001Call this meeting to order. Monday, November 10th at 6 p.m. Roll call, please. >> Jason >> here. >> Mike >> here. >> Jake >> here. >> Jim >> Here. Crowley here. >> Craig Burch is excused. U this is an open meeting and has been posted. Please join me for the pledge of >> allegiance to the flag of the United States of America and to the standy andice for all. >> Start out with recognition employee of the month from Claren Avenue Elementary School. >> Thank you. Uh good evening Angelo. Would you please come up? Um so Angie is the Claritan uh health aid. Uh she is consistently described as calm, kind, and caring among parents, staff, and students. She supports all students with patience and compassion, creating a welcoming environment where students feel safe and cared
002for. Her professionalism, organization, and knowledge stand out, as does her ability to address both the medical and emotional needs of every child. Angie's demeanor and dedication in the current value and trusted presence of the school. We are truly fortunate to have Angie as part of the Claren Avenue team. CONGRATULATIONS. >> CONGRATULATIONS. YEP. Next up, we have the donor recognitions. >> Thank you. We have two donations or multiple donations recognized uh from one event and two groups. Um we have the B student center. Uh they graciously donated $1,084 to our school district. Uh the funds are going to be used to help our summer buddies program. And then we had a number of individuals uh make donations uh for Park View in the Dark. We had Docside donate $500. Educators Credit Union donated $250 in trinkets.
003Mr. Porter Dale donated candy. Fork in the Road donated $150. Lyn Chevrolet donated $1,000. Michelle Green donated $250. Mr. Craig BS donated 100. The Optimus Club donated 300. Dudek Tree Service donated 100. Kiwanas uh took care of parking. My personal gardener donated $150. And Craig Family Farms donated pumpkins, hay bales, and corn stock. So, thank you uh for both sets of donations. Uh we will send out acknowledgements from the district. >> Thank you. Moving on to citizens comments. Do we have any? Okay, moving on to my favorite part of every meeting, student report. So, come on up. As we talk, don't even don't be afraid to grab the mic and bring it right up to your mouth. Okay. >> Yeah. Parents, if you want to come up and take pictures, feel free to come on
004up here and take pictures. >> You guys can hold the microphone like this, too. It's easier to hold it in your lap. That way, you're not You can come back here and get better pictures if you want. >> This is what it's about. So awesome. >> Okay, you can start whenever you're ready. >> Hi, my name is Alice. I've been at Clarity since kindergarten. >> Hi, my name is Alex and I have been at Clarendon since kindergarten. Today, Alice and I are going to give you a rundown of the top 10 awesome things that planned in so far. We are only two and a half months in, so there's a lot coming on the way. Let's get started. I think we should start even before school started with number 10. Our back to school bash
005and open house. The back to school bash was a playground party. Families came to let out their kids and see their friends they hadn't seen all summer. There was an ice cream truck, too. And that was nice. >> An open house is always fun. That's when you get to meet your new teachers, find your new locker, and see where you sit in class. Number nine is friends and teachers. >> Friends are a great part of school at Claridan. We focus on including everyone and being kind. You can find a ton of friends in all the classes. That's very true. And in all grade levels. >> Number eight, sixth grade. We are both in sixth grade. And I think sixth grade is awesome. this year. And since we are a little older, we get to use
006our trooper cash to buy extra recess or decorate donuts. Our community is super important to us. Number seven, the jacko'lantern job. Our third graders made us proud with our amazing pumpkin carving carvings displayed at Field Park. Check out those pumpkins. They looked awesome at night all too. And our cafeteria is definitely smelled like pumpkin all day. Our teachers understand that learning happens everywhere. Number six is field trips. So sometimes we get to go we get to go learn outside of the classroom on field trips. Kid approved. Some of the trips that have happened so far this year have been the state capital for fourth graders and a fire station for four and 5-year-old kindergarteners. Kindergarten went to the dentist, too. The group went to the zoo and don't forget the sixth grade only trip. Lots
007to come, too. I can't wait for the fifth graders to go to Bistown. Remember that one, Alex? I was the DJ. I was the CEO of Fox 6 News. That was definitely a cool trip. Our theme is number five. This year's theme is words have power. The more vocabulary we look, the more vocabulary words we learn, the smarter we become. We learn about words on the daily announcements every day. Words are more than just vocabulary words, though. We learn about kindness and using our words the right way. That's true. Words are powerful. Number four is the incentives from the gold run. Yes, we had a thermometer. As we work to raise money as a building, we earn prizes on the way. They were cool like popsicles for everyone, gold, gold, gold bracelets, and Mrs. Hart
008had to wear roller skates for the whole day. One morning, our teachers even greeted us with what? Wearing inflatable costumes. That was hilarious. Number three is a shout out to our parent teacher group meeting for meeting our goal. We had a goal to raise $20,000 to put towards our new sound system in our gym. The sound system is used for all of our family events, PE classes every day, and our monthly assemblies. And we did it. This is This picture was taken on the skate day. But in the end, we had the whole thermometer filled in. The coolest thing about it is that the company was already installing on the Wednesday before Halloween, so we we will get to use it all year. Number two has to be the actual bowl one. I agree. The
009glow run is a celebration at the end of our fundraiser. The BTG decorates the gym with black lights. Mr. War is the best DJ. And we run, dance, and pretty much have a great time. The actual best number one reason that Clarin is the best is the learning. There is so much learning. I know I'm get I am getting a great education at Clarendon. Me too. In every class we go to it is a focus. It is focused on every kids achieving and learning at high levels >> in all subjects too. >> And there is when it's a time in the day that stands for what I need. It's all different differentiated for each student. It might be hard sometimes, but we can do hard things. I agree. That leads us to the end of
010our top 10 list. Do you have any questions for us about our school? >> Who got to eat all the pumpkin seeds? >> I don't know. >> And did you ask your principal how her feet felt at the end of the day? >> This might be ankle. >> Any questions or comments? I think you two did a great job representing your school. So, awesome job. >> All right. Now, we have presentations for Clarinet Avenue Elementary School. >> I don't know how I'll top that. >> Right. >> All right. So, I am here to um give you a little information about our school goals this year. Um but before I start, I just want to shout out my team. I have a giant team over at Clarendon and they are filled with hard workers. Um from
011the teachers to the paras to the student support services group to the office staff, they are all just fantastic. So all of the work that is happening over there is just a giant team effort and I want to make sure that everybody knows that. Um so I have three goals to um introduce to you. One is about ELA or English language arts, one will be around math and the other one will be around behavior. Okay. The first goal is around English language arts. Um the statement, the goal statement says that by spring, um between 72 and 90% of our students will meet benchmark or above on an ELA universal screener. Um and I have all the measures kind of in that table for you. And the reason it's such a wide range is because of
012kindergarten through sixth grade. There is a wide range of universal screeners that we use. And so instead of just generalizing, we were going to use this assessment. We wanted to make it grade level specific to make sure that our different grade levels or our different um grade bands have um a different data point to look to look at. Um this is how we have made the decision um and where we are right now. So you can see that in some of the grade levels already with current fall data we're above what we had set. So we may need to take a look mid year and and make some adjustments. We also have some that are a little bit lower. So, our goal would be to extend or to to reach that even higher. Um, and
013I ready that one at the end for sixth grade because it is a brand new assessment for our sixth graders. We may have to look at the baseline and how that looks um for our learners um to make sure that what we're asking them to hit is actually achievable um for right now. So, we're studying that new test to see um what we come up with. The the real the real part is these action steps. This is how we're going to get there. One thing I want to point out is that all of the action steps you see right here with the ELA goal match identically what you'll see for the math goal. And that is on purpose. The steps that we've chosen are the largest levers that we know that we'll be able to
014see um student achievement. The first one being high quality instruction, universal instruction for every student, guaranteed and viable curriculum. what you see in one classroom in a grade level is is matching. We have the same targets in all of them. That's very important to us. Our PLT meetings is a huge lever for us. It is getting our teachers together, having them collaborate, um talking about instructional strategies, talking about data, looking at assessments, and seeing what that work is telling us to do next. So that those two are our biggest levers. The next one is a little new. Um we are purposefully having our students from 4K through sixth grade um develop student learning goals. We are attaching our students to their learning on purpose. This is a um a new goal for us. We didn't
015have this last year in all areas, but the areas that we did see this, we saw the most amount of growth and achievement. So this is something you'll see in both ELA and in math. And then obviously just monitoring our tier one instruction, ensuring that we have high levels of learning in all of the areas of our building. Um, and then if we aren't seeing that, like what supports are we providing for our teachers to make sure that all students have access to high levels of learning. Um, moving into math, um, our goal statement says that a minimum of 87% of our students in grades one through five will place in the CP, that means college pathway or lowrisk categories. We're using a math um, our fast exam at the end of the year um,
016as our as our leverage. Um, we selected this because we know that our, um, we did make some growth last year. Um, and we want to make sure that our students are growing no matter what level they start with us at. So, we're really looking at growth. Um, if a student starts, you know, at the 80th percentile, let's say, in the beginning of the year, we want to make sure that they're also growing. Um, it's not just relying on them to be in that advanced or meeting areas on any of the assessments. So, we're really looking at growth. Um, and again, like I said before, when we were in the ELA, our action steps are similar by design. Like, we want that to be our practice that we go back to when we are meeting
017with our teams, when we are looking at instruction and planning. We want that to be the same thing that we see for each of those higher level content areas. Our last goal is around behavior. um we have decided that we'd like to see um our behavior improve as evidenced by a decrease in major or minor behavior incidents. Now, I have two little asterisks there on purpose. And the reason I have that on purpose is because I know that we may have to go back to the drawing board in this area, not because we set our goal too high, but because we are constantly training our staff what to put down as a major or a minor. And so, I don't want to derail our learning on that. I think we should document if it's happening,
018it's happening that it tells us we need to intervene in some way, shape, or form, which then could um you know, not have us meet that. Um it's more important to me that we look at behavior and what's happening and not happening and what our response to it is um rather than the actual number of behavior incidents that we see. Um why did we select this? because students as they're learning the same as they're learning reading, math, writing, they're also learning how to behave in certain settings. Um this includes a lot of academic behavior, behaviors that academically we have to teach things like organization and um you know how to respond in classes like those are academic behaviors that we're seeing as we could beef that up to make sure um that students are able
019to engage in high levels of learning wherever they go. So you can see that little tier system down there. Um the biggest lever for us right now is to make sure that our tier one, our universal um behavior supports for all students um is very very strong. Um those are making sure students are showing appropriate behaviors but that they know what they are in each level or each area of our school. Um that we're intervening before unwanted behaviors escalate. That proactive approach is very very important to us. um and that we're monitoring student progress in all areas. We're using data to make decisions. It's very important. Um and also using the three tiers like level one, tier one for everyone. This is every single student. Level two isn't right. That's those targeted behaviors to really
020help a student that needs a little bit more. And then tier three probably should be very a very small percentage. I'm talking like probably two to three students in the whole school shouldn't be that intensive. if your tier one is supporting that to make sure that it's working. So, this is this is where we are and these are some of the steps that we are making sure that we're looking at um which is our schoolwide PBIS. We're trying to make sure that we are supporting all of our students socially, emotionally, behaviorally, and academically. Um by use of positive be behavior supports. We want to show and recognize students thanking them for doing what's expected. um by use of superars, cougar cash, daily announcements, um characteristics that we want to see. Right now, we're in the
021middle of a respect challenge and we have hot pink cougar cash and you only earn hot pink cougar cash when you show respect and we have a big box in the office, they come in, they drop their hot pink cash, we ring bells, like it's a big deal because we that's what we want to see. So, we're trying to do more of that um for whole school tier one approaches. Also, making sure that everyone knows what the Cougar code is. That is basically our guaranteed and viable behavioral expectations in our building. Um so, we're teaching that every single day in our classrooms, in the hallways, in the gym, in the music room, everywhere. Um, and then really we have a solid tier 2 team right now that's analyzing student behaviors and assigning appropriate interventions to
022target those behaviors. Not a one-sizefits-all, but if this child needs a little extra, like what can we do um to help them learn and be successful wherever they go? Um, that was a lot and that was really fast and I just told my kids not to talk fast and I did. Um but that that's what we have for our three goals that we set this year for Clarendon for our staff. Um again we have a lot of really really strong hardworking people over there. Um and they're working hard every single day and I'm just very very proud of them and what I see happening the daily at the daily. So what questions would you have for me about the school or our goals? Anybody have any questions, comments? This might not be a fair question
023to you, but if you could ask your teachers since you have 4K in your in your school, in your building. I was wondering like what the difference is like have they seen a difference like how prepared our students are going from K4 in our district going to kindergarten versus like our outsourced resources to our school? I think that the students that are in our 4K and that have come, from my opinion, I'm not going to speak on anyone else's opinion, but from what I saw, the ones that stuck with us, they already feel this level of comfort in the building, in the hallway, knowing the school rules, knowing how to or where where to go for things. Um they're they're a couple steps ahead. Um their family feels welcome. They know what you know how
024we operate. Um as for academic, I Any child that has 4K prior to kindergarten is a little a couple steps ahead. I don't think that they can't catch up if they don't do 4K, but I think the ones that do 4K are just ready more ready to start the school year academically. >> Thank you. Any other questions or comments? >> All right. Thank you. >> Yeah. Thank you. >> All right. Consent agenda. We're looking for the approval of the school board meeting minutes from October 20th, 2025. Any questions or comments? Hearing none, those are approved by consent and Crosby's favorite policies. >> A little death by policy tonight. Um I just introducing uh this list to you. Uh all of the policies are there. All of them are linked. Um we are not going forward
025next week for approval on these. Um I'm here to any questions that you might have your first read, but please know that we'll be bringing this up uh looking for approval at the December school board meeting. So, um just introducing it tonight and answer any questions uh out of the gates, but we have a month to work through these. >> Um December gets a little kind of hairy. Um is there anything that has to be approved by the beginning of the year? If not, >> we can move it to January. There is nothing that um nothing that requires urgent approval in this list. >> Okay, perfect. Thank you, >> Mike. Unless I'm completely missing it. 7530.02 staff and school officials use of personal communication devices. It's revised, but I don't see a link to it
026down there. >> We will get that added for the next meeting. Anything else on policies? >> I have a couple questions. >> Because I read them all, Joe. >> Surprised you have enough time. That much sleep that's needed between one meeting and the next. These are good cure for insomnia. Um, so my first question is on the board member behavior communication code policy 014. >> Yep. >> Um, at the bottom it talks about enforcement and I'm just curious what that process is for enforcement of the different bullet points that are underneath it. It's not laid out and we are elected officials. I Not that I plan on violating his policy, but I'm just curious like what is the process for enacting the enforcement. >> So that would really be up to the board president or
027if the complaint was against the board president or board vice president if the complaints come in. Um, speaking in how this policy has been used in my prior experience, if complaints come in come in either by uh by the community or by fellow board members, the the process to implement usually starts out as conversation in this case, Dale, if I can use you as example, Mr. Porter. Um, we, you know, we had a complaint from a community member based off the following. Um, but really it gets to a place where there really There's not a whole lot the board can vote to censure, but that really doesn't have any teeth because the board member is a still a voting board member. Uh we operate off of a committee of the whole. We don't have committee
028assignments. I've seen school boards remove people from all committee assignments. Um so really it's the process to respond. Um it's the process to inform the board member, but really the ultimate uh consequence is the next election. Uh and if the community is dissatisfied with somebody, they would you know, know that and vote that person out. >> Okay. My my biggest concern is with C, which is restricting the board members rights to request items be put on an agenda. >> Y >> is there a situation in which that could be weaponized against a board member? And I'm not concerned about our current board, but I'm thinking of future boards. And is that a potential scenario that could happen? >> It it's a situation that could happen. Uh but usually it's one of those things where the
029punishment, if you will, fits the crime. Um I have been in situations where board members have requested over and over again to have a variety of topics put on the agenda um that are misplaced based off of where the work is. And so it's a situation where it's accommodated, it's accommodated, it's accommodated. Uh and then you get to a point where you've asked for this item so many times we are not going to put this item on the agenda. >> Okay. >> And then that's the up to the discretion of the board president at that time or by vote the whole board. >> Okay. >> All right. That was that one. Um on consent agenda which is 0166.1. >> Yep. Um, I would like to request that the approval for WIAA membership not be included
030in the consent agenda. I would like that to be an actual action item. >> We could take note of that um when the policy comes forward. Then that would be, you know, kind of a set aside thing that the committee would the board would then vote on. But we will make note of that. >> Okay. And then my last one is regarding the dress and appearance policy 5511. Um at the end the procedure for correction everything has been redlined but for we're just going to make you remove that article of clothing or change of clothes. That's the only consequence. >> Well so there is policy 50 5600.01 which is the consequence. What you see redlinined here is something that we can't do as a school district. I honestly have no idea how this got added
031into a policy. I can't have somebody come in and weigh in on another child's conduct in any way, shape, or form. I can't have students do it. I can't have other parents do it. I can't even form a committee to to judge one individual student, which is why all of that language is struck. Um, if we run into a situation where a student is violating a a dress code, if they're violating a code of conduct, we have policy 55 out of 01. And then you would start getting into a situation where it was repeated refusal. It would be um, you know, defiance of a staff member's directive, things like that. Insubordination, what we would apply to the situation, but we wouldn't actually be penalizing the dress code in that particular situation. So what is struck
032is should never be in a policy should never have been in a policy. >> Yeah. And I'm I'm fine with that. I just want to make sure that there is more teeth than just we're going to make you change and that's it. >> So we're going to make you change if you refuse to change then we would go into insubordination which is outlined in the student uh the consequences for student misconduct >> and that covers repeat offenders too. >> That that's a progressive discipline policy. >> All right. It's important to note about dress code though. Oftentimes, and I talked to our administrators, it was a concern brought forward in October. If you saw the middle school and high school uh newsletters, the principles addressed it. They addressed it with the students. They gave the reminders
033to the staff. What we often run into though is we'll call home and parents will tell us, "Aren't my child's dress fine? I bought those clothes. I they can wear those clothes, you know." So, we're we're really sitting in that we we manage this. Um but the enforcement when there's a lot of support from home um the enforcement of something becomes difficult to do. So we do administer consequences we do follow up on it. But if if a student is wearing a certain type of clothing to school one day and that's what was purchased for them that they come back to school the next day and we have to enforce it again the next day. >> Uniforms are a great thing. >> Uniforms uniforms are a great thing. There's definitely a process to implement that.
034Milwaukee public schools actually at home. I didn't for that schools. >> Yep. Slacks and a and a polo shirt or a t-shirt for high school uh middle school um uh school colors. >> Who's paying for it? The parents of each kid or the district as a whole? >> I don't know. My kids went to a prochial school uh prior to coming to McGuano. There was a a discounted buy on certain like L's end items. So the the pricing of uniform style clothes was not >> it's pretty inexpensive. It carries on. You can find new forms. It's not hard. >> I'm all for it. >> It does require a It's a pretty long process to get there. >> Policy or president can say nah. >> Okay. >> Any other questions on policy? >> All right. Move
035on to personnel topics. Staff handbook revision. >> All right. So, just I thought it was done with the staff handbook. Um, we met with our insurance providers and had some changes that we needed to make in order to be compliant with them. So, these were not changes that were negligent on our part, but just changes that we needed to make. Um, so two things that happened in the course of the year that kind of threw up these changes. One is that we unfortunately had, I would say, a significant number of our employees who unfortunately faced catastrophic illness. And our practice in the district was that when we had an employee who faced catastrophic illness, our current handbook allowed them to request additional sick leave so that they did not have to carry the burden of
036going unpaid while facing catastrophic illness. Um, and so what we learned in working with our stop-loss carrier and our insurance provider is that while we want to be employee favorable, we have to do that in line with um, their policies as well. And so we had to change our practice to yes, we can when an employee is facing catastrophic illness allow up to 60 days of sick leave. And that will take any employee who is eligible for an FMLA through their FMLA. It will also allow that employee then if they qualify for long-term disability to get through their what's called their waiting period, their elimination period to qualify them for long-term disability. So, we had to rewrite our policy to or I'm sorry, our handbook to um align with that. We also then had to
037put into our practice um that Once that is exhausted, the employee would be offered COBRA. So once an employee has exhausted their sick leave and their FMLA, whichever comes first, um then they would be offered COBRA. And so um we still really want to be employee favorable. We're not talking about, you know, 30 people on our plan that this, you know, happens to. we're talking about four or five that again catastrophic illness we've defined as a cancer diagnosis that could result in again potentially never coming back to work. And so when employees are facing that, we again um Joe kind of sums it up with we don't want them to have to worry about paying their mortgage during that time. And so anything that we can do to protect that from happening um we want
038to try and be able to do. So, we just aligned our handbook to be able to do that in compliance with what our insurance company was asking us for. >> You offer long-term disability. >> We do. >> Okay. >> It doesn't. The elimination period though is that 60 days. So, that's why we have the handbook language now that says up to 60 days you can request sick leave. Most of our employees, so our employees can carry a balance of up to 80 days of sick leave. And so, we have a number of our veterans staff that have that balance, but you know, staff members who are in their I would say 30s to 40s who have had children or who have had, you know, they don't have that balance of 80 sick days. So, they're
039generally if this happens to them, um they're looking at taking unpaid time to deal with this. >> Any questions, comments? Eric, >> what about the first paragraph that was answered? The staff may be required to present of the medical. >> Yep. So, that um was language that we've always had the ability in our policy for staff to be asked to present a medical excuse. We just shored up that language essentially. So again, that's asking we can we provide or I'm sorry, can we request a medical excuse? And we just short up the language on that >> even just for one day. >> Correct. >> So like what if they don't go to the doctor? they just don't feel good. >> If we don't have reason to request a medical excuse, we wouldn't. Um, this would
040be again, somebody comes to work and is walking around perhaps saying something like, "I have this really bad gross eye infection." And we might say something like, "Maybe you should go and get that checked out." Or, "Did you get clearance from a doctor to come back to work?" Um, things like that. There might also on the other end where something might want to extend a vacation or a long weekend and we might want to request the vote for the Tuesday before the long Thanksgiving should have. >> Any other questions or comments? >> Thank you. Thank you. >> Student learning topics. >> Okay. Um I have new course proposals for you tonight. Um at the October committee of the whole meeting, I previewed these two course proposals and then I will just give you a little
041bit more information about those. Um also in the board documents, the course proposals were linked for you for your information as well. Um these two proposals will be coming back to you next week for approval. So the first course proposal is to add the advanced placement pre-calculus course. So we currently offer pre-calculus at the high school. We have a pretty strong enrollment in that course. We have five to six sections of pre-calculus each year. Um we would like to add this advanced placement option. The main difference um for this would be one that students would be able to get that college credit. This would be an advanced placement course through the college board. So they have the potential to get college credit. And then the main difference in the content would be that this course
042goes a little deeper into modeling, reasoning, and multiple representations. Also, this course has a strong emphasis on modeling real world situations and data analysis. So, similar just goes a little bit deeper. Um, we would anticipate that we would have similar numbers for the for pre-calculus, but some of those kids who would typically take pre-calculus would go into the advanced placement. So where we are typically running five to six sections of pre-calculus, we would anticipate about the same with a different distribution. Maybe four of those are pre-calculus into our advanced placement. Um there would not be any cost associated with adding this course except for some some summer curriculum writing work. Um we do have a budget for that so we would be able to handle that through there. Any questions about advanced placement precal? Okay.
043Then the second course proposal is for a revision to one of our current courses. So we currently offer advanced sports and entertainment marketing. Um currently we have usually just one section of that course. Um we are proposing changing this course from a semester long course to a full year course. So we talked about this in October um with the addition of the new scoreboard. We want to add some curriculum that would teach the students how to use the scoreboard and how to do some of some different marketing um with the scoreboard. There would be some equipment costs for this course. we would need to purchase some um video live streaming equipment as well as some computers for editing. This cost for this equipment would be paid out of our CTE incentive grant which Dustin Leman
044manages. Um and in addition to that, students would be able to earn um certifications from the work that they would be doing in this course. So that would offset the cost. Um, we would also have a little bit of curriculum writing time that would be required for that. Again, that would be handled out of the budget that we have for that. Any questions about that course? >> Okay. So, I will be bringing those back next week for approval. And then just to preview that in December, we will be bringing one more course proposal to you. Um we currently have online PE courses. We have a level one and a level two. We are recognizing a need to add the third level. Um students need to take three half credits of PE. Um especially with our
045advanced placement offerings and um weighted credit. We are seeing kids wanting to take their PE through online so they can clear up some space in their schedule for other courses. So, we will be bringing that proposal to you in December. >> That's all I have. >> All right. Thank you, >> Tom. You're up. >> All right. So, for the 26 27th school year, uh we would like to bring in up to 10 sections of full day 4K. We already have two sections, one at Big Ben, one at Clarin. We have one full-time uh teacher who is teaching two half day sections of 4K at Prairie View Elementary. Uh we're looking for the latitude to go up to 10 sections, a full day 4K to meet the demands of the community. We have a tenant outline
046as to what buildings we'd like to house this in, but we're looking for some flexibility there as well, just based on where do the families live, when they apply, um can we accommodate, does the building have space, so on so forth. It's our intent to get all the 4K students who'd like to be in 4K to um attend their uh their school based on those attendance boundaries you see on the map there. So if you live in the Prairie View attendance boundary, we'd like to >> Yep. >> Sure. Um we'd like to get all those students. Uh but we can't guarantee that that's going to be the uh that's going to be the case. So, we're looking for some flexibility um to make changes um or just adjustments if needed due to space or if
047there's some parental choice um that we need to take into consideration. We will consider adding 4K to Eagleville in 2728 once sixth grade moves out, but that's not a uh we're not looking for action in that school at this time. You guys have any questions about that? Just saying with their tight case there. Is that a Is that a wise decision? >> At what school? >> Eagleville. >> Well, >> I would think with sixth grade leaving just out loud here. Think it give him some relief in the school. >> Sure. So tight there. >> I guess that's a decision to make a year from now. That's not the concern at the moment. Not to discount it, but um we can consider that in the future. But yeah, those types of decisions, you know, should we
048do it? Is it the right move? Is there enough interest? Do we have the demand for it? There's a whole bunch of things that would have to take place before we would even do that, but that's for deferred to till a later date nonetheless. >> And I think one of the things about 4K is just being flexible to what the community is asking for. It's huge. I mean, we see that with community partners. We see that with parochial schools in the community. You know, they're they're adjusting and they're adapting to what families are asking for. You know, we similarly would try to do that with four-y old. >> I was just curious, 4K uh subject to open enrollment from other school districts as well. >> So, the priority would go to residents first. >> Yes.
049>> And then as available, we would allow open enrollment. >> Yes. If there is capacity, that would be the intent is uh priority goes to residents, resident families. And then if there's capacity after that, we'll we'll assign that to open enroll applicants. Um, which is really no different than what we do at any other grade level. >> We currently do have open enrollment into 4K. Now, >> is there enough interest to keep one or two of the classes as half day or is that just not feasible? >> We would be proposing to allow our community partners to provide half day. what we are hearing from families is overwhelming the full day. Um I think our full day when we do the we did the lottery we did the application process I think the full day
050sections filled up in nine minutes last year. So and then everybody else was on a waiting list to to go into those. So we are seeing a lot of demand for full day. Um if our community partners are interested in continuing to partner with us they could provide those those half day sessions for kids >> the space to accommodate these sections in all these schools. >> We do um we uh are still in the study standpoint, but we know that for instance, Prairie View has three classrooms that could be used at the moment. Uh we know that Clarin and Big Ben have additional space section has space as well. Rolling Hills does have one classroom that could accommodate it. some of the you know the features of a and attributes of a 4K or 5K
051classroom is you know to have a crawl out area where it's carpeted it's a common feature of of classrooms at that age we we would have to likely um without you know once upon a time we thought does every 4K and every 5K classroom have a bathroom? um we're not looking to do that. If there's a vacant classroom that's perhaps used for special education or some other purpose that we feel would be better used for 4K, we would do that with slight modifications uh to get carpet in that crawl out area. So, um, once we identify, you know, where the need is, what schools we're going to bring it into, uh, and if the the classrooms are suitable size-wise, we'll come back with a request to use, you know, some fun $46 to help those
052classrooms get get themselves ready. >> This is the third year we've done full day 4K as an option, or is this the fourth year we've done that? Do you recall? It's the third year, I believe. >> How is our >> We piloted it two years ago. >> Yeah. >> Yep. So, I want to say this is year three. >> How has kindergarten how is enrollment has it changed or grown? Because I know that was one of the hopes is that we're hooking these families in. we're not losing them to >> uh the wonderful programs that their schools offer and then kids are staying with those schools. >> How has that changed? You seen anything that's moved the needle at all or just >> 4K enrollment is down from where it was five years ago that's
053not a criticism or something you could attribute uh like you know pin on the how we offer it. How many babies exist here you know that are now four years old, you know, four years later, five years old, five years later. Um, so I I I I do believe that just generally speaking, competition is a good thing and there is a lot of competition out there, be it from private schools, um, so on so forth, daycare providers, and I think that will only increase as time moves along. So I think our response ought to be to offer what you know the yellow school bus taking 4K kids to school. You know Miss Hart said that earlier that those kids are integrated into the school community a full year earlier and that just seems to be
054part for the course at this time. When I was a kiddo it was half day 5K. Now we're doing full day 4K and that's just the way of the times. Most kids they read and write at the end of 4K. It's a little scary to be honest, but they're capable of a lot. >> Any other questions on that regard? >> I just think it's important to note that our 4K program does have a strong play base in it as does kindergarten. So, we do reinforce the academics for those programs are very childfriendly. There's a lot of play, there's a lot of movement, there's rest breaks in the day. So, it's important for the community and for our board to know that it's not sit in the desk like a high school senior for eight hours
055and consume information. It's it's more fun for the little ones. Okay. Then, uh the next thing I just wanted to do was to share our our tax levy aortionment. So, when we have our $34 million tax levy, how that goes out to the 11 municipalities within the district. I did write all the the town and village clerks to let them know and we are bound by law to notify them what their share of the tax levy is by today November 10th. So I'm just going to quickly give you um a highle overview. I included this letter here but if we take a look at what's on the screen right now the the tax levy the $34.2 million is is shared with communities based on what their share of the 2526 property value is. So in
056our district in that map in the corner there if you add up all the property value it's $5.9 billion. Here is every municipality share. We have uh 10 in Walkshot County and then we have two that are in Walworth County. So our school district spans two counties here. Um from 2425 to 2526. You know those values change annually. What I just kind of draw your attention towards here for example is um the town of Maguano as a share they went from 26.9% of the tax levy down to 26.3% of the tax levy. So they decreased by about 610 whereas the village of Vernon increased by about that same amount. So as the village of Vernon's share of property value goes up so goes their share of the tax levy. The overall tax levy went up
0577.18%. But if you look at the town of Muano, their tax levy will go up 4.9% where whereas the village of Vernon is up 9.6%. Again, because the village of Vernon now is claiming a larger share of the value of properties inside the school district. So I communicated this information out to all clerks. We have a article coming out in the Triad in a couple uh within a couple weeks here um just explaining the state budget and how that impacts local taxes. Ultimately, when state aid goes down, property taxes will go up and there's really no two ways about it. I have more information coming up about this very topic in the um enrollment presentation that I'll just briefly deliver here at the end of the finance facility agenda, but we're trying to explain this
058as best we can so everybody knows the why. We're not trying to um just make this vote happen and we move on. We're explaining everything that we've done and why. Okay. Is there any questions about any of this? Okay. Uh next up I had then was just we do this every uh every quarter is just investment returns. So I'm just going to give you two updates here. Typically I only give you an update on fund 73 or OPED investment here. um our OPED investment here. There's two sheets here. So, you can see that there's $4.4 million set aside for future uh post-employment benefits for teachers. And the uh interest rate returns have all been 4.55% each of the three months in the third quarter. If we take a look at we have a uh a
059403b um trust fund. We liquidated this and we put this into each teacher's individual 403b account which they can have and hold and keep once they hit 5 years of continuous service with the district. So we liquidated just about all that 21,000 still remains because this balance is under a certain threshold. It earns a different rate of return. So just communicating that to you there. And then we have our um funds when we borrow our $82.1 million as the first uh wave of the loan associated with the middle school project. Here we have the third quarter results here. So we uh partner with Ampersand Public Advisors. They're from Walkshaw, Wisconsin. Um we have you can see of we have a project account and then we have some debt service. So it's just uh two kind
060of two separate amounts right there. Um, we kept we keep $42.3 million semi-liquid to start paying bills here in the short term as all those projects start taking place, the manh hours, the equipment that we must buy, the materials. Then we have some of it locked up in longerterm CDs uh knowing that those CDs will uh be redeemable. We'll get the money back and then we're just timing up when the money is needed and maximizing interest rates and returns. In the third quarter, we earned $672,000 on our interest. So that exceeded what we projected by about $72,000. So this money again will be able to be used towards the project and anything associated with the referendum question that we asked um when the voters approved it here. So things are moving along according to the
061script. Things are going well. Okay. Any questions there? Okay. Um health insurance update. I'm going to ask that we defer there's some more information I need to gather. I'm going to defer this until December. So, I'll come back with that. And then the last one I have is just um I have it listed as 2627 enrollment, but I meant to put 2526. I apologize. Let me briefly just take you through just some enrollment figures here as we take a look at our third Friday headcounts here. So, overall school district enrollment here. Um you can see we're at just over 4700 students. Um you can see we were growing, growing, growing all the way into 1920. This is our COVID year aberration. Then we rebounded to 5,087 students and we've been on a downward trend since
062when we did our enrollment projection, you know, at the forefront of our referendum efforts, you know, we did that in between 2021 and 2122. So we just take a snapshot right here and said, let's project where we're going. Take a look at our history there. We have tremendous growth building in to this particular window of time. Again, we've talked about the numerous reasons, high interest rates, high housing costs, how difficult it is to move into a district like ours where the property values can have grown for 12 consecutive years. Taking a look at school by school, Big Ben from year to year, you know, 456 last year, 457 this year is pretty steady, as is Claren. Uh Eagleville likewise pretty steady. Uh we have a drop off at Prairie View Elementary there by about 27
063students and section as well is similar. Rolling Hills is up five uh excuse me six students. All right, middle school is up uh a fair number of students and last year we had a huge senior class that departed High School. I believe 430 students. Um you know a typical high school class is going to be 380 390. That one at 4:30 was rather large. So you can see that the high school enrollment is down there. So that's our headcount. That's, you know, butts in seats when we take a look at the students that are in our buildings on the third Friday. Um, open enroll in. We're kind of hitting that high that that long-term stride. We have six consecutive years where we're uh within 600 students. So that seems to be our long-term um uh
064our trend there, so to speak. And then with count of open enroll students out uh we have about 300 students there. So that again that seems to be our stride there as well. So that's in terms of like the number of students but what drives funding for schools is membership. Again a membership in our F Friday FTE counts is simply looking at the number of students that live within our district boundaries and attend public schools. So the count is a little bit different than headc count because uh this isn't concerned with kids open or roll in or out. It's how many kids live in our boundaries and attend public schools. And again, you can see where those counts are at the current moment. So you can see that we are down 4,300 and 32 FTE.
065All right. What what we do is we take three-year averages to smooth out the change of sudden swings up or down. We take a three-year average and then this is the count that we ultimately multiply by whatever per pupil funding amount the state bianial budget affords us here. So we are down 83 students here um from year to year. Okay. I will share a projection next month as to where do I think this is going to go. But I'd say the good news is is I've already looked ahead that um from 2425 into the current school year, every grade level grew. Every first grade class came back more with sec more second graders. Every seventh grade class came back this year as eighth graders with more students. So across the board um uh we grew
066and we don't have a huge senior class looking to depart here. So like we've kind of hit something that's going to be more stable than what we had uh in the current school year. Um, just want to talk about our revenue limit here real quick. So, I'm going to try to use the next two slides to just kind of highlight like where we are. And next month, we're going to start building 26 27 budget. I I apologize for that. Seems like this never ends. This never ends. But as you take a look at our at our revenue limit here, so this chart, this each bar each year ultimately represents the amount of funding that we're going to get. The dark blue on each bar, the majority of it is just your basic revenue. This year,
067as we're looking at this area right here, it's your $11,650 times the number of students in our three-year average. What we have in in orange is our declining enrollment exemption. So, as we lost 83 students in our in our three-year average, um we basically have this is our last call. This money is being provided to us in a one-time last manner and then we have to use the 2526 school year to plan accordingly for next school year. This green area, this $ 1.7 million. This is ultimately a part of our revenue limit that goes for students that attend private voucher schools. You can see here back in 2021, this cost was $460,000. Taxpayers now pay 17 uh $1.7 million for students that attend private voucher schools. Um, so I just kind of want to highlight
068the reasons as we talk about the basic revenue limit formula and then the this orange, green, and blue. These are just those adjustments, those exemptions that get added on that are like kind of one-time uh infusions of money for specific purposes. When I look back then, whatever the for whatever reason the revenue limit increases, be it more students, more money per student, uh the private voucher costs are going up, whatever drives that cost up. Um this blue bar is the same thing we just looked at, just all one pot of money. This year we have $55.9 million of revenue limit authority. We cannot receive more property taxes and state aid than $55.9 million. That's what the law says. When you take a look at once you know we have this mathematics completed then the state
069contributes a share of that blue bar and the orange bar is state aid. You can see state aid over the course of the last six years at 23.3 million. It grew it grew uh it it hel it held serve here. It dipped down a little bit into 2324. It grew again in 2425, but this particular year the orange bar decreased by about $1.1 million. That's a tough deal. So the overall revenue limit authority grew, but the state share decrease. So I'm just trying to continuously explain that message in a way that reaches as many people as possible there. So we will look to project our 2627 third Friday membership next month. We'll take a stab at that. But um we lost 136 FTE. Our three-year average declined by 83 FTE. I don't see that being
070the uh that's not going to be the case in 2627, but we'll make that guess next month. It's all I got. Thank you. Moving on to action items. First thing is the 26 27 district calendar. >> All right. So, we have uh the draft of the calendar ready for the 2627 school year. We have an exemption that would be required. However, you passed the wonderful resolution. I Caroline, you read that. Yes. Thank you. Uh the wonderful resolution that we would submit to the DPI um in order to get that or get the exemption granted. Um just some of the overall highlights of the calendar. One is that students are starting school before Labor Day, but we are also then ending um with students by Memorial Day. Um we have staff professional learning built into the
071calendar and again that is a real priority for our staff is that that happens. A little bit different is that staff are coming back after students end. Staff do have 187day contracts. we don't really want to mess with that contract because that messes with their pay. Um, and so we do want them to continue to work their full contract. Um, we maintain an alignment of our winter and spring breaks with the majority of Waka County schools. So, there's a few Waca County schools that are also doing some construction projects. Um, but majority of them we are in line with. Um and then we will continue with the staggered start for um all of our transition grades. So K4, K5, 7th, and then ninth. Um and so we feel really excited about this calendar. I think
072our students um are going to probably not be too excited about they're going from a 16-day winter break to a bit of a shorter winter break, but other than that, it's a really favorable, I think, calendar for everybody involved. >> All right. Looking for a motion either to deny or approve. We'll >> make a motion to approve the calendar for 2526. 26 27, sorry. >> Second. >> All right. We have a motion and a second to approve the 2627 district calendar. Any comments or questions? I know you talked to to a parent board about this as well and the staff the staff really supported this versus having the slightly longer school day. >> Yes. >> Was that unanimous unanimously? >> The teacher advisory was a unanimous support of this calendar over the additional minutes. our
073parent advisory, the feedback was um I don't want to say unanimous because I didn't we didn't poll them that way, but the feedback from our parent advisory was very much favorable towards this calendar as well. Um the earlier the information can get out to them, the better. So, they did express that, you know, coming back to school a week early is just if we can get that to parents sooner. Um but then one parent did bring up, I thought, a really good point that most open houses historically have been that week. And so for most families that have had kids in the school district, they're generally back from summer vacations that week anyway, preparing for open house. So, >> any other questions or comments? Okay. All those in favor of approving the 26 27 district
074calendar say I. >> I. Those opposed say no. >> Motion carries. Up next, we have executive session according to Wisconsin statute 19. 85. will be discussing performance evaluation of superintendent employee compensation and discuss specific student discipline for a motion to close the open session and go into close. Make a motion to go into close session. >> Second a motion and a second roll call, please. >> Jason, >> yes. >> Mike, >> yes. >> Jake, >> yes. >> Jim, >> yes. >> Carolyn, >> yes. Yes. Right. Open session is closed. We are going to take a couple minutes.