12102025 Regular Board of Education Meeting

001and she's trying to log in. >> She's she's with us. >> She's here. >> Awesome. All right. Uh we've established a quorum. Let's move right in the pledge of allegiance. >> Allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Look at the consent agenda. I'm looking for a motion to accept A through D. So moved. >> Do I have a second? >> I'll second that. >> All in favor? >> I opposed. So moved. All right. Items E and F we're going to address in close session unless we have anybody opposes that. Okay. Moving right into monthly celebration. Scatter. >> Thank you, Mr. Heidman. And good evening guests tonight at our December board

002meeting. Just a reminder that uh the December board meeting, we meet once uh during the month of December. Uh the monthly celebrations recognize our elementary and middle school students that were uh nominated and brought forward for recommendation for displaying character quality traits within their individual buildings exemplifying what uh great students are doing on a daily basis within their buildings not only with their classroom teachers, peers and families. So congratulations to all students that were recognized for the month of November. uh calendar just some very brief uh overviews again as I had mentioned um just one meeting for the month of December uh January we'll pick back up again on the 14th uh there will be several board members attending the Wisconsin Association school board annual conference in Milwaukee uh that'll be taking place toward the

003end of January the 21st 2nd and 3rd and then we will reconvene again in the month of January for our special meeting on the 28th of February. Uh looking for two meetings to come forward. Our regular meeting on the 11th and then again on the 25th. Plenty of opportunities to take in events especially during the month of December here at our high school. Various conferences I commented on earlier is our co-curriculars as well that are in full gear from our district. buried into uh my report for the the month. Uh first, our B12 extra degree of effort. Uh last month, uh Mrs. McCartney, our director of teaching and learning, shared our district and school report cards, a very high level approach uh drilling down into some of the specifics overall and how we performed for

004the 2425 academic year. You know, it's it's fitting and very appropriate uh that this month, now that information is public and knowledgeable and and we've been working hard on this information since early last spring when we had some ideas as to where and how we would prepare for this year as well. but uh to publicly recognize our students, our staff, our families, community engagement as well as our board of education for the work that was put forward uh for our school report card efforts. Um taking that step, increasing our uh continuous improvement plan to uh meet the next level of exceed expectation as a district. Just didn't happen by chance. A lot of hard work and focus by all individuals involved. So I thank everyone that's been actively part of that uh to maintain momentum

005and continually push forward with that same intensity during this year and beyond. Hey, winter weather. Wow, what a day, right? Uh um today we had an at home learning day. Uh the protocol which uh is there for families to recognize. Mrs. Batton mentioned and Mark mentioned about the typical ways of communicating. Uh Mr. Gretley as well that um contacts via the Sky Alert messaging, Facebook web page, um email, TV, radio, um as well as our voice over messaging that I sent out. Um the system itself didn't perform today as it should. Uh we've addressing that with power school messaging within uh will be resolved as we move forward. Uh but again just understanding and knowing tis the season. Uh when I look back I've got a calendar like three times uh in my career within

006a week this day has been a no school day uh for students. It's just uncanny how the weather blows up at this time of the year. So uh informing with our parents and our staff as well. And then uh lastly, just looking at our winter holiday break uh the 22nd through December through January 2nd. Uh just congratulations and everybody deserve a little time with friends, family, people that you appreciate the most and others um to uh step away from the school setting and refresh, recharge. And as we always said, those New Year's resolutions and what that might look like, um, our board, our school community, our staff as well go through that same process of thinking, what can we do better next year? How can we improve upon goal setting and all those great things

007that make us what we are today. So enjoy that holiday break and uh, come back and refresh, ready to take on a little more than the second half of the academic year. So, any questions for me? Uh, items are reported on. >> Okay. Thank you. >> Moving on. Joe Markwood. Okay. Good evening, board members. Um, tonight the director report section that I have is just a and annual reminder of property tax notes. Many of you probably received your property tax bills already at home or if you haven't, it will definitely happen uh very soon. Most of the municipalities have also posted it via your county website as well. So whether you live in Waka out of which are the two primary counties of our residents, we do have some Wnebago County, you can log on

008to look at that and see it if you don't have it yet. And it's also a tool that you can look at in each county to look at your prior year tax bills. Just some notes just as individuals might ask you some questions, especially in a year where there is an increase to the levy and the mill rate. The board approved a mill rate increase of 4.5%, a levy increase of 12.6%. A couple key components to always consider is every municipality is truly different in how the levy that levy number that I mentioned impacts an individual's property taxes. We've already gotten a few questions. Some of them have been via board members and we get some questions on them every year and that's great. We want to help any property taxpayer understand what happened and

009how they can either anticipate in the future years or um even in this year. One thing that you as board members cannot control is that distribution of levy by municipality. Every municipality takes a slice of pie as that's divvied up and then it's divided out between the property tax owners in that municipality. Some years there are uh different assessed values. People get re-evaluated for their property valuations or they get reassessed. And when that happens, especially in the market right now where there's significant increases to people's valuations, the assessed values, it can really really impact someone's property taxes. And this year what we're seeing throughout many of inter municipalities is the school portion is definitely one that is increasing more than the other taxing entities. So when that happens naturally you're going to get more questions.

010A few things that you could share with them and I I don't like any blaming but it's it is true. There was a $775,000 reduction in state aid. state aid offsets the local property tax levy. That was a budget choice and that was something we all knew and it happens through all to all school districts. But when you're a school district like us who is heavily aided or reliant on equalization aid to offset the levy, that means that that all goes to property taxes. We also saw a $150,000 plus dollar increase in what is taxed based upon the private school voucher program. So right now we're just under um $1.3 million for the voucher program. And when that happens, that's all taxed. Um and we don't get fully aided. So by fully aided, we get

011just over $7,000 a student in equalization aid, but the voucher program is 11,000 for elementary students and 13,000 for high school students. So it's just more than we get. So that's just part of the levy. And I know that it's hard to explain that to anyone. It's but share that is part of the levy. We're a taxing entity for it. We shared that when we approved the budget. But anyway, the the nuts and bolts of this, if you get questions that you don't feel like you can answer, have them call us, Mr. Black, myself, we're happy to talk with them via the phone, send [clears throat] them information, meet with them in person, email back and forth. That's what our job is. If people have questions and they're frustrated, no one ever calls and says,

012"Thank you for the tax bill." So, I can't say appreciative. They're frustrated. If they have that, it's our job to talk to them. So, if anybody either watching online tonight or um if this is captured in one of our media outlets do the paper, encourage them to call and talk to us and we're here to help them if needed. >> Is there any Yes. questions. >> Can you just touch on that 325? >> Yep. So, all school districts in the state were eligible for $325 increase on their revenue >> per student. Per student. So you take your FTE and you multiply it by that and then that added $375,000 to our ability to to tax. So with the reduction in state aid by $775,000 and the ability to add that plus the voucher program that

013creates the levy increase. There have been very very few times in the state budget where there is no increase to state aid. So, it's really unfortunate timing of how that impacts our property taxes. Also, share 555 is well below the state average. New one is not a high taxing entity when you compare the middle rate to the state average. [clears throat] It's a good rate. People don't care though when they see an increase to their property taxes. So, we can tell them that. They're like, I don't care. This is what happens to me. I gotta pay this by December 31st, January 31st, or the end of July, and I got to find that money. And that's just part of the the challenge when it's not deducted throughout paychecks like other taxes often are. It's something

014you owe by a deadline and it's not hundreds, it's typically thousands of dollars. So, that's why it becomes a topic of discussion this time of the year. >> Joel, yes. um o overall budget that we approved um for the current fiscal year uh was uh a much smaller percentage than how much so correct me if this is wrong. We basically approved the money to pay for that $325 revenue uh revenue limit increase with very you know a couple adjustments to it for you know there but is that is that a correct statement? Yes, the increase in spending is primarily related to that as it impacted the general operations, the 325 per student. And if I'm figuring it out right, correct that me if I'm wrong. It's we approved a budget here of spending for this

015fiscal year that is 1.8% higher than last year's budget. I I don't have that right in front of me. I can get that for you. Yeah, I think I think I plucked it off of one of your things, but if you figure the $325 times roughly 2,000 students and you multiply that out, you're right in that ballpark. We didn't we didn't have any other big increases in spending other than that $325 student. No, the other increases to spending were coming from other funds. You remember fund 46 increased >> in spending, but that was a project. So it doesn't doesn't affect taxes. >> Nothing. >> So I think one thing to explain to people is oh the school school district is spending um 14% more money this year than last year because my taxes went up

016that that much. No, we approved a budget 1.8% higher when inflation was about 3% or 2.8 or something like that. Um uh so uh we're not we're not some wild spenders here. It it's the the differences between state aid in previous years and state aid this year is most of the most of the issue because you you talk about the vouchers. We have the vouchers every year and the only reason the the vouchers would become more expensive this year is if more kids open enrolled outside of the district. We can control that by working hard to keep them here, you know, but we can't control what the state does for their equalization. The budget is the budget. >> Correct. Yes. Thank you. >> Okay. said it. So, I noticed that uh Green Bay is line

017listing on their tax bills the the levy portion for the voucher program and I'd like to see us do that. So, what is that? What does that involve and when should we start talking about that? So technically it would be that municipality that would take the initiative that Green Bay. It's the city of Green Bay I believe is what initiated that through their through their council. Us as the district which requests the funds to all the municipalities. We're giving them that information and then ultimately I believe it's on them then to say this is how they would like to do. Another way would be some counties can take that on and establish that within the county frame. The article I read was that it was initiated by the school board. >> Yeah. >> And they

018went they went to the to the city >> and um and they wanted you know and true transparency. They wanted people to see >> how much of you know how much money was going going towards that that that program. Right. And uh I'm guessing you're going to see more more um municipalities and and and districts working together to to do that. And that's that's why I asked the question. >> They were only they were only able to put it on the people who live in the city of Green Bay. Like there's plenty of, you know, GB public schools that weren't, but it was only if you lived in the city. But I found that interesting to Well, it's because it's the city's choice because the the municipality is the taxing authority. They're the ones that

019determine what the what the >> Right. But I'm saying like you could still be in Green Bay public schools outside of the city limits. So, you'd have to ask, you know, everyone, right? Right. >> But even if you and I'm sure what they did is they just looked at where would they get their, >> you know, where would they get the the most bang for their buck, so to so to speak. you know, it' be like if we said, "Okay, we're just going to do it in the city of New London, you know." Um, but I think it's it's it's something I'd like to see us explore because I I think people need to see that. >> Well, what what Joe is saying or what um Scott is saying is that we we could ask,

020but the municipalities can reject it. >> Yes, they can. >> Right. But if you don't ask, you don't get an answer. >> Yeah. And I'm not so sure it's a very good idea. >> Well, that's where we disagree, I guess. So, all right. Thanks. >> It is in your resolution discussion. >> Yeah, it is. >> Yeah. >> All right. Moving on. Teaching learning McCartney. >> She first. I'm first. >> Oh, sorry. Sarah Johnson services. >> My bad. >> Yeah. All good. Um, good evening board and um Um so we have some um exciting things to share this month. Um we learned last month that um the immigrant um children and youth grant that had been applied for last school year. A lot of time and work went into this. Um if you know um Joanna

021Mertz, she had worked very hard on crafting this very um thorough plan and we were waiting and we thought that just wasn't going to happen and then we learned that it was approved. So uh we have uh that grant for $12,000. So that's very exciting and those funds can be or will be used for um supporting our more immigrant students and families and used to support the families staff development and also um resources to support their learning. So we're really excited about that and now we're um really kind of in the throws of okay now what are exactly are we going to spend the money on because we had requested a larger amount versus a lesser amount. to kind of decide exactly how that's going to be spent and the plans for that for the

022rest of this fiscal year. So, that's exciting. So, if you see Joanna, be sure to let her know. Um, but that's exciting news. >> So, is this You might have said it earlier, but I was still thinking about taxes. Was this the grant that was not approved last year? >> That was It's the same grant, right? >> They had applied for it the previous school year. Yes. And they did not receive it and then tried again the second school year and and did receive it. Good. >> Yeah, good mem. Um and then also um you may know that uh we have translators uh some are internal to our district and um sometimes they're not to internal to our district translating at IEP meetings or other special education meetings and there is training for those individuals

023so that they can learn a little bit about special education so that they can do a more thorough and accurate job in translating for families. And um uh Wisconsin Facets has a free training that they're happy to host in different places, but you or they'll they'll provide it if you host it. So we had looked into them providing that training here in New London, and they're doing that next week. So we have um 17 individuals total that will be with us. Um and that's going to happen at the high school next week. And so we have some of our folks um within the district. And then we have, I think, Wakka, um, Seymour, Appleton, um, and London districts represented. So, we're really excited about that opportunity. And then, um, the special education family, um, engagement.

024So, I have a couple things that are, um, happening there. One is a, uh, round table that'll be starting next month hopefully um, kind inviting families that have reached out to me personally, but then also some that have been um recommended uh by our principles and other folks in the districts that would be representative of our district as a whole who have a vested interest in special education and people services in our district that will kind of a group of maybe 10 to 15 individuals that meet regularly and provide us information, perspective, and insight on their experiences in the district. Um, and then also, uh, I kind of be the Omni board too for things that we're looking to purs, you know, pursue or look into, um, and get feedback from them. So, and then

025also tomorrow, uh, just before this meeting, I came from Park View. I was getting things set up for tomorrow morning. Um, we have our first, uh, building connections and special education. It's just a drop in type of event and, uh, from 7:30 to 9 where families of the buildings in the district can stop in. It's more just an informal kind of come and connect uh you know uh come meet me or tell me your experience, ask questions. We'll see how that goes. So looking forward to that opportunity. >> That's in the morning. You said >> it is. Yeah. Yeah. So uh if anyone would like to come be happy to to see you there, too. So um and then one other thing we just uh last week was the um I guess it was two

026weeks ago was the Individuals with Disabilities Education Act and I wanted to just pass that along. I don't know if everyone had seen that. That was the 50th anniversary. And 50 years, boy, it really can go by in a flash, can't it? And um so it has been 50 years that um that federal legislation has been in in place and of course that everybody in special education that's kind of our um guiding light and what drives the work that we do. And um so I just wanted to acknowledge that that's what's going on and and I kind of put some words in here kind of as an opportunity to give you a little lesson in special education if you don't feel like um you know a whole lot about that. So I put some of

027the um alphabet soup on there for you. So IDA like I just said is the Individuals with Disabilities Education Act. And then another um kind of phrase that you hear pretty often is fake or free appropriate public education, which you're probably familiar with, which is what we provide all students. Um and then we talk in special education very often about the least restrictive environment that we're always making sure that we're providing services to our students in the least restrictive environment. We want them to be um with their typically developing peers or their non-disabled peers to the greatest degree possible. That's their least restrictive environment, but that doesn't mean that they're always with non-disabled peers, but just, you know, the best environment for them at any moment in time. And then the IEP is the individualized

028education program. That's what that stands for. And um yeah, so that's that. All right. Do you guys have any questions for me or any thoughts on any of those items? >> Okay. Well, thank you. >> Thank you so much. >> All right. Now, moving to teaching and learning services with Pam McCartney. >> Good evening, board. My short report, my report is short tonight. Um, I wanted to just share with you that at our instructional committee meeting last time we met, uh, we did talk about that high school, uh, guide book that's going to be coming out, course book. um that's already been referenced once tonight and we're going to talk about it as we u move forward, but a lot of hard work went into that. Uh thank you to Riley and Phil and all

029of the work that they did in order to make sure that that um happened. Uh the other thing we talked about was that our 4K team is working through a resource selection process and our 4K hasn't had a new resource in quite a while and has been asking for um some some uh some better ways to be reaching our youngest learners. And so we have worked together as a team to develop a rubric and some criteria that we are looking for. And we're looking to make sure it is a standards aligned, comprehensive, and playbased because those little people need as much playtime as they can and they learn so much through that. So that process is in the works right now and before the end of the school year, we will have a new resource

030chosen so that we can make sure we get those working teachers trained in so they can jump right off um for that starting next year. So that is what happened at the instructional committee meeting. I did not forget my instructional insights for you and actually it really lines well with what Sarah talked about today with a couple of her items. December starts one of our testing seasons that you don't get to hear as much about. So we are all aware of the forward testing and ACT testing and preACT testing and even I ready that happens often. But in the months of December and January throughout the state of Wisconsin, access testing happens. And access testing is meant to uh assess the um English language proficiency of students who have English as a second language or

031English is not their first language. Um the WEDA testing, WEDA is the name of the company puts it together. Um and that testing started on December 1st. That testing will happen in our district. Our goal is to have it done before we head off to break. Uh so we have some very dedicated staff who have been working through access testing so far this month and will continue for the next week and a half here before break. Um uh we head off to break and then we get those results in April like late April. It takes a really long time to get those results. That information the scores that those students get get used in writing their um individualized language plans. So their plans for how we are moving them forward as language learners and helps

032us um observe how we are moving them forward or what changes we need to make in order to make sure they're moving forward. So access testing is happening right now. If you know someone who's helping out with that, give them a big thank you because it's it's very individualized and and lots of time put into making sure we know what those kids are struggling with or are having some strengths in. Any questions? >> Thank you. Thank you. All right. Board of Education Student Representative Charles Soul. >> Uh good evening everyone. First want to say a lot of students were very excited learning this morning that they didn't have school at school and were able to do virtual learning instead. Uh I was one of those students that was very excited. Couple highlights for the athletic

033um portion of the high school is boys hockey. New London is part of a co-op of Fox City Stars and we have four players that play for that team. Kale Blake, Adamich, Nathan Muller, and then Clay Marsh. And their varsity team is off to a 6 and0 start and Kale recently scored his 100th career point for the team. So big accomplishment for him. And then our boys basketball team, they had or they started conference play last night against Winnie. All three teams won their games. So all three teams are undefeated as of right now in conference. and her next game is Friday at FBL at 7 o'clock is varsity and then 5:45 is JB girls basketball. One of their highlights was they scored 75 points against Ashwabanon. That's very good for their team and then

034they played Winnie County yesterday and for the start of their conference season and two more conference games tomorrow against FPL and then Friday against Green Bay East. Both of those games are at home. The dance team, they put on halftime shows for each of the home basketball games. And they have an upcoming competition this Saturday at Little Shoot where they can showcase for the public what they do for the home crowd at basketball games. For wrestling, Will Christopher, he earned his 100th career win and was a tournament champion this past Saturday at Watertown. And then there was a lot of other success individually too among the wrestling team. Uh outside of athletics, uh there's the band concert that was this past Monday. The jazz band performed a concert for whoever wanted to stay in the

035comments afterwards. They had a bake sale. So cookies, hot chocolate while listening to Christmas songs was after the concert as well. And then the choir, they have a upcoming concert on Monday where they'll be performing their songs for the winter concert. Some holiday songs, some other songs, too. So, if anyone's able to go to that, uh, I might be there. I'm not sure yet. Still have to look at my schedule. But last week, or not last week, last board meeting that I was at, you mentioned talking about the upcoming phone um, >> policy, >> new policy, yeah, that you're going to be implementing in the school. And one thing that I would like to say for the students is that we would greatly appreciate if we could keep phones at lunch. That's currently what the

036policy is at at the high school since that is our only time to check our phones during the day. And that can allow us to talk to our parents if we have any questions if we have any college emails that came through since we have our personal emails linked and we can't access those under school issue devices. So our only time throughout the day for any personal updates from colleges is during lunch. So if we could keep phones available during that time, students would appreciate that. >> Charles What happens to the phones and the other times other than lunch? >> The other times it's in the lockers, not on the students. >> What if some somebody has it on them and has it you know makes a call then >> then they get sent down

037to the office and receive a phone violation from our administration. So >> we're on what like year three of that, right? >> Y third year. But I just know with the uh state putting out new rules, >> I think one of the things and Mark even mentioned from going to the state convention was like kids would actually sit and talk to each other at lunch, right, and engage just like >> we're supposed to. I don't do Does that happen? >> It happens. Yeah. But just also having the ability to check your phone if you need to is something that students would like. >> Well, the state doesn't specify what the policy has to be. just says we need to have a policy. >> Uh and um >> and so we do not have we are

038not starting with >> a written policy. We're >> blank slate and we'll go in and we'll take a look at what is being done now and >> see if it needs to >> I'm glad you brought it up because this is why we have you here >> where this position was created >> so that we get some feedback from the from the student body. >> So thanks for bringing that up. Uh, [clears throat] that's everything that I got. So, is there any questions on anything or anything else that you would like me to highlight? >> No, but you forgot to sell us band fruit last time. >> Just kidding. [laughter] >> Sorry about that. >> I'm totally joking. >> Let it go this time. >> Maybe next year someone can. >> This my first year

039got a younger brother. >> That is true. >> I'm just giving you green. >> All right. So, moving on. >> Okay. Hey, our voucher highlights for the month. Uh, Wolf River Bank, that is where we're paying back the line of credit at 2 and a.5 million. So, we used 2 and a.5 million for our cash flow. So, we paid that back. RJM Construction is progress payment for the high school uh concession area project. Below that, you can see the receipts. It's kind of just a a netting out of some couple things I shared. We did get a dispersement to help with our cash flow. Uh we did get our second equalization aid payments which allowed us to pay back the land of credit and American deposit management company. You can see that money that amount

040matches the dispersement for our GM. So it's coming from our long-term capital improvement fund to pay for those projects. Couple legal notes for the month. The BUO better is a very specific case to special education that is very specific to special education but we always are noting legal expenses in our recap and then the quarrels and Brady is the cost for our line of credit [clears throat] process to to create that. So the board has to approve the line of credit and it's legally gets an opinion for it and that's based upon our how much we borrow is how much we pay. So whether you're in London, Manawa, it's the same amount for whatever you borrow. Any questions? >> Hearing none. Looking for a motion to approve expenditures in the amount of 4,259,593.82 as per

041the list of December 4th, 2025. >> I'll make the motion. I'll second. >> We need a roll call on that. >> Yeah. Mark Gman. >> Yes. >> Nate Grundy. >> Yes. John Heidman, >> yes. >> Chris Martinson, >> yes. >> Holly Schwitzer, >> yes. >> Andy Thorp, >> yes. >> Can you batten? Yes. >> All right. For receipts, record receipts for the from the receipt register of December 4th, 2025 in the amount of $6,292 316.88. >> We'll make that motion. We don't need to vote on >> unfinished business. >> Nothing. Moving right into new business. >> Scott, you want to certainly Well, the review of potential approval of the 2627 high school course description guide. Uh Mrs. McCartney had mentioned the work of the instructional committee uh this fall uh with support from our high

042school staff specifically Lori Soma um in the math area as well as Mr. Schustler uh supporting with feedback on the courses that are shared within your packet. Uh this process is annually done where the board takes time to review. All right, a robust course selection guide not only for our students but parents and our school community. Thank you, Mr. Sanderfoot, for recognizing uh the course offerings and what we're able to present to our students. This annual process once recognized that starts the uh registration u timeline if you will with our freshmen when they participate in freshman first night in early January and then the scheduling accordingly for our um sophomores freshman sophomores and juniors for the next year. Uh three classes I just like to high level highlight that are in your materials. uh and

043if there are any questions, an opportunity for uh discussion. Um several years ago, we implemented a policy uh to continually review uh our current class offerings and if we're adding, deleting, revising that, the board would be knowledgeable of that uh to understand how things periodically change within a course guide. This year, we're pleased to uh introduce a class called advanced placement cyber security. It's an AP class, one credit. Uh targeted classes are the junior and senior uh class. Successful completion, intro to computers, programming or AP, computer sciences principles. You're getting the tone of what this class is about. Um students will have a great opportunity and as mentioned earlier, very popular and a need within uh kids to start building that background. Uh the next class is known as genetics. It's a half credit course

044targeted students in grades 10, 11, and 12. Uh students prerequisite would be a successful completion of biology, understanding those fundamental principles of um DNA structure, complex, gene expression, so on and so forth within uh taking our students in that that bio field as we've got a very strong program through HOSA and other opportunities for students uh to take another step forward with knowledge of genetics. And then the next class, quantitative reasoning, half credit class, grades 11 and 12. And again, this is a class that is a dual credit opportunity. So much like an AP class where it's a credit earning opportunity for uh post-graduation. Uh this is a dual credit. So the curriculum of instruction supported by Fox Valley Technical College. Um, our instructors meet the standard of instruction for the class and then students

045with successful completion earn post-secary credits which allow them to uh take that uh to the tech and engage it in continued higher ed. The course guide itself all right is there under review for you to look at. Again, uh we really work hard to uh share uh the relevance of each course and with the symbols and recognition whether it be dual credit at youth apprenticeship um so on and so forth. And this doesn't just happen by chance. Mr. Schustler, Mr. Sloma, the high school staff guidance department continually vet this document to ensure that it's accurate, upto-date, and on an annual basis that it comes forward with consensus. Our our goal is to have students see this as an opportunity uh for what is next. And u one may think how can we however can we

046have so many kids take all these classes and classes that are part of our guide are there. uh that's where our high school admin and as well as our guidance department when classes are selected we'll go through a process of identifying uh student requests and then ultimately um owning back those offerings to uh staffing contingencies staffing appropriateness we had conversation at the instructional meetings where our uh instructional staff have the ability to maybe teach two courses at the same time so that creates that opportunity uh for uh that may have a low enrollment number interest by students, but the staff member has the skill set to change [clears throat] classes during that same period or like time for our students, sometimes independently. So, >> that was going to be one of my questions is like

047does this add to someone's task load or is it a separate hire or is it like are we dropping something? So, uh it it can be the and and some classes just don't run, you know, in that regard, you know, if that the numbers aren't there, you know, uh but within that, but uh Phil and Riley and our guidance, they they will work hard to give every kid that opportunity. >> Well, I'm assuming I mean these are fantastic, but I'm assuming there they already kind of know there might be some interest, right? >> So, thank you. Uh any other questions on on the guide? Uh, we would look for a formal motion to approve and the high school team would move forward with it. >> John, I'll be glad to make that motion. >> All

048right. Adopt. >> Do I need to read it or you got it? >> Okay. >> Do I need >> You can read it if you want. >> Just just a motion to approve the 202627 high school course description as presented. >> I'll second it. And this is just um Yeah, just a favor. All >> in favor? >> I motion moves. >> All right. Review and potential approval of the W IAA boys co-op hockey agreement. >> Board members, uh Charles WMA, our board rep, uh touched on this a little bit earlier on, noting that we do have a co-op, uh shared hockey team that uh is actively part. We currently have four uh young men that participate on the team. Uh within a little history of the Fox City Stars was included for in your topic

049summary to understand the supporting uh districts that participate. Xavier, Kimberly, Foxville, Lutheran, St. Mary's, Catholic, Litish, Kana, Freedom, and New London and Brilliant. So quite a quite a slate of schools. Um and uh within that uh very competitive team, 6 and0 we said they're off to a great start within this opportunity is recognized through a co-op tool if you will through the WIA. Uh noting that this agreement recognizes the seasons from 2627 to 2728. Uh we'll look for that potential acknowledgement with board president's signature if approved and co-curricular director Mr. Sloan will then forward it on to the WIA for their recognition >> and there's no expense to this to us. >> The expense? >> No, it's uh their kids are buying their own equipment to the website >> with that many schools. Is there

050more than one JV? Do you know or >> there's only two? There's one JV. >> Just one JV. Okay. Nate to follow up on that there has been talk within the co-op from the 880 and the schools to look at what that what the expense might be [clears throat] for the 26 27 year and moving forward >> the expense to the students >> what what's the expense would be if the if a school district would assist in >> particip >> helping out the athletes Um, moving into next year, just so the board is aware, uh, if everything stays how it is right now, we would have two students. Two of the four students are seniors. They would graduate. One student is sophomore and another student freshman just to give the board some foresight. >> So,

051right now, this board does not cost you more than anything. >> You do not pay that the the cost right right now how it is across the board for all for us and for a a majority of the co-op schools students slashfamilies >> pay the cost >> it's like being on a club team >> correct >> no any other discussion looking for a motion to approve WIAA boys co-op hockey agreement 202728 >> I'll make the motion >> I'll second that >> all in favor I >> opposed. >> All right. Discussion on 2026 Wisconsin Association of School Boards annual resolution recommendations. >> So board members, uh within your packet are the uh resolutions in which we had an opportunity to develop one and bring forward. Uh just a quick overview again. The WASB uh resolution committee

052gathered and reviewed the recommendations that were coming from individual districts. Ultimately whittleled it down to the resolutions which are in your packet today. Um again uh rhyme, reason, rationale was included within the packet from individual uh districts as well as the WASP resolution committee to help guide opinion whether to [clears throat] agree, disagree or indifferent uh to help us whether talk through a topic or develop an opinion or give marching orders for an individual have the delegate assembly which takes place at the annual convention here at the end of January. So, we've done this many ways throughout the the past few years. Um the uh resolution note that the potential position is just an opinion. Our director team took just some time to look at that with other individuals as well with just yes, we

053support that or you know, maybe we're neutral or neutral support, you know, and that type of thing. Ultimately, it's just an opinion that comes forward. Obviously, the the seven of you have that ability to to make those decisions as well. I think the endgame is that uh when our delegate representative is at the at the session, you know, they would have a a relatively, you know, strong consensus of how the board was feeling on them to vote accordingly if when that opportunity would arise. So, um John, is there any way that you want to go at it or just go? want to just go through them and have a little discussion each one. >> Okay, >> Andy, you're still going to be our guy for the year. >> Awesome. >> Okay. Um, our first one

054is the opposing removal of caps from the Wisconsin potential or parental choice program. And uh just a simple r rationale lifting that cap will continue uh to strain current funding process limit available resources further challenge localized funding equity and support w within that. So we we do oppose that. We do not want to see uh um say more opportunities that are created for um private schools if you will to you know support funding in that in that capacity there. Every district have may have an opinion or a different opinion but we see that not removing that we oppose removing any type of caps from that parental choice. >> Discussion on that. >> Um yeah uh I I believe uh And no secret about that. You guys know I believe that the uh school choice program

055in Ber schools are good for public education because it creates competition for us. It causes public school districts to to more to recognize that parent parents are our customers and we must listen to them and react. Uh so I'm against anything that uh puts a a kibash or a cap on um on um that program. It it'll naturally I think the way the progression is the caps have been going up slowly and over time they would eventually uh melt away. Um uh I think uh I think we as a board I understand the staff's opposition to it. Um they work for the district, but um we we have to balance the needs of of our parents, our taxpayers, our our constituents that uh elect us to to do a job for everybody. And therefore um

056uh the voucher program is one of the most popular things in education that has has happened. It's you know it's it's very it's it crosses party lines in terms of its popularity. It may be less popular in one part party than the other, but uh I think uh you know I I would uh I would love to see us you know our consensus be uh no on this one. >> So I I uh represent the other side. >> Okay. I think uh the vouchers are are um a problem and it's a it's a growing problem. The number it does not it does not um really um build competition between the public schools and the private schools. the people that are using the vouchers are sending their kids to private schools for main reason is is

057religious reasons and that's that that that's that's it, you know. And um my problem I have with it is is that I went to a Catholic grade school and um if you couldn't afford the tuition to go there, the parish or the dascese made up the difference for whatever you could afford. And I and I strongly believe that's the way it should it it should still be. Um in my in my business, in my professional career, I worked with several um prochial schools who um purchased some software from me to help recruit more people into their into their schools. Not for educational purposes. Some of it had to do with athletics, couple of big schools down in Milwaukee. And um and I just I just, you know, we heard it we heard it tonight for

058every every student that leaves our district to go to a parochial a private school and is using a voucher, we're losing money. And our taxpayers who and and I agree with you, Chris, we have to look out for our taxpayers. I don't think they they ever thought that they were going to be supporting that that choice. And um and I and um so anything we can do to keep those caps on and um make people more and more aware of what the cost is to a public school district like ours because somebody wants to go to a prochial school or they're already going there. And that's the majority of the people that are using the vouchers. They are already there. And now >> they're they um >> they're getting part of that tuition bill footed

059by by the by the taxpayers. And I I just don't I don't agree with that. So >> So I just I have a quick question for you on that. Are you saying like the when you were talking about the parish made up the difference back in the day? So are but don't we like the voucher programs also if like you just decide I like what's offered better in manow let's say right and then >> vouchers doesn't have any that's open >> that's open right so this is just private schools >> correct y so if you want to send your child to Xavier which I think now Xavier is close to $14,000 a year >> you know um they're gonna they're going get almost 12,000 bucks from the from the taxpayers in this community [clears throat]

060to to send them there. And I I I just don't agree with it. And and the idea that it creates it it it it forces public schools to do things to try and be more competitive. I I don't agree with that one one bit. >> So, I'm kind of with you on this one, Mark. Believe it or not, I just I think that a a private school should be funded privately, not with public tax dollars. >> That that money should come from if you want to send your kids there, that's fine, but you need to pay for it or somebody else needs to flip that bill. >> No, I should not be >> I agree too >> paying for that. >> But I think where you're talking about, Chris, is like we compete with other

061public schools and I'm in favor of that. like let's try to keep our kids here, right? And not run next, doesn't this >> that's what I'm saying. I'm saying I agree with what you're saying and I can agree with some of what he's saying with the competition part like let's but it's unrelated. >> I'm not disagreeing. >> Well, we should hold on to kids. >> We probably lose a lot more revenue by open enrollment than we do by the voucher program, but Joe can, you know, attest to that. Uh, as far as the bottom line, after the reimbursement from the um from the levy that comes the following year, the net the net um amount uh wouldn't that be far less than than the b difference of balance between open enroll in and out happened

062in our district? And >> there was 93 students that qualified for a voucher this year. We have more students that open a roll out to public schools. Right. So the 93 I'm sorry 98 students the 98 students are going to private schools which is separate separate >> we're getting reimbured for more than half of that uh and and then it is uh in the following year. Right. The whole challenge with the voucher program is it strains this the public schools ability to be transparent on the levy. That's a whole that's another topic later. >> Well, there's another way to solve that without without capping the program. >> I'm in agreement with Mark. The other thing I have against it too is is that those schools have an option whether they want to participate in the

063testing and want to have that published and very small percentage of them do that where our feet are we don't have we don't have any choice. So I >> I'm going to land firmly on the fence and I'll tell you why. Um, I agree with some of what you're saying, Chris, but I'm going to I'm going to oppose or I'm going to oppose this a change for a different reason. I think before they completely revamp this and and open it up further, I think there needs to be a change in rules and holding everybody to the same standards. >> Yes. And the I understand they're thinking of when they started this program of where they thought it was going or how they wanted it to start, but I I I really think that we need

064a level playing field because right now the way it's the way it's laid out, it's a very unfair playing field. And while the the opposing arguments would be, well, we don't get as much money as you guys. you guys keep a little bit for administration costs or whatever you want to call it. >> They're not held to the same standards, >> right? >> X, Y, and Z. And even as far as admissions >> versus we take all and we have to take all. And until that changes, >> I think there needs to be some sort of a cap or I'm I'm not in favor of just ripping the cap off, but that's that's my reasoning. >> Well, there are caps now and there's legislation to raise the caps and some some legislators to remove. I

065could see I could see your side of it if they actually level the playing field at the same time and make us all held to the same standards. >> Well, if it is kind of level in that um any kid that takes the the assessment test takes the same test with the same grades. Uh and if they if they don't take it that that that looks like a big black mark, but it's voluntary for sure. >> I'm not even looking at the test part of it. I'm looking at admission and >> I just don't think a private business because that's what it is. It's a business should be funded >> with with tax dollars, >> right? >> It's a business. >> You're going to fund my business with your tax dollars. >> Yeah. >> I

066mean, I got it's kids, but I think everybody I think everybody's got their their own opinion on this one. Um, all those that that want to leave it as support, show hands. Chris, I think you're you're in the minority on this one. Sorry, buddy. >> Yep. All right, moving on to the second one. Scott, >> the revisions to the school district and school report card process. So, as as all of you know, our board submitted a resolution uh to the WASBY committee for consideration and it was recognized along with a similar resolution from the Kettle Marine School District. Uh within your document, you'll see the the similarities, but yet they they pointed out just some slight differences uh and rationale within. And again, we're just looking for that consistent year-to-year data analysis for critical understanding,

067root cause support that detract from the school district report card outcomes, consistency, and uh the fairness of what that might look like for all districts. And as we know this year, uh the target moved a little bit and gets reassessed and trying to build some strong longitudinal data for uh demonstrating best results. >> I could I could launder a guess on the six districts that will stand up and rally cry against this, but anybody against this one? >> Uh I'm for it. Um with the one pro viso that I like what we submitted better than what Kettle Marine submitted. uh because Kell Marine added in that that they want the DPI to take into consideration um advanced degree uh placement, international black uh balariat, dual credit um uh things in extracurricular offerings as well as

068fiscal efficiency. Um, and uh, I I called the president of Kell Marine, Carl Meard, and I said, "What the heck are you guys doing? You want to give more authority to the DPI, which has already messed up math and and um, and ELA and created a lot of controversy with the way they move around. Do you really trust them to come up with a good way of measuring those things? Those are all good things to measure, don't get me wrong, but uh the kettle marine version will give more authority and they'll come and they'll say we need more money because we need staff to go uh you know in addition to uh analyze the results of the assessment test. Now, we've got to analyze these things and to have them in technical education. One of

069the reasons technical education is so good across this state is the DPI is not involved in it. And uh and car Carl said, "Yeah, you're right, Chris. We didn't think about that, but it's too late. We already submitted it." So, >> no, you can add a friendly amendment. >> We might. Yeah. I would like to. And we can only ask Andy because he's got to do what his own conscience says, but listening to uh the feedback that he's got, but I would like to see us ask him to make an amendment to fall back on our original language. >> Okay. So, ours is listed on here. >> Yeah, it's listed word for word of kettle and kettle marine is not in opposition. would be considered a friendly amendment and probably grant >> I believe they

070will consider it a friendly but uh the way Carl was talking I mean he's one person on the board but >> so this is why does it have both of them on here do you know >> they're they're trying to be >> similar in nature >> more similar in nature >> they're trying to be more transparent this year about where the um the committee is coming up with their their things and uh they're very sensitive to the fact that there was a lot of feedback last year that it was an unfair process. So, they're trying to lay everything out and say, "Okay, this is what the committee decided. This these are the two or three districts that submitted things and we blended it together and this is, you know, uh this is the rationale." uh

071they're trying to be more uh to try to and they try to make it more clear to that resolutions committee that you can't just turn something down because you don't agree with it. The resolutions committee's idea that's for the that's for the full um the full uh uh conference to do. But the resolutions committee, they they're just supposed to look at three criteria. even if they don't like it, if it meets those three criteria, they're supposed to send it. And and they they kicked out our >> So this So this is basically what they're doing here is is they're saying, like Scott said, here's here's a couple of them that that are very similar. And so this is where we got our our our talking points from and and uh and kudos to them for

072doing that. So let's move on to number three, right? If we could, please. >> Right. And Andy, you okay with Chris helping you >> kind of draft the statement? Okay. >> To me, the second one is just easy and simple, right? >> So, we don't need I don't need to make any notes. We're >> and a lot and a lot less stuff for them to look at. So, okay, Scott. >> Number three, amendment to resolution 5.22 funds distribution. Again, this is a recommended resolution to existing resolution language which is felt to make it more efficient and hit the target if you will as it's designed by the organization within the lines that are underlined and struck through. Noting it uh what I my takeaways there supervise the the distribution of all funds educational programs or

073use the elementary and high school age. Um, >> I had a question on this one. >> I'll get it in right away. >> Or what if if this isn't adopted >> or what are they afraid of would be the alternative plan just directly awarded to schools and bypass the DPI? Yeah, I think >> I could be wrong, but I think Nenina Nenina um administration and board are afraid that if the federal administration eliminates the Department of Education and block grants the money out to the state, uh that they that they might entertain grants directly from >> the federal federal government, >> from a local school board that the DPI wouldn't like or that they and and Nina wouldn't like and they want to prevent that and make sure everything's going through the filter of the

074DPI. So, for that reason, I'm against this. >> I'm against it. >> Anybody else? [clears throat] >> I don't know if I understand it. >> Yeah, I'm going to say I'm neutral on it because I'm and I don't want to go in depth conversation about Well, it's it's kind of tough to even understand their their intention, but that's why I asked the question. >> Anybody else have an opinion or >> can I write neutral? >> Well, >> like how many? >> So far, it's three against. What do you What do you two think? >> I I don't feel qualified to make a decision. >> Usually, I'm very decisive. >> And then I bought two. >> I don't know if I'm fully understanding. >> Yeah. >> Neutral to against. How about you write down on that

075one? >> Neutral to against. Neutral two against two >> neutral >> five to two. >> So yeah, it sounds neutral to me. >> Yeah, I I guess the devil's in the details. And with most of these, that's the way it's going to come out. There'll be more >> amendments added or something to clarify it when you're down there. Yeah, that's that's the thing to know, Andy, is sometimes the ones that are controversial get amendments and it becomes a totally different resolution. So, you know, we're depending you to think on your feet and vote the way your >> conscience could have to wake up >> and they and they could amend it to mean the exact opposite of what the original resolution was. >> So, you never know. All right. four >> the amendment to resolution

0761 26 of 30 to schedule referenda. Basically uh what this is looking at uh I interpret as local school community should always have the ability to state when they feel referendum might be appropriate or when you can go to your school community for support. Um, I think that's this the seven of you know our community best, you know, and when it would best be the right time, any type of limitation that would say you can only go in during this or that time. >> I'm I'm definitely against on that one. I I think that that idea surfaced and and those rules that came up against and put put rules in place against the timing of of referendums that happened for a reason because in some communities they just did it and did it and did

077it until it passed. And I for one I'm kind of in favor of some of those rules that make you get it right the first time or there's there's a penalty. So, you're a non-sup support even though it says support. >> I'm against >> Yeah. They in other words, >> uh they're trying to return to the way it used to be prior to the Walker era era. The in the Walker era, um this law passed that said if you're going to pass a referendum, you have to schedule it where there's already an election. You can't spend a bunch of money to have a special election any any day of the week, any month of the year that you want, right? >> And there were districts that would schedule one and they keep on schedule and

078then it turned down keep on >> sched uh connecting with their community and making sure their community is behind it. They were they would just wear people out until they'd finally pass something. So you're So this as it stands says we could have an election at any time. >> No, >> as it stands in law right now >> like I'm talking about this >> this this would say that is against this would repeal that law >> and it would return it to the previous situation where you can have one anytime. And the other thing about that law, it put penalties in place on your equalization uh aid if you if you went for referendum and it failed. >> Okay. >> And uh so you had to it it made an incentive to make sure that

079you had local input citizens. I think I think that just that went overboard and with the with the penalties and that because ultimately that responsibility lies with the school board and if you're and if your board has an election every year and the community says look we've told you twice we don't want this referendum and that and the board keeps bringing it out. Well, then they should get rid of the board members and get somebody else from the community in there. But it it uh some of some of the penalties really put put some districts in a in a tough spot and they weren't going like three four times in a row trying to get a referendum passed. I think I forget what the rule was. It was like it was like every >> it

080was like if if it didn't pass after in in in two times, you couldn't have another referendum for like a year or two. I don't remember specifically what it was, you know, and and um to me that I I think they overstepped the they overstepped the the the rules there in the in the in the penalties and um you know, and it should be that the community should should speak their their mind at the at the voting booth, you know, and and put a different put a different board in there. But it it it's a gamble right now that you take when you go to when you especially if you go to a second referendum. And so I'm I'm I'm in support of this getting of this [snorts] getting modified. Um I don't I don't

081like the way that it's worded right now. >> Well, in our case, um we've had one referendum since this new law, and it was in 2018 in the November election. And um uh we chose the November election because more people vote. So the community is going to be more and you know we could have chose the primary election or we could have cho chose the spring school you know nonpartisan election but we chose the November election. And by by holding special elections willy-nilly in the middle of June, I'm not you lower I'm not disagreeing with you there. I mean, you should you should hold the referendums in conjunction with with a some election, whether it's a primary or whatever, but the articles that I read about this all pointed to smaller school districts, especially in

082the northern part in the western part of the state, that um they had a relatively small group of people that were voting. >> And so it didn't take much to swing the vote, whether it was yes, yes, or no. and um and they were more they're more at risk than say we are or Nenah is and um and I think that's the reason why this that might be one of the reasons why this is on here. I agree that if you're just throwing it out there that we're going to have a referendum on August 20th, well that's that can be very contrived. It's like, okay, we know who's gonna come out and vote for this, you know, and and and that. But if you have it, >> but this allows that, right? >> This right

083now, the way it's set up, it's allowed, right? >> This resolution says further, the WB opposes any limitation on the duration, scope, frequency, or effective school referendum. >> So, we'd be right back to the old rules that they'd be like willy self because of abuse. >> Bad bad idea. So you're saying so like I like what Mark has said about the elections that already exist and you're saying then that would not have to happen. >> Correct. >> I'm saying they want to remove those those uh those those guideposts. >> Okay. So right now it says support on my notes. >> Definitely we're not all in in uh on the same page. Uh show hands. Who's who's for the or who's against it? I know I am. >> Okay. I think I'm against it now. >>

084All right. Holly, >> I'm against it. >> All right. Sorry, Mark. >> That's okay. >> We didn't get this round. >> Okay. >> All right. We're going to change that one to against and move on to the next item. >> Okay. The next one deals with substance abuse disorder and treatment aid. The resolution brings forward the conceptual idea of establishing through legislation new categorical aid to fund and support school-based substance uh use, disorder, prevention, treatment, and related services. Ultimately, uh it's additional dollars that would be recognized from the state per pupil allocations down on the resolution down at the bottom. It shows that that range from 25, $35, $50 per pupil depending on the year of potential implementation. Uh the notes uh that I that I shared are from our group. Um additional targeted resources

085could be beneficial locally. All right. uh for uh individuals, families, programming. Uh absolutely. Uh we talked about vaping two meetings ago and uh you know the involvement of students, you know, understanding how that plays into it. Services to support that's just one simple topic. But again, um allocating funds that uh may take away from somewhere else when we know that the uh fund level is usually very rigid and where that's at. Uh it would take a lot of a lot of commitment to see this as a new a new item. So neutral support uh yeah I could see both sides just from my own perspective and our team felt that yes this would be you know value added. >> Where would this money come from again? >> Said it might take away from the state

086from the state. >> That's what I'm thinking. >> From the state take away from something else. It's saying the minimum $25 per pupil of >> I mean there's no notice of problem, right? But I don't want them >> a lot of them are probably looking at like major substance abuse problems like >> Yeah. I mean people that's it's a wide gamut that could >> we know vaping is a problem here. Um maybe some marijuana use. We don't have big problems with >> fortunately with substances something like that. So, I mean, I I get that some districts may need this funding more than we do, [clears throat] >> but could >> but that's taken away from something else. >> But if the state has more money to target that sort of thing, should it really go

087through education or should it go to the departments that handle that? And we used to have the DARE program where the the police department got the money and they come in classes and stuff. It did. It wasn't a another layer of things that we had to uh we had to administer here in the schools that would take away our focus on education. >> Just devil's in the details. >> Um I'm neutral. Anybody else have feelings one way or the other? >> Neutral. >> Okay. >> What do you think? >> Big decider there. >> All right. U moving on to the next one. >> Okay. uh vocational transition for students with disabilities. Um it's looking to amend uh existing resolution 2.31 uh funding for children with disabilities supports the use of federal state local resources in

088a collaborative manner and then the addition in uh with the department of vocational rehabilitations for transition programs students disabilities achieve better employment postsecondary opportunities for these students. All students have the opportunity and ability for post high school life and training within. Uh this supports that idea with the different resources in a collaborative manner. Any discussion? >> I I have no problem. >> What's up with Nina? >> Busy. All right, Olly, any feedback from you? >> I'm okay with that one. >> Okay, thanks. >> All right, moving on. Uh, universal state covered meals. I'm sure this will bring some some dialogue uh into the conversation. This gets floated by on occasion >> every year. >> Yeah. you know, with with this topic and uh you can just see neutral support. You know, if you're a parent

089of a school-aged child, boy, it really sounds good. Uh probably and and and within just just some notes. Um you know, that local control of services, you know, the board went through the process last year, there's a lot of just unknowns of what that might look like. you know, would our food service choices be limited or would we be told as to what that might look like? Um, and again, on the opposite side, universal access for for all meals for students. Uh, a student needs to, you know, have a full belly to to be ready to take on the day. There's nothing more important than how they start their day um in that capacity. And unfortunately, some students don't find their way uh to us with that. and we've got processes and ways to to

090help families to to receive that. This this would be a step closer to saying there's no excuse, you know, for for a child to feel hungry um when they are with us for the 8 hours, 9 hours, 10 hours of their day with them. So >> remind me again what what what we do to make sure that kids aren't going hungry. What because I know we we have stuff. >> Yes. So we have free and reduced programming which families can can apply for you know and then ultimately um they would get their their meal at a at a reduced rate or andor free based on the economic status of the of the family itself and but that you know we we can't tell someone you know they have to come forward. That's why we promote

091it at every time we can. The district uh is gets reimbursed for that through other programming. So, uh, it's it's a good program for for families if if they're in need of it and they feel that's appropriate. >> And under under this model, how >> everybody gets >> everybody everybody would have a free meal. It wouldn't even be a question. >> But like right now, Joe, you get to choose, right? Our food service or you kind of not choose them, but you kind of vent them for us and present options, right? And you're maybe you're saying this would take away the local. there just some unknowns, you know, as to what that might look like. You know, if the state uh gets involved at a at a greater level, >> right? >> You know, I

092it'd be a pretty big task to say every every uh district would use one, you know, vendor of of their discretion. But >> this is right up there with everybody should ride the subway for free idea. You know, it's it doesn't really work, you know. It's like uh Somebody there's no such thing as a free lunch. Somebody is paying for it. [snorts] Even the free and reduced thing, somebody is paying for it. But the taxpayer understands there are people that are below the level. What's for reduced lunch? What is it for the poverty level plus what uh to qualify for it? >> There is income thresholds that are set every year by the USDA based upon family size. I don't know what it is. It's it's well above the poverty rate. It's not it's like,

093you know, um and um so I mean it's an extremely generous program the way it is. >> Uh and you know to to uh to say everybody is is getting free lunch. Uh >> you know your taxpayers are going to pay for it. you know, and whether they're paying for it through state taxes increased or through local taxes increase. These people who wrote this, they just want a free lunch. They just want everybody to get a free lunch. Then we don't have to figure out who's, you know, who qualifies. >> When we've gone down this path in the past, quality went down. It happened during COVID where that this this uh first came up and it came up in in uh in urban areas where they said well we just want to keep up and

094you know what happened during co is the co money allowed us to not not charge for lunches for one one or one and a half years something like that. uh and you know uh a couple districts got together and they said well this should be the way it is all the time you know well the co money has stopped and there is no more of that right so it it would have to come from state or local taxes >> so speaking of that though if you look at rationale provided by Oaklair they say that the state currently holds a budget surplus of roughly four billion at an estimate so where Are they saying it would have to come from that? >> It would have to come from somewhere somewhere. >> I'm just saying like that's

095a lot of money and it's not being dispersed. So if we can use it for something good and advocate for that because I think the devil is in the details. >> Is this is this a good idea? >> If you read this No, but if you read when you say the devil's in the details, if you read what they're proposing, they're going to use some of the budget surplus that we're sitting on, >> but we're already providing it with >> with minor. don't have and and whether there'll still be a budget surplus down the road is >> well I would love to see this budget surplus used I feel like it's always just sat on >> I'm saying if it specifically went to that on my yes but I get the neutral part errored against

096too so >> I liked that their detail that the rationale was actually used and you actually used what we're sitting on >> yeah well if there was if they were going to use it for education would We want to have it on free lunches for people that can afford to pay lunch or would we want to use it on something? >> I don't I'm just saying >> it's kind of like uh the money we're using to pay pay vouchers. They they can afford to go to to a prochial school and now we're giving them 12,000 bucks. >> I'm kind of with Mark on this one. [laughter] >> Write that down. Write that down. Um I'm I'm a no. Um just show hands. Who's for it? Who's against it? I'm I'm I'm a no. >> So,

097wait, is that what you're saying was >> I'm neutral. I'm just saying that I mean that's, you know, >> and and it's like we're taking a lot of time on it, but at the end of the day, it's probably never going anywhere. >> I'm no neutral. >> I'm a neutral. >> Neutral. Yeah. All right. No. No. To neutral. >> All right. Holly, don't want to exclude you. >> Oh, she's supporting it. >> She's for it. >> Well, you're >> Sorry, you didn't win this one, Holly. All right. Next point is public education endowment fund. It's the the intent to create a resolution um to support an endowment fund for the state of Wisconsin with focus uh to promote education and overall funding. As I shared in my rationale, there are a lot of moving parts

098to this, but those of you that are familiar with endowment funds and how they're set up and individuals willing to put forward their their legacy, if you will, towards uh the betterment of directed efforts of what none of us are here, but education is the is the vision. Great. You know, creates resources for districts. Uh again a lot of moving parts you know competitive all districts receive the same apply for u it's not uncommon for organizations uh to have endowments be part somehow of a function. This takes it to a whole [clears throat] new level. >> Am I reading the state am I missing something in the reading? Because >> I I get the endowment fund part but I don't see the funding. >> It's it's private. private donor you're creating >> because because then

099in the bottom they're they're referring again to the state currently holds budget surplus of billion. >> I think they see that as >> that's but that doesn't follow from from the resolution. The resolution is to create an endowment fund and >> like anyone could donate to >> people that's what I was just going to resolve it. Is this for a state >> or can it be district by district? State. >> It's already uh allowed district by district. There are some districts that have their own end. >> So they're creating a new charity basically. >> Yeah. >> that you can select and give money. And >> I don't have maybe you can maybe they would have it where you can check off to give an extra x amount on your income tax. >> I support it.

100>> Yeah, I'm supportive. >> Maybe somebody will kick some but there you go. Uh next is the amendment to the resolution 3.241 early childhood education funding uh public private um partnerships within um the notes that were shared in there. We currently have a collaborative agreement you know within our district with daycare center new London for 4K. What this is recognizing is 3K agreements within um uh we receive 3K funding currently, but very specific for our uh three-year-old special ed birth to three students that we currently serve within. Um and quite frankly, as it states, there are only so many students within our area. And if we're developing additional partnerships when we can support uh within our our confine that might be another opportunity where revenue streams find their way to to different entities within um

101you know that that support of that you know us being in the business of kids and children and finding um you know early interventions and the ability to support families uh new families with with with different growth factors with their children may be facing at that time or just setting the table for them to be ready to to take on their academia as they grow. U there's obviously value added to that to anyone. Um so just a neutral support seeing both is how that would play into it. >> I'm good with as listed neutral neutral support. Yeah, >> with that. >> All right, Holly. >> Okay. >> Any feelings, Ollie? >> I'm good with it. >> Okay. Uh, the next is supporting decoupling of public and private school funding. As Mr. Mark mentioned earlier this

102resolution uh talks about ways in which uh separating that that funding process um out from a public and private understanding and knowing that uh based on opinion of how the funds make their way to the end user whether it be the family or the organization what is receiving it. um creating a creating a separation there within a more transparent representation, the school property tax bill, all those things that we had mentioned earlier are, you know, reasons that may support that if you're seeing that as an opportunity. >> I support it. >> It's a good It's a good uh policy because it creates separate streams then and people aren't going to confuse uh confuse what we are leving with what is needed for the >> voucher program. >> And then opposing the the the decoupling um

103continues uh as is. That's just, you know, in my mind. >> Yeah. If we're the one, we can't be four of this because it's the opposite. >> Why didn't we put them both on there? >> That seems really Because because it's yes, no. >> Yeah, it's the same question. >> Because somebody else wrote it up differently. >> No, no, no. But I I realize that and if they have different views, they could have they could have put them in. >> It's kind of a yes or no question. Yes. >> And in the past, they would just rephrase your >> So they have another resolution on that on the one. >> It's because three schools were on that number 11. >> Okay. >> Yeah. And it it's um it's a different it's a totally different resolution.

104What it's the opposite. >> Well, I get that, but I mean >> they I don't know why they did it. >> That one's kind of a waste of time in my opinion. >> Okay. >> All right. The final one. encouraging schools to participate in WIA policym u bylaws policy recommendation and amendments are currently voted on by our WIA uh school members at their annual meeting uh which is typically I guess the month of April. Uh the WIA has representation from WASB uh with they are a voting member on the board of control which has a seat within that districts uh depending on their their interest and active involvement and being part of conversations. We empower Mr. Sloma, our admin team, and when appropriate bringing things that come forward to the to the board for recognition

105or feedback with within that. I think this one is driven from uh a lot of high stakes uh experiences where uh students families aren't getting that opportunity to be where they want to be and where limitations have been you know put on for you know open enrollment transfer so on and so forth within that. certainly should be. >> Yeah. >> So, I I can see where it's boards understanding, knowing and being an active part of that. But again, we choose to be part of that organization. You know, that's our choice. >> I would love to see an amendment added to that, giving more more control to the local school district members by removing WB as a designated seat holder on the WIAA board of control, thus removing their thumb from the scale. But I doubt

106the heck you get enough votes to pass that. But if you wanted to forge ahead with that idea, I would sure be clapping in the back. >> They didn't have a spool attached to this one. >> Um, this was brought forward >> by the committee by the by the This has been in the news a lot, you know, just >> I just feel like >> Yeah. So, this came from the resolution committee. >> What was this? Okay. >> Yeah. I mean WIA um they're going to do what they're going to do. I think you know and the thing is when when we when we promoted no boys on girls teams >> uh WIA opposed it just for the simple reason is they felt like we shouldn't have anything to say about it. It should be

107>> it says neutral. I'm good with that. >> Y >> I believe I believe that commentary was thanks for the input. Now sit down. Be quiet over there. [laughter] >> All right. >> Okay. Catch >> going for close session here. Uh pursuant to section 19.851c Wisconsin statute. The board of education will convene in close session to discuss the continued employment of certified support and co-curricular staff members over which the board has jurisdiction and exercises responsibility. Pursuant to section 19.851c. 851c Wisconsin statutes. The board of education will convene in close session to discuss the employment and compensation of certified support and co-curricular staff members over which the board has jurisdiction and exercises responsibility. Furthermore, person to section 19.851F 851F Wisconsin statutes. The board of education will convene in close session for the purpose of considering personal

108information concerning financial, medical, social, personal histories or disciplinary data or help with specific persons except paragraph B applies which if discussed 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 it. Do >> have a second. All in favor? >> No. Roll call. >> Roll call. >> All right. Sorry. >> Uh Nate Crundy. >> Passed it. >> John Heidman. >> Yes. >> Chris Martinson. >> Yes. >> Ali Schwitzer. >> Yes. >> Andy Thorp. >> Yes. >> Katie Benton. I'm a Yes. Mark. >> Yes. >> And what time are we? >> 7:30. >> Holly. Are you going to join us? Yep. Okay. All right.