School Board Meeting - 7/21/2025

001Monday, July 21st at 6 PM. Crosby, could you do roll call, please? Jason is excused. Mike here. Jake here. Jim here. Dale here. Eric is excused. Carolyn here. Craig here. Crosby here. This is an open meeting and has been posted. Please join me for the pledge of allegiance. All right. Up first, um, we do a donation recognition, uh, recognition. Yep. We'd like to, uh, thank, uh, Teresa Hennessy, owner of Fork on the Road, uh, for graciously donating $3,600 to the Summer Buddies program. So, uh, this is a remarkable donation. They do some fundraising for us. Um, and this in turn provides opportunities for our high school kids, uh, students with disabilities. All right. Plus, their, uh, their walleye, uh, their walley is pretty good. Pecan and crusted, I think. I have never had a bad

002meal at fork in the road. All right. Thank you. Fork in the road. Um, citizens comments, we do not have any. We're going to move on down to presentations and we're just going to move around. We're going to have the Parkview Middle School project update. We're going to move that up first. Thank you, Clint, Maria, Kurt, if you guys want to come up. We also have Sean Cullen from JP Cullin and Sons uh in the audience tonight. This is the team that's helping us design and and get this middle school built. There we go. You want to test yours, Maria? Testing. All right. Well, great. Uh Kurt Weble House, owners rep for the school district. Exciting. Uh this exciting meeting today. It's uh a we're going to be showing the pretty pictures, the uh video

003kind of uh virtual tour. uh take the last six, seven months of of design and we can kind of actually see what uh what the uh images uh that will represent the the future building. So uh before we get into that and I'll have uh Clint and Maria from Bray walk us through that. But before we get into that, I just want to talk through kind of what to expect coming up. Uh we are approaching our first bid pack, bid pack one, uh that will go out to bid in August. And bid pack one is our site work, our footings and foundations. So it's uh portion of the work that will allow us to get started uh excavating and and getting our footings and foundations in bid pack two will be in November. That'll be

004sent that'll be the rest of the project that will get bid out. So, um, one of the pieces that I asked, uh, JP Cullen to provide us was a list of all the biders, um, that they plan on inviting. And so, we'll circulate that to the board and along along with the administration team that's working on the project as well. And the purpose for that is really to look at those biders to make sure we're capturing all the local participation that we want and if there's somebody in the in on that list that uh, we don't want to spend us an invite to because maybe we've had problems with them. Um, it's open bid, so anybody can bid on it. One of the things that JP Cullen does do is they do a pre-qualification to

005make sure that the companies that are bidding um are financially stable and can uh perform on the project. But the purpose of sending that out ahead of time is just to make sure that we're capturing everybody. So, uh, if you see somebody missing on that list, um, when when Dr. Cook sends it out to you, just respond back to them and and let them know so we're capturing everybody um, on the invite. Uh so that'll be getting sent out and then um when bids come back for bid pack one, we will compare what the budget is for that portion of work against what the bids came back in. Assuming everything is good, we'll keep the green light and keep going uh with uh awarding those contracts. Um when bid pack two gets bid out, um

006I'll come back then with a financial snapshot to show exactly where the dollars and cents are. Obviously, it's not an option to go over budget. So, um but uh we'll provide a little more of a detailed summary um after BPAC 2 comes out to show where the overall project uh comes in. So, um there's no questions on that. I'll turn it over to uh Clint and Maria. Well, thank you very much. Uh again, tonight we're going to show some uh moving pictures of the building and some walkthroughs. Um we just wanted to start out and kind of recap um what we've shared to date. Um this was um a few months ago I believe but we did share an update to the board uh with the site plan um for the facility. Uh again there's

007been some minor change uh tweaks and alterations to this uh but really the overall concept and and um idea for the site has has remained the same. Uh and then we did share uh a number of uh again exterior images of the building. So that's the the little black triangles that kind of pop up. So again, the intent of that was to kind of uh walk you around the building and and see the different aspects of the building. So we'll kind of quickly flip through those slides just as a little bit of a recollection and then we will transition to our animation. Um this one is at the at the corner. Um so kind of the the marquee view of the building for most people as they're traveling through Maguano. Uh this view doesn't show

008up in in the in the walk around the building, but um again, we did uh provide this uh earlier. Just wanted to note that while the building uh does say park view, we this was this was generated before the uh naming uh situation was uh discussed. So um I I think some of the later images will have it updated to just generically say middle school at this point. This is the kind of the front uh main of the section of the building with the cafeteria on the right and then uh our main entry uh and threetory academic on the left. This is that uh threetory academic with the entrance uh to the right. Uh and then the the library space is is up above. We're hoping it'll look as attractive at night as it does

009during the day. Uh this would be the three-story academic side of the building. Again, uh really important we having natural light in all the the learning spaces for for the students and staff. And then this would be uh the kind of the back or south side of the building with uh what we're calling the event entrance kind of in the middle. Uh the academic is on the right and then the probably the the biggest mass is the the music department there on the left. This is again that event entry. And then this is the section of the building that uh is existing that will be uh rehabbed and renovated primarily for for teched. Um we'll get a really good look of this uh at this during the kind of the walkound of the building. Here's

010what's currently the inside courtyard space. So you see the the art classrooms there. And again the the section that pops up up above will be the new cafeteria space. And then finally, um, again, this is a section of the existing building. This would be an area where where that van is parked that would be all new brick. So again, we're hoping to uh find a really good match to the existing brick, which then again will get implemented kind of throughout the entire facility, including uh usage in the new building as well. So with that, we'll um kind of give a a spin around the building. Um, again, starting at the the north side, the the new main entry. So, again, the kind of the where the some of the people are shown there, that would

011be the entry with the library up above. And then as we pan around, the the lower section of this will be our office space. The upper section, the second story section, is some some of the classroom spaces that will exist. I think that's foreign language, correct, Maria? Correct. This walkthrough will also give you a better um expectation of what you can see through to the interior than the renderings we just saw. So you will see a little bit more color and texture through the glass into the interior spaces as opposed to the still images, which I think adds a lot of life and realism for what you can expect um when the building is complete. So just passing by the cafeteria and And again, our transition uh to the existing building. Um this section of

012brick uh will be kind of rehabbed existing section. This is part of the uh existing um part of the that is exterior. As we turn the corner again where the the van is parked um that would be all new brick. So again, a combination of cleaning up uh the existing brick and then uh the opportunity uh for for new brick cladding on the building. And then as you see the the glass pieces that that jut out that is the existing art rooms. So uh we will be replacing the the glass sections of those. And then again that brick in that uh immediate area is existing brick that we're looking to get uh cleaned up and and taken care of. This section again we're kind of in the current courtyard which will be opened and exposed.

013So the the windows will be be replaced and then the darker material that you see there again is utilized on the new building. So it's a great opportunity to again bring those those materials together and create a nice cohesive building. This bear with us with some of the lighting conditions. Some of this is rendering a little bit darker than it would be in actuality while the light is kind of washing out some of the brick. So, always be sure that when we provide kind of that exterior sample board that you're referencing those for a true representation. You saw a couple of the buses to the left there in that parking area is the the bus drop off loop on the west side of the facility. And then again, making our way on the the last

014leg of the existing building that we'll see as we walk around here. And then transitioning into um family consumer ed is kind of in the area that that juts in there. That's new construction. And then our the next uh tall box is is our band, choir, uh and music department spaces. Yeah. To Maria's point, we had to be a little bit creative with uh the lighting of this as we were doing it because obviously if if you render it from the perspective of the sun angle on one side of the building, it'll look very very dark on the other. So, we kind of uh creatively uh shifted where the light was coming from as we rotated around the building. If you have any questions as we go through, we can we can pause it. Otherwise,

015uh you know, we can can obviously rewind if there's any areas you'd like to um go back to. Uh the gym, no, the gymnasium is actually kind of internal. So right there would be the fitness room uh to the left and then that's the kind of event entrance um in the middle. So that's kind of a a a circulation spine through the middle of the building. The gym as you go in there is is to the left. So when we do the walk through, you you'll have a pretty good sense of where the gym is located. This is a good example of where I was kind of illustrating that idea of seeing the color through. So, you're seeing that that fitness center is a double height space where we're using that really bold um use

016of the Maguano blue and yellow to activate that which you'll see on our interior walk through as well. And then our threetory wing. So, again, the that lower tan brick is is going to be very similar to the existing building. And again, the attempt to really tie both existing and new together. Here's probably the most dramatic where the you can see the the lighting changing supposed to be dramatic as we turn where you're seeing that gray panel in that center section. Then it's not illustrated completely here, but it it does have quite a bit of texture, sort of vertical grooves to it, which is better illustrated in the stills. Um, so just kind of want to highlight that that loss of texture here. would be part of the design and then we'll be uh ending

017as we round the corner here with a nice look at the building at night time. So, any questions about the exterior? We we can obviously jump back uh if anything comes to mind after after we go through, but we can certainly rewind if there was any questions or areas you'd like to go back to and have any questions about. All right, so our next exercise is we're going to kind of start at uh again at that front door. I think Maria's has a nice floor plan that sort of shows the path uh we go through the building. Um but basically we're going to kind of weave through more or less all of the different areas of the building. Not every single room obviously, but to kind of give you a general flavor uh for the

018overall building. So um on the floor plan here, um this is our again our proposed floor plan. And then as the next slide kind of shows Oh, and then our second and third floor. So to Clint's point, not a lot of wholesale changes really, if any. Um, if you were to go back to the board presentation from April, the the biggest thing you'll see is layering in more detail and refinement into the plan. And then again, our our route is we'll come into the building, go through the office, the gym, uh through the academic uh wing, uh kind of go up to the second floor library, um walk along the side of the gym with where those classrooms are, uh and then come back down, go through the cafeteria into the existing building, uh through

019wrestling, through CTE, through that um I always call it home, but uh career and tech family and consumer uh into a music space and then finish up um at the the fitness and then walking out the event entrance. So again, walking in the the north entry here to the left is student services and then we're going to walk in uh to the right uh where our school office is within the building. uh really did our best to render all of the materials as close as we possibly can. Um but again, the actually seeing the materials is is kind of the best way. This is that spine that then runs from the front door to that event uh back out to that event commons. Uh stepping into the gym at the far end of this gym

020is a railing. When we go up to the second floor, we'll kind of peek down from that railing. That's kind of a walking jogging track that does go around the gymnasium. see the bleachers and our competition court. We're kind of at center court right now. And then we'll uh turn and walk back out through what will be operable doors uh very similar to what we have at the high school so that during events those can be open and have nice flow of people in and out uh into this kind of event common space here. So then we'll transition into more of the core academic neighborhoods as we've been terming them. And so you're going to pass through the locker El Cove which students can access their locker into the collaboration space. So you can imagine

021all of these classrooms opening up onto this space for a sort of 21st century learning environments for these students. Also seeing what we call small groupoup instruction rooms through this glass here. There's two of those for every core academic neighborhood and that's meant for small groups whether that's teachers and students, just students or otherwise. As far as how this stitches back into the overall floor plan, there's two core academic neighborhoods or pods per floor, which would make up a grade level per floor. As we walk uh through this uh corridor here, you're seeing additional lockers on our right and then three science classrooms. We've illustrated the core academic neighborhoods in Mcuano blue and bold. So you'll have one blue pod per floor and one yellow pod per floor. As we walk through this corridor and

022sort of experience those science classrooms, this is where those two colors come together, dissipate and transition. You can see that illustrated even to the um toilet and restroom facility finishes as well. The furniture right now is just in as placeholders. So it will be uh a little bit more colorful than just white. Unless you really like the white, we can make that work too. That is indicative of the color selection. And then that would have a solid surface material wrap for durability. We're now exiting the yellow for academic neighborhood or pod kind of moving back towards that common area. integrating um places of pause throughout all of the corridors for the project. Recognizing that there is a lot of corridor to get you around this school. So whether that's benching, um digital display, tackable surface,

023we've really started to integrate that into the plan. As we come up the main stair here, it brings us to the library and the library collaboration space. Arguably the best view out will be from this library space here. And as you can see, it's a double height space. Really pulling in the warmth that was something that was critical to the district leadership team to weave into the project in addition to the Mcuano blue and yellow. So finding opportunities to have that sort of timeless, sophisticated feel, that 21st century learning environment feel for that library. Blue and gold. Yes. Did I? Um, but that brings up a good point. And so what you'll notice as we move into the gym again and kind of along these classrooms here, um, you have your true Maguano blue in

024those more high impact athletic areas. And the gold um, the true gold is brought throughout the project because that is a really nice gold for learning environments. As the blue is concerned, we are bringing in a slightly deeper blue into um spaces like the cafeteria, like the core academic spaces. And here in the the gym here is where you're seeing that true punchy blue. This is that walking track that Clint was indicating before that connected from the world language classrooms that we just walked by. Yeah, good question. So, let me actually rewind a little bit. Whoa. So, it's a little bit hard to track, but the track I did not mean for that pun, but you will be coming out of the the library into that corridor with classrooms to our right, but that is

025serving as the track. When we get to the end of this hallway, the track then pivots into the gym. And so, the track is truly within the gym box for the short side of the track. Everything else is kind of circulating around the gym, but there are windows uh around it. Majority of it you'll see um coming up here. And then the the other other short leg of the track that is not u within the gym box um also has windows in it. Part of that is just due to the bleachers if we had that um fully open. Um it does pose some problems with how the bleachers end up integrating within that. So kind of that choice to to go about doing it this way was uh for efficiency of of circulation and and

026you know again maximizing kind of the space and then the anticipated usage for that track as well. Probably not running but I would yeah probably elevator. There is uh one elevator in the building kind of positioned to serve the threetory section as well as the twotory section. And I would say really the second floor portion of the building and second and third it really is pretty consolidated on that eastern side of the building. So um while the building you know it has a fairly large footprint as a whole the you know the the amount of accessibility via elevator is a pretty small portion of that and I would assume that the elevator is not like yeah the goal yeah the goal is is to be a gurnie size so that a stretcher needs to be

027utilized that they can fit that within there. Um, so we just came down the stairs. Uh, we we turned to the left. So, behind us would be a corridor that would take us back uh past the offices and back to where we entered the building. And then this is our our cafeteria space. And um, so to the left is a concessions area. You can see the overhead doors for the serving area straight ahead. And then now we're looking to the north um, out the the windows. And then our multi-purpose uh stage space uh to the left or to the right there, I'm sorry. Again, this would be where the the serving space would be for the students getting their food. And then as we pass through this uh section, we are back into the the

028older section of the building or existing section of the building. Um turning to the left, that is where the existing building is. We are putting the new tiles to tie into the uh look and feel of the rest of the facility. And then uh as we get up here to the right is our art classrooms and we're going to go into the left here which is the current cafeteria which will get the the the floor infilled and will become the new um wrestling and multi-purpose space. So we're showing it kind of in the wrestling configuration here with the mats down. Um and then as we walk out you'll see the the kind of the flooring that will be in there if the mats are are pulled up. The current stage will get filled in and

029and is utilized as as storage space. So, back out into the hallway and then we transition uh as we uh extend to walk down to the south and then to the to the west. Um this will be our career and technical education spaces. Uh so again, fully renovated. We're pulling the lockers out of this space so the hallways are are nice and wide and and allows for some opportunity to add some windows and be a little bit more flexible with with different parts of the of the design. Uh the sliding glass doors connecting some of these cleaner classrooms to the lab spaces. Those funky yellow things floating in the space are um where we'll have cord reels for electric power um kind of hanging from the ceiling. It won't it won't look like that. So,

030that brick wall is actually an existing brick wall that we're going to kind of clean up and and allow to to be the the finished wall in in the plan. So, there's a couple examples where we're adding windows to again uh add visibility and allow students to see the exciting things that are happening um within those spaces. Um the the Maguano CTE on the wall is is kind of suggestive at this point, probably a nice opportunity to have, you know, something very impactful in in the hallway from a graphics perspective. So, people um just to improve the the look and feel of the different space. So, we'll transition um here we're kind of again passing through the last part of the existing building and then we'll be back in the the new section to kind

031of wrap up with the music department and and the family consumer. Taking a lot of cues from the high school classroom space and lab. This flooring did not render very well, so it will not look like that either. So, but that would be epoxy resin. So, you can kind of imagine the the fleck um resin material throughout the corridors as you're seeing is stained concrete that'll be polished and then we're utilizing stain to again break up the corridors, add some visual interest. We're coming into the music now. And so we always make the joke, but these are not small animal cages. These are instrument cubbies. So providing some instrument storage outside of the classrooms to be a little bit more communal, as well as instrument storage within the classrooms for those schoolowned larger instruments. This

032is an example of how we're uh designing each of the music spaces. For the purposes of today, we just brought forward the band space. So, this is actually a specialty flooring. It's a resilient floor um that kind of looks like a fuzzy carpet, but it will kind of cool water, any liquids that would be sat on it. Um but it also helps with the acoustical properties. What's that? Correct. So, we've been working with Andy um closely on on this particular product. a lot of conversations as well about supervision into the practice in ensemble rooms. So, making sure that we're providing kind of reasonable and appropriate um interior windows to help with some of that while maintaining acoustic properties. We're still passing along music classrooms on our right. So this would be the general music classroom

033through this window here and the gym would be directly to our left. So here you're seeing a sort of hub for um cubby spaces for athletics for students to use to put their shoes, bags, what have you before gym class. And then we end our tour in the fitness center which hopefully feels very similar designwise to the gym. And hopefully you also noted as we looked at the gym that it does kind of hearken back to that middle um that high school design that we did for you all a few years ago while providing a new identity for the middle school. I should note too, another thing that we are sort of finalizing in our design is the potential use of existing bleacher board. So that wood bleacher board um we're looking to find ways

034to integrate that into some of those benching elements that I highlighted before. And that's what you're seeing there. And then we'll end back in that um common space at the athletic side of the facility. Any questions or areas you'd like us to go? Yes. Yeah. I don't Sorry. Uh, I don't remember on the gym part. Are there open are there windows in the gym area? And what I'm getting at is I remember the wrestling room. No windows like for tornado shelter stuff. We have space big enough. No windows that accommodate the whole school in there at one time. Yeah. Well, I mean, technically the current cafeteria, the wrestling room would would not have any windows. And I I don't believe the gym has any exterior windows either. It's all internal. the the windows that you

035see are are out into various uh corridors. So, um whether it would technically qualify as a a storm shelter, I mean, we're we it's not, you know, technically designed as a kind of the strict definition of of like a FEMA storm shelter, but it does not have any exterior windows. Oh, they they do pop up. Okay. Apologies. but none at the kind of human scale level to that point. Uh on the on the south side, there are a few that pop up above that are that would be on the outer wall. Well, I'm not an engineer. windows. Yeah, typically within these types of buildings there there are a lot of internal rooms, you know, within this facility. So, um between the locker rooms, the wrestling room, various storage rooms, we we would have Jim just

036want to make a comment about the track. I wish it was all like in the gym and not in the classrooms. That's where I thought it was going to be. Yeah. Again, the the struggle there was kind of the duplication of circulation. So, we we were really trying to be as efficient as possible. um with with that um and and again kind of working through that because if it's all in the gym then we would also need kind of corridor space with without that so that people aren't you know openly passing through the gym. So that was kind of the struggle. The other struggle again is the kind of then then the the bleachers that are docking into that have a height limitation because obviously the head height if there's a walking track above it.

037So it really kind of uh kind of pinched us in sort of how the the and some of those limitations would exist. So again, we felt this this solution again accommodated, you know, some degree of openness within the gym where we where we thought it made the most sense. But uh but again, we're trying to be most efficient kind of with the with overall circulation and uh layout of the building. I believe that's true. Yeah, it's I think roughly 700 on each side. High school. Is that about the same? Your high school is 3300 3,200. One of the one of the requests um from the middle school was to be able to do a all school assembly to host their own promotion ceremony on site. So, we were targeting, you know, the class of students

038being about 400 kids plus parents and everybody else making sure that there's a good spot for them. So, this gym does provide that 1500. I think the current space maybe holds 500 current. Yeah. This thing my guess is that's that would probably about right. I don't know exact count. Yeah. 500 and not an ideal 500 because it's on both both sides without front. Yeah. So that was again one of the reasons why the bleacher space did did factor in substantially for us. And how about the fitness center? How does that compare to the current current fitness center like sizewise? I want to say it's about three times the size. Uh it's a two I believe we're looking at a 2,000 square foot fitness center. The other one was one of the smaller classrooms where we

039we packed everything in the current. Okay. Any other questions or comments? Caroline, can you show on the exterior view how you would get from inside to like the outside where the track would be or just where gym classes if they're going to utilize outside area where they would be? I'm just curious about that. So, it's actually kind of this this last progression that we had shown. Um, walking out of the fitness and then uh we'll hang a hang a right out of the f fitness store and then another right and that would be out to the track um and kind of playground area. I think there's uh another entrance on the other side of of the music kind of between music and that family consumer ed. There's another uh way out there as well. So,

040this would be kind of out the door and you can see the parking lot uh to the left there and then the track is just beyond that. So, basically down that uh that sidewalk. Good idea. So, we walked out Yeah, we walked out that door right there and then there's another one uh to the left again on the other side of music coming out. That would be kind of more of a direct connection to the cafeteria. I think it's important to know though if you do Yeah. When you look at that space right there, there's about 450 parking spots in this drawing. Uh Park View currently has about 250. And this is hard surface. You can see where it goes over by the district office and then where it goes by Claren. So when we

041do have larger events, if if an elementary school were to come over here for the for the winter concert for instance, there's a lot of hard surface that people would be able to walk on instead of having to go on roads thinking a big bend, you know, for instance. So it does pull everything on the district property for the ease of any visitors that we have. You can also see by the way we have the driveway and then the sidewalk for those community members who are going to attend events at um at Field Park. We still have all of that that hard that people can park on our property, walk across the road, enjoy the festival or whatever it is, and then get back to their cars with relative ease. Turn in lane two. Yep.

042Clint, could you talk a little bit or Kurt about just the deceleration lane and what we're proposing to do on Veterans Way 83? Yeah, if you could zoom in on that uh Veterans Way. Yeah. So where you see the the on the top right uh which is currently where you enter in the district office. Uh so there'll be there it is. All right. Um so that currently is where when you enter the district office you currently come through here. So um that'll serve for district office uh claridin and also for park view because we stagger the start times for clarin and district office this works. If these start times were the same time it would be a challenge. Um but uh park view or middle school will come through here. Drop off. Uh a key

043piece is is the drop off. If you recall now, that was one of our challenges we were looking at solving was not having cars back up into onto Veterans Way. So, we have a nice long queuing area. Uh, another key piece to efficient drop off is having a long drop off area. So, multiple cars rather than three or four cars dropping off at one time, you can have uh five, six, you know, 10 cars dropping off. So, that that helps the efficiency of of getting that flow. Uh so that'll be a drop off area for uh Park View and then coming into Claridan, they'll be coming in off of this and then turning right to come in and and following that same path then for district office and Clarin. So adding to the queuing there

044as well um and staggering those times is a key piece uh to that. So once they get into this area, everything will be the same as as normal as far as the exiting will continue to be out where it currently exits. Now there's also a right turn lane in Yes. Yep. So you'll this will be a controlled intersection. So there will be traffic lights there as well which will also help with with uh with the flow. So, similar to the high school that it has sensors in it. So, um these lights are not going to be changing. Um if there's no nobody waiting to get out, right? So, we're not slowing slowing down traffic on Veterans Way, but when traffic is present, those sensors will detect that and then these traffic lights will help control

045that as well. So, you can turn left and right um off of off of uh when you're exiting here. Are you aware of anything like reconstruction on 83 grand intersection Veterans Way in 83? Yeah, so a little bit of work as part of our project. Uh right now there is a left turn lane right here and we're going to be eliminating that because this was the entrance exit for Park View, right? So we're eliminating that. And so that the DOT is having us also eliminate the left turn lane because it no longer does anything, right? So we'll we'll modify that. And then Maria, if you could just go down 83. Up a little bit. More. Yeah. So, we're just doing a little bit. So, that left that left turn lane is exists. We're just reworking

046this slightly. Um, this will be it'll look similar. It's just a small slight modification. This is roughly where that exit entrance is right now. And so we're going to utilize that same location, just a small island modification here, but it'll operate very similar. We'll have left turn in. Uh you can right turn out. Um yeah, this will be this will be right turn out only. So you can't turn left out of here. It'll be right turn only. Um and then and then entrance. Yep. Kurt, how about the interop? Sorry. How about the intersection on 83 and NN? Are we doing anything with that or is that the state? That's nothing as part of our project. Um I think when the traffic study You're talking this area right here, right? Correct. Yeah. Yeah. Nothing as part

047of our project. When when we did our traffic impact study, um there was another traffic impact study that the city or or another developer did uh for some adjacent parcels that showed some work in there, but not as part of not as part of our project. Perfect. Thank you. Yep. Carolyn, you have something. I appreciate the advancements in the virtual tour technology. We didn't have uh the technology wasn't where it is today when we did the high school uh referendum. So, it is kind of nice to see that level of detail that we got to see here. We didn't have that opportunity at the high school. So, it's nice to have a bit of a preview before we put a shovel on the ground. All right. Any other questions or comments? All right. Thank you.

048Thank you. Thank you all. Yeah, looks great. Thank you. Okay, moving on. We're going to go to the 2425 athletics and activity spring update. Mr. Trudeell. you give some verbal updates while there's some open time here. We got a really short presentation. So, uh, this is going to take three minutes. If you all want to follow along on I think you have the presentation in your packet. Yes. Yes. I'll just go through it. Uh that'll save you some time rather. I know you got a late night tonight. So, um thank you first off for having me. Uh I apologize that my graphics department isn't quite what Bray Architects is. Uh so I like the graphics on your presentation. Yeah. Yeah. I I knew you would like that front page. Um a little shorter presentation than

049than most times when I come. The last time I was here was the end of April. Uh so the majority of the spring activities I covered in that presentation. Uh so today is is strictly uh spring athletics uh and then a look ahead uh into uh the fall. We had a really really good spring. Uh, every one of our programs uh was improved uh in some substantially uh from from the previous season or from the previous year. Um, a number of championships uh you got them there in your packet. I'm not going to read them all off, but I I would like to point out a couple. Uh, boys lacrosse uh made it to the state semifinals. Uh, that game was played at Kettle Marine. Uh, boys lac or lacrosse in general is pretty new

050sport uh in Wisconsin. Uh that was one of the most exciting games uh that I've attended as a athletic director. Uh we were down uh 8 to3 with like eight minutes to go. Roared back to tie the game. Uh went into overtime. Had like four shots on goal in overtime. Couldn't get one in double overtime. Uh they ended up scoring a goal to uh to knock us off, but super exciting game. Really proud of the kids. Um and just neat to see that sport uh evolve. Really good crowd at Kettle Brain. So, uh, it was, uh, exciting to see. Uh, and then baseball. I'd like to mention them. Um, and we'll have a slide on them in a minute, but, uh, they won a conference championship, which is always something that we want to, uh,

051to highlight. Uh, our, uh, girls soccer, um, had a majorly improved, uh, season this year as well. Girls track, fifth place at state. Um, I asked Matt Sherbart, he believes that's the highest uh, finish. uh he didn't know 100% but that's uh that's a pretty uh remarkable uh finish for those girls as well. Uh the next page uh is the highlight of the the baseball uh conference championship. The last time that Mcuano High School had won a conference championship in baseball was 1987. Um I happened to be a practice player on that team. I served that role uh in 1987. Long time ago. Um but it was cool. The game uh to clinch was at home. We played Okconomwalk ended up winning by a run. Uh and the picture on the right there uh is

052is coach Miller who's our our new head coach, first year head coach. Uh and then the gentleman on the left is Don Enright uh who was the coach in 1987 uh when we won it last. So it's a pretty cool pretty cool night at uh at Mcuano High School when they defeated Okconom Walk to win that conference title. Uh the next page uh is some individual highlights. Again, I won't go through all them. lots of allconerence awards for our various sports. Um, a ton of ton of kids recognized. Coach Miller, who I just mentioned, was named Classic Eight uh, coach of the year for baseball in his first year. I thought that was pretty good. When we did our end of year discussion, I said that's pretty tough to top the way he started off.

053We're going to have to go win state now. So, he agreed that that would be a goal, which is great. Um, in girls lacrosse, I want to highlight Emily Simons, uh, sophomore, first team all state, uh, and our first ever all-American, uh, in girls lacrosse, which is awesome. Yeah, if you watch Emily, she is unbelievable. An unbelievable player. So, uh, great for her. Uh, and then Carly Hine, our girls lacrosse coach, uh, was the classic 8, uh, girls lacrosse, uh, coach of the year. So, I want to give a shout out to, uh, coach Hine as well. uh individual accomplishments. Uh our tennis team uh had a had a nice finish at at state. Both our singles player and doubles uh team finished higher than um or the highest finish in in MHS history uh

054which was great. And in girls track, we had a number of uh state place winners uh including uh the 4x1 uh state championship team uh of Scarlett Anzel, Emma Craig, Ella Schuler, and Leila Presendorfer. Uh and the next uh slide is a picture of those four young ladies. Remarkable thing. Uh this is the third year or third time in four years that we have won the 4x1 uh at girls state track. So we have become a girls sprint. Actually our boys sprinters are pretty darn good too. But kind of become a sprint school which is uh which is neat. But uh congratulations uh to those young ladies. On to uh 2526. Um, you got the spo the fall sport dates there. Uh, homecoming, I know I get questions from time to time when homecoming is

055from the board, so I included that. Uh, it's early this year. Um, which is good. Hopefully weatherwise will be uh will be wonderful for homecoming. Uh, and I just wanted to update you on uh our track and scoreboard uh projects. Uh, both I know you've all probably driven by and and checked it out. Both are on schedule. Uh, the beams went up for the scoreboard uh last week. Uh the blue surface for the track uh is scheduled to go in next week. Uh and then painting of the lines and markings and and whatnot will follow that. Uh so far on schedule. Uh hopefully weather cooperates and and we'll get that done. Uh first football game is we host week one. So that's August 22nd. So we got to have it all all done by then

056and pretty confident that uh that that will happen. And that's all I have for you unless you have some questions. I just have a question. I know we had the like temporary seating coming in. Are we doing the same thing? Yeah, Stephanie and I were just talking about that. It's going to be it's going to be different. We're not 100% sure what we're going to do yet because of the new surface. We don't want to uh compromise that at all, but we will have uh seating in that end zone for our our high school crew as well or as as usual. Any other questions or comments? All right. Thank you. Thank you again. Appreciate it. Have a great night. Thank you, Andy. All right, moving on to 2425 year in review. So, thank you. Uh

057we're going to just go over and look at the highlights of this past school year. Um it had was a as we put this together, it was remarkable school year. We accomplished a lot. Uh want to just point out uh some of the big points of that and then also talk a little bit about where we're going to be going. Uh what some of our areas of focus are for 20526. So, um, again, we'll go department by department, cover some key highlights, and then just start our, you know, reinforce our commitment to the ongoing progress monitoring, uh, to the board and to our community. Um, if we go into 2425, our goals, uh, we set these goals in the 2023 24 school year. These goals were set with the purpose of being multi-year goals. Um

058the first is uh academic related, school report card related to be in a top 10 position uh by the department of public instruction. Uh and then each school be in a top 10% position on the school report cards. And we'll show you where we have arrived at in that area. And then the district will be a destination district for staff and residents by ensuring the responsible efficient use of fiscal resources and building a supportive professional culture. And we'll touch on some of those highlights this year. Um some big things just uh big big big work done this past school year. Um started off just kind of a year in review going back uh purchase and then the development of the sore location. I know that the board had number of years I think six or

059seven years worth of conversations as to where we could end up. Uh we were able to locate a spot and we've found a permanent home now for the 30 to 35 students who are going there. Uh we hired and onboarded 44 new staff members. Um November 5th, we passed the referendum and we saw kind of where that project has evolved to. The district was designated as exceeds expectations on our DPI school report cards. We ranked 32nd out of 367 K12 districts in the state. Our high school increased its average composite ACT score by.7 from the 23 uh school year to the 24 school year. We adopted curriculum and resources and elementary math, K5 bridges, K6 I Ready at Eagleville. And then in April, we were able to celebrate Mr. Luke Spielman. He was awarded the

060awesome middle school principal of the year. Um related to our goal on financial work and in our financial stability, our bond rating increase from double A to double A+. Um we have maintained through our district operational budget again the purchase of soar districtwide HVAC controls high school that new roof section that went in the buildings and ground storage facility Claridan is in the process of getting a new roof the scoreboard that Andy mentioned and the track and then the technology infrastructure switch upgrades which is currently in progress. Um our health clinic uh we expanded from four days to five days per week and added 43 hours of coverage. We added a nurse navigator to help schedule surgeries, procedures, etc. Again, trying to make this as uh high quality of an experience for our employees as

061possible. Um the self- insurance uh uh successfully completed our second year in self- insurance. Uh we built up a reserve of $2.7 million as of June 30th, 2025. This puts us in a great position. We transferred over $900,000 to ind individual teacher 403b accounts. And then the salary model, we talked about that quite a bit last year getting our staff right sized. So the work of the board, Tom and Rachel, really put us in a good position um to to get our staff in line with where our market comps are. Tom, if you could go to the next slide, please, and then click on the uh district strategic learning objectives. So these are the indicators that we're striving for every year. And if you see it in yellow, that means that we are in progress

062on it. If you see it in green, that's a goal that we have been accomplished. And seven of our eight schools currently exceed expectations or higher on the DPI school report card. Um, our benchmark reading, uh, the CBM reading in grade one, our goal, we're currently at 80% and then we are shooting for an 85% rate in that regard. Um, you can see where we're at from forward exam uh, information. We're meeting or exceeding in the areas of forward exam. Scroll down a little bit, Tom, please. Our ACT composite is climbing up there towards that goal of 22. Stephanie and her team at the high school have things focused and they're doing an outstanding job. Um, remarkable our students uh score for students with disabilities achieving an 18. Again, great work by our special education

063department and all that they're doing to make sure our kids are hitting their academic goals. The industry credentials is a work in progress and we continue to focus on our CTE programming. You can see how we're doing um around AP our students with disabilities again meeting proficiency on state assessments. Tom, if you could scroll down. Uh we have the MTSS system. So this is what we're doing to support students who have academic or behavioral needs. Uh the academic component is complete and we're continuing to work on the behavior component. We'll learn more about that uh in the weeks ahead. Um you can see from a staffing standpoint uh now we get into more of our operational goals uh that we are just shy of that benchmark that we sent from a staff retention rate which

064is an outstanding thing for us. Um we do spend a lot of time and energy in onboarding new staff and getting them used to teaching in Maguano. Uh we want to see the folks that we have stick around. Uh you can see where we're at from a salaries perspective. You can see the growth that we've had uh when it comes down to the employees uh favorable response to I would recommend MASD as a great place to work. Our goal is 90%. That's a very high goal. Uh and we continue to work for it in that area. Scroll down, you can see where we're at from the SLO standpoint, um the fund balance mark and then our it is our goal obviously to complete 100% of our capital maintenance projects from our operating budget. Tom, if

065you can go back to the presentation, we scroll into the next slide. Uh we'll start to touch on where we're at from department by department. You can see in student learning this past year, the 2425 priorities, we had act 20 bridges, the guaranteed and viable curriculum, professional learning communities, and then housing for curriculum documents. 26 2526. You'll see then where we are going. I think one of the things to to note on there is we have done and we continue to do a great job around our piloting and our resource adoption, our curriculum adoption, but one of the threads that we see as as critical for our organization to continue to improve is that professional learning communities where we've been where we started from where we've been and and where we continue to go. So

066our our work in PLC's next year will really address assessment work. Um, we'll be talking about instructional practices, making sure that, you know, we have the assessments in place, but teachers are using the best best possible uh pedigogy in their classrooms. And then we're going to continue to build on that guaranteed and viable curriculum as a goal for our organization. Next slide, please. Student services. Uh, you saw um the area the ELA and math, just improving outcomes and how we've hit some of those targets. We'll continue to have that focus uh going into next school year. um you continue to define expectations for student behavior, including the proactive strategies and interventions. This has been a goal that that we've worked on both from the board, through our administration, and into our schools. It's it is

067an area of focus for us. Continue to build leadership capacity for student services staff through strategic professional development and collaboration. Uh Christine and Angela have done an outstanding job of planning out our PD um and we will continue to do that for next school year. and then continued growth in the compliance practices around IEPs and 504 plans. Those are the ones that carry the the federal and the state eyes on on what we do in the school district and we want to make sure that we're serving our students with disabilities the best we can. Next slide, please. Human resources. Uh last year we did implement this past year a new model uh for teacher and administration administrative evaluation. Going into next school year, we're going to dig into that model a little bit more uh

068and do work around professionalism domain six in the strong model. Um we are going to continue our efforts around staff retention through climate culture and goal orientated monthly action steps. Our elementary principal coaching and evaluation uh will be transferring to Rachel facilitating the wellness committee and improving the HR processes and systems to make more work effective, efficient and streamlined. So again carrying from 2425 into 2526 if you can scroll in finance and facilities uh we do have a lot going on in particular in this area and you can see this work this is this becomes the you know the highlight the focus for our community um 2526 the budget development the new middle school project year three of our health plan uh maintaining the focus on facility planning continuing our efforts in that 10-year plan

069it's extremely important for us. And then uh school safety and selecting and beginning to install a possible new safety system in our in our district. And then districtwide again review possibly and revise our district mission, vision, and values with our stakeholders. So, uh, we did do a little bit of work on this and a little bit of looking at it and, uh, making sure that we that we have a mission and a vision statement that actually articulates what we needed to articulate as an organization and then those are aligned to our community values. Uh, so we'll begin doing some work going into the 2526 school year on that. Again, utilizing our budget for competitive salary and benefits, the 10-year facility study, the construction at Parkview Middle School. We are hoping to break ground in September.

070You heard that presentation earlier. That'll be a very exciting time for us once the shovel hits the ground. Support, develop, and grow our organization around our strategic object objectives. And then we're going to be putting together two larger commit committees going into next year. Our curriculum council and our student behavior committee. Um, and so those those will be two drivers of of of a lot of our goals that you saw on those previous slides. Any questions? Caroline, just with what you said about the middle school with breaking ground, are we going to have a need to do any calendar adjustments in the coming years for that? And I I probably should have asked it during their presentation, but when you mentioned breaking ground, I thought about that. So, so I've asked Rachel to uh start

071the calendar process at essentially after school starts this year. We we'll be in September and we'll be starting to pull ideas together with the calendar. Um there we we benefit next year's calendar. Uh we have a two week Christmas break. So that that longer period of time is going to be helpful for the construction company particularly if the weather is good. Um we will end next school year at the scheduled time. It's the following year then that we would possibly be looking at doing some things with this with the calendar. And you know some of the ideas are can we finish school by June 1. Uh if we can get out on June 1st, we give the construction company another week and a half access. And I've talked to them about you know how beneficial

072is this before we would make that adjustment. And there was feel that that would give them, you know, a good leg up into that particular summer. In order to accomplish that, we might have to look at the start time and the end time of school, maybe lengthening the school day. With that, we could utilize the extra days then that would be in the teacher contract, if you will, um to to do curriculum work, to do professional learning right, as school lets out. So, we have a number of things that we need to work through, but what we are going to do is work on that calendar earlier right after school starts. get that in front of the board for approval so families can plan for that that following year. Any other questions or comments? All

073right, thank you. Great year. It's good to see it all up up there. Yeah, we forgot about that. It was quite district quite a reflection this past year. Yes, very busy. All right, moving on to consent agenda. Looking for the approval of the school board meeting minutes of June 16, 2025 and approval of vouchers and receipts. Any questions or comments? Hearing none, that's approved by consent. Moving on down to policy. We've uh had some conversations just around open enrollment. And in LinkedIn here, you'll see policy 5113 open enrollment program. That's our current policy. And then you will see 30 uh 3756.001. 001. That PDF uh document is some proposed policy changes uh that we would like to bring forward. And so we're just bringing forward for your uh your viewing tonight um have an opportunity

074to take a look at it. But what this this does is it really defines it puts some parameters in and around how we would be handling open enrollment. um students who are accepted in open enrollment um how they would be placed, how we would make space determinations, how we would handle disciplinary issues that might be associated with a student uh who is here under open enrollment and then the steps that we would take you know obviously to address that. So um you can go through and see um what is uh struck um you can take a look at the language uh that is in the policy. Um we did work with our legal counsel. We took some feedback. I took feedback back to them uh for what were some recommended changes um and they have

075given us the best possible language to use. Any questions on that? All right. Thank you. Moving on to personnel topics. Teachers on call. Kelly education. All right. Tom, can you pull up the presentation, please? So I'm just going to give you a update on a year really at a glance around our sub platform which is teachers on call and they are switching um Kelly Education just purchased teachers on call. So they're making a slow transition to being called Kelly Education. So for the next year you're going to hear teachers on call education because that's how long it'll take for everybody to get in sync with um it being Kelly Education. So this is just a snapshot of the year at a glance. Um we had an overall fill rate of 85%. Uh in terms of

076teachers, we had a fill rate of 93% and in terms of pair professionals, we had a fill rate of 59%. So that's where we got that 85% average. We onboarded 114 new substitutes and two kind of priorities of teachers on call Kelly education were doing school visits and then really prioritizing communication and accessibility. So making sure that they understood what the school experience was for our building substitutes and then communicating and trying to recruit subs actively. So, um, in terms of our school year trends, we saw this year a slight decrease in our fill rates. I mean, not even a full percentage point. And what we attributed that to is just we saw a pretty significant increase in the number of paraprofessional absences. And so, knowing that that is a really difficult um position to

077fill when our sub pool is so small, again, we did see a slight decrease in that. In terms of our teacher fill rate, we actually saw an increase. Tom, you can go ahead and switch. Rachel, do we do any communicating with uh teachers on call, like getting feedback of what we could do better for them? Yep. Yeah. Every month I meet with our rep and uh we have that kind of conversation. We look at all of this data, but on a monthly basis and have that Yeah. exact conversation. Thank you. Um and so in terms of uh this data point, this is really important and this is something Dale to your point actually uh this is something that we met with our administrators right around the midyear mark and shared this with them because something

078that we were noticing is that if we could get a large lead time. So, if we could get at least 12 hours or more notice that somebody was going to be absent, the ability to find coverage, to find a sub went up dramatically. And so, if you look at these data points, when we are underneath that 12-hour mark, it's really hard. We're at 66% for a teacher sub and then only 16% for a paras. Whereas, if we are in between that 12 to 24 hours notice, that jumps to 72% for a teacher and 31% for a pair professional. And then if we can get at least a day's notice, we're all the way up to 98% for a teacher and 76% for a pair professional. And so something that we asked our principles to message

079is just really emphasizing that as soon as you know you're going to be absent, entering that absence into frontline. We know that we have a workforce that doesn't like to be absent. Um we've all seen the teachers who are saying it's just easier for me to come to school than to create sub plans. And so again, we had that conversation that it's it's again really important to get that lead time because that's when we can essentially get the better coverage. Tom, can you flip? So this is why teachers are absent. So we look at this data to really get a better understanding of what can we control and what can't we control. And then looking at again um the reasons that teachers are gone. And so obviously the number one reason and we would expect

080this is that teachers are absent is because they are entering in sick time. What we also then again are monitoring is are there absences that again we can control. So you'll see that there's you know a significant number of absences because teachers are attending curriculum or workshops or testing or you know just various other things. And so those are those are data points that then I come back and I work with Angela and her team or working with Christine and her team to say can we reduce this because we know that teachers being in the classroom is a really important factor and we know that again it places a burden on the system when we have to pull the teacher from the classroom and then fill that vacancy. And so the the less that we

081have to do that the better it is for the system. And so, uh, the first year that, um, we looked at this data, these numbers were far higher. We have decreased those numbers. We're kind of we're kicking ourselves in the foot, um, significantly. And some of these you're you're just going to not avoid, right? So, um, talking to the high school, you're not going to avoid needing coverage for something like AP testing. We have to cover that. We have to proctor that. Um, and again, some of the curricular work, it has to get done. But again, if we can really make sure that we're doing that purposefully and thoughtfully so that we're not again kicking ourselves in the foot by pulling teachers out of the classroom and then having to find somebody to fill that,

082that's going to be really important. The next piece of data that we look at is looking at individual school fill rates. And the reason that we look at this is to really ensure that there's not a school that stands out as subs don't want to go there or um buildings are not entering in their absences accurately. And so you can see that for the most part all of our buildings um really have a pretty consistent subfill rate. Uh Big Ben was a little bit of an outlier this year. And when we dig into that, one of the uh number one reasons that we hear is location. And so our subpool generally picks um schools that are within the proximity of somewhere close to that where they live. And so our subpool for Big Bend is

083just a smaller subpool. Um but again we want to dig into feedback on if we hear that you know this this building you know sometimes we'll hear a narrative feedback that subs don't want to go to this school and we always again want to use data to drive those decisions and drive that narrative and the data just doesn't suggest that we have schools that are that subs don't want to go to. Um, so this is our analysis when we look at are there different days of the week? Are there um that subs are harder to get than others? And hands down, Fridays are more difficult to get a sub. And as you can imagine, Fridays are also one of the most popular days for teachers to request off. Next year, we have implemented uh, if

084you remember, two personal days for teachers. And so we are anticipating that we're going to see an even bigger increase in the number of Fridays that teachers request off. And so um going kind of handinhand with this is one of our action steps around this data point. So I'll I'll get to it, but what we're going to be talking about is a Friday sub incentive. And so um Tom, if you want to go to the next slide. Um can you scroll down a little bit? So, um, in comparison to other districts, our sub rates are right on par. So, we are not you're not going to go to district A, which is our neighboring district, and and get paid significantly more. You're not going to go to district B and get paid significantly more. So,

085we're right on par. Uh but what other districts have done is incentivized again certain days of the week to be again more attractive to fill those those vacancies when again they know that they have hard to fill days. And so that is something that we are looking at. Additionally, knowing that we have just a lower pool of uh pair of professionals, we're going to look to incentivize that as well. And so I believe that's the next slide, Tom. So this is our talent pool. Um I kind of already talked about this. We have 179 um total people in our talent pool. Um we the number one again paraprofessional request is from special education pair professionals. Our regular ed pair professional bank is pretty small in the district as it is. And so again, we really

086want to grow that special education pair professional bank because those are the people who when they call in sick are difficult to fill. And Tom, if you go to the next one. And so how we're looking to do that is one again we're looking at um creating a Friday incentive. So we're looking to increase the sub wage for Fridays between the months of December through May. So again, the first few months of school, most teachers, you know, are not taking their personal days. Our attendance rates in terms of illness are still we're still pretty good. Um, but again, December hits and everybody is sick. People want to use their personal days. And so we're looking at doing a Friday incentive. Um, we're going to continue to talk to staff about communicating early when they're going

087to be absent because again, if you again look at those percentages, 98% fill rate. if you can tell us at least a day in advance. And then we're going to be looking at a referral bonus for pair of professional subs. So if you know somebody, what we do right now is we do have an employee referral bonus. If we hire somebody on um and you had referred that person, you get a $250 referral bonus. We're going to be looking to offer that same referral bonus for paraprofessional subs and then look at some potential other uh incentives for our paraprofessionals. We have a uh a subcommittee that we're going to be not a committee, it's really going to be just a group of people that come together once or twice in the beginning of the year

088to essentially give us feedback on how we can get more pair professionals. Our pair professionals don't don't work during the summer. Um, but just looking at what we can potentially do in addition to a referral bonus to help onboard some more of those that category so that again we can fill some of those vacancies. That's all I have. Hi Rachel. Hi Mike. The the data that you were saying that the outlier on Big Ben was uh the distance people have to drive. Does that come from teachers on call? Correct. Okay. So, if the data if someone who's working for them doesn't submit anything to them, you don't see it. Correct. We we do ask So, our building administrative assistants are the first people that the building that the substitute checks in with and then they

089are supposed to check out with. We do ask our building administrative assistants to check in with all of our building, you know, the substitutes. How did it go? How was your experience? So, we do have that anecdotal feedback as well. Um, and again, none of our buildings are sitting where it's like, you know, 50% fill rates. They're all sitting fairly high. Thank you, Jake. Was what was the notice requirement for the personal days for a teacher to take his or her personal day? So, they have to get it approved by their building principal. Um there's not necessarily a notice requirement as long as their building principal approves it. Okay. Would that be a feasible strategy to get better fill rates? I know part of the reason we implemented those was get more notice, right? So

090we could get better fill rates if we made that. Yeah, I'd have process. Yeah, I'd have to go back and look at the exact handbook language. I don't we might have that language in there. I don't know of I don't think it's a very common practice that teachers are giving notice are giving fewer than 24 hours notice for a personal day. I think those are coming in with a lot of notice for most teachers. A common occurrence. Yeah, I don't think the personal day is a common occurrence at all for teachers to give short notice on those. Thank you. About long-term subs. We know a teacher is going to be gone for two months. For stability in the classroom, how often do we get like that same sub in there throughout that time? Uh for

091a regular classroom position, I would say that that's very common that we're able to secure that. We have a fantastic candidate. We have a fantastic retiree pool of long-term subs. So, people who are willing to come back, uh we do pay a higher sub rate for our retirees. And so we have a really great candidate pool for that for special education long-term subs. That has historically been a harder to fill position, especially for a long-term basis, but we have been able to do it. Sometimes it's just peacemealing, you know, re-shifting case loads, doing things like that. But um I would say for our regular ed positions, we've been able to fill those with just again most of the time it's retired teachers who are able to come in and do a really great job for

092us. Thank you. Any other questions? All right. Thank you. Co-curricular handbook. So this is just an update. You may have remembered last year we have a co-curricular handbook where all of our athletics and activities at the secondary level are uh listed and then their stipens are listed as well. The process for how to uh get a co-curricular activity approved is in there. And essentially what we've done is uh we want to look at this on an annual basis. And so we have a team of teachers at the elementary level, middle school level, high school level, as well as our administrators. Andy Trudeell is the um athletic director as well as Josh Court, the activities and athletic director at the middle school. Um and then again, administration are on that team and we have come together

093to just revise that. Again, what we'd like to do is make that a K12 athletics and activities co-curricular handbook so that it's all in one place. And so I'll be bringing a draft of that on the August the 1 August meeting for some discussion and then looking to approve that prior to the school year starting. Any questions on that? All right. I just want to thank you for all your work on our handbooks. That's great job. Thank you. So then the last one is our the actual handbook then. Um so we are also just again doing an annual revision of our support staff and our professional staff handbook. And so um just these are just really minor tweaks. Um and these are just to again stay current with any fate state or federal um guidelines

094and changes that are being made. Uh one of the big ones that you will notice uh in the in the August meeting is that in the uh support staff handbook there has always been a special ed addendum, a separate handbook for special ed support staff. And what we are doing again is combining those into one handbook so that it's a one-stop shop for people to go. Um and so again, if you've never looked at the special ed support staff handbook, you'll be able to see that one as well. Um but otherwise they're very minor changes. We've put a lot of work into those uh my first year here when we created them. So just minor changes questions. All right. Thank you. Sure. Moving on to student learning topics, human growth and development. All right. Tom,

095can you pull up the presentation? I have just oneformational item for you tonight and that's an update regarding the district's human growth and development curriculum. So I'll just provide a review of district policy and state statute around human growth and development. Um give an overview of what is taught at which levels. Um give a summary of the most recent review that was done in this area and then talk about next steps for this area. Next slide. So, Maguano does have board policy that directs the district to provide human growth and development instruction that is consistent with the state statute. So, according to the state statute for human growth and development, they encourage districts to provide instruction in human growth and development. And if a district chooses to do that, then there are some specific requirements.

096The state statute specifies the specific instructional topics that need to be addressed. Um, it also talks about parent notification. So, we are required to notify parents regarding the curriculum and the content on an annual basis. And we'll talk later in the presentation about what that looks like. We are also required to provide an option for parents to opt out of the human growth and development content. And then the state statute also specifies requirements um for an advisory committee. So when we are reviewing and revising our human growth and development curriculum, there are some specific requirements um for the membership of an advisory committee. In Maguano, we have specific human growth and development instruction at the grade levels of fourth, 7th, and 9th. So, I'll just give a quick overview of what is taught at each

097of those grade levels and who it is taught by. And then the specific content and the resources that are used are linked on each of the slides for each grade level for your information as well. So, in fourth grade, the boys and the girls are taught in specific um gender groups. The district nurse, who is a female, teaches the girls groups, and then the male PE teachers at the elementary level instruct the boys groups. The instruction for fourth grade is in regards to changes that students bodies go through. So this includes information regarding puberty. That information is specific to each gender group. And then it also covers personal hygiene and how to keep our bodies healthy. Next slide. For seventh grade, our human growth and development curriculum is taught in science class by our seventh

098grade science teachers. So the topics for seventh grade include puberty, abstinence, sexually transmitted infections, and then pregnancy and childirth. Can I ask Christine a question? Christine, any studies like how many students in middle school are having sex? Sorry, it's okay. Not my head. You know, my mind would probably go to looking at the youth risk behavioral survey that the state gives. We did not administer that survey this last year. We opted out this year. Um, but I could pull some data from there. Um, and I could also let me do some digging. Can I get back to you? Off the top of my head. Can't give you a number, but I'll do some looking. All right. Thanks. All right. So then in ninth grade, the human growth and development curriculum is taught in health class

099by a licensed health teacher. So health is a required course for our ninth graders. Um but there are two options. One of those health courses has the human growth and development component. The other health course does not. So families and students can select the course um that they prefer. In terms of topics for ninth grade, this includes relationships, media technology, abstinence, the reproductive system, the menstrual cycle and pregnancy, birth control, and then sexually transmitted infections and diseases. And again, all the content is linked for all of those areas for you. In regards to parent communication, the district website has links to all of this content and all of the resources that are used that is available under the curriculum section on our website and it is available at all times for anyone to review. Then

100in addition to that information, parents of students in fourth and seventh grade are sent a communication that goes out before the curriculum is taught. That communication again details everything all of the topics. It gives the the links um to the material and then provides that option for parents to opt out of the content. At the secondary level, the MHS course catalog details those two different options for the health classes and then again students and families select the option that they prefer. So the last review and revision of the human growth and development curriculum was during the 2223 school year. There was a committee that was convened in July of 2022 with representation that was consistent with the state statute. So I had talked about that a little bit earlier. The committee had 14 members that

101included district administration, teachers, a counselor, a community member, a member of the clergy, parents, two of which of the parents were health care professionals, and then a high school student. The committee met five times between July and September and they reviewed all of our resources and curriculum and made some recommendations for some revisions. The school board then approved those revisions in December of 22 2022. Some of the major changes um that were approved included moving the human growth and development lessons at the elementary level from fifth grade to fourth grade. This change was due to the timing of physical changes that occur for students. Um another change was um putting the personal hygiene content in third grade as well as fourth grade. Um and then the board also approved the instructional materials that were recommended

102by the committee for both the elementary grade levels and for seventh grade. Uh next slide. So next steps in terms of human growth and development. Um our next revision for human growth and development is aligned to our curriculum renewal cycle for physical education. So the next review of physical education is set to begin in the 2627 school year. This is compliant with state statute which encourages review of curriculum and instruction on a regular cycle. We will also continue to provide training and support for the teachers and staff who deliver instruction around human growth and development. And then we will continue to monitor any updates um of human growth and development from the federal and state level. The last update to the legislation for Wisconsin was in 2012. Um but we will definitely um keep an

103eye on this to see if there are any changes in this area. Last slide is just if you have any questions. I think Stephanie Blue said she wanted to head up the next one. All kidding aside, I want to say thanks to Stephanie. I sat in on most of all of those meetings and she did a great job managing all those personalities and very strong personalities with a lot of different opinions and thought she did a great job guiding the meeting. So, thanks. Any other questions? All right. Thank you. Moving on to student service topics. I'm sorry about that. I just remember when you gave us those numbers last time about the middle school. I was pretty surprised and higher than I anticipated. Yes. Um I'll bring that back for our next meeting. Thank you.

104Okay. The first piece I have for tonight is just our end of the year nursing report. So every year I bring to the board a summary of what our nursing services looked like in the district. And so this is just an overall summary of that. We have had a surprising 64,624 health room visits this last school year. And on that um board memo that I shared with you um you can bring that up Tom uh on there. So, just as a reminder, all of our health rooms across the district are staffed by a full-time health room assistant. Um, and we really have fabulous um people who work in that role. Often um many of our health room assistants have um medical uh background even though that's not necessarily required for the role. Um and then

105we have uh one full-time nurse which is Noel Meni. I know you guys have met her before. Um so we have a breakdown then at the bottom between 23 the school year of 23 24 and then the 2425 school year. So our kids do um visit our health rooms a lot. Um so we've talked a little bit about because it seems like such an overly large number when you look at it in total. Um but our kids go there for anything from bumped my you know knee on the playground. I have a scrape. I need a band-aid. I need mittens, gloves, boots, snack to needing medication. So, um they are uh definitely making use of the health room. Christine, why do we go to the health room for snacks? So, some of our we always

106keep backup snacks there. So, some of our students who might have insulin or are diabet. Um, in addition to that, uh, the daily usage, we also had, um, several, not the 91, 11 911 calls districtwide this year. Um, so that when those calls go out, we get notified here at the district office. And then, um, our health rooms collaborate with building administrative, building administration to provide timely care, um, and, uh, response to our students. Um, we also had, um, The health room in general supports roughly 1,769. I say roughly, but that's actually a very specific number. Um, documented chronic health conditions. So, when you think about our student population being, you know, just under 5,000, we have several different um, health conditions that our health room assistants do a great job monitoring care for. And

107again, that could be anything from asthma to diabetes to something more. It could be cancer treatment, etc. So, from one spectrum all the way to the other. Sorry, real quick. Sure. On the uh 911 calls, how how does that work? I don't understand. If 911 is dialed from one of our schools, does it go to our health room? Generally, it's the health room calling 911. Okay. Um because the way it was it said they responded to 11 911 calls. So, so could be the it could be the main office, but all of our main offices and health rooms are right next to each other in all of our buildings right now. So, it could be that the main office dials 911 and the health room goes out to the playground to respond. Gotcha. Or it

108could be the health room as call. All right, that makes sense. Thanks. Yeah. Um, so this is just an overall look. Our health assistants along with Noel also do CPR certification for our staff which has been great to bring that onsite and we're not paying somebody else to do that. They're able to certify our staff. So that's been working really great with our coaches and extracurricular um people that come in and out of our buildings and work with our students. Um I mean in general they have a lot on their hands. They're fantastic people that take care of our kids every day in our district. And I really can't say any, you know, anything that it's all positive. They're great people. Very thankful that we have them. Do you guys have any questions about the

109roles of the nursing support we provide? Any additional questions about this? I remember I was meeting with Joe on Thursday. I was asking about cutting some of those down, but unfortunately state law gets in the way for like aspirin. Yeah, a little bit. Yeah. So, um, yeah, but they honestly there, um, I do think there's probably some things we could do a little bit different, like maybe making sure all of our classrooms have band-aids, ice packs, that kind of stuff if that's possible. So, we can talk more about that. Thanks. All right, you ready for Yep. All right. The last thing I have tonight is just our annual student behavior data, just an end of the year summary. Um Stephanie is here tonight also. Um I don't think I have a mic for you, so

110we'll grab one. Okay. Um because we'll be talking about just an update on the cell phone policy and the random drug testing. I brought that mid year as an update, but I asked her to come back again tonight. All right. So this presentation we're going to just do a look at our career solace support. I'm going to touch on the Gals Institute and then also just dig in deeper into our behavior data. So looking at our student code of conduct bullying um and then our suspension rate and so we'll talk a little bit about that. The first piece is just going over that car sales. I know you guys have seen this platform quite a few times but I just wanted to show you the end of the year summary. So we had um 115

111cases which means 115 students um were uh um seen not seen by but worked with the mental health navigator. So that's a total of 6,422 communications and those are broken down additionally to the right side. So how many phone calls did they make? how many um handoffs did they actually make where they talked from the parent to the provider and then had that um direct connection um made up. We have um just looking at out of those 115 referrals also we had 23 who um declined services and then we did have 51 who 51 students who then were able to secure care uh through a mental health uh provider. And then that anonymous search piece that isn't counted into the 115. Obviously, it's anonymous. So, people are using the Care Solace um dashboard to look

112for services. Um but we don't know um it's a resource at this time. Did you have a question question about that, Dale? Yes. What is the total unreachable? It means that um a referral was made by a staff member and Carousel again is that mental health navigator piece. They were unable to reach a family. So looking at um again the continuum of needs uh we have just a sort of a ranking of what our students and parents are calling and getting support for with anxiety and depression being the highest going all the way down into that trauma ADHD disruptive uh behavior. Suicide uh could be a maritable maritual situation, OCD, eating, and then bipolar. When we look again over at that age on the right hand side, we have a pretty um pretty split from

113the adults to our adolescence. So, if you're looking from three through the age of 17 and then adults starting at 18. So that brings me to the next slide on student our student data on mental health support. So every year I start to pull um information uh looking at what are our students and some of our most unique and um situations like what are how many students are we looking what supports do we have? What supports do we need to continue to look at? So for our elementary students we have 20 students um that across all of the buildings. So um that either had incidents that were related to suicide ideiation, an attempt or self harm. Of those 20 students, we had three students that did receive inpatient or intensive outpatient treatment. Our secondary data

114looks at our seventh graders through our 12th graders. So, we had a total of 81 students um that again had uh incidents related to either a suicide attempt um considering suicide or looking at self harm. Of those 81, 30 of our students did receive either a hospitalization stay um and or inpatient or outpatient treatment. So, I put an asterisk on there just because this data is as um it's as it is reported as to what we're aware of. So we don't always know if a if a student is receiving treatment over summer. So it is the data that we have from the information that parents provide us with or a contact that has been made um to us on behalf of like a Rogers or a um Aurora Health. So our role um is continuing

115to work with our outside agencies to support students during the day whether that is virtual um support or uh we do have life stands that still comes to the high school to provide on-site therapy. Um we will continue to partner with our county resources. There are a variety of different things that Waua County offers and so um part of our role is to continue to access any resources that we can um and build that partnership. Um we also look at uh expanding our professional development and training uh for student for student services staff. So, we might have a speaker, we have had a speaker come in from Waksha County around like mandated reporting um and has provided some really great insight on what that looks like from the county perspective. We're always looking at growing

116our internal resources and tools to help support kids. Um and then working collaboratively with parents um and then our community resources. So, for the last several years, we have partnered with the Gals Institute, and we're going to change our relationship with them um in the upcoming school year. In the past, they were able to really provide us with um what we called like a student assistance program. So, parents or families who couldn't get in to see anybody because there was just like a really long waiting list. Gals would be able to do some um like interim counseling for us. Um and they are not able to continue to do that with us just because of the demand. And so we're going to continue to work with them at sort of an alleart level like if

117we have a presentation or some community education that we would want them to be part of but we are going to look to grow our partnerships and resources in other places into this next school year. All right. So our first two slides are um have Stephanie talk about our first one is random drug testing and then the second one will be our cell phone policy. So again once a month we conduct random drug testing. The students um sign at the beginning of the year and it's part of board policy. Um any students who park get a parking pass uh on our campus or who are involved in athletics or activities um can can be pulled for this random drug test. We have moved that from a separate company now to our health clinic which is

118has been great this year. Um so we have uh 10 students who are tested uh randomly every month led to 90 students this year. Out of those 90, we had 11 positive results. Um those positive results are a combination of nicotine um that we will uh have they can test positive for to a more serious drug. Uh in all cases, parents are notified um of negative or positive results. they're actually notified that their child's name has been pulled and they are going to be taken down uh for the random drug tests and then they are notified after uh with the test results. Uh if the if the student tests positive, not for nicotine, but for a more serious uh drug, they do have their parking privileges revoked if that's why they're being pulled and it's

119an athletic code violation. Also, How many of the 11 were not for nicotine? Two. Questions on that. Okay. Then the cell phone policy. Um I guess I want to start before we go through it by just thanking the board for being brave um and passing that policy. It's a game changer. Um, and I'm I as I'm watching other districts decide to go in that direction, I'm starting to be contacted by other principles saying, "How'd you do it?" Um, and it's it's nice that we're there already. So, uh, thank you for that. I think almost every adult and many of our students, if they're being honest, uh, will say that the results in the building have have been great. So um we average still at the end of the year I would say one to six

120um communication devices confiscated in a day almost all of them in the form of cell phones. Uh and you can see on the side our end of the year results. We had uh overall 414 students. So about a quarter of our student population did have a first offense at some point during during the year. um that first offense, the way that we wrote it up, is a it's a warning. Uh they get their their phones back at the end of the day. The student can pick them up. It is a warning. But we did contact home in every single case because we really wanted to to partner with the parents. And so that first offense is an email that goes home and says, "The next time you're going to have to help us by picking

121it up." Uh we give that warning, which I think was crucial in in the solid communication. 143 kids then had a second offense. Starting with the second offense, a parent has to come and pick up that cell phone. Uh, and we won't just hand it back to the students. Uh, 59 then move to a third offense sometime during the course of the year. The parent continues to pick it up. With our third offense, we now require that the student turn that cell phone in at the beginning of the day and we keep it because we've said three times we gave you a chance for this and you're not able to control it. Um, we actually had really good parent feedback on that. They were saying, "Yeah, clearly he can't control it. You take it for

122the day." In general, really good uh parent cooperation with that. 22 hit the fourth offense. Uh, and at that point, we um nope, I take that back. 22 hit the fourth offense. And at that point, we uh lengthen the time that we're going to take uh I think the third offense is a week that we have the students drop it off. fourth offense becomes a month and nine hit a fifth offense and we pull the students in with parents, a required parent meeting where we then warn that the next offense is going to be a suspension for the day and that is not something we want to do for a cell phone violation. You will see that none of them moved on to a sixth offense u which we consider to be super super successful

123uh in the course of the year. So, um, yeah, again, parents have been, I would say, overall great partners with us. September was bumpy and then I think when people realized that that the phones were still on the kids, the kids could grab them in the case of an emergency, uh, that that helped quite a bit. A huge shout out to our teachers, too, because as all all good things in in schools, um, the teachers bear the weight of making sure that this is followed. uh and that there's solid communication around it and our teachers were wonderful and again I think they would say they saw the benefit from it in the classroom. So returning students if they have a first time offense and they're now we're going to a new school year is that

124first offense still is it still in play? We will reset. Why do we do that? uh a I think it becomes a little bit of a logistical nightmare to keep these these forms going on and on and on and on. Secondly, there are 14 15 and 16. Um so I think there is a recognition that there's growth from year to year. um third because it was a first uh a first year for this. Um I I think I think we will see those numbers go down over time. We definitely saw it in the course of the year go down and I think our first day last year we collected I want to say we collected 29 phones. We didn't have a day like that hardly at all again. And so yeah, they're kids and we

125want a fresh start for them. I would anticipate September being a tough month just because they're going to be um having to not have their cell phone in their hands. Yeah, I I do believe it's an addiction. We see that in the building. I mean, in some cases it's hard. It's an addiction. Um that's that's for sure. Um so September might be a little bit bumpy again, but we will we will launch again very much the way that we did before with reminders all day long on that first day. um and just a a very clear removal. Um I heard from a decent amount of parents that the first week, probably at the high school this year, that kids were coming home and saying, "Oh my gosh, they're serious." Um and we saw the reaction

126to that for sure. Mike, just uh following up with what Dale said, um maybe considering or consider as this next school year starts, yes, it'd be hard to track 4 114 people who had a first offense, especially if like twothirds of them haven't graduated. But maybe you key in on the fourth and fifth offense ones where the numbers are lower and if they didn't graduate and like those that's a lot easier to track that and then you go you don't get to start over. You're you're suspended now. Yeah, we can definitely take a look at that. I think and I I need to look and I could get back to you on that. I am pretty sure that the most of the kids that we saw in the fourth and fifth were seniors. Yeah. Regardless,

127I guess my point is it's easier to track the really like absolutely the committed I'm going to shove it in your face and taking my phone people. You know, we can also uh be proactive and have meetings with them early on. you know, fresh start, but we are aware that this was a struggle for you and we want to touch a base with everybody and let you know this isn't going to change again this year. But I do think over time we will see these numbers drop after next year. Looking at the numbers, if they're still kind of high on the like third, fourth, fifth offense, could we consider moving that parent meeting up to the third or fourth offense? Sure. I think we've always seen this as we're going to put it in place

128the first year and watch what happens with it and make adjustments as we go. Absolutely. Yep. Caroline, piggybacking off what Mike said, if the kids know at third and fourth and fifth their numbers aren't going to get erased and they're starting there the next year, maybe that would help scare them after that first offense. Like, I already had one. That doesn't go away when I go to sophomore year or junior year or senior year. It's kind of like your points in your driver's license follow you until well I guess after I don't know when they fall off three years. There you go for four years. Yeah, we'll definitely look at it as as time goes and they adjust to this and we move forward. Does the middle school follow the exact same? They do. Do

129we have data from the middle school as well or can Luke come and I could ask Luke for that data. Um, okay. With the substitutes that are coming through the school, are they aware of the policy and enforcing it? Because I have heard and there's been classrooms where there's a sub in the classroom. They have whatever they do for the day and then the subside said now you guys can go in your phones if you want. I'm like, why would they do that? From my seventh grader. So, I don't know. I can speak for the high school on that. We actually uh changed some things in our template that we provide for our subs uh emphasizing the phone policy a little bit more um because we also were hearing that. So it was a matter

130of talking to subs. I mean we would follow up with subs and remind them of that. And then uh we did we did add to the template um big bold um and then Laura who greets all of our subs in the morning. We'll do more reminders with them and did actually at the end of the year just because we were hearing that at the high school too. And I can't ask Luke at the middle school. I'm not sure what their communication looks like. Any other questions? All right. Thank you. Thanks. I would say like as somebody who walks through the hallways of the high school pretty frequently, the kids are not on their phones. Like sometimes I walk this whole pack of kids are going to be on their phones, but they're not. I don't

131see any of them. That's awesome. I agree. Yay. All right. Um then looking at our inschool, some look at our suspension trends. So just looking at the difference between our inschool suspensions and our out of school suspensions. So keep in mind an inschool suspension would be um a student would probably likely report to the office. They would do their work there. They would have lunch there, spend the majority of their day there. So what you're going to notice between the in school and out of school suspension trends between the middle school and the high school is they actually kind of flip-flopped. So, um, the middle school went from 69 in school suspensions, um, to 45 this year while their out of school suspensions increased from 36 to 58. And I, um, want to comment just

132a little bit on that because I do think what that mirrors is some alignment between the middle school and the high school with how we are implementing our student uh, code of conduct. And so, um, I think that's actually, even though the numbers aren't great, I think it does speak to the alignment of our system and the high school went through that last year. And so, this year, our uh, inschool suspension trend for the high school was higher and Stephanie uh, can speak to that. And their out of school was lower. Um, and that has been a conversation that we have had a number of times with just in collaboration with our student services and the high school administration about the benefit of keeping our kids in school. Um, versus there are always going to

133be times when a student should absolutely be suspended outside of school. It's a certain specific violation, but when possible, looking at how we can keep our kids in school so they're not missing so much instruction. And I think Stephanie can speak a little bit to that. Yeah, we did as much as we could support it with staffing this year. Um, we prefer in in some cases, again, like Christine said, there's some cases where a student needs to leave the building for a day or two or three um because of what happened, but we did play around a lot more this year with putting a student in in school suspension when we could support it staffing wise. Um it was a popular decision with parents and a very unpopular decision with students. Uh the nice part

134about that is that we feel like the continuation of education in those cases could be much stronger. We could have teachers touching base if need be. Um we could go get materials if need be. And so that continuation of services was a positive we felt in the building. They don't get to go home and play video games. We would literally have parents say that like I'm going to be at work. I know he's going to be on video games for the whole day. Uh, and so we did we did try to use it in certain cases when we felt like we could staff it for the day. What does an average day for an inschool suspension look like for a student? Um, we don't let them watch Netflix. We don't let them be on the

135um on computers randomly. Uh, we are getting them work. Uh, we are touching base with them. We're having discussions with them about why they landed in in school. uh bathroom breaks, take them to lunch. If they get lunch, um somebody walks with them. Usually a hallway monitor or an AP walks with them and grabs lunch for the day, but then they return and eat lunch in there. Um it's it's a long day, I would say, but it just allows us to continue teaching the behavior, I feel like, in a different way. Uh and like I said, benefit is the continuation of services. I would say that looks pretty similar at the elementary level. So if they're doing their work in the office, they eat their lunch in the office. They don't have recess. But there's

136also an opportunity, and I would say at the high school as well, for a student services staff member to follow up and still meet with a student if they need to or a teacher to stop down and touch base with them. I know recess for the for the Well, if the student is in because of an altercation at recess or something happened, um likely they're going to lose their recess privileges during an inschool suspension. That doesn't mean they won't have another opportunity during the day to be active. It might be taking laps around the school. It could be going out with a parah, you know, outside for a while, but it's not going to be at the same level of a student burpees competition for what? We do like a burpees competition. Gets the most

137burpees in an in school suspension. We could try that. I I apologize if it's in the notes somewhere when I reviewed this presentation, but for instance, 45 uh from the year 2024 for Park View, is that 45 total days or 45 different students? 45 total incidents. So that so um could be the same student but a whole different incident. Correct. How many repeat offenders do we have? knew you were going to ask that and I don't know that number off the top of my head. I'd have to look into that. Um, at the elementary level, we saw a decrease in both in school and out of school suspensions. Um, which is a nice downward trend to see. I think a lot of that has been given some of the PBIS work um around expectations for

138students during the school day. Um, so I'll be curious to continue to watch those two trends for in school and out of school as we move into this school year. Um, and then if you go into the next piece, it looks at our top um, suspension categories. So, by elementary, middle, and high school. And I do have that three-year trend on there. I would say there was no surprises in this at all for me. Um, it seemed to be uh, similar to what we had had in the past. Um, with our uh, uh, physical altercations again at the elementary, that can be all over the place, right? It can be a kindergartener is not getting along and one pushes another or it could be something more significant when you're talking about a more of a

139hands-on incident. Um, especially as students get older. Oddly, yes. I mean, it doesn't mean that it didn't happen, but we didn't have five. Typically, typically our experience has been that when there's an alcohol-related event, somebody there might be somebody who brings it and then several students become involved. Okay. So, then um we're talking about our discipline, then we'll take a step into our pre-expulsion meetings. So, I have the meetings on here from the 2324 school year. I'm just going to review those. We had 44 parent meetings during that time. 29 of those meetings were related to substance use and then 16 of those meetings were related to other behaviors. So those could have been a threat. It could have been a refusal to follow school rules. Um and then looking at this last year, we

140had 41 parent meetings uh that were considered to be pre-expulsions. Pretty consistent in um 25 of them versus 29 being related to substance use. um that could have been vapes, a vape with THC or um alcohol, different substance. And then 16 of those meetings uh were related to other behaviors. So again, that health and safety or a refusal to follow a school rule. And then it should be noted that in these meetings there both years have been students then that are not returning to Maguano High School uh for a variety of reasons. And so, um, just as a side note to that, all of those meetings are rooted in our board policy, um, and code of conduct. And so, those are always referenced in our meetings. Um, and typically, I think that those meetings are

141super helpful for our parents and our high school administration or middle school or elementary administration to come together um, and try to get everybody on the same page. So, and they're always held at the district office, which I also think gives it just a little bit of a different feel. All right. Um, and then the last piece of data I'm bringing is just our bullying incidents and investigations for this last school year. So, when we're looking at bullying, um, uh, as defined by our policy, our board policy 5517, there are some questions that we, um, focus on when we're doing an investigation. So, was the incident deliberate or intentional use of words or actions? Was the intention to cause fear, intimidation, or harm? Was there an imbalance of power? And was the behavior repeated? Um

142and then uh when we're actually digging into our um data on bullying, we had uh we have something called confirmed or unconfirmed. And unconfirmed would mean that so if you start to look into the bullying investigations on the bottom of the chart, we had 37 confirmed bullying investigations. And we had 19 that were reported but were unconfirmed, which means that we didn't have any evidence to sub to substantiate that it happened. So we might have brought in other kids. Um weren't able to get any additional evidence. There was no photos, no video footage, no nothing to you know to uh collaborate um and say that the incident did in fact happen. Doesn't mean that there was no follow-through. It just means that it wasn't um it wasn't confirmed. Of those investigations, there were two official

143investigations. So official investigations are done by our compliance review officer. So that that would be Rachel or Ben. They had two um official ones that they completed this year. Did you do both of those? And then uh breaking down the incidents and investigations. Those are done by type for elementary, middle, and high school. So our next steps are to continue to calibrate and norm around our behavior incidents and investigations. So when we come together at um admin council, we will continue to do that but on a much more um we're going to do that quarterly this year. So that uh we'll continue just to work on that alignment. Um continuing to build our behavior um our multi-level systems of support. So again, that's around that behavior. You're going to hear more about that this school

144year. Um and also uh Joe mentioned that we'll have a behavioral committee. So I've asked all of our principles um to provide me with two to four names of parents that I can bring in as part of the committee and then we'll also have some administration uh present also and just do some learning together talking about that consistent policy implementation and practices. Um I mentioned the behavioral committee um and then being responsive. So what do we need to do to continue to address u mental health needs in our um with our students? So, we're going to continue to look at that data, uh, work with our student services staff staff, and then, uh, also just explore other partnerships like I mentioned before. Um, the professional development opportunities, we continue to do the youth mental health

145first aid training. Uh, we have roughly 150 people now trained in that. That's been really great. We've opened it to our private and parochial schools. Um, for the August training, we continue to do the non-violent crisis intervention training. This year, we will do. So, the training is broken into a deescalation and a hands-on uh part. The deescalation will be done for all teachers this year. Um, and so I think that that um will be a nice uh commitment u for all staff to really be talking about how to get in how to diffuse a situation and how to get out of a power struggle. Um and then we spent a lot of time this summer um giving you that in the board updates just around collaborating as building teams with the behavioral solutions. Um, and

146then wrapping that again all together, uh, Angela and I and student learning, student services, um, are all talking about how we can wrap that back around with our professional learning communities and what are we doing if our students aren't learning? And that also is addressing that behavioral component. So, that was a lot. Do you guys have any extra questions? Craig Christine, it seems like in the past we've had an expulsion once a quarter maybe maybe going back three, four, five years, Stephanie, but we haven't seen one for quite a while. Is that because it's getting handled internally now? I think there are other ways that we can sometimes address what could be an expulsion. So we can do agreements, an obeyance agreement where we would ask that a student, not ask the agreement would be

147that a student can't return to campus. Um, and they could like we won't move to expulsion, but you also can't enroll in another neighboring school district that's a brickandmortar school. So, if we have a student and they say, well, um, I'm just going to go enroll then in Kettle Marine, that it's called an obeyance. That agreement would prevent them from doing that. Um, and we try to keep that, it's called like a good neighbor clause. Um, to try to protect each of us, right? like if Mosquito has kids that they're sending to us or vice versa like to protect each other and um it's been that has worked for us. So it ultimately you have the same outcome the students not returning to our campus. Okay, any other questions? Thank you. Thanks to FIN finance

148and facility topics. Thanks, Stephanie. None. All right. Action items. Hires, retirements, and resignations. All right. Busy. I think this microphone is broken. We've been busy this past uh month. So, we have the following people who are offered a contract. Kyle Dolan, who is going to be an English teacher at McGuano High School. Lisa Jones, who is a part-time teacher, being offered the K position at Vernon Community Child Development Center. Anita Lampberger who is being offered a part-time English language learner position and then part-time reading specialist position. And that's a district-wide. Julie Rice, who is being offered a science position 50% and then the building sub position 50% at Mcano High School. Katie Schisell, who is being offered one of our library technology specialist positions at Big Bend Elementary School, and she'll split that with um

149Clarendon Elementary School. Kaylee Sinnate is being offered the third grade position at Claridan Elementary School. And then Jordan is being offered a special education teaching position at Big Bend Elementary School. Um, we have not had any changes in contracts, but we did have a resignation of Jennifer Sowski, a business and marketing teacher. I make a motion that we approve the hires and resignations. Second. We have a motion and a second. Any questions or comments? Seeing none, all those in favor say I. I. Those opposed say no. Motion carries. We're not to academic standards for 2526. Okay. At the June board meeting, I presented the proposed academic standards for the 2526 school year. Just as a reminder, state law requires that the public school districts formally adopt those academic standards. Um the list of standards was

150provided in the attachment. So, I'm asking um that the board take action to approve the standards um for next school year. Looking for a motion. I'll make a motion that we approve the standards for the 2526 school year. Second. We have a motion and a second to approve the academic standards for 2526. Any questions or comments? Hearing none. All those in favor say I. I. Those opposed say no. Motion carries. A 2425 year end transfer to fund 46. All right. So uh as we just have our one meeting in July, there's a couple action items here that you're hearing for the first time. This is uh the first one here. Um the first piece I just want to quickly hit on. there's no action that's needed. But, uh, when we run our payroll cycle, every

151two weeks, um, for example, a family plan cost $22,600 over the course of this past school year. 88% of that $22,600 will be funded by the district. The other 12% uh, will be funded by the employee. All of that money goes into a pot of money that is our medical liability account. And we use those funds then to pay medical claims throughout the year. When we take a look at this June 30 snapshot that I'm hovering over here through the payroll deposits uh at through the payroll cycle, I should say, where the employer and the employee are setting funds aside, we have just over a million dollars set aside as of June 30, 2025. We have this incurred but not reported piece that we're mandated to to calculate each year. We we work with an

152actuary to figure that out to say, okay, as of June 30th, how many services have been incurred that we simply aren't aware of? If a major surgery takes place on June 20th, we the district don't know that. But because the surgery or the medical service was incurred, we have to take a best guess to say, okay, over the next six months as bills roll in for all services on or before June 30, we have to set money aside. So that's just simply referred to as incurred but not reported. Last year we had a value of 981,000. Our medical liability account had just over $2 million as of June 30. Um, our actuaries gave us three values and the third value was a conservative set aside of $1.7 million. If I just scroll down and and

153I choose that value right there, that sets aside $2.7 million in our medical liability account, which essentially puts us in a position to say if we have a lung transplant, if we have some major major things that can happen, uh, we're we're positioned to deal with a bad year. and we're at the end of year two, we're already positioned to deal with that. So, that's just for your information. Um, before we made this journal entry right here, um, we had about $3 million, just over $3 million of, um, of revenues exceeding expenditures. So, we had the funds to do that and that's why I said, let's this is a good idea. Let's make this happen. The fund 46 transfer that I want to talk to you about, I really have three scenarios here. So, um,

154the what we have is that we transfer nothing to fund 46. Again, just as a reminder, if we have money left in fund 10, we can move it to fund 46 and then the money is sitting there acrewing interest and it's set aside to pay for our major projects, our next wave of those that will come up next summer. Um, we have $2.37 million of surplus funds available in fund 10 from the 2425 budget. If we transfer none of that, uh, we'll basically keep 2.37 million in fund 10's fund balance and our state aid uh, will be 26.6 million. If we transfer a 2.37 million, all right, that means that we have a perfect break even year in fund 10. So, we're not adding any fund balance to fund 10. We're taking every extra dollar,

155moving it. Then we would have 27.7 million. So, you can see the state aid actually increases. So, at a minimum, let's do this. What I'm recommending is that we actually transfer 3.5 million, which would show a budget deficit, um, a negative in our fund 10 outcome. It's not really a negative to me because you're just moving one uh, you're conservatively moving money aside from this pot to that pot. Our fund 10 fund balance is really strong, so it can certainly afford if we moved an extra million. The sacrifice in aid is just simply $50,000. So if you look at 27.72 million down to 27.67 million, we're setting a full million dollars aside and only sacrificing $50,000 in aid to do that, which is an incredible um that's a tradeoff worth taking in my opinion. Um

156when if you don't make the transfer, um you can see there's basically 26.6 six million. But if you do make either one of these two transfers, you're increasing aid. It's a no-brainer. Anytime you can increase aid, you can decrease the tax levy. So, I recommend that we transfer the $3.5 million. And we really position ourselves well. Again, much like the medical liability account, we continue to proactively set funds aside for verata, for you name it. So, that's my recommendation. So, I'm looking for you guys. Is there a discussion you want? This is something obviously we don't know until I'd like to make a motion that we uh accept 3.5 transfer from fund 10 to fund 46. Second. We have a motion in a second. Any questions or comments? Carolyn, why is the And maybe you

157said this, I just missed it. Why is there less state aid with the 3.5 million versus the 2.7? I didn't catch that part. Oh, that's that's all good. And we're going to kind of really get into that tomorrow a little bit. So, when you think about that, there's three tiers of state aid. The first thousand per kid is uh the primary tier between 1,000 kind of always got use my hands here. Squat down so I can keep the mic by my mouth. If if we're uh if we get positive aid up until this value, we keep spending up until this value and we're generating more aid as we spend. But then when we spend beyond that value, that's in the tertiary tier and we're negatively aided at the tertiary level. So, um the penalty for

158if we're trying to spend to this level to lower the tax levy essentially is we spend up to that level by making a a conservative transfer. Um the penalty for underspending is severe because we get like 50% of all this spending back. So, you don't want to underspend this. It's I think wise to slightly overspend it just to make sure that you took advantage of every single dollar of positive aid you could get. Even if that means you're slightly going a little negative. The the penalty for underspending is big. The penalty for overspending isn't nearly as big. Does that make sense? And just following up with that, so if we transfer it to the medical fund and we don't use it all, do we have to pay back some of that state aid? Oh, so

159the reason that I suggest that I think it's a good idea to overspend is that an auditor's job, I just scroll back to what we were talking about earlier here. So if they say, okay, you have 1 point just over a million dollars in cash reserves and then you have an incurred but not reported value of 1.7, they might say, hey, that's too much money you set aside. When we set that money aside, we get eight on it. So, it's almost in the sense of like when we look at our three tiers of aid, the secondary tier, which is where most of our aid come from, for every dollar we spend, we get 50 cents back. And that's lessening the tax levy out onto the community. So, again, you you try to like re uh

160find I would never ever say, "Hey, let's go find let's go buy a whole bunch of staplers and let's go buy a whole bunch of stuff that we may never really need." But when you set money aside here in the in the medical liability account, that's recognized as an expense uh the moment you move it there. When you move the money from 10 to 46, that money is expensed um the moment you move it there. So those are really I think that's what I would do if I was a school board member in any community. say we're going to we're going to um strategically set this money aside um for when these liabilities come due, be them medical or capital projects. Did I answer your question? Yes. But just quick follow on and and I'm

161all for what you're saying right now, but if we don't spend all that medical expense money, can it be put into the medical expenses for the next year or Oh, yeah. 100%. So, we're not like losing it? No. Okay. No. God, no. I would never put us in a spot like that. Thanks. Any other questions or comments? All those in favor of approving the $3.5 million transfer, say I. I. All those that disagree, say no. Motion carries. Moving on to the 2526 preliminary tax levy and state aid. Okay. So, just going to cut to the chase here. The news here isn't awesome. It's it's just not um the state budget came out the state ban bianial budget was agreed upon in late June. So I didn't have this information to share with you guys until

162the next time I saw you which is tonight. Um there's two major details uh in the state budget as it affects us. Each school district will get 325 uh additional dollars per student in their revenue limit formula. But there is no new uh general aid coming into the school districts. Okay. Okay, the the pot of money that the bianual budget defines is not changing. So if you look at where I'm hovering right here, this column is the 24 and I'm just let me make that a little bit bigger. This is the 2425 um base year as they call it. So here you could see this as I go left to right the general school aids. This general aid or equalization aid this is it's all the same thing is just general school aid. There was

1635.581 billion dollars set aside for that in the 24-25 school year. The governor asked for an increase in year one and in year two, but the joint finance committee said no, we're leaving it flat. That detail right there says that uh the state government is not going to put more money into the general school aid pot, which is al ultimately it's tax levy relief. So, they haven't funded this this um this particular budget for whatever the reason is. Okay, just as a side note here, you can see under categorical aids there was 1.519 billion and the governor made his request here and and the state legislature said, "Yeah, we'll we'll bump these numbers up." That categor categorical aid movement there is really an investment in special education reimbursements. So for every dollar we spend on

164special education this year, we get about 30 cents back next year. those special ed categorical aid numbers are going to go up to like 42% next year. Okay, that's spendable money for the school district to balance their budget with. But the investment in general school aids is ultimately becoming property tax relief. Okay. So, when we go down to the next um this is kind of what our our our levy is going to look like here. I just got to decrease it a little bit for a second. Okay. So, when we look at 2425, we have in our three-year average 4623 students multiplied by our 11,325, that's 52 million and change. We have these one-time adjustments that come into it and it all adds up to 54.8 million. Okay, that's essentially that's our budget. That's 85%

165of our whole district budget right there. When we look ahead at the to the current school year, this 11325 is becoming 11650. We have a a lesser number of kids, but ultimately here we have $52.8 million. So our budget authority, that extra $325 per kid is is making a bigger budget for us. Okay, that's $488,000 additional dollars when we look at these adjustments here as we add these up. And I want to highlight that private school vouchers here is going to projected to go uh was 1.3 million last year to 1.6 million. We ultimately this is not spendable money. Private school vouchers and special need vouchers. We issue a levy. We don't see the money. It's not like we collect it and we can make a decision as to what should we spend on this.

166This money is spoken for from the get-go. So that's not spendable tax uh revenue there. Um this of the basic formula here the the uh the budgets going up 488,000 these adjustments compared to last year are going up $700,000. So ultimately this budget authority here from last year to this year is going up $1.19 million. Okay. If I scroll down further then so this was last year's budget authority. Here's this year's budget authority. we say, okay, of those two amounts, how much will the state aid uh pay for? How much will state aid kick in? Last year, we got $28.9 million. So, if we have $54.8 million as our budget authority, the state kicks in 28.9. The remainder becomes our operating tax levy of $25.89 million. this year as this number increases because of the

167state aid not going up we we are projecting a million almost a million dollar decrease in state aid. Okay, even if if we went back, you know, that fund 46 transfer, if you add $50,000 of aid, that doesn't really move the needle. Um that makes what we just did. It's it makes perfect sense and I think it's absolutely the best thing we could do. But when state aid drops by a million dollars, that that's we can't control that. That's a state budget piece that's out of our control. So two things are going on here. One is the budget is going up. Second thing is state funding go is walking backwards. So our op so we have basically there's three tax levies, but only two are worth really talking about in material terms. Our operating tax

168levy and our referendum tax levy. Our referendum tax levy is set to go up next year, not this year. So, let me just scroll in and and make this a little bit bigger. What's in yellow from year to year is the operating levy. That's our budget. How much does the state account for? The taxpayers get the remainder. You can see that that's going up. The referendum levy is for all intents and purposes fairly level and even. And then our school resource officer levy there is again that's level. So alto together the tax levy is set to go up $2.3 million which is a 7.39% and none of that has to do with the referendum levy. This is purely an operating levy issue. Um it's really again the the two factors are our budget's getting bigger

169and our state government is not taking it is taking less responsibility for it and saying pay it yourself. One thing I want to highlight here is that this is not unique to us. If we take a look at Wauaaw County um I I gave an article from the uh the DPI comes out with an estimate um each year as on July 1st they have there they're statutoily obligated to give us this. Arrowheads losing 17% of their state aid. Um you see some wild swings. Elm Brook and Monam Falls are going up considerably. Kettle Marine's losing uh 17%. We're losing 3%. Uh, mosquitoes about the same. Okanok's losing a lot. Walkshaw's losing a ton. There's some serious serious swings that are going on. And, you know, given the composition of the state legislature, I would have

170bet money that they would have put money into the state aid pot because it brings property taxes down. That did not happen. That did not happen. So, two things are true at once. One is that with the money we have, we're very fiscally responsible. We're in a great spot. We set money aside. We're doing great. Uh on the flip side of that is is that the the source of our funding is getting pushed onto our taxpayers and not from the state. Does that make sense? I wish I had way better news to share. like this isn't exactly what I wanted to be talking about, but it is the reality that we need to prepare for. Just going back in time now, if I go back up to this projected tax levy here, this is my

171absolute best guess. And in years past, I can get pretty close to what reality becomes. But we won't know what our state aid is until October 15th. We won't know what our third Friday is until, you know, September. So, there's still a few more dominoes that have to take place, but by and large, we know that um there's going to be an increase that's taking place. Okay. the I know you don't know until the third Friday in September what the people count's going to be but is using our enrollment currently like what we have or what we know we have any that's I'm actually based on what I ran our numbers last week Friday before I wrote this and kind of I waited the last minute to say gather all the data everything is being

172reflected of what our what what we what kids are enrolled for school next year as of right as of Friday is all reflected in here. Does that make Am I answering your question there? Yep. So, it's as current as I could possibly make it. Great. So, why is Elbrook getting 23% more than Walke or why is why um falls falls whatever. I mean, what the huge disparity is sitting here looking at it. Um, I can I can bring you back some information, Craig. I haven't crawled into Elm Brook or Monomony Falls, uh, but I got a little bit of information on the falls. Um, and this I I I think I'm right about this, but when you spend significantly into negative tertiary aid, you're pushing, you know, you're given aid back. If you're constantly, you

173know, this is the secondary tier and it's positive, positive, positive. Then you start to spend beyond that. Now you're giving aid back. If you say, "Let's stop spending that much. Let's pull back on it," you're you're retaining more aid. So, if if they're changing um their practices to make to get themselves out of negative tertiary spending and reducing that exposure, um they're going to pick up more aid for doing that. Uh the again if if you go as a I've heard this said before for schoolboard people uh when they're talking school finance the first thing you need to know is are you working for a positively aided school district or a negatively aided school district. Um the whether you're positive or negatively aided depends on if your property values in your district on average per

174student. So we have about a million dollars of property value per kid. That's in excess of the state average. If the state average is about 900,000 of property value per kid, that means there's $900,000 in homes uh for every one kid that attends your school. We have more property value than that 900,000. So, we're negatively aided at the tertiary level. School districts that are positively aided at the tertiary tertiary level, every dollar they spend, they get more aid. There's almost an incentive to to spend more. So, districts like MPS that are positively aided um are going to get bigger shares. Tom, does this is this at all affected by some of the large referendums that were passed last year operational uh across the state? It can be. Yeah. If a large school district is positively

175aided at the tertiary level, which means, hey, we got more money coming. We're going to spend that money. That means now you're going to get more aid, too. So, this is the situation we were involved. Tom and I did an interview last year just about the Milwaukee the MPS large referendum that passed and this was one of the concerns that came out of that referendum for districts across the state. So if we're responsible in our spending, we're semi being punished by the state for being responsible in our spending. Is that what I'm understanding? I would say that they didn't invest money into the state aid formula. So the state aid K12 spending K12 public instruction is about 40% of the entire state budget. It's easily bigger uh twice as large as the next biggest line

176item which I I think is like Badger Care um uh medical spending um for state residents. So it's it's a huge piece of the of the state budget and they it went undressed. it went undressed and we're we're not going to be the I think twothirds if I bear with me here for a quick second here. um lost my place here. But in this uh packet I gave you here, I gave you a couple more things. Um but the last thing that I gave you here is just a CA um information from the Walkshaw Freeman had wrote about this. Um twothirds of school districts are in our boat. So the vast majority of school districts are in our boat. Not that I want to do this, but what would a district need to do to

177get positively aided at the tertiary level? Not saying we should do it. I'm just curious. Your house values would have to go below the state average. Okay, that's and we don't want that. That's not happening. I'm just I just am trying to understand how one is positive and one is negative and what that means for us. So, here's what I would suggest we do. Let's adopt this tax levy for the time being with the simple intent of saying let's just take the community temperature. Let's tell the story of where it's at right now and get feedback. Okay. We can try to talk strategies in August and September before we make the final tax levy certification come October. Um Tom, I I think we need to explain to the taxpayers that this isn't about the referendum

178because they're all going to say, "Well, it's about the damn referendum." But it's not. 100% correct, Craig. Um okay. Okay, there's one thing I want to just open up here while we're wrapping up this topic and I think we're getting to the close to the end, but I think it's important that we talk about. So, we have two tax levies. Just bear with me as this opens up here. We have two tax levies again that are materially large. It's the operating tax levy and the referendum tax levy. Bear with me. Okay, here we go. Crosby a little. All right. So, these are our leveies right down here. All right. And you can see from year to year how they look. All right. And here's where we currently think we're going to be. And I'll make

179this a little bit bigger here for us. So, this operating levy from last year to this year, we just take a look at this here is going to go up $2.3 million. All right. Our referendum levy just slightly changes. The community service levy is flat. So, you can see that we have this $6.3 million referendum levy. Next year, it's going to go up to about 7.2 million and stay put into the foreseeable future. Okay, this one-time jump from 2526 into 2627 as we go from about 6.3 million to 7.2, that's the jump we communicated to the community said if you vote for this, that's this is what's going to occur. It's what happens here is what happens to the operating le uh levy because you're right, Craig. At the end of the day, a taxpayer

180is going to say, "Hey, my taxes went up 7%. You said this wasn't going to happen till next year. What happened?" It's not the referendum levy that pushed it. It's the operating levy that pushed it, and it's out of our control because we don't control the state budget. No one's going to like that answer. And I don't I get it. I get it. I'll take some angry phone calls. I get it. But I just at least hope people can understand the why behind it. Mike, uh, you're much smarter man than I am, but I did read something about potentially I think not not better looking though, Mike. I think it was from the Wisconsin um Institute for Law and Liberty talking about a potential first time ever federal um school choice voucher that may get

181passed. I don't know if you've heard of that, but it might become another one of your wild cards that could help us or not. I don't know how that would work. I don't think that helps us. I think at one of the things that you'll hear from me tomorrow is um you know when we go through our board workshop is I'll talk about our our our resident enrollment open and roll ins and open and roll outs. Well, we're in an environment of competition educationally speaking with private schools, voucher schools, uh neighboring public schools and I think competition is good. um if you have a basic, you know, um intersection, there's one restaurant on the corner, it can do good business, but if a second restaurant moves in there, not necessarily a bad thing because now

182everybody knows where to go and they can they know where to find good food. And this is just my analogy. Um if a third one comes, that can still competition can still be good. People are starting to recognize, hey, this a great great place to go. you bring in a fourth, fifth, sixth, seventh, eighth restaurant, you don't have enough traffic to feed all those restaurants and they're going to start to cannibalize each other. So, I think there's a tipping point of uh education. Competition is good in education. When it gets so saturated that none of us have enough kids to craft a meaningful budget, um then it becomes too much. I guess what I'm getting at is they mentioned in the article I read they weren't sure how it would roll out, but the federal

183government would start giving families vouchers for school choice. And if that happened, maybe that would mean we don't pay as much as a local community for that because what you put up there, like we're still paying a certain amount of money for people to go to their own choice schools. Correct. Yeah. I I guess that we'll have to sit back and wait and see. It seems that the message I've heard from the federal government is that education is a state's issue and states should run their education as they see fit. I don't think they're going to get involved, but I could be wrong and we'll all sit back, wait and see. It's probably an issue that's probably better discussed a different day. Thank you. Any other questions? Okay, we're looking for a motion on this

184on the 2526 preliminary. Again, the only thing that we would do with this is publish this for um in our annual meeting booklet and roll it out the budget hearing to see how people feel about it. And I know they won't feel strongly about it, but that's the intent of what we're approving right now. All right. So, we need a motion. I I say let's make the motion that we move forward with publishing this for the preliminary 2526 tax levy. There we go. For the 2526 tax levy. Second. We have a motion to second. Any more questions or comments? All those in favor say I. I. I. Those opposed say no. Motion carries. Moving on to the superintendent report. All right. Several thank yous. just our IT and buildings and grounds departments doing a phenomenal

185job this summer getting things ready to go for the 2526 school year. Did an outstanding job getting things ready for summer school and now summer school is done. They're tearing that apart and they're going to get the buildings cleaned through the remainder of the summer. Also want to just thank the district office staff. We've got a tremendous team that works here. Um our all of our departments that the from the hiring to getting benefits coordinated um to responding to the public to keeping a sharp eye out as to who shows up on our property. um they have done just an outstanding job and I want to thank thank the team that we have here at the district office. Thank you. I just want to say I'm glad administrators, the few that I've talked to at

186least taken some time off and getting a mental break. So kudos to you guys. Um up next we have executive session. According to Wisconsin statute 19.85, 85 will be going to executive session for the 2526 bus transportation rates, employee compensation, and the superintendent's annual evaluation. Bye. Thank you for coming. So, looking for a motion to close the open session and go into closed session. Make I make a motion to close the open session and go into closed session. We are back into open open session at 10:35 p.m. And we do have an agreement on our bus contract. I'd like to make a motion that uh we do a 7.2% increase for the 2025 2026 school year. And that's starting in 2026 2027, we implement a rate increase equal to CPI with a minimum uh minimum

187of 2.5% and a maximum of 6%. And we'll reflect this in our contract with Dustin Transport through an amendment. Second. We have a motion and a second. Any questions or comments? Hearing none. All those in favor say I. I. All those opposed say no. Motion carries. Looking for a motion to close. Motion to adjurnn. Second. Motion and second. Roll call vote, please. Mike, yes. Jake, yes. Jim, yes. Dale, yes. Caroline, yes. Craig, here. RBY S.