Board of Education Regular Meeting - January 5, 2026

001This board of education meeting is order. Nikki, please call the role. >> Nikki Austin present. Jim Curran >> present. >> Mike Davis >> present. Paul Joseph >> present. >> Theresa Keane >> present. >> Steve Mayor >> Terry Montgomery >> present. Bill Vasper >> present. Forum in session ready to go. First item up is to approve our agenda for tonight. I obtain a motion to approve the agenda for the January 5th, 2026 board of education meeting. So move >> second. >> Motion by Mike Davis. Second by Nikki. >> Any discussion? >> All in favor say I. >> I. Nay. Motion carries. Next [clears throat] up we have our consent items. Give board members a chance to take a look. >> Any item that a board member would like to remove from our consent agenda? Hearing none,

002I look for a motion to approve the consent items as presented. So move >> a motion by Terry. Second, second by Steve. >> All in favor or actually let me let me read these for the record. [clears throat] >> Okay, we got approval of the minutes from December 8th, 2025. Approval of professional staff retirement Melody Le Holtz, the family consumer sciences teacher for the high school. approval of three support staff resignations. Juanita Cutler, custodian, Monroe High School. Chandra Depri, executive assistant at the DACK. Scott Harm, custodian at Northside Elementary. Approval of support staff hiring. Megan Halerson, instructional assistant at Parkside Elementary. And we've got uh community donations to approve for tonight. Looks like we've got several of them. Holiday meal bags for Parkside families donated by the Dillenberg family. Holiday meal bags for Parkside families

003donated by the Park View Junior High Junior High Destination Imagination Team. Winter clothing donation to Parkside caring closet donated by the Union Presbyterian Church. $1,000 gift cards to local grocery stores donated by Karen Reitzman and family and Chris Suk and Bumgarders. Quantis Club donation of 20 shovels to North Side Young Leaders Club and our Backpack Buddies program. $120 from the Read Between the Lions book club, $30 from Mary Johnson, $300 from QPS Employment Group, $5,000 from the Community Foundation of Southern Wisconsin, and $200 from Share Moving and Storage. >> Discussion before we vote. >> Yeah, if I could, I again um mainly in Mike's absent, I'll say thank you to everybody for all the generous donations. Again, it, you know, it just absolutely impresses me every time we go through this. And I'd also like

004to say thank you for the individuals that are retiring and resigning. Um, a lot of uh time, a lot of years put into the work and the effort and I'd really like to thank all of them for their efforts. >> Thank you. >> I just echo a little bit. Uh I know Melody's been with us for over 30 years. So that's >> quite a long commitment for teaching in the district. So >> one thing about Melanie, too, if uh anybody had a chance to read her uh letter uh the poem at the end, it's been a long run. It's been a lot of fun, but the time has come. June 5th, I'm done. [laughter] That pretty much says it all. I loved it. So kind of kind of tells you what kind of person she's

005like. That's right. A motion and a second. All in favor of approving the consent items as presented say I. >> I. Oppos. Nay. >> Motion carries. All right. We're on to public comment. We got two folks signed up tonight. I'll give just a little bit of kind of instruction and framing here. Um so for anybody who signed up, you got five minutes. Uh couple of of uh asks of us. one is that you stay kind of on topic for something related to our our agenda for tonight. Um, two that uh you keep your comments uh respectful and three just please recognize that this is a an a public meeting uh and there won't be any any kind of two-way dialogue. So we we have public comment for the purpose of the board listening. Uh but

006there won't be a period where our board kind of engages or asks questions or anything like that. we may incorporate it into uh something from tonight or in a future meeting, but we're really just here to hear from the public during this public comment. So, that's the purpose of this this time. So, with that, uh Alex, Alex Ramirez, you got got the floor for five minutes. >> So, my name is Alex and I'm a new Monroe resident having moved here from Sun Prairie last year. As newcomers, [snorts] my husband and I are deeply grateful for the support our family received, especially from the teachers who helped our youngest child adjust to a new middle school environment. Coming from a larger district with its own share of issues with said school board members and superintendent um

007as well as referendums and controversies. I wanted to share two points of for consideration as you approach the upcoming April referendum for the state funding and advocacy. The superintendent has mentioned several times that the lack of increased state funding for students is a significant challenge. I believe it would be helpful for residents to understand what steps the district has taken to increase our state aid. Additionally, what are the district's plans for 2026 to reach out to state senators, representatives, or even the state superintendent to advocate for advocate for Monroe's needs. transparency and these efforts would help the community feel informed and involved. Secondly, that athletics and community supports. There has been discussion about whether cutting sports would save money for teachers and other district needs and the potential repercussions of such such actions. Looking ahead,

008could the district outline what athletic programs will be offered at the new high school and clarify if donations have been made for athletic fields and if so in what amounts? Sharing this information would help residents understand how many sports will be available, how costs might be offset by donations, and providing closure regarding the high school's future, as well as for the proposed Bank of New Glaris that's going to be in the new high school um if they are going to be paying rent to the district as well as the utilities for. Thank you. >> Thank you, Austin. And next up, I've got Can't read the name exactly, but I'm pretty sure that says Dave. >> Thanks, Chip. I from your guidelines, I don't think I can say anything. However, I wanted to come in support

009of the school district, the board in this difficult time of a referendum because I've already heard the negative comments and I know there's going to be personal attacks, which is just a shame. And I know people are are talking from their billfolds and I I hope you can express to a lot of people that you know your education is never paid for. If there are people that are saying that, oh, I don't have any kids in school. I already graduated from school. Why do I have to pay increased taxes? It's a pittance that people pay in property taxes their whole life for their education. So the way our system works, I get it. You have to pay for the the past. And the more people that realize that you're you're not paying upfront what your

010great public education costs, the more they re realize that I have to keep the system going to not only support what I benefited from, but for what the next child benefits from. So keep up the positive attitude, Joe. Your information to make it completely visible has been wonderful. And that that is the other thing. Don't don't don't fall into all this negativity. You've been out there. You've been very public and the information is there for anybody that wants to really look at it. Thanks. >> [clears throat] >> Appreciate folks for signing up and sharing your perspective with the board tonight. I'm going to keep us moving. We've [clears throat] got no student liaison tonight. Nothing for old business. So, on to new business. We've got six items for consideration. We're going to start off with

011some more exciting news. Um, another sponsorship. Turn over to administration [clears throat] to uh tell us about We do. Um we were fortunate to be contacted by representatives from the Campion Fund uh the mansior Thomas F. Campion Fund um who was exploring ways in which they could be a part of our new Monroe High School project. Um, as everyone knows, uh, my senior Campion has a long-standing history in this this district of having served, um, individuals with disabilities. And after some discussion by their board, uh, they decided that they wanted to provide $75,000 to sponsor um, the special education room at the new high school, specifically Donna's room. Um, and so the way the new high school is going to work, and we're excited about this, it's not going to be set up as it

012is in the current high school where we have a collection of special ed rooms in one area. Instead, things are going to be integrated. We'll have some breakout spaces, but for the population that Donna serves, um, for those students that have some significant disabilities, there's a lot of needs, equipment needs and space needs. Um and what uh the Campion Fund has asked to do is to sponsor u much of the equipment and assist of technology that'll be in that program. So unlike many of the other uh sponsorships that we've had where those dollars are going to be invested um uh these dollars will be used for specific equipment that will be um provided from day one in that program. And we couldn't be more thankful. um in some cases that offsets some of our our

013budgetary requirements that we already had in place and in some cases that'll allow us to maybe get some things that otherwise wouldn't have been possible. And so we're very thankful to the Campion Fund uh specifically Shirley Knox that took the lead on making sure that this could happen. I think it's just another example of the generosity of this community and we couldn't be more excited about what that program is going to continue to do for kids and families and and also uh the message it sends to our community about um their desire to take care of all kids. >> Great. Any questions for administration? Well, just want to echo the the gratitude that that Joe [clears throat] shared. Um, you know, uh, manior campaign was a a huge part of this community, and it's it's

014really incredible to see his legacy live on and, uh, continuing to support so many kids and families, including, uh, through this donation to, uh, for our new high school project. So, um, with that, I would entertain a motion to approve the Campion Fund lifetime sponsorship for the new Monroe High School special education classroom. >> So, move second. >> Motion by Terry, second by Steve. Any discussion before we vote? >> Okay. All in favor say I. >> I. Carries. >> All right. Next up, we've got uh building project update. Turn over to administration. >> Yeah, I can start a little bit if you want. Um, you know, I think we're we're at a pretty exciting time with the project as we get out there. Um the building is is truly coming together in a way that

015it it looks and feels like a school. Um there's a lot of finishes that are are going in right now. Um whether it be uh you look at the classroom spaces where uh the flooring's going in, uh the trim, the sills, the whiteboards, um the monitors are being placed. Uh so that's exciting to see those learning spaces come to life. Um as you look at other areas of the building. Um we have uh the the fieldhouse has the gym floor is currently it was stained and in the process of being finished with the detailed painting and then some finishing coats that'll go on the performing arts center. There's a lot of work going on in there. Um and they're getting ready for um an additional pore uh that will allow uh the seats to be

016installed eventually. Um and then the the greenhouse is also being erected as we speak. Not to mention uh the concession press box out at the uh softball baseball complex. So a lot of good works going on. I would say that over the break it was a little quieter than normal. I was able to get out there a couple times, but um we're feeling good about where we're at with the project and the schedule. So Ron, anything you want to add? >> I think I'd say the only thing is on on an average day, not excluding the break, we're we're still usually over about 100 people a day out there and we have been for quite some time since we've got extensively into construction. So um you know that's a uh fortunate part of having a

017lot of those boots on the ground coming in and working within our community. Some of them live in our community, but some of them are traveling in here to work as well. So, in terms of schedule, we're still still feeling good that April's the the general completion date. There's a couple things that we're working on. >> Yeah, the the April is the completion date uh for kind of the substantial completion of the building, per se. We'll still have some outside stuff going on. Uh we'll look at the spring weather as to when it makes sense to do those final uh couple lifts on the on the uh driveways and and parking lots when we'll do the final laying of the track surface and the tennis court surfaces. Uh we have time so we don't need

018to rush those and try and put them in during bad weather. Uh and so uh but as far as the majority of the building, yeah, we'll be uh that'll be there. And then obviously, as I've said all along, that doesn't mean the building's done and ready to be moved into because we have kitchen equipment, uh, meaning, you know, for serving students as well as teched equipment and all kinds of, uh, the phone system and all kinds of things that are incorporated in our current high school that we're moving over into the new high school. And so, there'll be a lot of that going on throughout the the rest of the spring and into the summer because some of it we obviously can't move until we're done with the school year. >> [clears throat] >> the

019update questions from the board for administration. >> I don't really have a question, Jim, but you know, there continues to be inquiries about tours. This April still kind of where we're at. >> Yeah, we had a conversation about that this morning. Um, we have our our weekly meeting on Tuesdays tomorrow. So, one of the things that Ron and I are going to talk about with the team is how to realist realistically pull that off. Um, we're eager to get the community in and allow people to see all the good work that's being done, but we need to balance that with any challenges that provides for the crew and and ultimately, you know, they're responsible for the building until they turn it over. And if we come in and and some things go wrong, then it's

020up in the air as far as who's responsible for for fixing that or correcting that issue. So, we're confident that we're going to be able to figure something out. It's our hope that we'll get people in there early April, but um we want to confirm some things prior to making that promise. Um but I I would say I've heard heard the same questions, Phil, and uh we are extremely excited about getting uh the community members staff in there so they can >> see what the building looks like if they're going to be proud of it. Do you have any update on the light station when that's going to be up in the running too? >> They've been continually monitoring that. Um, I know they were uh DNS actually had been on a plumbing out there

021over the last couple weeks doing some of the a getting the working on the well set for, you know, where they're going to basically holds everything that goes into it, right? And then it pumps it up to the main uh 8 and a half street. And then uh you can kind of see out there if you go out there now you can kind of see where they were working on some of that uh laterals that are going to go up toward 8 and a half. So the hope is I think the the thing with the longest lead time they're battling right now is the generator for it. And so they're hoping kind of to have it uh the holding tank set and in place uh and have some of those laterals in so that if

022we do need to connect to it, even if it's not actively working, we could connect into it and uh uh for temporary this spring and uh utilize it as it is and then they would pump it. Uh but we're hopeful that we won't have to have any large like system flushes that will be producing large volumes of water uh until the point in time when they may have the uh uh generators available. But I'm going to say it'll probably be closer toward late spring right by the time it's all said and done. So >> what are we doing now? right now uh it's it's well it's it's still is and will be uh throughout construction uh portaotties for the most part and so the only thing that really comes into play is when they have

023to uh like when they get ready to fire up the HVACs and they have to flush the system and then what we do is we are pumping that into our laterals that go down and terminate in a manhole short of where the lift station will be and then uh once the septic's and pumping it out. So, and so BNS will be as has taken on the responsibility that they'll they'll be covering the pumping that's needed from, you know, as we move forward with the time because they were hoping to have theirs in place by January. So, and we didn't make it. We're not going to make it, I should say. It is January now. I guess [clears throat] [snorts] >> questions >> and then obviously we'll have representatives from CG Schmidt and Huffman and Keel

024at our next meeting to give you more detailed updates on what's going on and how things are going. Overall, we feel really good about it. Sounds good. Okay. [clears throat] All right. So, next up we've got So, we've got two action items uh in 8E and 8F that [clears throat] are the resolutions pertaining to the uh the referendum for this spring. Um but we wanted to do is create some space prior to that u both for administration to kind of recap. I know it's been a while since our our last uh meeting, so wanted to recap just kind of the education center first. >> Oh, sorry, I'm skipping. Sorry. Got a little excited there. Take us back to 8 8C. Uh so, um we got a new a new topic for tonight. Um I'll I'll

025turn over to Joe to to talk about this. We're going to um there's no action for tonight, but this is just kind of the first part of a conversation about uh the board and the district considering the sale of the building that we are sitting in right now. Turn over to Joe to bring us in. >> Yeah. So, I I think this is a good example of how the board um is really trying to to respond to any kind of feedback that we get in the community. And we've had a few people, at least a few people in the community that have asked the question, as well as some sitting board members that have asked about the use of this building. Um, uh, the cost associated with facilitating and operating this building and asked the

026question as to whether or not we should consider, um, the sale of of the building. And and frankly, that's due to uh our budget situation and knowing that we're going to the community and once again asking for our referendum uh approval in order to uh realize an operating buff budget that will allow us to do the many great things that we're doing. But I think from the perspective of of those that have asked the question, if we are uh asking the community to authorize a referendum, we should do our due diligence to look at all opportunities to save save dollars and potentially um sell assets if they're not being uh used. So uh I I think just to give a general overview of this building, um I've been in the district, this is my 28th

027year. This building was being uh has been owned uh by the district far beyond that. Um it's been used previously as a district administrative center. It was used as a charter school for some time and currently it's used for a couple of different things. Well, sparingly for sure, it is used for a couple different things. One is we're here tonight because our our board of education meetings are held here. Um, we do have uh some of our larger professional development trainings that are are held in this building. Um, it's used for alternative placements for students that um have some behavioral needs that are best served outside of um a school where other students are in attendance. And we can talk about that in more detail as the board desires. And then uh frankly, it's used

028for quite a bit of storage uh capacity in in the lower level of the building. Um, so really what we wanted to do tonight was honor uh some of those questions and those requests to provide the board an opportunity to discuss the the idea of potentially selling this building. um discuss what that would mean in terms of a potential sale value, operating costs, uh what impact, if any, that would have on the district, and then uh start to get some direction as to how we might want to proceed, uh with a sale if that's something the board desires to do. So, with that, I'll I'll open it up, and [clears throat] I know at least a couple of board members have some thoughts related to this this issue. So, at this point, I'll turn it

029over to the board that ask those questions. >> Maybe start with the summary. You I mean, you talked about the operating costs and what do you know what those are? >> We do. Yep. Uh those are provided in board docs. I can pull those up and I don't know if you want me to read those off so everyone uh listening but I won't bore you with all the details but if you uh we asked Rich Zentner our director of buildings and grounds to pull together uh the average annual cost for operating the building if you look at water and sewer gas and electric um fire control uh fire extinguishers snow and snow snow removal and salt pest control all together that that results in about uh $14,000, a little bit over that annually to operate

030the building. Um and so the majority of that is in uh gas and electric costs. Um but we wanted to to provide that. There some other maintenance um items that come along with that. Whenever you own a piece of property, there's upkeep. Um most recently in 2021, we put a new roof on this building. um that should last 30 years, but that was at a cost of just over $26,000. And then the exterior was painted because it was desperately needed and that came at a cost of $13,000. So, uh just to give everyone an idea of of what it takes to operate the building, I know there are times when it doesn't feel like the heat is on in this building. Um, but our utility bills would suggest that uh um they certainly are on

031and um it's a unique building. I'm not from Monroe, so I don't have the history that maybe some do, but my understanding is this is kind of an old strip mall that has been renovated to meet our needs. And um for those of you that have been through this building, there's a lot of different spaces that were set up as individual storefronts and individual bathrooms on the backside. Um, but it's served our purposes and and served us well and we've we've had some success with the things that we've we've done in this building, >> questions, comments. >> Do we have a good option for all the things that currently take place in here if we were to get rid of this building? um to some extent. Yes. Uh let's break that down a little bit,

032Steve. So, one thing I should have mentioned and and maybe Mike was trying to prompt me on this, so I apologize. One of the things that I did before Christmas break is I visited with uh a local real estate uh agency and asked them to provide a value, an approximate value for this building. Um, what we were told is, you know, there a bit of a range, but they said 600,000 was an approximate value for the the building, which to be honest, I was it was higher than what I anticipated, but um I think Gary's working on it. So, um, so that piece is out there. So I think you know that's that's an important piece of information that um we needed and I was thankful that exit realy provided that for us. Um I

033think going back to your question Steve you know when we look at the breakdown of how we use the building. So first board of education meetings yeah we could potentially um you find another space to hold these meetings. So, specifically, um, when we look at the new high school building, um, I think it's getting worse. [laughter] >> Shut it off. I'm sorry. >> Throw it on the floor. Um, >> I'm about ready, too. [laughter] >> Um, in the new high school building, uh, the launch collaboration center, the thriving launch collaboration center, um, uh, could potentially serve as a place where we could hold board of education meetings. So, >> um I think that that checks that box and I and I think honestly regardless of what's decided by the board about this property, I would

034probably recommend that we consider that that the new high school is going to be our obviously our newest and most modern building. The community has made a significant investment in that facility and I think it makes sense to use that as a place to bring the community together whenever possible. Um I think when we look at professional development training um this room was renovated um to give us a nice large space so we we're able to spread out when we have upwards of 50 people um come together and do a training. Um we could we could do some of that in the buildings. Our LMC's provide large space for for those types of trainings. And given the fact that our LMC's are not staffed and utilized to the extent that they once were, um they're

035probably available more so than they were previously. So I think we certainly could consider using our building LMC's for that that purpose as well as you know again the collaboration center um at the new high school when schedule allows. Um, I think the the one that's probably most concerning to me, and some of you have heard me say this, is, you know, in my my prior role, I was uh director of pupil services for a long time, and one of the responsibilities that I had was to work with the the schools to provide um programming and space for students um that weren't able to be successfully served in the school setting. And so, more specifically, when we have students that have uh behavioral needs that result in uh more aggressive or violent behaviors, uh there's

036times when it's just not safe to have um some of those students in our in our buildings. And so what we've done using this building is provided an alternative placement where we're able to tailor everything that goes into that program around that student's needs, help them regulate themselves, help them trust, help them develop relationships with adults so that ultimately we can build their skills, build their trust, uh build their desire to be back in the school environment. And um I can say without a doubt that we've had tremendous success doing that. Um we've had a number of students that uh would no longer be served by state residential care centers or mental health institutions that would literally be kicked out and wouldn't be accepted by a variety of of programs. And we have no choice

037as a as a public school. We have to serve all kids. And we were able to provide services to those kids in a manner that not only helped them stay in their home school, but also eventually integrate into the regular ed classroom and and ultimately graduate. And that's something that, you know, out of all the things that I've I've done and will do in my career, that's one of the things I'm most proud of because it took kids that many said couldn't learn and couldn't be successful and we helped them find a way to be successful. So the the benefit of this building as it relates to that is it allows us to provide a space where the students needs can be honored without having to impose some of the needs of a building where

038you have hundreds of kids. And by that I mean we have some safety considerations when kids are in a building. and and ultimately if if a student is disregulated and becomes aggressive, we we would potentially have to use seclusion and restraint in order to protect those that are in the building. And that's something we've worked really hard to avoid. We've significantly decreased the the number of seclusion and restraint incidents in our district over the years and we feel really good about that and part of that is because when kids have needs um we do it in an environment that's safe that won't potentially impact others. So, is that to say we couldn't come up with some other options? There's a lot of districts that do it in a variety of ways. I feel good about

039the way we've used this building. Um, but I it would be disingenuous for me to say that's the only way to do that, right? Like you could potentially look at creating another space within a building, but you'd have to be very careful about um the access to that building with the students that we're talking about. The other option is that um when when you have to serve students with significant needs such as those I was just discussing, many if not most schools utilize a private um school to serve their needs and and that typically costs upwards of $150,000 annually for one student. Um, and because that includes the tuition to the program, paying for um the staffing, usually an aid that works one-on-one with that student, and then transportation costs, which we typically used sparingly

040in the past, a couple times over my my time here, uh, the Richardson School in Bo, and as you can imagine, employing someone to drive someone back and forth in the morning and in the afternoon and pay for the vehicle, the gas, the insurance, everything. All of that adds up to well over $150,000. So, >> we throw a question, >> please. >> That's [laughter and clears throat] really important work. I understand that. >> Yep. >> From purely fiscal standpoint. I mean, how many kids per year >> Yeah. >> do you utilize this building for? I mean, [cough] $600,000 asset. [clears throat] >> Yeah. >> Know we're using for storage and meetings. >> Yeah. I think it's an important question. I think, you know, the answer is currently we have zero. We don't we're not serving

041any kids in here, but there's been times when we've been served as many as, you know, four or five kids down here at one time where we had to stagger it and space them out across the the district. So, I'm thankful that we're not at a place where we need to do that. And I think what you just said is absolutely true. given our our budget situation, we have to consider the fact if we have a $600,000 asset that we might be able to benefit from, um, I think the board has to take that into consideration. I just want the board to have their eyes wide open that in the not too distant future, we absolutely will have students that have similar needs and there will potentially be a cost for us in some way.

042And I'm not saying that to try and influence or, you know, deter people from making that decision. And I just I I need folks to know because the way the the special ed budget is set up um state [clears throat] doesn't provide enough funding to truly fund uh special education and when we have if we have $150,000 hit to the budget that comes from fund 10 usually in the form of a a interfont transfer at the end of the year and so that that hits our fund balance and there's some real cost there. >> Yeah. I mean I think maybe the answer isn't tonight but I think We have to look back to you and your staff. Is there an alternative, you know, within the facilities that the district has, not including the Bower building

043>> and without having to send kids away to private schools, not just from the cost, but I think they're better here under the care of our staff, you know, to get them back into mainstream, for lack of a better word, I guess. >> Yeah. I think the answer to that is could we potentially come up with something? Absolutely. We got a lot of smart, creative people that could could figure that out. Will it will it have some challenges that we don't have here? Yes. Because I think anytime uh you're serving students with that level of need. Um you know, one of the things that that has worked well for us here is that it's it's absolutely limited access to other students. And I think in essence what we're suggesting is um providing those services in

044a in a school where there are other students. So um but yeah I don't want to suggest that that's impossible because it could be done. >> Would we have enough parking space if we did not have this parking out here? Because I know we have the parking by the brewery but is that enough space for all of our teachers to park? I don't know how Do you know how many spaces we have in that lot, Ron? >> We I don't have the the count. >> There's roughly 70 over here >> and there's about a dozen on the west side. >> Did you count, Steve? >> I just walked through and Yeah, >> I just imagine Steve out there with some chalk Xing off spots. I love it. Love their field research >> the street. [laughter]

045We own that. >> We do. We do. >> So, with roughly 70 over there, >> I was going to say with you using the whole lot, we should be >> okay. pretty pretty okay >> because I know this lot is packed every single day. So that's why I was asking that question. >> Yeah, I yeah I it would be tight but I think for for staff during the day we'd probably be okay. I think when we have some um events, that's when it becomes more challenging. Whether it be something going on in the auditorium or sports, anyone that's come to a middle school event, it especially, you know, on a Friday when Bullets is open and doing their thing, it's it gets a little tight and people are parked down the side streets. But we

046do absolutely own the lot across the street. Um but parking in this part of town is at a premium. >> Thank you. I do we serve K through 12 in this building when we have those needs or is it middle school and up or what? >> It's all levels. Yeah, we've had we've had children as young as kindergarten all the way up through high school. And so um again, that's the the benefit of when you have kind of a a blank canvas, we can we can create uh a program that meets the individual needs of that student. It's typically not. Usually it's it's middle school to high school level kids, but there's been a number of elementary kids that at times have had to be served here. And we've worked really hard to make sure

047that those students get back in the mix. And I'm I'm kind of smiling right now because I'm thinking of a couple kids that are doing really well at the high school that that was part of their history and their story. >> Well, I guess the reason I'm asking is I think as as these kids get older, they get far far stronger. they're bigger and they're stronger and if they're out of control, I think my my concern is the safety of other students then if if our only option is they're just back full-time in each of our buildings. >> Yeah. You know, to be fair, we wouldn't do that. You know, we've always emphasized uh safety as our number one priority. And so I don't want anyone to think I'm suggesting that if we sold this

048building that students with those type of behavioral needs would just be thrown back in the mix. We wouldn't do that. Um we would have to come up with an alternative that we could provide given some space that exists kind of like Phil was suggesting. Uh there may be limitations on that. So, it might put us in a position where we may have to use a service such as the Richardson School a little bit more than what we've done in the past. Um, but we we wouldn't do that. We wouldn't just say, "Nope, sorry, we don't have any space. You got to keep them there." Wouldn't be fair to, you know, the students that were serving in that capacity, their families, our other students, our staff, our principles. Um, so I mean, we remain committed to

049to maintaining safe schools. It just it would be a different space consideration for us, different alternative placement option. >> I It's really important question, Joe, because you know, if we use what you're saying, the Richardson school, >> if that's 150,000 per year per student that goes there that we're paying for, you know, if our building sells for 600 and you have four kids that have to be sent there, it's a wash. So, I guess it's a pretty important question. I'm not sure it'd be answered tonight, but could those same services we're providing now be done within the other facilities that the district has? >> Sure. So, if >> and and as Nikki said fashion, we certainly don't want to put staff or students at risk. >> Yeah. And please know I know that's what the

050board is saying. I I know that none of you would ever suggest something of that nature. If what you're asking is could we come up with a potential proposal as to how that might look or work. Yep. We can that's Amy's area right now. So, you know, we certainly can work with Amy and the principles and discuss options and what that might look like to provide more information for the board. We'd be happy to do that. >> Do these at risk students, do they attend same hours of school that all the general population does? >> It depends. Typically, no. Um, usually we have um them on a modified schedule because what we've learned is if you put doesn't matter the kid and their needs. If I take Steve Mayor and Joe Monroe as your your

051teacher and you have to listen to me for seven and a half hours in a day, you're you're going to be sick of it after after a day or two, right? And so, as much as Steve and I get along, right? So instead, what we do is we we modify the schedule to make sure that we're addressing the things that they need, both academic and social emotional learning needs, so they can start to realize some success, build some confidence, and come back. So typically the students are with us anywhere between two to five hours depending on the student, their age, their needs. Um, typically when students go to the Richardson school, they're there for a full day in part because they offer a full day program, but also if you're transport transporting them, you know,

052all the way there, you know, it doesn't make sense to turn around a couple hours later. So, uh, good question, but yeah, it varies depending on what we think the students >> and they go the same school days. >> Yep. Absolutely. realize it's somewhat unpredictable, right? You can't tell when this is going to happen, but give us kind of an idea like when is the last time you've utilized this space for for that purpose? Like was it >> last year? >> Okay. >> Yeah. And and so you're right. Like I mean it'd be hard. We could probably go back and look over the last five years and and identify the students that were served here in some way and give you some kind of count, but in some ways that doesn't I I don't know

053that that would provide the information you need because there are years when we haven't needed to use it at all and then like I said, there's years when there's been a lot that's happened. And you know, if you want to ask Amy a little bit about what the last few weeks have looked like with enrollment and some special ed needs that are have come in. Um there there's some some stuff out there and and frankly part of the reason why we probably haven't used the building as much this year is because we've had to make some reductions in special ed and we're really tight. And so we're we're exploring every other option before we go that route. But if it gets to the point where we feel it's it's unsafe, then we would have to

054to utilize an alternative placement. But um it's up and down. There's some years it's zero, there's some years it's it's four, five, six. Um and I don't want to also don't want to suggest that for each one of those kids it's for an entire school year. It's not as though if was that going to be your question? >> So, you know, it's not like, oh, Jim's being served in this building, you're here for the rest of the year. It's based on the data we collect and when they demonstrate readiness to get back and then we slowly integrate them back in and as we see that that's working then we move them back. So, uh, typically it's not a full year. Um, but for some kids there's been multiple years that they've been down here because

055it's been a safe place and and frankly for some kids they've they've liked this experience better because they can predict how their day is going to go. I think that's some of the interplay with with Bill's question that I think you're sensitive in your question. I think Joe's been sensitive in his answer is that part of when we determine that the students need to be moved down here or to the Richardson schools when they become enough of a concern or a disruption or a safety issue in in the building that we feel we need a alternative placement. And so I think what what I think Joe was trying to say is yes, we can find another spot within the district, but we [clears throat] may be moving them back into a building where part of

056the goal of moving them out of the building was to to limit some of some of those. >> Yeah. So the classic example, and I'm going to look at Jenna when I say this because Jenna's lived this, Amy lived it as a principal, too, is you know, you asked about elementary kids. Uh we've had kids hitting, kicking, spitting, scratching. um it's not necessarily uncommon, but that can get to a severity level that becomes highly problematic. But then on top of that, they'll leave the classroom, run into the LMC, and what do they start doing, Jenna? >> Throw all the books. Essentially, they put your >> They tear apart the building. >> Yeah. Your school's into a hold where kids can't move around the building because they've destroyed their area. [clears throat] That's common >> and

057it significantly impacts the learning. So if we if we when we explore an option within the other facilities, one of the things we would have to consider is how we would limit their access to the other part of the building because I if they have that access, it really defeats the purpose. And and one of the things that I'm sensitive to is that um we balance the needs and the rights of students with disabilities with the needs and the rights of of other students that uh deserve to be able to learn in a in a safe and peaceful environment. And when that's compromised, that's when we have to act. And so, um it's it's a challenging issue. Um, but you know, the space has allowed us to navigate it pretty successfully. But I also want

058to say I fully understand why we're having this conversation. I think it's the right thing to do to talk about it. [clears throat] Um, and I don't pretend that it's going to be an easy decision. Um, but I'm happy to bring back any of the information that you all request so we can we can explore further and ultimately decide what you want to do. Joe, is the building still being used for um summer school andor the middle school using it in any way, shape, or form? >> Yep, we do use it for summer school a little bit. Todd, what do you I mean, we have the PE classes that go downstairs for weight training and >> Yeah, not as much as we used to because we have enough space at the middle school and we

059use the high school and um AP Lincoln, but we do have a few classes that meet in here for summer school for the four weeks, >> which we could probably figure out if we needed to, right? That's that's kind of the situation with the middle school. Middle school does use it for the weight room as well over here. Uh because their what was their old weight room is kind of more of a fitness room now. Uh so they do have uh times of the year when they're have their their their fitness uh classes over here. We we'd work around it and find a way around it. But yes, that is true. I think the the one other issue or one other thing I can think that educationally ww wise that we've used it is unfortunately

060we haven't had any of these in recent years is uh if the board has an expulsion and either does an alternative placement or requires the expulsion with services and sometimes often times those expulsion cases may be you know drugrelated or violence related where we don't want them in our regular uh middle or high school and so we have you know provided that alternative into placement education here in the past >> for those students as well. >> Joe, I think I'm down the last one here. First, a comment. [snorts] You know, we talked about this being a space for kids that are problematic. It's an eyeopening reminder what our staff feels. Kudos. I mean, it's sometimes we're the outside looking We don't realize sometimes [clears throat] what you have to deal with. I just wanted to

061make that comment. >> Appreciate on the expense side. Uh if this building were sold, the investment in audio visual for streaming the meetings, would that if we moved to a different space, would that require us to invest money in that to be able to continue? >> We would need to relocate the equipment. Um I don't know depend I think the equipment that was um [sighs and gasps] installed here was specific to this space and the way it's set up but um I would think the camera for example that's that's a pretty nice piece of equipment. We would look to reutilize that. Yeah, we would like to reutilize everything, but it is pretty professionally designed so that the mics pick up uh as well as inside as well as externally. And so it's not as simple

062as, you know, I can send Bill over just to move it and stick it in somewhere. We would have to have a company, you know, make sure that if we wanted to continue to offer uh televised board meetings that we would have a space that was conducive to it. If I'm correct, the the launch collaboration center, I think that's a a pretty high open ceiling, is it not? And so I don't know that these these mics would would work for that that purpose. But certainly anything that we could move over, we certainly would. And and like I said before, I think that's the the right thing to do regardless of >> I [snorts] think the followup I was looking for tonight is is it a thousand bucks or 10,000 bucks because they have to keep

063streaming. >> Good question. Maybe with that >> Well, I would just say I I appreciate getting the information on how much the building's worth. You know, we think it's worth and that's obviously it sells, right? It's worth what it sells for. And I also think wondering if we should get like a 10-year look back, like here's what it here's the number of students we've had. Here's on average, here's what we think it might be. Um, and I'd also really like I think you're right. You and and your staff deal with um all the kids on a daily basis. And so I'd really be looking for what what do you recommend? Like do you think it's doable to sell this building and would you make a recommendation to sell it or would you say like hey

064and you don't have to do that tonight but as you look at the information or would your recommendation be this is something that we need to be able to continue to provide services to students. There's a couple of things and just I would totally agree with what Teresa had said as far as numbers and different things like that. I think that is something I I definitely would like to see maybe just an average per se if you would over the last five or six years [clears throat] of how many times it had to be here. Um, and then also, um, I'm assuming we would have some students that would come here and if it kept getting worse and worse that they would then be sent to say the Richardson at that time. I don't know,

065am I correct on that? >> Yeah, it's happened twice um, previously and with one of those situations, we pulled the student back um because it was not meeting his needs [clears throat] and the family was concerned and And then with the other, he was ultimately he went to another facility up in Lacrosse because there was some challenges. And I'm the Richardson School does a really tough job. Um it's hard to find people that are willing to do that work and we're fortunate that there are folks out there that will do it. But um I always felt for me personally that if we had to send a student away that that that was somehow a failure on our part that we weren't able to do the job and that that was hard and so we tried

066to limit it. But certainly Donna had a situation with a student that cared about loved but just his his needs were beyond what we could handle and and we had to make that decision. So, um, yeah, I certainly can go back and, uh, run the numbers and and get you guys some averages is what that's looked like over the last several years and go from there. >> And the other thing I'm thinking too, I I myself I certainly would not want to see them in an elementary school. I mean, I know we have some extra room in aid. Uh that would be one of the things that would come to mind anyway that that's a facility. But uh to take someone potentially that could cause harm and put them in a spot where you have

067elementary kids, I just think that would be an absolute terrible decision. I wouldn't even want to think about it. And it'd be the same thing no matter where you were put them. I mean, they were taken out of the classroom for that reason. Uh what I'm wondering is there a possibility we could look around the community itself and yeah we wouldn't own this building but if we have a spot that we could rent per se and I'm just throwing an option out um you know on a as needed basis um I'm assuming we can probably have some idea of students that are coming in say at a semester break or something and I don't know with you Amy you might have some idea you know if you have Yeah, >> potentially. We've heard rumors that

068people are coming in, people have called. Um, we could have some situations here. Okay. [clears throat] Is there a facility around and just throwing things out? Hospital, [laughter] something like that. If they had extra rooms or things like that that we would be able to use that again they would be agreeable to and if we have to rent or whatever. Okay. but we wouldn't be locked into the maintenance or anything of this facility and then again also wouldn't have to send them away. Just just some thoughts. I I don't know. >> It's good thinking. I know there are some school districts that occasionally will do that will rent space when necessary. I think unfortunately it's not always as predictable as >> and I understand that >> and and so >> and when you have parents

069that are saying you know these are rights you have to provide programming right now that can be challenging but certainly we're we're willing to consider all options um like I said before completely understand uh the need to have this conversation and I just thank the board for having this discussion in open session here to so the the community can understand, you know, the level to which we're considering ways in which we can save dollars because um things are that tight right now and it's necessary for us to do as a as a school district. >> Just one quick point to kind of play off that statement is the real savings here isn't $600,000. It's it's $14,100 a year. This this doesn't eliminate our problem at all. Um, if we sold this building, it's a onetime

070$600,000 cash inflow, >> but we're only saving $14,000 annually. So, we still have the major budget problem that that exists, right? So, this doesn't [clears throat] change how we look at a referendum. It doesn't change how we have to look at potential cuts to save our money long term. >> Ron, maybe you can. >> All right. So, I 100% concur. That's very well said. It's a a one time um infusion of some dollars. Uh doesn't really change any of the math on the the referendum because again we have that ongoing annual need for the for the referendum. Uh that this doesn't even you know put a dent in, you know, puts maybe a dent in one one the start of one year but not an ongoing basis. And so yeah, it's really it's really the

071the savings of that 14,000 is really the true ongoing uh math that you have to look at. It's all >> it probably be a little more than the 20 it would probably be closer to the 20,000 I'm thinking because there's nothing in here for insurance. I don't know what they pay for insurance on this building and there's nothing for the like cleaning. I don't know how many hours a custodian spends over here in a a week. >> It varies depending upon how public we got, right? >> Not a lot. >> But I mean, I think it's that would be it would be more than the 14,000 that stated. >> And question I had, Ron, if you know, if we were to sell this building, could we take that those funds, whatever it would amount to,

072and to restore some of the fund balance? because I know the referendum is not going to restore any of that money. >> That would most likely be my recommendation as to what you would do with those funds. Again, uh as Mike said, it doesn't really put much of a dent into uh the actual deficit that we have and whether you're offsetting reductions or offsetting the referendum. It really doesn't put a dent or into those numbers. Uh, so what you would what you what I would suggest and what what you just stated, Steve, is that you would use those dollars to help reinstate some of the fund balance reduction that we've had in the last two years uh to help, you know, offset the potential of short-term cash flow borrowing. Um, and so, you know, it

073may help save some dollars if it can keep us out of the short-term cash flow borrowing situation. I just want to say [clears throat] I'm gonna I'm going to move us on unless there's any burning final thoughts. So, uh, thank you both to administration and to to board members for just kind of helping us break out of, you know, it can be easy to get into the status quo mode here, right? And just, um, thank thanks to board members for lifting up a different idea, uh, with with some financial, uh, promise and for administration being open to it. Sounds like we got a good next step. there's not enough um financial benefit and and kind of limited risk to press the gas on this right now, but we got enough to further explore, maybe come

074back with some more data, some more options for us to to consider. We're making a really big decision. So, thanks again to administration and board members for uh navigating this conversation we have. Okay, moving on. We've got, [clears throat] like I was starting to say, my false start. Um, we've got uh two action items in 8E and 8F to uh authorize the um the referendum to go on the ballot. Before we do that, given that it's been about a month since the last time we were all in this [clears throat] room, thought it made sense to kind of give the administration a chance to to recap their thinking behind their recommendation. Um but then also give us a chance as a board after that. Um to kind of you know [clears throat] I'll recap a

075bit for us kind of what my my sense was from the the previous conversation that we had. Give anyone a chance to share further thoughts, questions they have before we move on to the uh the action that we need to to take. So that's 8D. We're going to start on the administration side. Joe and Ron, take it away. >> Yeah, Heather, if you would could you put that presentation up on the board for us, please. Thanks. So basically what we have here is a concise version of the presentation that was provided about a month ago. Um the idea here is just to hit the broad strokes and remind people what it was that we discussed and then certainly if there are any questions we're all happy to answer any questions that you have. I'll just

076start out and Jim kind of touched on this. This is this is a tough situation. Um you know there's there's a lot that goes into this process. It's very complex. Um it's not only about dollars and cents, but it's about people, careers, lives, community members, um what they're able to afford. Um and so we we take all of that very seriously. Uh the first point that we made uh that's represented here is and I think, you know, the community has done a really good job of exploring this issue and not just in Monroe, but in multiple communities across the state. they're starting to realize that this is truly a Wisconsin public school funding issue and not a local uh manage fiscal management issue. And so, as we've talked about more times than I can count,

077um this is really about um revenue limits and uh limiting the combined amount of operating property tax and general aid. Uh the visual that's up here shows the gap that's grown since about 2009 in uh the the aid that's been allowed um to school districts uh versus uh with the inflationary costs that have been realized over the last several years. And I think everyone here would agree that the cost of regular household items has gone up, insurance premiums have gone up. um it's part of life and that hits a school district as well and that's part of what we're we're facing here. Um in addition, we have, you know, some lagging special ed funding and as we just spent a lot of time talking about that can sometimes be pretty expensive and we have a

078um an obligation to uh provide those services regardless of the cost. And so, um, some of those things are at play. And then ultimately, the state of Wisconsin has put us in a position where communities have to rely on, uh, operating referendums in order to cover the the shortfalls, um, that we have. I think one of the most powerful things that I've heard, and I think many others have heard, is that, um, you know, there part of your challenge is that you have a declining enrollment. And in my multiple conversations with state senator Howard Markline, um he is uh he has indicated that this is this is really his position as well. And one thing that we we talked about in the last presentation is that if you take a look at um the declining

079enrollment aid that's been lost, if you know which is basically over the last five years, we're down about 200 students. And if you look at the aid that would have been received for those students, it it comes to just over $2.2 million in aid that that we're no longer receiving. Um but then you contrast that with the reductions that have been made in the district over the last four years and we've saved over $2.4 million. It's important to note that while other districts may not be taking those steps, the school district of Monroe has absolutely recognized that we have a declining enrollment and we have an obligation to make operational reductions in order to address those. Despite that uh that action and that smart fiscal management, um there's still some needs that exist. Again, going

080back to the public school funding model. Um and and then when we had a referendum that uh failed uh last fall, well would have been not the fall of 2024 now. I guess we're in the new year. Um that that created a challenge for us because uh we were receiving $1.5 million dollars annually in a non-recurring referendum to support our needs. So, um, all those combined, um, add up to some challenges for a budget, which is why we have to look at a potential budget reduction plan, um, as it relates to, um, our operations going forward. >> Heather, if we could go to the next slide. >> One quick clarification. >> Sure. >> The $2.2 million reduction is actually a revenue limit authority, which is a combination of state aid andor the ability to tax

081locally. So, uh, that's one thing. We we we we think of it as state funding. It's really the authority we have to either raise taxes and or get money from the state in a case of aid. >> Appreciate that. Um, so we talked about a number of things last at our last meeting, but ultimately it took us to the reduction plan and one point that we try to make is that this plan for the most part is only necessary if the referendum fails on April 7th. Um, but there are some pieces that will be a part of the reduction plan regardless of the outcome. Um what you see here is the elementary level reductions. Previously we talked about a 321 model um which would mean that we would have to go to three sections per

082grade level at North Side, two sections per grade level at Parkside and then maintaining one section per grade level at Abraham Lincoln. Um these are the reductions that um we've identified and they include an administrative position, two uh encore teachers, uh six core teachers K through five, um an intervention specialist, and 2.5 in part-time custodial positions. That comes out to almost $1.1 million. As we go to the next slide, uh at the secondary level, um we're looking at four core teachers. Um for look through the glare here for both ELA, math, science, and social studies across the middle school and high school. We have three encore teachers and two at risk intervention specialists at the high school uh for a total of nine positions and $855,000 of savings annually. Moving on to the next slide.

083And then we would also have the uh the elimination of the AV center, which we have our AV center director there. That would result in uh savings of $105,000 annually. And when you add all that up, that's 22.5 positions um at just over $2 million of annual savings. Um and that's a lot. Um I just quickly went through it. Please don't um don't take my brevity for a lack of sensitivity. There's a lot of lot of good people that are affected by that that do incredible important work. Um the reality is given the budget situation that we're in, it's something that we have to consider if the referendum fails. Going on to the next slide. Um [clears throat] most of this is what you saw previously, but there is an addition um at the elementary.

084Um we regardless of the referendum outcome, we believe that we can reduce two to three uh teacher positions. And that's because we're looking at um the enrollment numbers at those grade levels and and looking to make sure that we're offering class sizes that are fair and appropriate in order to serve kids, but aren't also so low that um we lose the efficiency that's necessary in order to maintain fiscal responsibility. So in other words, at those at certain two to three grade levels, we're still looking at how one grade level is playing out. Um we we believe we can make reductions there because the the numbers are so low that we can we can afford to to make that decision. Um at the middle school, the family and consumer sciences teacher, as we just heard tonight,

085Melody's retiring. Um, so that allows us to move the current uh face teacher from the middle school, Kennedy, up to um Kennedy Edgars is the teacher. Move her up to the high school position and then ultimately eliminate that as an elective option at the middle school. So there's significant savings there. And then highlighted in yellow, one thing that we've been looking at over the last several weeks as we've looked at our science numbers um at the high school and after further analysis, we believe that we can make a reduction there because we do have some science classes that have um some pretty low numbers and we had to take some time to look at how we might move things around in a manner that wouldn't necessarily result in us losing some offerings. I think what

086it does is potentially we won't be able to offer some of those courses as frequently as we currently do, but they'll still be available and ultimately that allows us to um to make that reduction as well. So depending on how that shakes out at the elementary level, um we're confident that we can make um 380,000 to $475,000 worth of reductions even if the referendum passes. Um, and just so everyone knows, that's something that we do on an ongoing basis. We're currently looking at opportunities, looking at numbers. Um, when there is attrition, such as someone retiring or resigning, if it makes sense for us to to make a reduction there, we do that. We don't always talk about it and celebrate it because we're always sensitive to the contributions of people and we don't want to

087make it sound as though, you know, Mr. Smith just retired. We're we're going to uh we're going to reduce his job. um and make that person feel as though it wasn't necessary. All of these positions are necessary and incredible contributions to our kids. Um but again, we're in a tough position and and these are the tough decisions that need to be considered. Going on to the next slide. Um so we have uh some resolutions that you all are going to be talking about. Um you know, the main resolution is is listed there and we'll get into that in a little bit. Um but ultimately um I feel that the administrative team has worked really hard to identify the reductions um that if necessary uh we could we could live with. But please understand that it

088will create some significant challenges for our for our schools, for our staff, and for our kids that um we'll we'll have to navigate going forward. So Ron, if I missed anything, feel free to jump in. >> Oh, it's I mean, I think it's good discussion. We had uh you know, we have Joe and I have worked with our legal consultants to come up with the official uh resolutions necessary both for uh having a question and then for authorizing the uh election to ask the question to the community. So uh based upon the input from the boards at the December meeting a couple of questions you presentation >> why stop now failure. [clears throat] >> Thanks Joe. [laughter] So on the necessary reduction regardless of referendum outcome >> yes professional science teacher >> will that if

089that happens will there be an impact on the AP class offerings? >> Oh Todd do you want to take this one? >> Yeah. So we would like Joe referenced earlier we would probably go on some type of alternating schedule. So like AP bio might be offered one year and then following year. um students could take AP Chem, AP Physics. So, we just have to alternate them to make that happen. A lot of districts that are smaller than us, that's what they offer. [clears throat] So, obviously, that creates it's a ska a scheduling issue, right? And that's where our our school counselors have to do a good job of working with kids to understand their path forward and and helping them understand what options are available when. Um >> with with that would I'm just [clears

090throat] kind of trying to think how the kids do it if it's every other year. So it would kind of fall junior senior year because if prerequisites are they able to hit both >> and get them both done. >> They would be able to take both. They would have take one their junior and one their senior. >> Okay. But it still would fit with >> Yeah. It just clusters some of those kids together instead of having smaller class sizes. So instead of them taking one or the other and having class sizes of 7, 10, 12, it would put those kids together and they'd be on a similar track. >> That' be a little forethought. Obviously coming from a smaller district or it was that way. You had to know what path you were taking a

091little earlier. >> Sure. Y >> and that really was our hesitation in in initially bringing this forward as a part of that list was that we [clears throat] liked the flexibility that it gave our kids and families to pursue those options. But the more we dug into it, the more we realized that that that was a challenge and given the difficulty of the list that we've put together, um it's probably necessary for us to add that to the list of reductions regardless. So follow up to that the secondary level reductions if necessary meaning if the operating reference does not pass that will certainly intervention specialists which is a step backwards what we've really been working on for the last two or three years and most likely will have an impact on AP course offerings. Yeah.

092And I'll I want to make a point that we won't we won't offer physics and advanced chemistry in that plan either. So I mentioned those other AP classes. We offer several different science courses. So advanced chem and physics would be two that we would take out of the mix. We have very small class sizes right now in those courses. >> That's regular physics. >> What's that? >> That's regular physics. >> Regular physics. Yep. So, we'd still offer AP physics, but um physics is running pretty low class size right now, >> which I mean any kid that is looking at an engineering degree at college, they don't have physics on their I mean that's that's not good. >> Okay. >> Yeah. I think think you're touching on a point that's worth saying out loud, Phil, which

093is we're getting to a point now where we have to make decisions about what's required or mandated versus, you know, some of the the additional services that we provide because either we believe it's it's good that our kids have those opportunities or um it helps kids and and families be successful. And um you know, we've heard over the years people suggest run this place like a business, trim the fat, and we've done exactly that. And any reductions that we're making at this point are Yeah. We're going to feel it. >> Yeah. I mean, it's not just us, too. >> Yeah. >> On the presentation, Joe, on the first page, it says operations budget reductions. How did we get here? This is just a comment I guess, but am I reading this right? That uh graph

094on the right, general school district revenues, is that per pupil leg inflation by more than >> Oh, you're teeing Ron up here. This is his favorite thing to talk about >> with declining enrollment. That's all about per pupil since 20 >> 2009 >> 209. It's $3,380 per pupil lesson. state aid that's for people irregardless of what your enrollment's doing. Trending up, trending down. >> And that's [clears throat] everywhere in the state, >> right? >> Yep. >> Yeah. So, in our case, that's, you know, >> over $7 million a year. >> Yeah. I mean, that's not, you know, districts going to the state and say, "Give us more money." It's just keep up with inflation. Oh my god. So that that's that's as Joe talks about the you know the squeezing and the reductions over time

095and and you know people could argue whether some of it was fat or some of it was not fat. It was just it was a it was a it was a necessity uh as as costs increase and the allowed increases in the revenue limit have not in any way, shape or form consistently kept up over time. Uh most years there you'll see there's some deficit. Few years we might have uh maintained for a year or two. Uh that's that ongoing squeeze that just forces out a lot of those uh uh easy reductions if there ever were any. Uh you we might not have thought they were easy at the time comparatively to where we're at now. They were uh to where you get to a point where you just don't have anything at this point

096in time as people in programs. It's opportunities for kids that go away, >> right? which is really frustrating because you know when Joe I know you've done this perhaps you were on I know there's been one or two board members that back to the public comments we had earlier in the meeting have this with state representatives starting with Mr. park line and it seems like this is just falling on deaf ears. Um so state funding just simply is creating a structural deficit for school districts and it's putting that squarely on the back of our community and our local taxpayers. >> Am I wrong? >> You're absolutely correct. literally today in the uh educational articles uh that came out uh we do a summary every day. There were two articles today from superintendents from very differing

097parts of the state with very differing districts talking about just that point of not only is it that reduction over time and the impact of those uh the cost of that over time but this year it was compounded by the fact that they did not allow any increase in state aid for for education. So they allowed revenue limit increase but no state aid increase. So all of that impact ended up hitting the property taxpayers. Meanwhile, we have the largest state reserve we've ever had. And so the conversation that's out there a bit is not only why haven't we addressed the funding issue, but why are we also seemingly trying to make public education look like we're the bad guys in this? And so, um, it's it's really starting to create a lot of conversations, as

098Joe said, across the state about, you know, the dynamics that each community is put into of having to deal with these conversations because we haven't systemically addressed it and fixed it at the state level. >> [clears throat] >> Um, can we have I guess the discussion in anticipation of of the question, you know, Joe just presented that if the referendum fails, we'd need to cut roughly $2.1 million. However, we're asking for 2.75 million for four years. Um, can you kind of give a summary of why that is? >> Yeah, so there's a couple things that come into play there. So obviously uh as we project out the costs, we're looking at what the future increases of some of those costs are going to be. So when you make some of those reductions in year one,

099which they all would have to be made in year one, it helps offset some of that [cough] time of had the referendum and and needed to maintain those programs. So that's part of it. Uh part of it is, you know, we we talked about the reductions that would remain. even if we pass a referendum, right? And so some of that is, yep, there's dollars in there if we want to maintain everything, but we're always going to be looking for some cost reductions. And so we don't know what that means in year two, three, and four yet. So we have to project out the referendum as if we're we're keeping the programs we have and we can't factor that in. The other thing that the board really worked through last month was looking at that that

100deficit grows every year, right? Uh over time, um that deficit that that Phil just referenced has grown since 2009 and and and the path just keeps getting wider. And so when we look at our deficit even over the next four years, in years three and four, it's much more than it is in one years one and two because it just that that you keep falling further behind. And so one thing the board discussed last month was by a trying to make the the question as because because referendum questions are never easy, right? There's legal language in there. It's complex. And and the thought was rather than looking at a stepped in approach where the numbers change every year or or increase every year, let's let's do a set number amount, which we we've ran questions

101both ways in the past with operating referendums. And um so at 275, uh we may have a little extra in year one and two that we could bank to help pay for years three and four. uh otherwise we would have had to have a a stepped increasing number each year uh going forward for those four years. >> And so if a ref referendum does not pass, we'd look at this cut this year. We'd have to look at additional cuts next year budget or a different referendum question next year. >> Exactly. Yes. Thank you. So, I'll just [clears throat] uh a couple notes on on the process, kind of where we've been as a board. Um, and then I guess my attempt to summarize what happened last time, and then I'll I'll open it up for

102discussion from the board before we move into voting on the the action items here. Um and of course this process goes much further back but um administration brought us a proposed reduction list uh [clears throat] earlier in the fall in November. Then we had that uh chance to review that in in open session and give Ron and Joe feedback on what we wanted them to to bring to us by way of a recommendation for what the referendum question would be. Then in December, uh, we had, I think, a lengthy discussion. Um, they gave us the chance to kind of weigh out how, uh, based on the financial realities, based on, uh, the the programmatic, uh, realities and implications, what [clears throat] do we think was the right amount to pursue? And so, what we landed

103at, uh, in December was $2.75 million per year for four years, which is what we're what we're weighing out tonight. Two other thoughts that that just [clears throat] stuck out to me. I it the the the phrase middle ground is what what I feel like is [clears throat] where we landed at last meeting in in a couple of different ways. We've heard feedback from all kinds of folks in our communities both in formal listening sessions but also in conversations as board members both voices from folks who are saying hey the tax impact of anything near this uh or or certainly more is is just feels uh incredibly hard to stomach. At the same time, we've heard a lot of feedback from parents, uh, from staff, uh, from other community members that reductions we've made already

104have been painful. And so we we are not asking for everything that we would like, but we feel like this is a good um balance that that is going to put us in a in a in a sound financial position. And secondly, I think to continue what has been a pretty phenomenal return on investment for Monroe taxpayers. And sure, I I I know there's a lot of conversation about macro trends and staff going up and enrollment going down, but that is not the reality of mineral, right? So, we we have adjusted our budget based on the enrollment change that we have seen. And if you compare us to to any almost any uh district in in a 100 mile radius, we are spending less money referendum dollar per pupil. And we as of our report

105card from this year are the second fastest improving school district in the state of Wisconsin. That is a strong return on investment. So for us to continue that momentum, this is the number that we landed on by finding a middle ground that didn't get us everything that we want. It's certainly not restoring the the millions of dollars we've already cut over the past four years. Um but of course has us landing in in the place that we are now. That's my attempt to summarize where I think the board landed after a [clears throat] lengthy discussion in December. I want to pause and give folks a chance to bring to light any further opinions or questions that that you might have before we uh move on to taking action. >> Yeah, I'll just throw it out

106there that I was the one at the meeting last time that did vote no because I wanted to ask for more. Um, like you said, there's been um, you know, feedback from our community that we're we're we're already cutting. We're already working hard and we're not probably asking for enough to cover what we need. Um, so I, you know, I understand that we need this referendum to pass. I can't even imagine this other scenario and what will happen. Um, so if the 2.75 million gets us that, then, you know, I'm definitely in support of that. But I do want to know we should ask for more. >> You summarized it well. Okay, with that, let's move on to our action items. [clears throat] Um, and maybe Ron or Joe, could you give a little background

107on why why these are two separate? >> Yeah. So, basically there's there's it's a legislative uh statute driven process. Uh and so uh step one is uh the board has to authorize uh asking for an amount to exceed the revenue limit. So that's that's the first part of the process. And so that's the question or you know it's not the question appears the balance but that's basically laying out the resolution of what you're asking for. you know, it's uh in this case, it's a non-recurring referendum for four years uh at 2.75 million per year. Uh and then the second resolution is to authorize us to have the election so that we can actually ask the question to the community. And so that's provides us either the authority or does not provide us the authority. So,

108it's kind of implied that it's all the same thing, but statutoily there's there's there's there's two resolutions necessary. One, what are we asking for? And then two, giving the uh authorization to to have the uh referendum election to to ask the question to the community. With that background, I would entertain a motion to approve a resolution for an April 7th 4-year non-recurring referendum in the amount of $2,750,000 per year for staffing and operational expenses as presented by administration. >> Some move by Terry, second by Phil. Discussion. I couldn't really articulate it quickly enough for the previous discussion, but um you know I I think it's clear that some people in our community are going to struggle with with this right with this level of ask. But I think as a board kind of to what

109you've said, we're we're really balancing fiscal responsibility with meeting the needs of the students in the district. Um, so I I I appreciate on the other end of the table that, you know, some people want more, right? Um, and I appreciate that a lot of our communities say that we can't afford this. So, uh, it's a really tough position that the district and the board is in and we're really trying to balance that. Um, the my son at home watching this is probably going six7 right now, but [laughter] I thought it me too. >> I think the other thing too Mike if I could just to tie into that is that it's not only that you know you have both sides there but we're also trying to balance the state mandates you know um the

110money doesn't come in but we're still mandated we have to do a certain amount of things whether we like it or not we have to do it. So, you know, if it doesn't pass, okay, fine. But we still have those things that we have to, you know, we don't have a choice. So, you know, it it's definitely a balancing. So, >> all right. Think [clears throat] you please call the RO. >> What? This is voice. If you want me to do a roll call, I can. >> We can do voice. Okay. Got a motion by Terry, second by Phil. All in favor say I. I. Oppose. Name. Motion carries 90. Next up, I would entertain a motion to approve a resolution providing for a referendum election on the question of the approval of a resolution

111authorizing the school district budget to exceed revenue limit by $2,750,000 per year for four years for non-recurring expenses. Second by >> Nikki, second by Terry. All in favor say I. I. Oppose. Nay. Mr. Carries. >> Okay. On information items, administration, anything? >> Yeah, I have a couple quick things. Um, given the timing of this uh board meeting, we held it a week early, we will have to have a special meeting to select the ballot order for Board of Education candidates. Uh, the deadline for those candidates to submit their their candidacy is tomorrow afternoon. So, on uh we're planning on Monday, January 12th um at 9:00 a.m. um to hold a special meeting to select the order of the candidates. Uh that information will be posted publicly. So, anyone that wants to have the thrill of

112coming and watching that order to be selected, uh can do so. Uh but it'll be a relatively brief meeting. Nikki plans to be in attendance for that. >> It's not a full board meeting. It's much like a canvas. So, it's it's it's Nikki as the clerk and then uh two or three witnesses to witness the uh ballot order drawing as well as inviting all the candidates. >> So, therefore, we're having an attack. >> Yes. >> Yeah. >> Correct. And again, that'll be posted and uh any candidates that submit their paperwork, they'll be uh made aware of of that as well and invited to attend if they choose to do so. Uh, the other thing I had is that we're tenatively planning a community listening session for Tuesday, January 27th at 5:30 p.m. We're working out

113the details. We think it might be held at North Side Elementary, but we need to confirm that. So, just wanted to put that on the board's radar and as we get that nailed down this week, we'll be um putting some information out. But that continues our commitment to uh hold listening sessions um at least on a monthly basis uh going forward uh building towards the referendum. Uh January is a busy month, so finding some time that worked was was a chore, but we think we got it and just wanted to make you all aware. >> I'm sorry, what time? >> Uh 5:30 p.m. is what we're tenatively thinking, but we're going to finalize everything and we'll communicate that to the board and the community within the next few days. >> That's it for me. Thanks.

114Thanks, Joe. Caveat, [clears throat] nothing on board of ed correspondents, leazison reports. >> Okay. On to uh committee reports. Nicole, >> February 3rd. Uh with the change in our regular board meeting this month, curriculum won't meet in January. We'll just meet again in February. >> Thanks. >> The North Mike F. >> Anything for any agenda items for future discussion? Jim, I was wondering if we could have somebody from the maintenance department look at our our facilities that we have now. See if there was any other where we would put like those special needs kids that we need this space for at the power center. Um, and give some kind of recommendation back to the board that >> I don't think it would be the facilities uh folks. It would that's something that Amy and I

115and the principles will >> or you guys >> somebody just bring it back to the board. >> I have that on my >> know that if there's an option somewhere. >> Absolutely. That's part of my notes here. We'll plan on bringing it back. My plan is to bring it back for the next meeting. If that doesn't work for some reason be shortly thereafter. But we absolutely will do that. >> Okay. Got five minutes for the press. I don't think we're represented here tonight. Okay. Tonight we've got uh closed session. So I would um look for a motion to adjurnn into close session according to Wisconsin statutes 19851c for the purpose of discuss discussing administration contract renewal non-renewal. my Terry second my mic. >> Oh, sorry. And it is 8:35. >> And just to be clear,

116there'll be no action after close session, so we'll adj. >> All right. Nikki Austin, yes. Jim Curran, yes. Mike Davis, Mike Process, yes. Nicole Joseph, yes. >> Teresa Keane, yes. >> Steve Mayor, yes. >> Terry Montgomery, yes. Bill, >> yes. Thanks for coming. >> If you weren't, she's out. But there might be some ways that we can work together. >> And you know, Jerry's a good advocate for us. >> In my mind, I'm thinking >> some reconstruction >> that's going to be the PR. Appreciate that. Yep. >> Certainly. >> You'll find it. >> We'll figure it out. So, all right. Just thought Thanks for coming, guys. >> Thanks, Melissa. Dave, >> make this public comment in every every meeting thing. You know what I mean? We just started tradition tonight. >> Dave, Dave's got five

117minutes. >> Be quick. [laughter] >> Thanks for coming, guys. Good seeing you. >> Thanks for being here. >> Dave, I'll give you a call tomorrow. was healthy right until I hit the show. My gate wasn't ready, so I sort >> get out of here and go rest so much for him. those last couple big snows where we set these >> Saturday. It's okay. So crazy to see Sarah Sarah and I mean even Dave and Mary. >> Oh, I know. >> We used to do stuff at their house. >> Okay. Okay. >> It pulled right off. >> So I'll just call it >> decide not to run for re-election. You start breaking >> breaking the place. Yeah.