001To the flag of the United States of America and to the republic for it stands one nation under God with liberty and justice for all. All right. on the consent agenda A through C. >> John, um I'd like to I'd like to ask that C be pulled out. Um I have a um a slight um what I believe is a correction to those minutes. >> That's that's fine. Do you want that enclosed or do you want to just that now? >> So it's fine. >> Okay. Um well, I'll look for a motion on A and B. So, the approval of the minutes from the regular board meeting of March 11th and the approval of the minutes from the total comp meeting um from March 23rd. >> I'll make the motion second. >> Okay. All in
002favor? >> I I C. What is your correction? Okay, that's the curriculum committee meeting and um the last uh entry into it is um the discussion of uh cursive grading. >> Okay. >> And my recollection of that and Holly can correct me if she thinks it's wrong is that we actually move that forward um recommended it that it would go forward to uh the board or the policy committee for consideration. Is that your recollection? That's that's what I understand of it. But >> yeah, that was what I understood. I wasn't at that meeting, but that was my understanding. >> So it was that this u the minutes just reflects that we talked about it. Yeah. >> Okay. We actually came to consensus. >> Okay. So that is that was a action that came out of
003that meeting. Okay. That's fine. We had that noted. >> Yeah. the recommendation for cursive writing to be forwarded to the policy committee meeting. Policy committee. >> Okay. >> And we have we had a policy but it's >> it can be changed. >> Yeah. >> Okay. >> We don't have a policy committee meeting yet, right? On the calendar. >> No way overdue on that. >> Okay. Um with that change, could I have a motion on C? What's the change? I would uh I would make a motion. I adopt those minutes. >> I'll second it. I think I think I on the notes I put move just like moving forward. I'll >> double check it. Yeah, I'll double check the original. >> It it sounded a little >> I wanted to make sure that everybody understood we're
004moving it to the next level. >> All in favor on that one. Second is that uh and then D and E. We're going to move to close session. Okay. Um, moving right into reports. >> Good evening everyone and welcome to our April regular meeting. And before we get too far into the the meeting tonight, like to introduce Tammy Esser. Okay. And joining us is our board secretary and district administrative assistant. Uh, for those who don't know, Tammy is the current student services uh administrative assistant at the ISMS. and uh surface to the top as our candidate uh to come across the street. So, she travels far. Uh so, we're super excited uh to have Tammy on board tonight. We prepped and board packet uh getting that out and we'll continue look at ways to do
005that and efficiently and thank you Tammy for for being here and interrupt. All right. uh mostly uh celebrations uh with the the Easter break and spring break built in. We're uh we don't have the uh a couple of the buildings with us in there. We'll bring it forward the remainder of the March and the April meeting, but congratulations. So please recognize within for the bull character trades exemplifying um good behavior, good actions and good ethics within their individual buildings accordingly. the district events and calendar noting tonight meeting is our regular meeting and then noted on the uh April 27th will be our special meeting and that will be the first meeting with our new officers and I'll or board members and I'll talk about about that shortly but that'll be on Monday April 27th so
006we're from the 4th Wednesday to the uh April 27th will be our meeting so please note that and I'll communicate accordingly the month of uh plenty of bullet points to to acknowledge and this truly is we celebrate our successes uh day in day out throughout the academic year but the month of May really does exemplify the hard work and efforts of our students, our clubs, organizations and u programs at all levels and we could have had a full page of activities but did highlight u several events that are very popular in the spring of the year with our our vocal band concerts and awards programs that are taking place within and um and I will this is my one point all these are great events that some of you have been able to attend some
007of our uh show choir performances uh throughout the year but they'll have their final send off on May 18th at the high school will be a great night if you haven't been able to take in the um event senior award night on the 20th all board members are invited who have invites for that um as well as uh graduation that will take place on the 27th. Um please note as we plan for the end of the month there as well with Memorial Day on the 25th, we will have our uh May special meeting on that Tuesday the 26th and then followed by graduation the next night. So any questions on the calendar and we'll communicate effectively as we move forward. Okay, thank you. Uh on my monthly report, school board uh number 11 took place
008yesterday. Congratulations to Mr. Heidman and Mr. Gro Branson who's with us tonight. Uh who will be joining us at our next meeting. As we know, John and Jeff ran unopposed. Uh so they were winners and I did share out the unofficial u voting tallies that were established last night uh from our various from the city of New London and our municipalities that support our district. Uh thank you Tammy for uh taking in those uh unofficial numbers tomorrow. Uh we will have our canvasing of the the official ballots um and count that'll take place around noon. Holly will be joining us with Joe and um Tammy to verify the numbers. So thank you for that. Uh as well as school board member thank you Mr. Martin said this will be your last official meeting. Uh Chris,
009thank you for your time, dedication, support, and school district London uh over your uh this last term and uh prior year serving the district. Uh much appreciated, a sincere thank you, Chris, for your help with our district. SO, and the other school board student representative thank you tonight uh is recognizing Charles Floa. Uh Charles emailed both the president and myself that he is at a HOSA state competition today. It was over break and he said, "Mr. Luck, I would love to be there, but I have my state competition. Would you please excuse me from uh the meeting?" And I said, "Absolutely." Uh he's doing what he does well and uh being involved and engaged in activities and representing our district outside of our school community tonight at the HOSA competition today. We want to sincerely
010thank Charles for his best efforts in forming the board and the student body. He believe he did an excellent job of keeping that line of communication open and bringing forth ideas when appropriate for the board to consider. Uh with that then as well we'll note that our new candidate will be identified tomorrow. Mr. Slowmo polling closes correct for that >> 3:15. Okay. We went from the the five or six that we had and got uh whittleled down to two. Um and tomorrow we will have our next board uh candidate to support a student representative. That person will take their post in the May regular meeting and then we'll excuse them over the summer and they'll join back up in the month of September. Um our B212 extra degree of effort. Uh board members, if you
011were able to attend a recent event at our intermediate middle school, uh we had the one book one school challenge that took place. Uh you two name of the book was restart uh under the direction of Mrs. Pinch and Katie Kavaleski and staff that were engaged and involved brought the book to life, if you will, and brought in over a hundred individuals to participate that evening of different activities and reflections of the book, hands-on uh experiences and a great engagement event that took place and did not happen by itself. So, sincere thank you to Mr. Finch, Mrs. Kleski and our ISMS team and all parents, guardians, and students that supported that operation earlier this spring. Well done. Any questions for myself um this month? Okay, thank you. Moving on. Good evening board members. There's a
012couple topics on the director report I'd like to talk a little bit about tonight. The first is Skyward migration to something called cumulative. Our staff here in the office has been working through trainings the last year to migrate to more of a cloud-based system. It will still be called Skyward. The reports that you have in your packet will still include all of the same items. They'll just look a little bit different. anytime you have a migration, uh, things just modernize. Uh, there are several school districts around the state of Wisconsin and in the United States who use Skyward Finance and have already done this. And the purpose of migrating is Skyward is no longer going to support what they call SMS in 2029. So they're encouraging school districts to get on the docket of migration
013because all school districts cannot do it at one time because they don't have enough training um individuals to do so. And when you migrate, you have to be very selective in when you do that because you don't want to do it at fiscal year end. You don't want to do it at calendar year end and you don't want to do it at the beginning of the school year because there's so many things that go on in that time period that you don't want to lose those linkages for either new payroll or W2s or um any impact that it has on employees or your software system. It has nothing to do with student skyward. So some of you are parents here. >> I know. Do I need another pass? This is something completely different. We do
014use Skyward for our student side, but this is for our financial software package. Our staff will see uh a little bit of difference next week when we go live to our our platform. Their username and passwords are not supposed to change, but until I can actually see an employee log in and make that happen, um um we'll see. But the that's the purpose of having this week is down. Staff are not able to clock in via Skyward. We use we have a a different process this week. But once it goes live next week, staff will be able to go on and it will just it will resume as normal. But I wanted to share that migration with you. Believe it or not, three weeks ago, we were returning from a major snowstorm that we all
015were impacted by regardless of where we live with all the snow that we had. And I just wanted to highlight how important it was to have uh our very dedicated staff members being able to get our our schools open back up. And I highlighted the names there with Patrick Cor and Keenan Chrisak and uh Adam Kapitzky, Logan Pepky. All of our our custodians were here doing some work as well. Our contracted services with overstat landscapes and sagger services and our county and city. It took a lot of work to get that snow out of the way when it piles up that much. you were all experiencing it yourselves at your house or some of you have longer roads to get um cleared out and it was a challenge but we are thankful that the school
016district has equipment um to remove as much snow as possible and then also good contracted services partners to to be able to accommodate the work that was necessary. I highlighted one hiccup with our plow truck that the district has. If you drove by here, you might have actually seen it sitting in the lot there. Um, Adam was in the truck at the time and just driving back and forth moving some snow and just it stopped moving. So, um, the transmission failed, but we had down uh to clock. It's back within a week. It's all under warranty, so it didn't cost the district uh any funds. And uh it cost us a week of not having the truck, but by then we already had most of the snow gone and removed. >> How many miles were
017on it? That seems like a crazy failure. >> I I don't know that it but >> well under warranty, I guess. >> Yeah, there's been some issues with those series of transmissions. >> And that's what the mechanic said down there. He said, "We've seen this in other vehicles." They knew right away that's what it was. So Pat's been itching to clean up all the mess out at Sugar Bush with all the down trees. And I've been putting the brakes on and I'm like, Pat, you can if you hold off, I can loan you the equipment to do it much much quicker and easier and less dragging. And >> so hopefully he finds enough to do until the ground firms up. And then I'm just going to let him take all the trees that are down
018and grapple them up. and our woods is directly behind it. And rather than hauling it and going through all that, I've been trying to encourage him to hold off until the ground will hold a little better. Thank you. He mentioned that today. Uh then the last thing is last week we had spring break and as you could see there was a lot of work going on in the buildings to try to accomplish some things that are hard to accomplish when we have students and staff in buildings. And even when we have a spring break, we still have a lot going on. The power outage at the high school was an example. Andy from the city called a couple weeks before and just said, "Hey, can we plan a day to try and make this happen?
019We have a pin we need to replace on a transformer. You're going to be out an hour, hour and a half." It was closer to 2 and 1/2 hours. We had a track team trying to get in the building, but when that happens, the the FOB system battery backups only last so long. So then they're trying to get in. And it's just one of those things. They got in, they weren't late. But, uh, we have a lot going on in our schools all the time. And that's great. That's what they're here for. It's for students to use to either their curricular activities, their educational activities, or whatever. You could see we had a lot of things that we did over spring break and our custodial living and maintenance staff were thankful to have you know
020that time during the year because you don't always get that when we have school on a regular basis. Have any questions? Thank you Sergio. >> Good evening. Um hello everyone. Um look have a few updates for you tonight. Um I know that you're all familiar with sync. That's the work that came from the Thetaare chat team and um recently an exciting u moment in that was that we um started the sync surveys. So those went out to all students um grades 5 through 8 and then 9 through 12. So that happened recently and the the um focus of the sync work that's happening here in our community is for student um and youth mental health and regarding in particular how the use of technology likely impacts um students maybe they're seeing things there that is
021triggering their um mental health and also probably preventing them from doing other activities that might help them to have better mental health. So really kind of getting more right now with those surveys getting more information kind of the current state. So we have th those surveys completed for the youth and right now the surveys are open for families and so those were sent out just this week and um so we're looking forward to getting um all that information back. We aren't doing any of that like processing of that information. And that all goes um to from all of the um communities. That all goes um to the university that's processing that. And then that will come back to our coalition probably this summer. And um we'll look through that as a group and and process
022that and determine goals and what that looks like for New London. And really looking forward to that. and the Sarah Abrahamson, I don't know if anyone knows her, but she is the um New London Coalition community leader and she does that for us in New London and then also for the Wakka um community. Um so she's doing that for both of our um groups and so she's getting the our sync group firmed up like our coalition group. So there's people in education, the county level, and other um businesses and um so it's exciting to be a part of that and um looking forward to seeing where that's all going. >> Do you know who the email came from? >> Um the um univers there's people at the University of Wisconsin Madison that did the survey.
023And so I'm not sure if like >> I'm like I don't know if it went is there any chance it went into spam or >> I saw the email so we sent it. Oh I mean from so it >> Oh it coming from the >> Yeah. So um who was you Leslie? Exactly. I think it might appear. It was me. Okay. HI. OKAY. Does it say it says for me it came from me? I actually sent it to Leslie and I asked her to send it out. So, I didn't realize that it Yeah, it was for me. Okay. Send it out to one of the families. >> Make sure to look for it then. >> Yeah. >> Um but did it did it go to some people's fan, do you think? Or >> I don't
024know. I just >> Okay. If um >> I I'm sure it's there. I'm just saying I will seek it out. That's all. >> Okay. It went out I think it went out on it would have gone out on Monday or Tuesday this week, but Okay. Um, I'll check in with Leslie as well and we can definitely send another kind of reminder out to all families just so they get it a second time in case they haven't done it because definitely it can um, now that I've mentioned it here and I'm sure everybody listening in that isn't here in person will check and then they can get it fresh in their email because it is important. you know, parents and caregivers, those are the ones they know very well what's happening in their homes. And if
025we can all be real and um report on those questions, that'll give us good feedback so that we know, okay, what is the current state and then what do we need to do about that? How can we help our our kids? So, um thanks for asking about um and the next thing is our o our occupational therapists. They're such great professionals and we count on them in our schools. And we have two occupational therapists, um, Tracy Deal and Alicia Krueger. And then we also have an occupational therapy assistant, um, Lindsay Spiegelberg. And this month is OT month and they help us, our students in all of our buildings. Of course, that's an IEP driven service that they provide, but they work on sensory things, fine motor um skills, adaptive skills. They really help to promote
026independence. And I think that I would say all teachers, all staff, we really count on our OTS to help our students to be in a good place for learning and work on skills that, you know, they specialize in. So, if you see them this month, you could let them know that you appreciate the work that they do. And now I'm not sure how closely you studied the information I already provided to you in writing about the neurossequential model. Um but I'm uh looking forward to sharing that with you. I had mentioned that to you um last time as a part of what one of the items that we're going to be sharing with the full staff and um wanted to kind of just give you this is I want you to know I am not
027a scientist. I am not a neurologist and this is um my understanding and it really is very much simplified so that um we as educators lay people can understand it but it is based on the real science behind um the brain and neurology and how it works. So um so obviously neuro is the brain and sequence is like the things in order and um I don't know if anyone has ever um seen the brain right I or you know but anyhow up close and personal but it is a very amazing um and beautiful organ and it's very delicate all the little pieces inside of it and when I think about the brain Um, I would kind of think of it as a almost like a um a jello mold kind of. It's very um soft
028kind of thing and it kind of would um be jiggly kind of if you moved it, but it's encased obviously in your skull. And there's all these little networks that are happening inside of it. But there, as you know, there's like different parts of the brain. And um one of the great things about brains are they are plastic that they grow and they change and they learn. And um I just uh just yesterday I think yeah I was wa I was reading something and and um it was showing this um young woman. She's just graduating from college actually and she had had half of her brain removed because she had seizures when she was a a child which happens. they have to have a hemispherectomy. And so she only had the one um half of
029her brain and she actually is graduating with her master's degree in speech language pathology. And um she's going to be a speech pathologist. And so that just kind of just to show you like the possibilities of what is you know that's probably an uncommon outcome, right? But it is possible like what is can happen with the brain and retraining it and growing. Um but it does it takes time for things to happen. We have to retrain it. So, um, anyhow, I kind of diverted a little bit, but, um, big fan of the rain, right? And it obviously is our, um, center and it drives all of the things, um, in our body, um, things that happen for us. And that's it. The the, um, our brains as humans are what make us separate or very
030different from other creatures, right? Especially this um, part in the front, right? Our big thinking part of our brain. So um so the whole um kind of point behind the neuros neurossequential model is that um it's kind of a framework. It's not like a curriculum or anything like that. It's just a framework, a mindset for us to think about how um we support students social emotional skills and we know that they're ready to learn um based on kind of what we can see on the outside and know what is probably going on inside their brain. And there's things that we can do to help to promote them promote them being in a a state that's ready for learn for learning. And um there are things that have maybe happened to them just because of how
031their brain maybe how they were born or things that have happened to them in life that maybe make their brain be in a state that it is ready for learning or or not really in that state. So um again very simplified. If you think about the brain um you can think about that there are kind of I very simple three big parts of the brain. The um the base of the brain would be um the brain stem. So that's kind of like if my hand was the the kind of the brain right here. So down here would be the brain stem and the brain stem. So like back here that is just like all of your basic like life functions right so if um those are just the basic things that you're doing to to
032live and so like breathing and you know just you know respiration and your blood is pumping and those types of things um and it helps you just to be regulated and so I you think about the that brain stem kind of as your survival mechanism and Um some people call this like your lizard brain, right? So even like very not very evolved creatures. Um they have a that part of their brain they have those same parts of the brain. They are lacking on the other parts you know that you and I have um the rest of the brain. But um so that that is the kind of brain the kind of primary lower part of the brain. And then the middle part of the brain we think of that's called the lbic system. the relational
033part of the brain and that manages emotions, relationships. Um, we think of it as the emotional nervous system where you would be able to um have maybe some motivation, make long-term memories or memories in that um portion of your brain. And um so that's kind of the m middle part of the brain. And then this great part in the front like the bigger part up here and then and then definitely the prefrontal cortex of your brain. Um that's your reasoning part of your brain, your executive functioning part of your brain. And that's where you're taking in language. You're processing information. You're able to make judgments. You're able to, you know, listen to higher level information and you can control other things that are happening to you and make decisions. So like that's your conscious thought
034and that's when you're really able to um to learn, right? And so um those are kind of the parts of the the brain. So the thinking behind this is that uh when you are in a state where your um your brain is kind of we say hijacked and you're not able to access the this front or the middle part and you're just kind of acting at like fight or flight kind of um state in that survival state then you're not even in a place where you would be able to access the other parts. So like if if something happened and and my um brain was hijacked like you know some a um grizzly bear or something came in here like right now um certainly I would be I hope I would be in flight and
035I would take off probably through that bathroom there because I know I could get out of here and I would but the rest of my brain would shut off. I really would hardly be able to process the rest of it. I would just be um activating, you know, this lower part of my brain, which is what I would want it to do, right? Um however, in students when they're in school, we want them to be able to be using and we're thinking that they're using the other parts of their brain, right? We want them to be using this other part. So, um the whole point of this is that we are um helping our teachers and all the folks in our schools to understand that when we look at student behavior or when we look
036at students, you know, what's happening with them that we can look at them and help us to know what state they might be functioning at at a certain time. And there are things that we maybe can do to help them in those moments if they aren't being able to access their prefrontal cortex and um adjust our expectations or do other things so that they can be accessing this part of their brain. And some students because of just disability or maybe they don't even speak English, right? That's not their primary language. there can be a whole host of things that are going on with students that they're not yet able to be accessing this part of their brain. Um, so there's lots of complexities around this whole notion, but I'm just talking kind of like in
037general when you think about this, it can happen for students um, just when things are happening at home in their home environments and we talk about those things and um, and then, you know, we hear from our staff about there's big things happening in their classrooms, right? And that is upsetting. It's hard to be around and um, it affects them. So when we're around disregulated others, it makes us feel that way as well. And so um the belief well the research shows that um when we are using these practices and then the other people around us can be more regulated um then we feel that same way. So um so let me like go over the benefits of using this approach and then I'll kind of tell you maybe some of these potential these techniques
038or things um that that we will um talk about but this is just um very simple um parts of that. So, um the benefits of this and these are just the ones that I I would say are applicable to us in New London. Um and that looking forward to um this being able to help us out with the decreased teacher turnover and burnout, right? Like we definitely hear from folks that that there's hard things that are happening and um that this will be able to help us with that. Um increased student attendance. So there's evidence um that definitely shows that when we create environments where kids are feeling more connection, they know that they belong. They know the people around them know that they belong even within their learning spaces that that's true that um
039you know all of these things will they do help to contribute to increased student attendance. Um in addition to that obviously impro when they're coming to school and also we're adjusting those other expectations improved academic achievement better behavioral outcomes and um just that enhanced classroom atmosphere for learning which is just so important not just for those individual students but for the rest the whole entire class and um that would be true. So, um, yeah. So, let's see. I'm wondering, um, thinking about what other kinds of thing information to give you. Do you have any questions about any of that information? something you want me to go into a little bit more, a little bit less or >> I think the one thing that you mentioned about, you know, having better student attendance, I can't remember
040if I read this or I heard it in a podcast, but it it it it spoke specifically to creating an environment that they feel like they're a part of. And I think what it um I think this was on something I was reading now that I think about it where um it they they did a survey a study at a school where the all the staff made a point of identifying what was called uh ghost children. And the ghost children were the ones that appeared to look like they didn't belong there, like they felt like that. and they made an effort then to identify them, talk to them, find out what's going on in their their their world and and that and then finding somebody to pair up with them other other students and their
041attendance rate went up significantly because of it. And then of course the those students suddenly their grades started going up. they were starting to participate in in class. And I just thought that term was really a a very interesting term is that they're there, but they're not because they don't feel like they belong there. and um and everybody could identify somebody in their classes, you know, and uh so it kind of spoke to a little bit of what you were just talking about, you know, because there's the part of the brain that that needs that feeds that need to be included. >> Yeah. >> And as soon as you feel like you're not included, >> you know, I mean, we've all been in that situation. You go somewhere, you go to a party where you
042know absolutely nobody or whatever. I don't know about you, but I just want to get out of there, you know, because it's just makes it it creates even more anxiety and then that's all you think about is is I want to get out of here. I don't want to be here. >> But one person like reaches out to you and just says, "Oh, hello. I'm Sarah and what's your name?" And then you make that connection and just like how instantly that >> a whole different ball game. >> Yeah. Y >> and I want to be I want to say that um it is not that we have classrooms and teachers and staff that are like oh we aren't intentional about trying to make relationship or that we aren't trying to make safe places or anything
043like that. We absolutely we are um but but we can continue to do better and it's more about identifying some of the like really intentionally finding the maybe it's the specific students or the specific little moments that we can um build routines or opportunities to embed some of these things that can help them to be in a place right where we can capitalize on that and um and that it really it can and and would be possible, >> right? >> So, um and just to have that common understanding too so it's not just um the school psychologists or you know the mental health folks that understand this but that we all kind of understand that because it's good for all of us to un to have that our own knowledge about the thing you that
044you just spoke to, right? that that awareness of how that feels and so that we can identify when that happens to somebody else and um to step up and um help to bring them into the fold because without that right no learning would would happen. >> Yeah. >> All right. Well, I'll look forward to bringing you more down the road. Okay. >> Someone hurt me. Good evening board. I have three short things to talk to you tonight. Uh first the summer school program is live. So that uh program that you approved last time is now out there and parents can get themselves their kids signed up for summer school. Remembering this year we have a five-week program with a super special summer superersized summer school happening June 22nd through the 25th. And we're looking forward
045to bringing you back in and getting to work with them. um especially um wanting to work with them in meeting if we have that opportunity because we've got a really great uh group of teachers who are there and ready to do that work with our students. So, if you haven't gotten your kids registered for summer school, please do. We'd love to see them as a part of that program. Remember, lunch is free every time. So, it's a great great way to bring bring people in. Uh the second uh on here is just a reminder that fourth quarter is beginning. So you should be receiving report cards home shortly and that testing is in full swing. So we are about oh I'm going to say halfway through at the elementary level middle school about halfway through
046um our forward testing we have already done the ACT testing. In fact some of that information is coming back to us already. Uh pret um at the high school and we have been really chugging along. Everyone is working really hard to make sure we're meeting that deadline. and it's end of April and we need to have all this testing done. So, please make sure kids are eating breakfast so they're ready to go for their testing. And then the last section here, my instructional insights for tonight are on a really exciting topic called Title One Part A. I know it couldn't be any more thrilling, right? All right. So, Title One Part A programming is we're going to talk about and it's a a it's a funding chunk really. Title One is a grant that we
047receive from the federal government and title one part A is the portion of that that allocates funding to districts and other local educational agencies um to according to a formula based on the number of um families from or children from lowincome families. So, we get a here's the percentage of low-income families that isn't that is was reported to us from your building. Based on that, here's the amount of money that your building and your district gets. Our school district has four schools that received schoolwide funding, which means we are able to bring in resources that support every single student in the building because the low income rate is high enough. And then uh the rest of our uh buildings receive targeted assistance. So they have smaller amounts of money they're going there to make sure
048we're targeting those students who could uh benefit from the most support here. Lots of that money um at this in our district is going to um pay for some of the u staffing that supports reading intervention and math intervention in our district among other things. Um, our public schools received over $300,000 in funding to support these efforts last year and we're starting the process again to get that funding for next year. Uh, we do have a title one coordinator, Nikki Touch is our title one coordinator. She's um been here um and reported to you last year on some things or at the beginning of the school year on some things. Um, she does a great job of making sure we're all in compliance because there's a lot of compliance that goes along with this grant.
049Um, but she's also works really hard to make sure that the resources are in the right places in our district. Title One Part A also serves our private school in town. So funding goes students who um to attend um a private school in our district. Uh the school from which they would have attended, the numbers kind of go back and forth between those. And so some funding goes to that private school. And we actually support a manual in town with a reading interventionist in order to support reading intervention at that is a really quick and dirty title A title one part A. Any questions on that? >> All right. >> Is rawhide in that too? >> Rawhide does not receive title one part A but title one part D. >> Okay. >> Yep. So I
050couldn't talk to that but yes they do. >> Okay. Thanks. So hang on a second if if you would. Um so that that's funded by by our our system, correct? >> That reading inter interventionist app manual. >> Any manual we pay for somebody the hours for that person to work with students over at manual. Yes. >> But it's through the title one federal money, right? >> Correct. It is the federal money that comes in and that allocation then we we are we it goes to the private school. not coming from equalization aid or from our practices. Correct. >> Another another quick question as it related to that last instructional meeting. And this is a topic it's come up many times while I've been on the board. Our discussion on cursive writing, what how we're doing
051it, whether we're doing enough, whether we're not doing enough. But um and then this seems like it's going to come up again and at some point it looks like we're going to have to have a policy on it whether we're going to do it, how we're going to do it. Um I guess just getting out in front of it and not wanting to get into a big debate of of the semantics of for against however something and I've been thinking about this a long time. Um, and I don't think it would be I don't think it would be too much to ask before like by next month, could we have a writing sample, a paragraph, we could get together, pick out the paragraph, something, it doesn't have to be anything special, but just a simple
052paragraph that we could get a writing sample from, let's say, our fourth graders throughout the district and our seniors in our district, just that the board could have that information and judge it with our own eyes of where we're at. I think that would be a very good thing for the board to look at just from the viewpoint of maybe we're all happy with exactly what we're doing right now as far as where we're at. Maybe we're not. I I don't know. I can't answer that. But I think that might help the board in our in our direction rather than just picking a policy or a direction without knowing what we're what we're really looking at. Is that something the board would be comfortable with? >> Can I ask a clarifying question? >> Are you
053saying that we would have a paragraph that students would copy in their handwriting? So, our purpose would be to look at the handwriting of fourth graders and the handwriting of 12th graders. >> Oh, like just Okay. I thought you meant I thought you meant like a writing sample of a story they did. >> We could just pick a random paragraph and >> Yeah, but that's what he meant. >> And and I and I get it. Some of our some of our students probably don't can't write well in cursive. I don't care how it comes back, whether it's cursive, whether it's printed, but I would like to see a handwriting sample of our kids to know where we're at with that because I know with my own I have several kids that have great handwriting and
054several that are one that not so much. And he's not a doctor. So >> it's definitely boys versus girls though in my house. >> Not getting into that one. Not getting >> so a right example on a on something that they copy is what you're saying. Right. So we can see >> pick a paragraph and send it out. I think it could be very simple or it could be original that they >> no consistent thing. John, would it be fair for us to choose a a random sampling of some sort? Like if not every single fourth grad not every single 12th >> If you went online and just asked for random >> That's I can find a I can find a paragraph. That's fine. Uh I was just more wondering do you need every single
055fourth grader and every single 12th grader or can I get a good chunk of that? That's not what you meant. >> No, I I think you should. you want to like >> I'd like to just I it's not like it would take more than two minutes out of a a day for for them to do that. I think it would be very educational for the board to see that. >> Okay. >> And maybe we'll be surprised and enlightened and you know and maybe we'll be highly disappointed. I don't know. >> Do you want them to do that >> in what the in whatever they're most comfortable with printing versus cursing? You want to see just my cursive? >> I don't think we'd have to because I think some of our kids can't write cursive, >>
056right? I'm assuming it's however you write. >> Yeah. >> Just >> I mean, I can I can write both, but I I choose to print because I think I I I print more legible than what I could what other people would have to read. Well, I mean, I try. I don't have the Scott Black handwriting of of a of a perfect curse of writing, but I'm, you know, we came from the same uh teacher. >> Maybe. So, maybe it's like a non-issue is what you're saying. >> Maybe. I don't know. I I like the idea. >> Me, too. >> One month from now. >> Yes. >> Thank you. Okay. Just so that I can make sure I have >> Yeah, I think we can squeeze it. >> Thanks. Okay. I will I will I will
057work on that. All right. >> Thank you. A quick follow up on the title one. So that money that Emanuel is getting would normally come to us or it comes to us and then it goes to them or it goes directly to them now instead of us. >> We distribute it to them. So we actually pay the person that's over at Emanuel. Okay. But it's money that is determined for them. >> So we get this chunk of money. This money we are responsible for making sure they have access to. that they have to they can only spend this money. >> They can they can only request this money. >> We because they have children that are open enrolled from our school. Is that why they >> So no, it's because our live >> they live
058in the district. >> They live within our district. >> Okay. And then when we report out on students um so like the the third Friday attendance, you can help me out with this if I get this wrong. Third Friday attendance. Okay. that comes out, they also have to take third Friday attendance. Okay. And at that point, we figure out how many of the students that are in Emanuel come from our school district. And that counting that that counting students goes into the formula. >> Yeah. If they live outside our district, they they pass through that district. So I understand. So that's what I'm asking is that kids that would be enrolled into our district but are open enrolled into Emanuel, they get that funding because they're kids that are >> they're not open enrolled into
059their uh that's that's for public schools only. >> It's not called open, but if they're enrolled then you >> Yes. So there's no transfer of funds is what you're saying. It's just we pay for the person to go there, right? It's more or less >> it's a flow through that uh we wouldn't get that money if those students weren't there. We we would only get the money for our school but because there's students there extra money comes that go >> would have been would have been in our district missing that right >> there equitable services are part of both title and ESA funding or IDA funding. So flow through has to have a portion of that goes to the private schools for equitable services. Title one has the same thing. Title two has it as
060well. And then we are the fiscal agent. So we get a determined number based upon a number set that they are using as a reporting mechanism that then we transfer to them based upon eligible costs. So this year, Emanuel is getting about $12,000 in title one funding. I think it's about $25,000 in flow through funding. And it's not really anything that we I would say control. We are responsible for making sure that they are following the rules and guidelines of both IDA and ESCA. And that's where the individuals in these roles go and meet with the principles or the leaders from there to say, "Hey, this is what it looks like in title one. We are here to support and assist you in providing services for the students that are attending your schools." And they
061of course want to have that number be as high as possible and make sure that the number of students that qualify is high as well because they're using it as an offset. But when it's an offset, it does come away from the district. There's I would say a lack of clarity for us to determine the why behind the amount and the number of students that are there because the the type of services and expenses we have is is I would say different than what's going on from an economic sense at the private school. They would probably beg to differ, but it's true. I've seen it transferred for years and the amount of work that we have to submit on their behalf is is extensive as well. So to get your to the point of your
062question for the number of students that qualify for services, it's probably 20. >> Mhm. >> They're getting about $12,000 for that. But then, you know, we're we have to help them submit the reports. We have to go over and meet with them. we have to send our coordinator over there to make sure that they have the appropriate documentation as well. And then there's a lady named Betsy Grogan who's been there for the last several years who stops in, turns in a time sheet, and then we pay her, we submit a grant claim that gets reimbursed. So, I would say that if the students, we don't know specifically if a family at Emanuel is getting the services or not because they don't have to tell us that. That's not their prerogative. So, we don't know if
063they're coming from London, are they living in Chiakton? We don't know. The allocation that they get is based upon like Chris said, you know, the the community itself from London. We just this two days ago we got the the preliminary ESA allocation from title one which is a federal program from data sets that they have that are filtered down through the states and then the state filter that to each individual school district. But Joe, it's not like they're taking $12,000 from our Title One grant. That $12,000 is not money we would get if if they had no students that qualified for title one that were in our district. So, it's it's it's not a a transfer from our grant to them that takes away from us. It's dollars over and above that we get and
064because the federal government wants somebody overseeing as an LEA, it goes through us. What we could say though is if we didn't have a private school, we would get the money because it's based upon the students living in your school district. >> But if those students didn't exist, period and wouldn't get that $12,000. Or if those students were of higher income, you wouldn't you wouldn't get it, right? Or if they were >> Well, if we knew who the students were, we might be able to answer that question. We don't know. >> I think we should move on to the next topic. I really do. Well, Mr. Heidman had well just one one additional item that had a report that uh Mr. Barnes reminded me of on May 12th, Senator Rachel Caba uh we'll have a
065listening session at the high school. Okay. Yep. And there'll be one other individ uh she asked uh us to host host post it and u it's a listening session. And it's open to the public. >> Similar format to last year's and previous years. >> It's different in that last year's was education only. So this is open to anybody and everybody site every will be advertised in the paper. But it is an excellent opportunity because we're talking about different resolutions and different educational funding for board members to engage uh the two representatives and for for citizens and staff and and uh parents. So >> So it's a legislative le listening session? >> Yeah. >> At 6. What time do you >> It's at from 6 to 8:00 p.m. >> at the high school. >> Uh at
066the high school. Yeah, it'll be in I forget the room number. It's a big room. >> It's either going to be in the room 119 or in the auditorium. Yeah, we have AB testing going on in our library. >> Well, I believe they already put it out of 119 for our discussion. So, B1 B19. Uh but it'll be obvious where it is when you come in the front door. So it's a great opportunity and uh she's doing a lot on education especially on the whole discipline thing in special ed and trying to uh create something that people can live with and and um >> well and teachers right she was hearing from a lot of teachers when she talked to us. Yeah, she's she's been involved in a listening session with teachers and um administrators
067in different different uh areas to get ideas. Uh she was the the main author of the teacher protection act >> um which got passed in both houses but got vetoed by the governor but um uh she has ideas on how some of that can be put in as policy on the local level even though it's not state law. All right. Opportunity. >> Go ahead, Phil. Okay. Um, when we do the budget report next year, Nate, we'll be able to title one funding in that one section. So, that's how we can get back to that. >> Yeah. Whether or not to me whether or not the students we get the money, whether whether or not the students were in our district or we would get the money or not, the fact is to me in my
068eyes, I'm still paying the state tax which is going back to that private school. It's not a state tax. It's a federal It's a federal tax, but still paying taxes. >> It isn't It isn't part of It isn't part of the state formula. It's a It's a national thing that the Congress >> federal tax money is. >> So, for vouchers for the month, I had one symmetry energy solutions. That's where we get our natural gas. I just thought I would expand on this a little bit just because it's a pricing effort from where we've had it prior to used. We used um about the same therms at the high school and middle school for this particular amount. So the 24,597 we used about 24,000 thems between the two buildings. um in the same time period
069this year versus last year. But with the price of natural gas right now, it was more than double um what we had in prior years. And we do have some of our natural gas on fixed, but the amounts we don't have on fixed, it ends up being uh $104 a third versus last year it was a little over $5. So all of us are seeing the impacts of pricing um due to environmental factors whether it's the weather or what's going on over overseas right now. Um but I thought I would note that because that's a big difference for us. Last year the invoice was $10,672 versus the $24,597. But it's part of what we're all dealing with at times when we have to pay for energy for for heat. That was the only voucher I
070had for the month. You can see that our receipt highlights. We got our equalization aid payment along with our per people aid. And then there was one um legal entry for the month for Ron Bree. Does anybody have any other questions? >> Guess it was a cold winter. All right, for vultures, we're looking to approve expenditures in the amount of 679,27345 as per the list March 26, 2026. Do I have a motion on that? >> So, I'll move a second. >> I'll second it. >> Uh, roll call. >> Katie Benton? >> Yes. >> Mark Gman? >> Yes. >> Nate Grandy? >> Yes. John Hivven, >> yes. >> Chris Martinson, >> yes. >> Holly Schwitzer, >> yes. Andy, >> yes. >> For receipts, record receipts from the receipt register March 26, 2026 in the amount of
0716 million, $278,784.91. All right. No unfinished business. Moving on to new business. Tame review and potential approval of the ACP education for improvement. Well, there's two documents that were shared with you. One is called the education for employment plan and the other one is um the bulldog way it says across the top of it. I'm going to be talking about both of them, but mostly the education of employment plan. The state of Wisconsin uh requires us to review our ACP or education for employment plan with you um during uh by April, by the end of April. So, here we are. And what's really great is that um CSS offered some really very inexpensive, very accessible um support for us to review what we had as far as an AC plan and helped us helped us.
072I'm not going to take any credit for this. helped the team who put this together uh create a very robust um plan that really documents all the wonderful things that are already happening here at New London and offered put some highlights into some things that we can have for goals going forward. So the ACP uh the education for employment plan um includes all a bunch of plan elements and I'm going to highlight just a couple of them. I'm going to take this quickly because we've had a long meeting already. But the first section is our labor market information. And at in London, we access this information using Zello, which is a a software. I if you have kids, you've probably heard this word before, but Zello is an online software that gives career information, allows
073for clear career exploration, and offers tools for students to learn more about themselves and learn more about future opportunities. So, that market information comes from there. Uh we also hand out market information through our counseling newsletters and of course at our amazing postsecondary fair which you are going to see show up in this AC this education for employment plan multiple times because that's an amazing event that we have here in our school for family engagement. Um of course our middle schools and high schools both have open houses at our high school. We have that 10th grade we have 10th grade ACP conferences. If you've had a 10th grader, then a counselor has met with you and your family to talk about what you know what what the student has done so far and what they
074need to do going to the end of 12th grade in order to land where they think they want to. We of course have our junior parent ACP and financial aid night. And of course at every special education IP meeting, every 504 meeting, every transition meeting, the uh we are engaging families in talking about plans and how we can make sure our students are set for success. The AP ACP curriculum support and services that we offer in our district, we have um career readiness classes. We have financial literacy courses. There's that post-secondary fair again. We have um transition planning, which is the planning that our students with IEPs receive as part of their transition from high school into the world outside of high school. Um and then of course at the at the middle school and
075at the elementary level, we have junior achievement. So those are ways that we um we work within our curriculums that we have to promote career readiness and career thoughtfulness. the post-secary education and workforce preparation. We have and you know this because you have seen this robust cost corpse offerings. We offer course offerings in so many variety of things for such a small school district. This is a real plus for us. We have our youth apprenticeship program um that exists and um helps our students gain some real world experiences that are associated with classes that they're taking. We have post-secary presentations and meetings happening in our buildings all the time. So, um, tech colleges, colleges, the military are in our buildings and offering information and resources to our students, um, in order to help them make
076decisions. And then our eighth graders, um, is for an example, they also all visit a technical school. So, we are making sure that they're reaching out and seeing those different resources starting even in that middle school level. Professional development for staff. Our counseling department um does a ton of professional learning around this because they are one of the major mouthpieces for talking with families and talking with our students um around this and that the counseling department comes back and does training with our staff to make sure that our staff is able to have those conversations. Also um we have lots of staff training for our post-secondary fair. There it is again. And of course, we actually just did a staff audit of our current ACP status and reflection. Um, it gave our staff ability to
077reflect on what they do in their classes as far as career readiness and career related um content. Um, and we're going to be using that information going forward in our professional learning next year. We have great community partnerships in New London through our youth uh apprenticeship, our workbased learning. We have um our our tech head department is constantly going out into um our local businesses and learning about those businesses and seeing how they how they work and how they function. And of course, we have our own um post-secondary career fair. But then we also go out into career fairs. Our eighth graders go to a career fair over at Fox Valley Tech to learn more about those opportunities. They're going next Wednesday to Junior Achievements Career Fair that's co-sponsored with the um Foxy's Chamber of
078Commerce. >> Yep. Perfect. >> Wait, what eighth graders do that yourself? >> Yep. Every year the eighth graders go on that go to that. >> Um individualized ACP support is simply talking with how we support each student in uh doing that career planning and making sure their classes are set and that they have had opportunities. As a parent of a student who graduated from New London, I know this is happening because every time we have that 10th grade meeting and we talk about what classes we're going to be scheduling, we are looking at where we want to land and how we can get the student there and what opportunities exist that we have never tapped into before, like what businesses exist that could give us a an opportunity or a visit or a job shadow
079to help out. So the eighth grade scheduling process also steps into this because they while they are 14 they are uh at least starting to be asked where they think they want to land. Um and having that conversation about what a high school course load might look like is that first step. And then um one of the elements we need to speak about in the plan is access for all students. for students identified as children with disabilities. The district ensures the ACP services are integrated within each student's individualized education plan and then every student please Sarah help me is it at 18 or is that at what do you think the bill 14 do their uh postsecary transition plan and this gives um even a more detailed version of what we're doing with our our
080non-disabled students but works out how we're going to support them through that transitioning through high school and then beyond. Okay, good. We have to tell you that we're using Zello and we're going to use Inspire. Uh those are two major software. The Zel is a software. Inspire is a resource that we're using. And then accessing things like the workforce uh Wisconsin workforce development um tools. All those online resources help our students make decisions about careers. And then this is a really long list of current goals, but what I want to highlight out there for you is that our um our survey that we took, our audit that we did get provided us with information about where we can look to um embed more ACP lessons within our courses. Um especially looking at um our younger
081grades, we want to make sure we're making having those conversations um in those younger grades and we want to make sure our teachers are ready to have those conversations. So um some increase in um teacher support and increased in making sure that's happening during classes. And I think that that's the last slide. Is that right? Beautiful. Okay. So the plan is really long and you can see all the work that everybody did and put into that. Please take a look at it. Um I'm looking for an approval tonight because we need to get it onto our website and I want to make sure that that's updated before the end of April. So the next step would be after you've approved, we would be looking for um to get it up to the website so it's
082compliant. Any questions? >> Question. Um this I count uh 21 pages in this. Okay. And um probably great to turn it into DPI if they're have some oversight. Uh they they probably like to see a lot of detail, but I'm thinking of our customers, the parents. Um and uh is there a possibility to have another version of this that is like one page for each level? Like um >> so the second document that you had Chris >> is the bulldog way. This is the um experiences that your students should be having that align with ACP. This I think is maybe what you're referring to. But I find a lot more stuff in there as to further on as to what you know courses people can take. I'm thinking like a page for middle school, a
083page for high school that says fairly clearly to parents without going through 21 pages what are the choices that >> Well, you can access the course description guide though >> very easily on the link. >> Okay. Like that was one thing when we were moving. >> So it was the courses that you were talking about. Okay. >> I think you could link it and you'd be covered. Like I combed through that and I was interested actually to read all of the detail because I thought for a school this size there was a ton of options. >> There are I did too. I did the same thing here and it's one of the reasons we >> Yes. >> factored in decided on. >> So maybe you could link that in some wherever you're where you're housing.
084>> It is actually linked in this document already. The course guide is linked to the document. Yep. As you post it. >> Yep. Great. >> All right. Thank you. >> And we have a motion to approve that. >> I'll make a motion. >> I'll second. >> All in favor? >> I moving on. Review potential approval of 66.0301 0301 cooperative agreement with Hawaii and Fremont School District for services of physical therapists for the 2026 27 school year. Thank you. the board members, those that have been uh part of this discussion uh since 201718. This is the share agreement uh through state statute. In the state of Wisconsin, districts are able to establish shared agreements for like services. Um when the services themselves aren't the equivalent to a full-time 1.0 FT in an individual district. Uh since
0851718, the district has partnered with W Fremont School District for the support services of physical therapist. Annie Schmidt, which many of you know, um he is our PT person that moved between the district. Uh the agreement is same in nature, but it has even in the past. that recognizes our district as the fiscal agent, meaning that um all billing and u documentation and supporting payment of our physical therapist runs through our business office. The ratio percentage is approximately 60% for the school district of New London, 40% for the um school district of Wig Fremont. This agreement does ask for a board of education private president president's signatures prior to implementation and knowing that this will be starting this next year the month of April is when we target this agreement so that we can continue
086to plan accordingly. Any questions on the Sapon signature? This would get forwarded over to Fremont School District and then they would then have a similar conversation as we are. >> Without getting into the details, nothing's really changed from previous years. >> It's the 6040 relationship has been the past several years. Um, and that's based on IEP development and needs of students established through >> Do we need to have a roll call on that one or because of not being tied to a specific dollar amount at this point? It it wouldn't need to be all in favor of >> Do we do we have a motion on that? >> I'll make the motion. >> I'll second. >> All in favor? >> I passes preliminary review of 2026 potential aid increases. I see. So board members, recently
087our compensation committee um committee met and Mr. Mark and I presented the preliminary um potential uh wage consumer price index recommendations as set for for the board to have discussion on tonight within your uh documentation tonight uh represent uh the basically everything that was presented with a little greater detail on the specific hourly that Mr. Mark we'll expand on shortly within but it notify it identifies the potential uh costing of what that means for the various groups within our district of certified staff support that and administrative staff at that 2.63%. So I'll turn it over to Jill for greater detail and highlights on them. >> Uh this is the timing that these topic summaries have been presented to the board for review. So tonight it's just more discussion because it helps inform our contract status
088that you'll see on your next board agenda where the board will have an opportunity to potentially approve contracts for the next year and then would issue those contracts to staff um with updated base wages should the board approve. What we did is we had a really good discussion at the committee with Mark and Andy and John just looking at the data, looking at what we've done from a historical perspective um talking about alternative options. Could we do this? Could we do that? The committee just really tries to be thoughtful in how to look at wages because they impact our staff and trying to focus on retention or potentially doing things differently. Also recognizing the past, we talked about how a few years ago the CPI was was higher and the board worked really hard to
089um put that in the budget and that was something that um was a higher amount and when they're higher amounts they definitely get talked about. But getting back to the point of this particular topic similarly the committee um recommended 2.63 across the groups. So looking at our certified staff, that would be on their current wage. So if a staff member is making $47,000, multiply that by 2.63%. If they're making $53,000, multiply that by 2.63%, etc. So it's right on their actual wage at this time. The support staff discussion would be their hourly pay. They would get an increase of 2.63%. 16%. And then something we felt made sense is because it's created some confusion uh over the years, but also kind of squishes down the increase for some staff is to use the level as
090a separate costing mechanism for staff or hourly staff. So hourly staff are at a level one when they first start. So you're using easy math. If a person's in their first year of position, they would start at $20 an hour. This is just talking it out loud, so it makes sense. The second year, that second level could be $21 an hour. And then the third year, that level could be $22 an hour. So there's a a level increase based upon maintaining your employment in that particular position. And then providing that you didn't have a pay freeze because of performance issue, you would be allowed to go to that second level in the year as long as the board has approved that. So that has created a little bit of confusion at times with staff. Well,
091now we if the board should choose, we've recommended 2.63 on your actual wage. So if you're making $20 an hour, you get a 2.63% increase on that. But she also could still go to the second level if eligible and that's we would factor that through and you could see that in the hourly wage matrix that's make sense. Uh, and then I guess just to speak to that, it I guess my my thought on that and a take away from our meeting was it just it bumps up our our lowest paid hourly employees faster through the system. >> Mhm. >> Which I think is important. So, >> okay, just that everybody understands that. >> And there was one uh change that we talked about at committee would be to eliminate a super sub rate from bus
092driver pay. So there's not a reduction of pay if a driver is hired on a full-time route. Just the the mechanism of when we increased bus driver pay a number of years ago where we really tried to bump that up to having some driver shortages. We had that super sub rate in there and then some of the drivers were subbing and then they would take a regular sub and with the level one it would be less than the sub rate. So then they're like, well, so I take a pay cut to take >> seemed like a good idea at the time, but goes unpunished. >> So Mark said nobody would be, you know, impacted by that. So it makes good sense to to make that change in our recommendation. And then the third Scott, I
093don't know if you want to highlight any admin discussion. So had been discussion on that allocated amount as board members know that um that would be brought to the board for consideration after review and consideration and presented for board approval. >> So in the past 3 years this would be based on the increases we provided over the past 3 years this would be almost a 9 to 10% increase over three years. >> Um compounded don't forget >> compounded. You can't just add You can't just add percentages. >> That's more than >> Yeah, pretty close. In spite of what Joe Underly would have you believe. >> I say that's pretty good. Anyways, we're not in the military. So, that's pretty good. >> All right. >> Do we have a motion on that? This is just information
094for any questions that do come up between our next meeting. >> All right, Mark, here's your here's your moment to shine. Resolution supports full transparency for taxpayers. >> There isn't much much shining to do. Basically, what uh what I gave Scott to look at was very similar to what Nenah put together. And um and I let Scott do the editing because to bring it closer to to us and um and that. But um we and we both looked it over and liked what liked what we saw, you know, as far as covering all the bases and and and that. So So Scott, if you want to speak to >> a couple things. So a couple of the takeaways that um if if you notice there's a lot of whereas Okay, that's what a resolution is.
095And on the one, two, three, the the fourth whereas you'll see a dollar sign and and what that represents is that I would ask Mr. Markwart, okay, to um identify what those dollar amounts are ultimately and what that would look like specifically based on 202425 and 2526. So this this isn't ready to move forward. You know, this is just a conceptual idea of what that would look like in relationship to the whereas statement that has been identified. Um and then when you move down to the um the now therefore be resolved. Okay. um understanding, you know, this is potentially a board's resolution and a resolution is is just that. It's it's a recommendation of raising awareness and understanding, but also understanding as we know that, you know, 15 of our municipalities in our district just
096went through uh local voting to represent schoolboard members. Um ultimately there are the uh the taxing authorities within those individual um the city and municipalities that are communicating out you know what these numbers would look like and u the board has not had specific conversations with our municipalities on this topic. Okay. Um so that the language we'll seek to partner with. Okay. So that was brought in. you know, it's not saying that, you know, hey, we're not doing this or you we're supposed to be doing this. I think it's just that is intention there is just to let's have a conversation. Does it make sense? Does it is it something that they would be interested in in supporting of to be that transparent? That was one of the changes we made because in Nenah's it
097says that they had partnered with and that obviously drew a lot of attention from some of the municipalities because there they in the article in the post crescent when they interviewed like the clerk from Nenina she says well I haven't talked to them yet and they haven't talked to me so that's why we made that change seek to partner right >> so then again then it's just uh the the statement up so the addition of the dollar amounts we could come back at a at a further meeting to and then ultimately a signature line that would be added uh to represent the board's uh support for this and and we know a resolution is just that. It's a statement of support towards a direction and ultimately we need would need uh municipality to say hey
098yeah we'll we'll do that or we want to do that as well and that would be a potential further next step um with the intent to share the the transparency of taxpayer funding. >> Do you anticipate any like budget impact for them with the clerical part? like is there such a thing? >> No, really. Um, from from what I've read, you know, they it it's more of a programming thing. >> Okay. to in some cases they can they can add it right along with like you know the technical college line and that and others they've said they've got room on the backside for messages and it would it would go on the backside as a as a message >> you know and so it's us giving them the the dollar amount and then them deciding
099what's how it's going to work best on their on their the tax bills. >> Okay. >> Yeah. Well, um just a uh just one comment there. Uh I think I think transparency is good and I I I have no problem with this concept. The third paragraph, however, seems a little misleading to me, if not maybe inaccurate. Whereas the state of Wisconsin reduces state aid to the school district of New London for stu students residing in the district who enroll in independent charter schools and private voucher schools. They don't actually reduce it. We don't we it's not money if they're not in our schools. It's not money that we've ever gotten. Right. Am I wrong about that? it. Um, the only way that it would be seen as taken away from us is if every one
100of those students, if the vultures were taken away, would enroll back in public schools in this district and would not open enroll somewhere else or would not homeschool. Um, so it it it comes off as a little bit I don't think you're trying to um in this in this resolution uh bash voucher schools, but it may come off that way by having that paragraph. I >> Joe, maybe you can assist in answering that that responding to that. >> Which which one is this again? >> The third one, page 73. Yeah. Yeah. The one >> Well, when when you always report on the kids, you're like, "It's not money we ever got, right, to start with." Like, that's what I'm thinking of because you always say that. >> But then what if they did leave? >>
101So, the reduces is probably the semantics of the the aid formula because we they don't reduce our aid formula. um they're reducing the portion that we would get on our students because in the third or in the equalization aid worksheet that we put in the October um levy certification it has let's just say it's 18 million because again it's easier math. If we get 18 million, we have 2125 students who are a part of that calculation because they're they're part of the school district of New London. What they also do then is the nine the prior year aid. So there's like 75 students last year. They're giving you a portion of equalization aid back on those students. So maybe part of that 18 million, you know, depending on how you want to, you know, share
102data is coming from those students who are attending the the private school and they're saying it's offsetting the cost. What doesn't happen though from a transparency scent is it's not equal. It's not dollar for dollar. So in our aid formula, we only get about per student, but the voucher cost is either nine or 13 based upon where they're going to school. So the the taxpayers in each entity are are shouldering that difference on the difference in each school district. Some school districts get a lot of aid. Some districts get no aid. Some districts have a lot of voucher kids. Some kids have no voucher kids. Particularly for New London though, the 1.4 million that goes on top of the levy is the hard component of that because it it shows that well London's levy is
103at 10.5 million. Well, it's really bad because the 10.5 doesn't go to London. 1.4 of that goes to I'm not sure if it goes to Emanuel. I'm assuming it does. We don't have their books. So, that artificially inflates your levy. The flip side of it is they they'll say, "Well, you're getting money based upon those students." Yes, we are, but we're not getting 100% reimbursement. It's almost like the categorical aid discussion we've been having back and forth. >> You it's you don't get dollar for dollar on uh uh payback for the vouchers. So the point of the resolution is to say, hey, if you would take it out, then it shows the true cost that a taxpayer is paying for New London Public School District. And that's how it worked for decades where school boards
104would approve a levy and it's for the operation of your schools. Now it's that 10.5 million. Well, some of that goes somewhere else. They pay tax for it and then everybody when they get their tax bills, they don't know that. It's always a part of that. And then when you start saying, "Well, it's about this or it's a portion of that or you get partially people said,"All right, you're trying to give me inaccurate information." That's I'm I'm done listening to you and it's maybe the false negative words that Bill was talking about last week. It's so hard when it's like that. So, the resolution hopefully it, however you decide to to pass it, hopefully our municipalities will jump on part of that because you want taxpayers to know what you're paying for >> and that
105helps with if we have to go to referendum again and the board decides that, taxpayers want to know what exactly does this cost me? And if you tell them, well, we have to add on the 1.5 million, but really we take it off because our levy isn't that high because of that, then you've already lost them. >> So, well, I I'm very in favor of the transparency of having the breakout of how much goes to u voucher schools versus how much goes to the to the public schools. That's a good thing. taxpayers need to be informed and I I I think you guys did a good job on this for that reason. Um uh this is a resolution about the transparency in the dollars not about whether um whether voucher schools are are good or
106not. Um that's those have been done in other v venues like the WSB. they probably passed one 75% you know for u eliminating the vouchers but um I think uh I just would like to point out that there's broad support for vouchers and if you throw something like this in there a backhanded thing against the vouchers it it kind of >> well I don't think it was intentionally back in it wasn't intentional at all >> no what I'm saying is I think even if you eliminated the third one you're covering everything else >> right so Maybe we just eliminate it because then you're not creating any question, but like Joe just went through, nobody everyone's eyes are going to glass over. >> So you literally eliminate it because you're already delineating everything else. >> Yeah.
107I mean, I I'm a I'm a yes vote on this if we get rid of that paragraph or >> fine. >> I think everything is covered no matter. >> Anybody else have a problem eliminating the third? Perfect. Let's do that. Um I I think it's high time that that the actual costs are are needs to say something like that in there or do you think it's unnecessary to work with? >> Unnecessary. I agree. >> Okay. >> And this is just our starting point as far as working with the municipality. >> Right. Do you need a vote on this tonight or not? >> No. Uh cuz I want to be able to have the actual numbers inserted in here so we can reflect from last year to this year uh with the signatures and tax bills
108come out uh you know in the months of end of November, early December. So we would start communicating with our municipalities if they so if wanted to participate. >> I think it's important to point out if we can't make them do that. We don't know the munities and townships that don't want to do it just because the pay for it. >> I think the wording you use or that you it sounds a lot it's very like not as heavy-handed, right? You'reing a conversation, >> right? All right. No other issues. First move to section 19.851C. A51C Wisconsin statutes board of education will convene in close session to discuss continued employment of certified support and co-curricular staff members over which the board has jurisdiction and exercise responsibility person to section 19.851c A51C Wisconsin statute. The board of
109education will convene in close session discuss employment and compensation of administrative certified support and co-curricular staff members over which the board has jurisdiction and exercise responsibility pursued to section 19.851F Wisconsin statutes. The board of education will convene in close session for the purpose of considering personal information concerning financial, medical, social, or personal histories or disciplinary data of specific persons, including students, except where paragraph B applies, which if discussed in public, would likely have a substantial adverse effect upon the reputation of any person referred to in such histories or data. Do I have a motion to go into close session? I'll make that motion. Have a >> second. Roll call. John, >> yes. >> Katy Bon, >> yes. >> Nate Gren, >> yes. >> Ali Schwitzer, >> yes. >> Mark Gman, >> yes. >> Andy Thorp,
110>> yes. >> Chris Martinson, >> yes. >> Okay, cool. Session begins at 7:30.