grade attendance. >> Do do you understand what I'm right? So so it's on track for attendance. So there's a a component of it is the graduation on track for graduation. So part of it is the graduation rate. That's a big component of it. Part of it is again the attendance and it's absenteeism. uh and their set points at different they look at attendance rates at different points from elementary up through middle school up into high school. >> And at some levels we don't have all of the same factors to measure. So at
065the primary level they take the on track to like high school graduation readiness is the third grade ELA score and then the chronic absenteeism and the daily absentee rate. So we just a lot of it is like 75% of it is the attendance for the elementarymentaries and then the 25% is how our third grade ELA score was. So each level they take the pieces of the puzzle that they can to come up with the school score and then they take it all in for the districtwide score. >> It's really a misnomer to take a look at that number that you see and think about being graduation rate. It's there's because we are in high high 90s for that but it's more than that. Okay, makes sense. Thank you. >> There's a lot when it comes
066to the report card. >> Thank you so much. >> Yeah, thank you. >> I think we're on to early childhood celebration. This is probably an easier topic to talk through. Um just a lot of celebration. So we um are looking at our early childhood. So that is our three-year-olds who qualified for special education services and our students who are in 4K. Um they make up early childhood. So um there's been a team that's on year three of three of an early learning technical assistance and implementation grant through the state. So what that grant focuses on is called indicator 6. So indicator 6 is one of the special education indicators that looks at um where students are receiving their special education services. Um if you could flip to the next slide. Here we go. Um so
0676A of indicator 6 looks at um are students receiving the majority of their special education services in the regular education classroom. Um so the threshold for that is 50% of their special education services. Um, if you look at 2025 up there, um, that is the last time that we have a a state target. It hasn't been released yet for this year, but the state target is 38.38. Um, and that is lower than the national average of 42% of students in early childhood who are receiving 50% or more of their special education services in with their peers in regular education. Um historically we've been close but not quite or just barely there. Um we have been working with um our consultant on on the grant um to shift up how we provide services for students in
068early childhood. And part of that includes the playrg groups that we do um where we have uh peers um who do not who are not identified as having a disability come in and receive um some kind of early education and be able to have playgroups with our students with disabilities. Um and so now we are trending right now for our number of current students who are in early childhood which will continue to increase throughout the year. Um because students turn three at any point throughout this out the year. So they don't all start in September which is why that 43 out of 50 seems a little bit low in comparison to other years is because that number is going to continue to grow. Um but right now we are at 86% of our students in
069early childhood who are receiving at least 50% of their services in the regular education setting which um puts Milton right at the top of one of the highest performing schools in the indicator 6 area. So huge celebration there for the um team that has been working on that. So the the OGs of the team are um Stephanie Hicks, Aaron Vote, uh Jodie Bennett, and Jasmine Sharp. And then they've added additional people to their team. So, um, early childhood special education teacher, speech and language, and our 4K teachers who have been working really hard, um, on our data to get inclusive services for our earliest, littlest learners. Any questions about that? >> Thank you. >> All right. Um, elementary special education programming. Um historically we have provided two types of special education programming. Um cross categorical
070special education programming which looks at all students with disabilities who receive some services in regular education, some in special education. Um and anywhere in between. And then we also have a more comprehensive complex needs special education that has been referred to as ID programming or intellectual disability programming. Um, not all of students who are in what has historically been called ID programming have an intellectual disability. Um, but it's programming for our students who have the most complex needs. Cognitively, medically, they need more support than um, your typical student with a disability. Um, and so what we usually do is we staff those case loads lower. Usually 1 to eight is our top um, where we try to top that out at so that those students can get more complex care. Um historically that has only
071been provided at Milton West at the elementary level. Okay. Uh what we've seen especially this year is a huge increase in the number of students who require that level of programming. Um so for 2526 we have 21 students who require case management um and programming for very complex special education needs. That is a 10 student jump from last school year. Some of those needs come from students who moved up from early childhood and some of those needs came from students who moved into the district and are now district residents. Um, a lot of that growth happened over the summer and wasn't something that we could have predicted in numbers from last year. Um, before this year, we've been between 7 and 12. Um, and when we look at next school year, we have five of
072those students who will be heading off to North Side. Um, but 16 will still be at the elementary level. Um, so we've started some initial planning and conversations about what that looks like and how do we support those needs in one building and the reality is we can't do it well. Um, so we are talking about expanding programming for students with complex needs not to just Milton West but also into Milton East. Um, lots of reasons for that. One of them is more equitable services across the district. So students can can most students can go to an elementary school that's their home school and those services across west and east um can be more equitable in the opportunities that students have for inclusive opportunities. Um when we look at the district as a whole 12.9%
073of our students have are identified as having a disability that requires an IEP. um at west 15.1% of their student body are students with IEPs while at east it's 6.9. So when we look at how to provide those services more equitable across buildings and meet needs in in classrooms and have the space for the equipment that students need um we have to look at how to do things differently. What questions do you have for me? >> Whitty thank you for that information. I have a few questions. So, you you stated east and west, so those schools are very close to one another. Um, was that intentional or why would Harmony not be considered? >> Um, Harmony has typically not had as big of a case load as as Milton West and Milton East have had.
074Um, and the services that are within those two buildings have the capacity to support more needs because they they staff more. speech and language pathologists. Our OT's and PTS cover both of those schools. Um, and we have some of the health needs within those buildings. >> So, what modifications would need to be made to East to accommodate the And how many students are you talking eight one case managers? You said eight, max of eight. >> Max of eight. >> How how would the school need to be accommodated? Not only physically, but also from a professional staffing level. >> Yep. So, we are looking at what um the facilities would look like. So, we've had initial conversations where we've had um special education teachers visit um the east site to say what that would need to
075look like. And there are minimal changes that would need to be made. Um what we're looking at is um potentially looking at the playground space and how to make it a safer space um there. But within the facility, the building facility itself, very minimal. um it would look like how do we get students equipment from west um to east to support their needs there. So would it um would classrooms at East have to be reshuffled to accommodate for a space like a room? So what we saw this evening there was a room that was dedicated to those students. >> Would there is that space already available at East? >> Currently Milton East has an open classroom um and classrooms get shuffled sometimes throughout um different school years. So decisions on that haven't been finalized um
076but it's something that we would look at and how to meet all students needs best. to avoid the disruption to the the students that are currently there as well. >> Yes. Yep. Nothing would happen this school year um in shifting classes. So, it we are intentionally trying to make the decision early so that we have the time to prepare for it to help train the staff at East um to support those students needs um with the with the transition process and um to make it so that we have the summer to make any of those changes so we don't disrupt students this year. And then so you're saying that five or we moving on to north side. Does that mean accommodations will need to be ch well changes need to be made at north side
077to accommodate as well? >> So there's shifts in numbers constantly in special education. So sometimes we get bubble years, sometimes we have very low years and so it it depends on the grade levels. So North Side having the three grade levels there um all of their numbers change for their students who are then moving on to the middle school. So, we're looking at what the numbers would look like, but it would currently with our numbers, it doesn't look like it would be any additional staffing. >> Thank you. >> Yep. >> When when do you expect to have a decision or a recommendation for for having some of the the students move to East? >> Uh specific students, do you mean? Or just the plan to expand? plan >> the plan to expand is is something
078that we want to start as soon as possible so that we can prepare our staff and our our students and our families. >> Staff meetings at both Middle East and Milton West tomorrow to talk to the staff about this and to share uh with them uh because we wanted to share with the school board first. Once it's shared with the staff, they'll dive into the planning for next year. >> Thank you. and we can bring the board an update um once we have the exact number of students that end up uh at each school. >> I think that would be helpful. Thank you. >> I'm going to ask to circle back to one thing on on the previous slide. I want to um make sure that we highlight something. Uh in that middle row 6B
079is the separate special education class, school or facility. I think there's a typo on the far right. If there are three students out of 50, that should be 6% instead of 0.06%. >> Thank you. >> Just wanted to note that and we'll make the change that change in our documents. Any other questions? Thank you. Thank you. >> Hey there. So, um yeah, co-curricular update. Uh first and foremost, the most pertinent thing we're working on right now is a transition from fall sports to winter sports. Uh very busy time in the athletic office. People kind of think sometimes that that's downtime, but the transitions are very busy. Um getting everything in the winter up and running, all those sports, and then doing our kind of analysis and breakdown of the fall, um and everything that goes
080into things like coaches evaluations, um surveys, Milton made kind of all the wrapping up of fall. We just finished uh our last coaching evaluation on Thursday. We'll finish Milton Maid and get all that information out when grades are due um next week. So, there's a lot of analysis that goes in on the back end after each season as well. Um this fall, we also just had our fall signing day. Three student athletes signed to play collegiately um at the next level. Other things going on in on the athletic side of things, um we're working on a title N self audit to ensure equity in all of our programming uh between males and females. It's a big undertaking that we've uh started this fall and hopefully have that finished late winter. And then um something else
081on the radar is our R school which was our facility management system was recently bought out. U there's a migration that's occurring to an arbiter platform. It should be very minimal for the user. Uh but there's work on the front, you know, on the back end for us uh to make sure that that transition is uh smooth. So that's kind of where we're at. Go to the next slide. That's just uh you know, for your viewing pleasure. Just a little snippet of uh some data that we collect and we analyze uh after each season. Uh this is just participation data that we'll use to um do some reports based on you know allocation of resources and funding and how we're we're managing everything we manage uh based on uh athlete participation. Uh from the activity
082side um lot of stuff just kind of wrapped up obviously uh you know we we celebrated the MMA Mia cast marching band finished third uh recently in Clash AAA again at state. A lot of conferences going on FPLA leadership conference rock county racial justice conference. We send kids to both of those. We have some athletes going to WI Leadership Conference like Miss Dummer here uh in in a couple weeks. Um so that's a big thing this time of year as well. One thing I want to give a shout out is to all the clubs and activities and athletics that contributed to the Milton Neils Mattered uh initiative a little bit ago. Amazing um output by all of our uh athletes uh club members. Great collaborative effort there. Uh what's very pertinent here, we have a
083new club that was just established this fall, the future educators club. I thought that'd bring that up uh that started out with 12 members. So that's that's brand new this fall. Um something we're getting going and and great for, you know, being in a school, get some future educators going. Uh lastly, um I talked about this in the summer. Uh this fall we expanded the uh athletic handbook to cover activities, some activities in clubs and groups um outside of athletics when it comes to um things like um academic eligibility and behavioral eligibility and those things. Um at the end of try one will be our first adventure into how we're going to apply that to these new groups. So that is something that we will kind of uh look forward to doing and seeing how
084how that comes back and how um our groups responded to that. So that's where I'm at right now with clubs and and a athletics. >> Thank you for the that presentation. I have a question on the Title 9 self audit. Is that a requirement? Is that something the district voluntarily does and who or what do you report that to if anyone? >> That is very 100% voluntary. So I will say going back a few years when I first started here in 2020, um there were some very glaring inequities that that were noticed. Uh we kind of started this work then and it's kind of uh evolved over time. Uh Mr. Tukandorf, you know, always loves to put more work on my plate. He came to me and said, "We should do this." I said, "Yeah,
085we should." Um number one, the most important thing it'll do, it'll it'll show and validate the equity measures we put in place because I think we've done a really good job in the last few years of doing that. And also shine a light on uh areas of improvement that we can um you know, that's a big thing always constant improvement. So, can we find uh places that we can become more equitable? Uh, but it's completely voluntary and something that uh we're doing enthusiastically because it's an important piece of what we do. >> No, I appreciate that. I was just curious on the the result um if that had to go anywhere. Um so, but I think it's a great idea. Um the other question I have is so on the athletic participation. >> Yep. >>
086Are some of the teams capped? >> Yeah. >> So, I think that might be a little like a asteric. It might just be helpful because for teams that are capped, it's not like we can see that team grow, but teams that are not capped, obviously you can see the big swings up and down. It might just be helpful moving forward just because >> these these numbers are the numbers that are parallel to what is required for reporting from the WIA and that's why they are what they are. Uh in the committee, we actually talked about the cap and and there's only a handful of sports that we have >> um that would cut or are selective in in who's on the team. Um those numbers are noted. They're just not part of this report because
087those athletes are not actually participating. But um we have seen a rise in a few of our sports that do cut. Um let's say just baseball for example, there's going to be 85 kids that try out for three baseball teams. So those numbers are reflected upon. They're just not in this spreadsheet. >> I just want to make sure you guys we get credit for the the amount of participation because some of them are just there's just only so many positions available. >> For sure. 100%. Jeff, um, in the future when the time is right, Sure. >> I'd love to hear feedback on how the application of the handbook goes. I know that's a challenge. I'm curious. My head's racing how it's going to go for you guys. Me, too. >> Yeah. So, now is that
088the right time for that? >> Um, well, here's what I think. A lot of really good work was done on the front end to number one, communicate the new expectations. So, like I personally went to um the marching band. I went to the show choirs. and went to all these groups in which this was going to be a thing. Um, and I think our our adviserss and our teachers did a great job of promoting the expectations. Um, all that being said, you know, it's not real to some people until it impacts you. So, I think um, no and maybe that can be something that we can uh, reflect upon and get to you in the near future once the dust is settled on try one. >> Yeah. >> To me, it's a very it's something
089I'm looking forward to seeing how that shakes out and what the impact of that is with our with our students. >> Yeah. My ask would be when when you think you have good data to bring back. >> Yeah, for sure. >> No, no rush. Just I'm curious how it goes for you. >> Sounds good. >> Thank you very much. >> All right. Thank you. >> All right. We're going to move on to new business and Jeremy and Steven updates on planning for healthc care sciences classroom lab and district maintenance facility. I think we're going to start with the uh healthcare the science facility and then um and it's going to be your hand over to Stephen here. So, you'll note in the memo that Steve and I have there, we've talked a lot about the
090growth of healthcare sciences at the high school and and uh in August 20th uh we presented at the the committee meeting uh that uh that we and Stephen will be working with Pucket Research on uh designs for a renovated space at the high school which we have done and have worked with them uh in that process. Then we started taking a look at ways to to make that a reality. I did want to highlight in here that, you know, that programming is reflective of looking at current programming and future programming. And so as we uh continue to refine what that could be for a potential space uh really looking at growth of the CNA, look at improved space for the EMT program, look at future programs like phabbotomy, uh and looking at a simulation lab
091and also a very flexible space for any future certification programs. Uh and looking for a spot in the building that had a prominent u location next to the SEM facility. Really we really feel like we've we've come across that. So you'll notice in the in the the memo that we do have um what a floor plan would look like. Uh and as we have continued at know this fall as I shared at that committee we're talking with potential partners looking at how uh they could help with a facility but not just facility also ways that they could help with just our overall programming. So made a lot of great connections with healthcare providers with regards to uh connections with our program. But as we take a look at the next steps of um proposing this
092actual renovation, uh we I'll actually turn it over to Steve the next steps will be. >> All right. Thank you, Jeremy. Uh yeah, so for next steps, as Jeremy mentioned, we uh have went through a pretty uh in-depth design process with P, our architect firm, taking a look at uh designing a preliminary space that would meet the needs of this program uh moving forward into the future. And uh those initial project plans at a schematic design level, we shared with uh two of our construction manager partners that are currently working on that schematic design pricing. and that schematic design pricing that we'll get back. We'll just uh we like to call it kind of a gut check on what those renovations could potentially cost. Uh we did have them uh you know have them cost
093out for a potential construction in the summer of 2026. Not that that's a pressure or a timeline or anything, but we had to establish a point in time for that pricing uh what that might look like at a given point in time. And uh as the last line of the memo says, you know, this could be a a project that could be funded through our uh newly eligible to be used fund 46. The uh only caveat with that is that it's currently not listed on the 10-year capital maintenance and improvement plan, which uh we plan on incorporating this project into the capital maintenance and improvement plan that would be presented to the board uh this year, most likely the end of January. Uh so that would be a next step moving forward. Uh we do
094have a upcoming finance committee meeting uh scheduled to dive into the plans and the initial pricing that we are expecting to receive back very shortly so that you can get a little bit more in depth on what that new space could potentially look like. uh what the cost of that renovation could also look like and a potential first step which would be uh engaging in a more detailed design contract with PRA to get that project through uh what we call the construction document phase which is the the full-blown set of plans. So that would be the the real first would hit the project. So that's I guess a glance at what uh would be to come on that project. There's two things that I want to share on that. One is Steve shared there's a
095finance committee meeting for weeks forward. And then Jeremy, while you're up here, could you kind of share on the document on that floor plan what what the different Yeah. Spaces would be used for if that comes to fruition. >> Yeah. So, you'll notice that at at the at the top there, there's four bed stations. So, that would be for an expanded CNA program, but also be uh so before simulated hospital classrooms uh hospital rooms uh with a simulated wall in front. So, while we wouldn't have gas and oxygen and all thing at actually on there, you'd actually have the terminals where it would look like. So, we'd have the ability for uh to to train CNA students and what a hospital setting, but also potential other uh certifications as well. And so working with P,
096they had a a health uh um education expert, it was fascinating to learn about what those facilities could do and also um looking at what is done at Blackhawk Tech and and U Rock University Wisconsin Whitewater. And so students that are progressing into those programs. So it's a similar experience. We we've dealt like I'm just going to go back to another way. We did that when we did the the the welding facilities at the high school. So students going from our facility to Blackhawk Tech to other it's it's a seamless transition and and we had found that that helps. So we wanted something that's going to be uh that transition for them in their education something that's going to be more familiar. So those four areas before a bed station. So we for CNA in
097our plastic space in the middle you'll see uh the area just over here the simulation lab and this is working with the our our staff uh who are teaching CNA but also Rob Calhoun who does a EMT program. Uh this is increasingly more used uh space. Uh it's a where students actually you could have a bed in there or there's actually would be a screen. So, if our EMT students would would walk in, they'd see on the screen, it would be what is the scene in the living room when they come in if they're in an ambulance, they walk into a house or it's it's maybe it's it's a a crash scene on the highway. Uh, and without having actually on the other side of the screen, on the other side of the window there
098actually would be the evaluator. So, they're actually able to program what what do they see and how do they respond? Or you can have a hospital bed in there. How do you respond? Uh and so again, this is working with the health education uh design consultant along with our own staff uh about facilities of how to help really enhance our program. Uh uh at the bottom there you'll see a phabbotomy uh room and so part of a future photto we've actually I've talked with so high school which has started one of the the only one I have found that actually had a phabbotomy uh uh program uh at the high school uh but was is hugely successful. It's actually a program we have heard that is needed. I'm looking at Amy right now. She has
099been working on this for a while. But we'd have a space that is dedicated for that. And you'll see a bathroom there uh which we said like a hospital bathroom. So as students are training or even you could work as an in-home situation whereas we're training students to work with uh patients in a hospital setting or in a home setting and how to provide that care. So uh you this space here is the location. I'll mention as well too that I'll update some of you here. This is the original band and choir room area on the very end of the building. Uh so the stem wing is direct the new stem is directly to the west of uh the space that you have there. >> Is there any questions about the space design? >> What's
100there now? >> So right now are you have uh class these are each classroom spaces. Uh this the one is a science store room, one is a actually an empty classroom. Uh one is a room uh special education is using uh that we have other space for them too. So one of our benefits with the last phase uh that we had with the uh construction the additions to the high school is we have we have more flexible space in the interior. I think this is an excellent use of that space. Jeremy, you mentioned at the committee meeting a cap of eight students. I forget what. Could you just walk us through that? >> So, CNA, the state of Wisconsin, uh, through the certification process, uh, caps a class with one instructor. It's one instructor to
101eight students through a certification process so that they could be working. That's the cap that they have. So, um, there are situations where you might if if we had the ability to have um, uh, this is a parallel conversation. this is is we're looking at ways to get more instructors or different ways to increase the number of classes. We'd have the space here, but you could have two students per bed in this situation here or in in some situations I we have seen where they could have two instructors in one class. You could have four students at each bed station. >> Okay. >> This gives us that flexibility. >> Sure. And I mean as we talk about these programs and the stuff you guys are doing, it's it's I think it's tremendous. But is there
102room to grow this space left, right, up, down anyway, or is this kind of the the end of the growth of this space? >> So, could there be future expansion? >> Is there is there the ability to do that or is are we kind of I I guess I'll look at Stephen. I I I would say first of all, this the space that we're designing allows us for continued growth too. And I will also say proximity here too. are some of the 1999 science classrooms which are actually here and here u uh running this in conjunction with our science program. I've got some of these courses uh the anatomy and physiology classes human body systems are in the classrooms right in this area. So this will grow into really a hub of with um we
103have a um you know the number of courses there for the healthcare sciences. So, if we really wanted to expand, there's potential those classrooms you see to the right there. Um, I don't see that in the in the near future. This gives us a great space to move into this. >> Thank you. >> One thing I forgot to mention, this current program isn't downstairs. It's uh next to the face uh classroom and by our alternative ed program in the original library. So, it's down in the uh on the bottom of the uh school. Uh this would bring it into a much more prominent space. So, students are walking by each day. I think will only increase the uh pro the proximity and the visibility increases student interest. >> So just a clarification on the one
104teacher per eight students, right? >> That's C for CNA >> for CNA. Um so then if we have is it such a thing where we can have a first hour class with eight students and a second hour class with eight students or or is it go does it require longer class times? >> So they do require longer class times. So there's a certain number of hours. Amy, help me out. >> 90 hours. uh for the certification program. Our current students come in at 7 o'clock in the morning and so they extend their first period. We could do something like that whether it's over two class periods or over uh at the end of the day. There's different ways. Right now we only offered first and third trimester. We would start with adding a second trimester
105course to right now. And again this is a parallel conversation. Blackhawk Tech hasn't been able to offer us uh a staffing for that as well otherwise we would have expanded it. So, um, like I said, a parallel conversation is ways that we're looking to increase the staffing for CNA. CNA is important. That's not just a terminal position. I mean, people, some of our students choose to do that, have a wonderful career working in CNA. A lot of our students who are looking to go into the nursing field or in premed or almost any name, right? >> A lot of the UW schools, if it's if you apply to the health sciences school within that school, they're requiring standing. >> Sure. So it creates the more that we can offer our students to that it puts
106them at that much bigger advantage as they go into their post-secary program. >> So given the scheduling just ballpark likely how many students will be able to take advantage of the space in a in a semester. >> So how many would be able to take care? So we would have CNA students uh if we were to have two sessions that's 16. We can have up to 15 in a EMT course. But then I would also use this space for the list of courses I had in there. So we have anatomy and physiology, we have our introduction to healthcare, careers. I mean we had two sections of that. I could have offered six or more this last year. I would put that in the space too. Um so I I see the space being used the
107full day. >> Awesome. Thank you. >> Thank you. >> Yeah. That's your All right. Uh second project uh to talk about here this evening would be uh an update on the planning for dis uh potential new district maintenance facility and the uh animal sciences facility. Uh so yeah, just a quick recap back at the April 14th meeting. Uh we brought up and talked about uh the FFA alumni uh possibly looking at wanting to uh do something for a large animal facility. And at that time uh the ideal location for that would be uh somewhere close in proximity to the existing uh FFA facility, greenhouse, all that good stuff. And uh that is currently where the district maintenance shop sits. Uh so between now uh between April and now we've done uh a little bit of
108project development on that front too. And I just uh also included in the memo uh some background information on the current uh size and age of the district maintenance facility as it sits today. I won't go through the numbers in in specific, but uh there's definitely been a lot of growth in the district since the last time uh the district maintenance facility uh had any additions or renovations or any uh anything like that. Uh I also listed some of the operational challenges that uh we currently face with our current district maintenance operations. And I lost my spot here. And uh we have had the district maintenance shop as a potential addition uh on the capital maintenance and improvement plan for uh for quite a few years. That just hasn't been a project that has uh
109uh really fit nicely in with uh all the other priorities that we've had for facility needs around the district over the last 10 years or so. Uh and yeah, during the capital uh referendum in 2019, this uh wasn't one that made the cut just because, you know, we prioritize dollars into uh classroom bu classrooms and buildings and all that good stuff at that time. Uh we also uh in the last few months have taken a look at okay, if we do relocate the district maintenance shop, where would we put one? And I did include a map on the very last page that shows an aerial view of the current high school campus. And that building on the bottom left there shows the current location of the district maintenance building. And it also shows the location
110for proposed new district maintenance building, which would be on the corner of uh actually would be in Central Park. Uh probably best known as the former uh location for the ice rink way back in the day. uh current location where our shotput uh pits are and it's on the corner of Hilltop and Municipal Drive. And that would uh serve as an ideal location for a district maintenance facility uh to get uh you know us at the district maintenance uh building separated a bit from the high school and the co-mingling of our uh of our traffic and district receiving and all that good stuff that takes place uh throughout the day. Uh, next steps for a project like this are very similar to what I talked about. Oh, go ahead. >> Punch you just for a
111second, Stephen. You alluded to some of the things that are in the memo without going into them, but I think it's important just at a high level to highlight. >> Okay. >> Um, a few of the reasons why uh there has been and continues to be a need for increased space for a district facility, mainten district maintenance facility. >> Sure. Yeah, I can dive into that. Uh so yeah, the current building was built in 1979. Uh it's basically a pre-engineered metal building, 5,000 square ft. Uh the district at that uh point in time was 315,000 square ft. Uh and it was actually only six buildings at the time and now we have eight buildings uh and we service more than 721,000 square feet. uh the operational challenges that we have is I was just me
112mentioning the the size and the location of the building. Uh we are really limited on what we can keep, what we can store, what we can do in that current building uh just based on its on its size and what we have available to us. uh we do uh over the last 10 years or so the the things that we do in district maintenance has expanded quite a bit uh from the things that we are able to do and perform in-house to the things that we uh take for district receiving. Instead of having large shipments uh ship directly out to schools like they used to do 10 plus years ago, we take everything at district maintenance, kind of coordinate, assemble, deliver from there instead of having full semis pull up to school buildings, which was
113always a a really big issue and safety concern in in my opinion. So, uh, those issues that we're currently facing right now are really limited for how we can rectify that where the building currently sits right now. And when we were approached by the FFA alumni, it really seemed like an ideal opportunity uh with a potential renovation of that current building to be an FFA large animal facility uh and then to relocate and build what we need to, you know, service the district into well into the future. Did that answer the question? Perfect. And then uh yeah, next steps for a project like this would be uh you know we have the initial schematic design uh for uh new building with our construction manager partners as well just like the healthcare sciences project. And uh
114at that upcoming finance committee meeting, we would uh like to review and dive into uh a little greater detail on what that uh potential building floor plan and surrounding areas might look like and uh take a look at some initial pricing that we will have received by then. And uh much like the healthcare sciences one, if the project were to move forward, it could be funded through uh fund 46, which would not require that additional taxpayer funding. Uh >> one last thing that I want to note on that is if I by u funding these projects through fund 46 and we will have down the road we would have the total cost but in the the anticipated or projected costs we will fit that in pretty well within 146. It not only doesn't uh require
115an add any additional taxpayer funding but it also doesn't impact the current year's budget. have to make reductions somewhere else in order to u pay for these needed uh and valuable facility needs. >> What's up for the shot put area? >> Uh so part of the project development that we uh took a look at would be relocating the shotput area. And if I can just walk up here real quick, we would relocate the shot area into uh just to the west of the current parking lot for Central Park. And you know, we were we talked with Jeff and took a look at what was uh truly needed if we were to relocate relocate that and found a spot that would be ideal for that moving forward. >> Stephen, one of the issues you mentioned was
116the access and driving, you know, the deliveries to the current building. uh that central park the north lot there that gets pretty packed at times too. Would there be another drive driveway entrance to the building or would we still only have that one access point? >> There would be a second access point >> like to the north or east. >> Uh that's kind of up for development yet. We're in conversations with the city too on how they would want that traffic to look, but we would definitely want that second entry point. If you kind of picture how a 53 foot semi would need to pull in and navigate safely around there too, even with that parking lot potentially uh busy. Uh we want to definitely make sure we have that entry and exit point to
117do that safely. >> Another question for you. Once upon a time a couple years ago, we had talked about maybe putting this building to the north of the baseball diamond. >> Is that still an option or is this now deemed a better option? >> This is now deemed a better option. the space uh directly to the north of the diamond was definitely limited based on uh the grade and drop off to Municipal Drive and uh it really limited our access to there. Uh I think at the end of the day, like I say, I don't want to put words in people's mouths, but we want to gain access to not only Municipal Drive, but Hilltop, too. It kind of would serve as a really nice in and out for for traffic like that. And at
118that time too, we did uh way back when we did the tennis courts, I forget what year that was, but we did have a potential metal building planned to the west of that parking lot as a future storage building, but it wasn't uh to the size of replacing a district maintenance shop >> question. Um, obviously this came about when the FFA approached about the and you thought about the renovations, but I don't is was there has there been followup with them? Like if that doesn't happen, does this not happen? Is it a requ? >> Great question. So, we uh have had a lot of conversations with the FFA alumni about uh you know their willingness to move forward with renovating the the district maintenance shop to be their large animal facility and they have been
119uh you know working behind the scenes to uh gather plans and what they would want to do with that that they would ultimately present to us. But uh working with them, they are 100% committed to move forward with uh that renovation should we move forward with replacing the district maintenance shop. I actually just had a conversation with uh Chris Boston with the FFA alumni about that uh Friday of last week. So they're very eager to move forward with that. >> Sorry. Would that require a letter of intent? So again, so we we go and again I just look at it to say if we go ahead and we do this and move the building and then they realize the cost is more than they're willing to pay. Is that something that we then would do
120internally or would that building stand empty? I guess is a lot of hypotheticals in that question. Sorry, >> I'll let Rich jump in on that one. Um the if we did relocate the district maintenance facility and then something fell through with the FFA's plan to the channel and the current plan is that they would fund raise and pay for the entire cost of the renovation. If that fell through then we would have to look at what we how utilize the what currently is the district facility. We're always in need of additional storage space. Um so but the building as of now the building of the FFA large facility depends if it does fall through that is our plan. >> Okay. So it's not all-encompassing. this move requires that then we would retrofit that building internally.
121If this move happens, that building's available. If they choose not to, then a different plan would come up. >> And like Rich said, I was going to say exactly what he did. The high school is in need of storage at all times. Anyway, so that's that could be a great indoor heated storage spot for stuff that we currently keep outside. So, >> okay. Thank you. >> Yep. >> Another thing that I want to share on that healthcare sciences plan. Uh you heard that potentially that work and figuring work could happen in the summer of 2026 and be ready for the start of the school year fall of 2026 with the district maintenance facility. If both of those projects move forward, the most the best timeline would be to begin that work building the new maintenance
122facility in the fall of 2026 and then uh once that move is made, then the FFA alumni would have a year to do their fundraising and then construction on that portion would take place uh the summer of 2027 for student use that will in a 27 28 be an aggressive timeline, but it's it's very doable. >> Is there a little insight here? Um, obviously I'm a member of the FFA alumni, albeit I've not been at some of their meetings most recently, but uh I've been involved in this discussion for a number of years. So, this is not six months ago or even 12 or 18 months ago. This has evolved over a bunch of time. Um they reached out to me just in the last week and would like to in earnest uh undertake some
123of their fundraising and they said you know can we is there a commitment for the district to build a maintenance building. I think it's a bit of a you know chain reaction if you will or whatever. We have to vacate the space that we're currently in and it subsequently could be renovated along the lines of what the alumni is looking at. And I think they're looking for the district to say yes, we are building a maintenance building because then they will undertake the fundraising portion to accommodate what they've got for plans and designs and whatever. Some of you may not know uh historically what the alumni has been able to do. And if you have any question about whether they could fund raise to renovate or accommodate the plans, um, Schillberg Park in its entirety,
124the uh, old egg facility that is is the, uh, has been renovated now at the high school, but an entire building donated to the district and the previous renovation of Carl F Anderson Field. All done by the FFA alumni, all 100% fundraised, etc. So the capacity is certainly there, the history is there. So rest assured if they take this project on, and I'm speaking somewhat generically here, but um it will happen. So don't uh don't worry about that piece of it. I would wonder, Stephen, how quickly, now you have done a wonderful job of articulating in a humble fashion your needs for this district maintenance building. I think I've had dialogue with you over the years. It has been needed for a number of years uh based on what your group is able to do
125and what we've asked you to do with the doubling of the square footage etc etc. Um I would have liked to have seen this maintenance building built two or three years ago and the fact that we're taking it seriously now is great. I would ask how how how fast we could move how quickly we could move on this. Mhm. >> I think it's been identified that we can pay for it. We've got a vehicle. It's not like a, you know, taking a piece out of this year's budget and moving things around or whatever. I think we've got a path and you outlined that of a way that we could do this. So, the uh the means to do it is there. The need is certainly there. I would advocate for moving as quickly in this
126direction as we could. Not based on what the next use of your current building is. It's based on what you and your staff are able to do for this district. And here again, you've been humble and modest, but I happen to know district maintenance operations in other districts and have a comparative that um like many pieces of our district, super super high functioning. Um these folks do an incredible job for us with the maintenance, the upkeep, the daily tasks, etc. I think it's obligatory on us to provide them with the spaces to do that in the most efficient way possible. Certainly the current facilities while they've made it work are somewhat limited and Stephen outlined that. So I think um this is a project that as a district and particularly as a board to to
127recognize not only the hard work and effort that Stephen and his group do but what it does for our district. we will be able to perform these tasks better, faster, more efficient, etc., which benefits everybody, the students, the staff, and all of us. So, um, I I think I'd be I'm anxious to hear at the finance committee where the plans are, etc. But I would ask questions about when can we break down, when can we get this plan approved, when can we get it on the drawing board? And I think we should move in this direction sooner than later. Thank you for the kind words, Joe. Much appreciated. >> Quick question. Uh maybe this is a Ross question, but statutoily fund 46, is there a timeline or a period of time that these have to
128be on the 5-year improvement plan? In terms of getting ready for putting them on the plan, no. So long as we put it on the plan before any construction begins, we are statutoily within our rights to do so. Um, many districts do not review or update their five or 10 year plan on a yearly basis. We do, which gives us the ability to bring any proposed changes and impacts to the board on a regular basis so that we can make changes if something were to come up. >> Just to be clear, I think Stephen mentioned this is on our 10-year plan. Correct. It is in a in an addition to the current main shot, but we plan on making the change for the subsequent one coming to you to reflect what our next steps are.
129>> I think Tracy had something next. >> Yes. So, um, going back to what Rick had said about the the shot put, so obviously track season starts in March, so that would have to be actioned prior if if this were to move forward to get that relocated. Um, >> yeah, I like like Rich mentioned, I don't think any ground would break until the fall of 26. So, we would get through the spring season before then. You know, talking with the architects and engineers we've been talking with, lead times for pre-engineered metal building are out there a little bit. you know, by the time we get through a a full design of the building and, you know, get numbers on the building and go through contract execution, anyway, you're talking like you're into May and June
130already anyway. So, track of 26 would not be >> understood. So, >> um, and circling back to that the sorry, I'm going back to the health part. Um, in the meeting that was back held in April, I think it was, we talked about fundraising. Yeah. Um, is that still an opportunity? >> Yeah. So, uh, this fall I've been in the process. I've I've talked with almost a half dozen different potential partners with that. That is still in in progress. Um, but, uh, it is there's been challenges with that as well. >> Ed, did you want to speak? >> Yeah, just a quick question for Stephen. Thank you for taking all these questions. Oh, yeah. >> You did a good job. Um, just actually more of a comment, just an encouragement. Uh, and for the anybody
131who's listening at home, just articulate that that is actually our property. So, those of us who have lived in the town forever, that it was the ice rink forever, and it might be um not understood that a few years back we acquired that property and that we have we do have the right to. So, we may get some initial >> like how can they do that? >> Yeah, it's a great point. in in 2022, the city did gift us Central Park for the renovations that we made uh for improvements to the tennis courts, parking lot, all that good stuff. So, yes, that is official district school district of Milton property uh that we can make. >> So, as we move forward, I would just encourage us to keep kind of throwing it >> weaving that
132in. >> Yeah, good point. >> Anything else for the good of the group? Any other questions? Thank you so much. >> Thank you. >> Appreciate your time. Thank you. >> Um, next we go to the WIAA co-op application. Doesn't say who's doing that, but I'm assuming it's you, Jeff. >> It is. >> Okay. >> So, you see me every year come up and uh get our renewals for our WIA co-ops of the uh co-ops in which we are the host school. Uh annually it is uh the sport of gymnastics that for some reason is done every year. Um proposed to reup that co-op that we have with Edertton with absolutely zero changes to um how that co-op has been operating since its inception a very long time ago. Uh the second uh co-op um that
133we'll need approval on is our boys hockey co-op with that slew of schools listed. I'm not going to list them all. It's very long. um with that is exactly the same. The amount of schools and the schools that are participating will continue for um another two-year block. Um the only um adjustment we would make in uh the hockey club for the following two years is the financial terms. So um as you know, we moved to the Woodman Center and um that has been a dream so far for us and our hockey program. And uh what is incredible is that we have more access to ice than we used to have in the past. So kind of unintended consequence is that we get to practice more and so there'll be an increased cost for ice time
134because of the hours that we're allowed to be on the ice compared to the Mance Center. Uh so to uh adjust for that cost uh we would up the cost that we would charge each school per athlete to $2,000 from 1750 be the only change uh from the current cooperative agreement that we have. That information has been provided to athletic directors uh of each of those schools with the uh concept of agreeing to continue being part of our co-op under those terms. So I would need two movement or two two motions, excuse me. one for the gymnastics club and one for the hockey club. >> Jeff, quick question. The financial terms and considerations, uh, preliminary budget, uh, 46,000, that's the total expense to have that co-op program and then the other schools then, >> yes,
135>> reimburse us accordingly. >> Correct. >> Per athlete, >> they pay a share per athlete, >> right? Right. And then if if you know sometimes like for example Bigfoot this year who's in our co-op doesn't have an athlete that's participating they don't pay in. >> That makes sense. >> I I Jeeoff I think it's great on the hockey. Um I've been to games the old I haven't gone to a new year game yet but I I absolutely will but I did speak with athletes who struggled a lot because the ice time they were been given was very late in the evening. So they were practicing and then trying to come to school the next day. So, I look forward to the opportunities this gives our our athletes. >> Yeah. Year ago, we were practicing at
1369:30 at night in Stoton. Uh I was able to go to practice the other day after picking my kids up from daycare at at 5:20. So, um this move will be absolutely tremendous for for our hockey program in all ways. >> Absolutely. Um I'll start with move to approve the 2627 WIA co-op for girls gymnastics as presented. >> Second. So, I have a motion from Tracy, a second from John. Any questions? All those in favor, please say I. >> Oppose. Same sign. Motion carries. >> I'll make a motion to approve the 20 26 27 WIA C for boys hockey is presented. >> Second. >> I have a motion from Rick, a second from Ed. Any questions? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. Thank you so much.
137>> Thank you. and I'll need to get a couple signatures before you go to close session. Thank you. >> Okay, thanks. Um, we are on to miscellaneous action on staffing reports. >> I'll make a motion to approve the staffing report. >> Second. >> Have a motion from Rick, a second from John. Any questions? All those in favor, please say I. >> Oppose. Same sign. Motion carries. Uh, monthly financial report. Ross, is that you? >> Since this is the first time after this month, it will be standard. >> Absolutely. I was just confused because I thought you were skipping over the staffing reports, >> but um um yes uh this is a format we've used in the past fiscal year for quarterly reports and I'm making a shift this year to supply these monthly since we
138haven't put out a quarterly report for quarter 1 this year. I've attached the September report which is what would have been the first quarter report for some initial uh review. Uh my goal is to publish these every after at the next available board meeting following all the month and closing work including bank statements. So you might be wondering why we look at September. Uh we just finished October. In fact, I looked at the bank statements today. So I'll bring that for that first meeting in December and try and get us on track. So we look at these at the second board meeting every month. Uh, I also wanted to highlight this first quarter report because we haven't looked at a first quarter report this way yet to really show how little revenue comes into the
139district that beginning part of the year. Uh, we've talked a couple times about cash flow in the previous years and this really does highlight the um little amount of money that comes in before the first half of the year is finished. And on here, there's some money coming in from student fees and interest earnings in many of our funds. But a lot of our major sources of revenue from the tax levy and from the state in forms of aid, categorical aid, and other things you've heard me talk about since the annual meeting, those aren't really going to come in large quantities until after the turn of the year. So, when we come back in December and look at the October reports, you're going to see some of those similar things. Uh, not a lot of
140revenue coming in, but some fairly consistent spending on the expenditure side year-over-year. Uh, real quickly on the expenditure report itself, um, this is organized the same way the annual meeting documents are for budget approval. It's organized by fund and then two-digit function area. The function area is the six-digit code and every general account code we have. Anything beginning with a one in the function code is an instructional purpose. Anything starting with a two is a support service, whether that be for student services, business services, technology, or centralized services. Um, everything in the fund 27 is associated with special education, etc. Some things on here that are looking like they're already spent for the year are by design. For example, in the fund 10, 270,000, you'll see that the insurance and judgments category is almost fully
141spent for the year. And that is intentional because we pay the premiums for our district insurance for our workers compensation, property insurance, all those are paid for after July 1st for the entire year. Similarly for debt services, that would be the lease for all of our student and staff devices that we have each year. Those payments go out at the start of each fiscal year. So those budgets are fully spent for the year by design. Other areas you're going to see are hovering in that 15 to 20% range as of the end of September. This is consistent with how payroll runs. These areas have most of our staff uh incorporated into them, seeing as we are about three quarter staffing for the entire district. Each year when these each month, excuse me, when these come
142back, you'll see these kind of going in the same cadence throughout the year. And um the columns on here also indicate what the original budget was that we approved last month. And the revised budget or any changes we make during the year will also be reflected here each month. And then at the end of the year, which we've done since I got here and way before me, is we'll talk about any budget revisions required throughout the year, either due to coding changes at the DPI or in uh areas that necessitate a change in the budget midstream. So, if you have any questions, let me know. Otherwise, I will aspire to publish these as soon as they're available each month. >> No questions. Thank you so much, Ross. >> Thank you. >> Uh action. I entertain
143a motion on gifts and donations. >> I'll move to approve the gifts donations with gratitude. >> Second. I have a motion from John, a second from Tracy. Any questions? All those in favor, please say I. >> Oppose. Same sign. Motion carries. We are on to meeting dates. Yes. So, we talked about doing the work for the um resolutions for for schoolboard association. Those are due out any day now, hopefully. Knock on wood, cross our fingers, and that would give us a chance to review them as a group, bring them forward to the regular board by the 8th. That's the goal. So, everybody can take time to review them, and then have another look at them. and then kind of an approval moving forward with how we're going to vote uh at the school board conventions.
144The goal, the dream is to have time for the committee to review them, bring forward a recommendation, give the board time to digest and then come come back for a decision prior to the January meeting. >> We'd like to get that meeting and then if we don't have access to the meeting >> in a new strategy >> and then one other It's not a committee or board meeting. Thank you very much. Um, next item is uh we're cont we'll be contemplating a closed session pursuant to Wisconsin statute 19851C considering employment, promotion, compensation or performance evaluation date data of any public employee over which the governmental body has jurisdiction or exercises responsibility will be meeting to continue our discussion on the annual superintendence evaluation. We will not be coming back into open session. We do we
145will not be having any action after that close session. Uh roll call. Joe, I'll start with you. >> Yes. >> Rick, >> yes. >> Tracy, >> yes. >> Annette, yes. John, >> yes. >> Jen, >> yes. >> Okay, we are in closed session. Thank you everyone. Appreciate