001It is 7:02 and I will call this meeting to order for the Pewwaukee School District uh board meeting for Monday, December 15th. I will start by taking roll call. Stacy >> here. >> Travis >> here. >> Larry >> here. >> Matt >> here. Ashley here and myself. Was the meeting properly noticed? >> The meeting was properly noticed. >> Awesome. And can I get a motion to adopt the agenda? >> So moved. >> Second. >> All in favor? >> I none opposed. Thank you. Pledge of allegiance. >> I pledge algiance 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. Well, we're going to start with our student representative report. >> All right. Um I
002can't believe it's already December. Um but here's the start of our December board report. So, the first topic we wanted to touch on today is the senior signing day. Um, so we had Jazelle Janowski for um WMadison for basketball, Vanessa Johnson for Florida Southern Basketball, Aubrey Spitzner for Grenell College, Alex Burkeer for Ashlin University, Addie Burumper for Ashlin University, Laya Kenonis for Gan College, Elelliana Bennett for Marian University. Elena Chineseski for Camp Bellsville University, Maddie Chabau for Washington University, Samaji Pzled for Winona State, and Tucker Theman for North Dakota state football. So, it's just really exciting um for all of those senior senior athletes who get to continue um their academic and athletic career in college. Um and just a great opportunity to see them pass on their dreams while also getting to play a
003sport that they love. Um, so then we have holiday activities. So there were quite a few of these. It seems like a lot of people are just very in the mood for Christmas. Um, but this also touches a little bit on some Thanksgiving aspects. So Mrs. Buddy's psychology class went to the second grade classroom of Mrs. Zaric and they made turkey feather thank you cards for the PWA fire department. Um, just because oftent times they do have to work on holidays. So, just a little reminder that we are so thankful for their work that for the work that they do. And then student council had a scavenger hunt for turkey feathers and the three winners won $10 gift cards. So, they've been doing that the last two holidays and that was pretty interesting. People get
004pretty competitive about that. And then the 4K turkey trop, which is really cute. The four carers walk laps around the school and they dance with their families and then they all watched um a Charlie Brown Thanksgiving afterwards. And then there was the PLA balloon parade where students decorated their own balloons and then paraded around the school kind of like the Macy's Day Thanksgiving Day parade. And then the PHS FCCLA has a fundraiser that's going on from December December 17th to 19th and they're selling festive holiday and graduation ornaments just to kind of raise funds for um their club. And then there's cookie decorating um for PL Horizon that a lot of volunteers for key club or NHS took part in. So, the senior class president and I worked on some holiday dressup days. We have
005some more that Ezra and some other people in student council worked on too for the few days we have next week. But me and Ally hate, we organized some days this week. So, today was PJ day. Tomorrow is red versus green. Wednesday is white out. And then Thursday is hat day and then Friday is flannels versus puffers. So, we'll be doing that all week. Um, so then for our learning spotlight, we have Mr. Oscus' experiencing Wisconsin group. They took a field trip to Madison and they got um a tour of the Capitol building, which we did in fourth grade, but I think it's really cool to see it more grown up and like in high school because I think you can appreciate like the architecture a little bit more um as you get older. And
006then they also got um a tour of the Manona terrace. And then Mrs. SMA's WF100 class is working on an immersion journalism project, which is actually a great way for students who to kind of dive into the career that they're looking for because essentially the project is you go to like somebody's workplace or like an activity that you're interested in and then you kind of observe the experience, you immerse yourself in the experience and then you write a paper on it and you give a presentation to the class. So, it's just a great way for students to kind of get involved in that way. And then Mr. Douglas's Model UN classes had um the Arrowhead Model UN conference on December 6th. So, that was a really fun one. And then Mrs. Seven's chemistry classes, students
007picked their own element to explore and then they did this big project where they um kind of focus on like the properties of the element and kind of diving more into a specific element just to help them kind of understand the periodic table a little bit better. So, for some athletic and activities going on right now, the drama crew just finished up Peter and the Star Catcher, which was their ball play. And then the casters for Matilda just got released this weekend, actually. And I believe that they just started rehearsals today. Um, the Hope Squad is going to have a hot chocolate social this week. And then girls basketball won their first game of the season. Wrestling, they Oh, I forgot to put the score in. That was before the duel happened. But we beat
008pious by a lot. Evan cheer competed at the Phoenix Invite placing second in their division and then they also competed at walk south this past weekend. NHS had their induction ceremony. The environmental club set up some trail cams. Best Buddies made feathers for teachers to express their gratitude. The academic decathlon had reg or is doing regionals in January stayed in March so granting them good luck. Then ping pong had their second tournament of the season hosted at ASA. So, for some salutes and recognition, student council connected with PLE students and made Thanksgiving Day crafts with them. Um, the construction crew for working so hard to complete our new learning spaces and know some of it opened up today. We helped Miss Sino move some things into her room today. Um, those who have donated to
009the giving tree and Asa Clark 7th grade red house for partnering with the Christmas clearing council of Walker County for collecting toys. >> And thank you for listening to our presentation. >> I can add that it was 67 to 5. >> Oh, wow. Like I think I got the score here somewhere. >> Tammy, can you go back a slide? >> Oh, do you have it? Anna, can you go back a slide >> to this one? >> Yeah. Uh, what is trail cam Thursdays? Do you know what that means? >> Yes. Yeah. So, um, what environmental club has started is like they set up a trail c camp cam in the back woods and they capture like pictures of wildlife and different like plants and like just floren fauna from the area and then they post
010it every Thursday with cute pictures on the social media which is just really cute. So, there's a lot of pictures of like deer on there or like different animals. >> Is it their social media or the pew? >> Um, their social media. >> Theirs. Okay. I think that's really cool. >> PHS environmental club. >> That's one's right. >> Yeah. Al Alexis wants 500 followers. >> Yes, >> I can do that. I can help that out. >> Yeah, I think we're at like 160 right now. So, >> all right, peeps. Come on. >> Any other questions or comments? >> Thank you. >> Great report. >> Wonderful report. Thank you so much, >> Tammy. Are there any comments from citizens? >> There are no comments from >> All right. Then next we move on to salutes and
011recognitions. And um Monday, December 1st, we had a PWA Business Alliance uh meeting here. And I want to give a shout out to um uh Nelson Bernell, uh Ben Lamp, and Adriana Plaque who ran that meeting. We had students here. We had business leadership here. And I'm I'm telling you, it's so exciting, especially after we just uh toured the new facility because we have um industry leaders um right in our back door that are so excited about our students to want to get into the trades. They'll gobble them up. I mean, sky's the limit for any of these students that want to get involved. Um so, I just want to give a shout out to those three individuals especially for putting that together and we're having another one in the spring. Yeah, >> Larry attended
012that with me. >> Yeah, I would totally echo everything that she just said. And it was people from business and industry, but it was also people that represented like the carpenters groups and construction groups that were out there that have access to other things. So, I mean, it's like again, they're very interested in what we're doing. And I think we'll offer our students some really great opportunities to do some internships, whatever you want to >> apprenticeship kinds of things that are out there. So, very excited about that. So, and again, Nelson and Adriana and Ben were pretty instrumental in pulling that group together and obviously will be an ongoing kind of business advisory group for us as well. So, >> anyone else on the board? >> How about administration? based on our uh meeting tonight
013in business affairs. One of the areas where I'd like to provide a salute is for Megan and Tara specifically or Megan and David and Tara in the business office with the work they've done on the procurement review uh through for the USDA. It was a new process that had to be built out and uh and responded to in a short time frame and they did a great job in getting everything together. Let me um like to do recognition here. Uh as you're probably aware, we have a lot of good uh really important people in our special ed pair professional staff uh that assist our teachers. But I want to call out one in particular who's been kind of our shining star for a long time. That's Julie Chapman. Uh Julie's a parah at both PL
014and now Horizon as well. and I don't want to get into too much detail because I don't want to get into any privacy things with any students, but she really stepped up with the situation um in in at Horizon and has just made a world of difference um getting in there with her work with students. So, um, I've met with I, as you know, I do we call three meetings with all my administrative reports and I met with Tony Stranky today and he's done the last couple times really saying that's somebody that needs to be recognized. So, I'm glad I remembered to do it here tonight because Julie is fantastic. So, >> all right. If that's it, moving along. Consent agenda. Uh we're accepting the minutes from the meetings on November 24th. Um correspondence, but
015also a very generous gift. $48,626 was received from the PTO um towards Piwaki Lake Horizon Elementary and Asa Clark Middle School. So, thank you. Thank you to the PTO for those amazing funds. Um, can I get a motion to approve? >> So moved. >> Second. >> All in favor? >> I >> Thank you. >> business affairs. Stacy. >> Okay. Move this back. Um, so we had the report from the independent auditors. So Paul, the partner on our our audit, came in and gave us the good news that we had a clean opinion, which is an unqualified opinion. So everything has been running very well. They're very pleased with everything. Um, I specifically asked about preparation because we historically have been known to be a very well-prepared audit. Um, when the auditors come in, everything's been
016done and we do have a bit of a new staff, but Paul said that everything has just been seamless and fabulous. So, uh, the team is just continuing to uphold that high standard that we've had for years. So, we're very grateful about that. Um, we, uh, went through and talked about some of the finances and it's that time of year. Um John, we did have to do a draw on that line of credit in November. He is working tirelessly to try and prevent that from having to happen again this month. Um so we're very hopeful that we don't have to make another draw on it um as the funds will start to come in in January from the the tax levies. Um and uh the only other thing is he did say and I just
017want to throw this out to the whole board at our March meeting um if there's anything that the board has questions on with the budget process, the numbers, anything like that. That is the time where he could spend some time diving deeper into a department or, you know, some category or something if anybody has any questions. So, and of course, we want to give him that request as early as possible so he can prepare and then I'm going to throw it to him. >> The last piece of information we went through at the committee level was looking at the monthly capital projects update and where we stand on the projects on our investments. We reviewed where where the funds available are. Uh I'd also like to report uh the other elements of the referendum that
018were were passed through there. We were real close on issuing a contract for the solar and the cost of that solar project is coming in lower than what we had projected in the referendum. Um we also uh will be bidding out in the next month the flooring project at Horizon. We anticipate that will be relatively close to the budgeted amount. the three additional projects that were added uh earlier this fall for timing uh with the track, the turf and the uh work at Horizon. Uh the track and the turf are both bid out and will be awarded in the next couple of weeks to the contractors within the budget of what we had anticipated uh along with the work at Horizon in the next month will be bid out uh to the market and then
019awarded to contractors. So everything is coming together to be done in a timely manner for this summer. Uh and a reminder at the January meeting we'll be discussing um where we stand financially with all the projects especially as we see this project here the major element of the of the phase one of construction phase one and two uh coming to fruition we're at about 91% completed on the construction as of the end of November. Um, as we see that completed, looking at uh what other scope will be presented tonight potentially in the uh long-range capital projects plan for items that we anticipate needing to be addressed in the near future. Are we doing the same kind of like tile in horizon or are we looking at other >> The plan right now is to use
020carpeting and then also like you see some of the elements in the floor here that are reflective of the ceiling in that we'll have uh elements within the flooring and the patterning on there that reflect horizon um and the uh elementary nature of that building. >> We do actually have a flooring design plan now we could get that so you guys can see what that's gonna going to look like. So, little different for the cafeteria and but then for the hallways and the library and those pieces. >> So, maybe Tammy, could you make a note for me to get that flooring? Miranda has it pieced to the board so they can see it. >> All right. Any questions for John? >> Okay. Otherwise, >> a motion to accept the business affairs report as presented. >>
021Second. >> All in favor? >> I. >> Thank you. >> Um, next we go on to new business, which um is our school and district report card analysis and review. And we've got Candace joining us um as well as Anthony. So, >> yeah. So, I will hand it over to Candace. Um, I know you guys all have got information in your packets as well. Candace will go through the presentation and then um I did get some questions that I can answer for the full board. Um, but then as usual, if you guys have questions, please ask. >> So, we're going to get started on the Wisconsin state report cards. Um, oops. My little key. There we go. Um, so with the report cards, the school district was under the significantly exceeds expectations category along with
022Asa Clark Middle School. Horizon School and Huawaki High School were both under exceeds expectations. And if you look closely at Horizon, they were 0.1 points away from being under the significantly exceeds expectations. So really, really close. And then Puaki Lake Elementary School is satisfactory progress. Um, so what happens is because Pewaki Lake Elementary School does not receive uh assessment data, they receive an alternative rating. Um, so that's any school that doesn't have grades 3 through 8 or 9 through 11 with the ACT suite. Goals are set up and monitored by the schools and districts and then we have to self-report those to DPI. And so those goals are typically Brian Seagull has those associated with the compete goals that we monitor for the graduate profile. Um and so they receive that alternative rating. The other
023schools receive ratings across four categories. Student achievement, growth, target group outcomes, and on track to graduation. And as you can see, most of these data points are really those data points we've talked about at the last few assessment presentations we've done. Um, in which it is the Wisconsin forward assessment looking at achievement growth, the achievement and growth of the lower cortile students and then some attendance and absentee information or the ACT suite and graduation information at the high school. So just across those four categories, the schools receive scores that are combined to create their overall score. Um we did have some questions about how growth is calculated um compared to the other components of the report card. And so we added this slide which is a little different from your packet um to address those
024questions that Ashley had. So growth is a value added statistical model and what they do is they take students prior achievement score. So wherever they're kind of ranged and they look at all of the demographics associated with the those students. And so if I have a score of 100, they're going to take my score and look at all the students that look exactly like me across the state of Wisconsin and see what all of our average growth is. Then they're going to take my individual score and compare it to that average growth and say, "Are you above average growth or below average growth for all of your peers that look just like you?" Based on that, students are assigned a score and then the school receives a score based on all of their combined students.
025And so we're really looking at when we look at growth, how above average or below average your students are controlling for all of their little factors that might be helping or decreasing their score as well. So are there any questions about growth? Um so for the overall score on the report cards we were in the top 7% across the state for K12 school districts. That is a slight decrease from last year the 23 24 school year for the report cards in which we were in the top 4%. Still very very good go though remaining in that top 10% um of some very competitive school districts as we see and high performing school districts as well. Some areas of excess are grades six through eight math achievement was very high this year. Um that's kind of
026carrying over into some things we're seeing this year. So that's very exciting. The grades 9 through 11 math growth for struggling learners was very high. So for students that were identified as struggling in the 2024 school year, they had higher than average growth coming into the 2025 school year. So great news for the high school on that. And then of course our student graduation rates are extremely high. Um and that shows up repeatedly in the report cards. Some possible areas of focus are target group outcomes and their achievement. And so looking at the bottom 25% of students and trying to see if we can move their achievement up and make them more comparable to the overall student body. And then grades four through five math growth. So improving where students end up after comparing themselves
027to their like peers um across the state of Wisconsin at the end of the year. And then similarly grades six through eight ELA growth um trying to improve where students um perform based on their starting point and their ending point by the end of the year. And that was it for our summer. >> Candace, this is Larry. Quick question. So, both of the four five math and or the 68 ELA growth, what are what are you really looking for there or what what made those as a area of focus? I mean, what kind of stood out? Is it >> Yeah. So when we look at the overall report cards, um the value added model compares students and it it's on a a scale and three is considered average. And so if you're a three, your
028students are making the same amount of growth as their each of their individual like peers across the state of Wisconsin. So you're like everyone else. We really want to see above a three. we don't necessarily want to fall below that three. When we are falling below that three, that means our students are not making similar growth to their peers compared to other students in the state of Wisconsin. >> And there were some questions asked by the board that I kind of want to touch on a couple of those. But if you were if you looked at us across um all grade levels as a district, we have grade levels and buildings that um like the high school stood out this year from a growth standpoint. Um but that if you if you recall that that
029grade four um was that grade that we had kind of talked a little bit about when we were I think it was the Wisconsin forward when we looked at that assessment data. So, that's a a group that we're continuing to keep our eye on, and I know that Christy and Lexi and the teacher affair have um have been monitoring that group and working specifically with that cohort. But I did get some really good questions, I thought. Um so, I'm going to kind of run through those because I I do think that they're important. Um so, the first one is why as a district is our growth lower than our achievement? Um we each Historically, we've been a a very average dis district district when it comes to our growth. Um, which is exactly why we
030have a couple things built into the strategic plan. Uh, one of our goals is to increase our understanding of learner var variability and getting better at our practices to reach all kids. Um many I would say many of our teachers um probably were trained teach a lesson one-sizefits-all that most of the time that hits kind of your middle group of students where that middle group will grow but your high your your higher kids and and then your kids that are on the bottom don't grow as much. So we continue to uh look at our practices to address all kids. Many of our buildings also have a focus on small groupoup instruction and that's just that they're looking at that classroom data and then they're adjusting their instruction to meet all of the needs of the
031kids in their class. So that's that first piece and then the second piece is we've talked a lot about our efforts this year to uh start professional learning communities and make sure that those are in place in all of the um all of the buildings. And we talked about those four questions that are fundamental to professional learning communities. questions. Question three is what do I do if the students aren't learning it? And question four is what do I do if the students already know it? So really that is addressing kind of those different levels that you sometimes experience uh in your classroom. So and and Mike and ALS Mike and I have also had some internal um conversations about as we continue to move forward generally speaking we're a high achieving district um but we
032have talked quite a bit about potentially down the road i.e. next strategic plan, maybe having a heavier focus on that that growth component. >> Questions about growth, achievement. >> So, Anthony, you and I have talked about this over the couple years. So, my I'm a numbers girl. Like, I'm not a teacher. And what I struggle with with these reports is you're looking at different cohorts and the results of different cohorts. So, I don't want to say I don't pay a close attention to it, but what I want to say is I appreciate the level of professionalism that is in our buildings. When I do those learning walks, I don't see teachers only teaching to the middle. I see them reaching out and grabbing what I would perceive as a possibly a low performer and drawing
033them in. And I see the them talking to the high performers and challenging them to do more. So, I guess what I'm trying to say is I respect the work being done on this campus. I respect the goals that you guys make as the leaders on the campus. I think everybody is really doing their best and we're seeing good results and going Oh, the percentage isn't there? Uh, from four to seven. Is that what it was? Like we dropped from the top 4% to the top. That does not freak me out in the least bit. I just I just want to commend everybody on this campus and their their professionalism, like I said, and their dedication to our families and to our students. Um, yeah, I I just struggle with these these results and these
034reports because you can't you show me last year's fourth graders to this year's fourth graders, that really means nothing to me. So, that's my two cents and that's probably all it's worth. >> Well, no, I appreciate the comment, Stacy, and I agree. Yeah, I think our teachers work really hard to to meet uh different needs of students. Uh we have uh we typically probably do our best job with kids that are performing lower. Um uh sometimes you can kind of say, well, the top kids will take care of them. So you get to the high school, you have AP courses, you have those things that tend to um provide some natural avenues there. It's just it's just difficult. It's difficult to differentiate for 20 25 kids in a room. Um we were looking at our
035preacs which for nth grade which were actually very good. You'll get some data on that. Some I think the best we've ever had but we looked at the spread of scores and we had scores a whole bunch of kids at 30 and we had some kids getting like threes and fours. So that's what you can see in a classroom. So it is very complex for teachers to hit all of those different needs. So when Anony's talking about um really making that a point of emphasis because we're getting good growth, we're not getting poor growth. We're have high achievement. We should considering our demographic. Um but we want to get better at that and that's what universal design of learning. That's why constantly improving our MTSS systems for intervention. Um those kinds of things are important
036part of it. >> Yeah. And I do think that if you were to go just randomly walk around and ask as many teachers as as you could have come in contact with, I think if you if you were to ask like 10 years ago compared to now, I just think 10 years ago, you had a group of students in front of you and they were generally speaking, you know, you had some outliers, but generally speaking, they were kind of in the same spot. I just think that that is getting bigger now and you just have a a more from a learner standpoint there there's more more diversity in the classroom. >> So trying to figure out how to meet all of those needs is is a tall task. Uh the other thing that I wanted
037to touch on is um what are we doing with our students that aren't showing grow the um appropriate growth or are not at benchmark from an achievement standpoint. Uh we've talked a lot about our our MTSS uh framework. That handbook also is reviewed by the board every year. The important thing to note with that is that is not based on just one one assessment. Right? So these students in this case whether it be the forward or the ACT it's a one-time test each year. So we're for our MTS MTSS framework uh we're looking at multiple data points across the year and that is standardized assessments but it's also some of the districts district assessments that we administer uh as web plus it's also based on uh classroom assessments and teacher feedback. But generally speaking, students
038that fall at or below the 25th percentile can qualify for our tier 2 support and then at the 10th or below percentile, then they're in that tier three support. And really that is small group focused instruction. And the difference between between tier two and tier three really is um size of the group and then frequency that they're meeting with our our interventionists. There is a measure on the report card as well that um touches on work-based learning and as a district on the report card it is reported that 2% of our students participate in work-based learning experiences. Uh the state average is identified as 8%. And the question was well why why are we so low? Um, the state has six criteria that need to be met in order for it to be considered a
039DPI approved workbased learning experience. We have many opportunities for our students. Um, craftsman with character, insight, prostart experience for our culinary students. There's and you heard Nelson talk through tour in the spaces. Many of those just don't meet what the DPI has defined as the criteria to be considered work-based learning. And I did I did also um I want to recognize youth apprenticeship because that would be something that would meet that definition. Uh three years ago we had zero students participating in youth apprenticeship. We have eight now. That's an area that we're continu continuing to grow. One of the challenges with that is finding a business partner that's going to host the student because not only do they have to train the student, but they have to provide wages as well. And that really could
040be a full-time job, someone just to go out and find youth apprenticeship opportunities for students. But I know Ben's really been working on that a lot and we're we're slowly growing it. >> Is that only the trades or >> uh there are numerous pathways so it extends outside of the trades as well. I there's like and tourism. Um, so there there are numerous opportunities there. >> Anthony, we've talked before about certain cohort groups that don't as achieve as well. Um, they're underachievers as a group. Um, do we know what affects that? What causes certain groups to be less on the achieving scale? and what are we currently doing or what could we do to look at those certain groups? >> You know, you have a certain class where just they're not achieving as much. What
041can we do? >> So, Candace, you can uh feel free to scold me here because if I ever use the term significant, sometimes Candace corrects me, but Candace, correct me if I'm wrong. Right now, we do not have any cohort that significantly exceeds higher or lower when compared to the other cohorts, but fourth fourth grade now fifth grade is one that if they were to continue um on some of the on the trend that they're on could be one of those cohorts. Is that correct, Candace? >> That is correct. Um so ultimately what's happening now at Horizon with that fourth grade into fifth grade group um they do regular data checks on really we do that with all of our cohorts. Um it's built into the system but if they're if we do have students
042that need more targeted instruction that would come through then through our MTSS process. >> A question follow up on that. Is there any connection between that cohort and the start of our modified 4K >> third fourth or fifth grade >> from the thematic program >> graders just missed the okay my daughter's in fifth grade >> that would have been the that would have been the last group that didn't have it >> so they are or are they >> so they did not >> they did not participate in our new high performing. >> No, >> just check another >> lower. They are lower performing. >> They did not participate in the new program in 4K and they're lower performers. >> Oh, they are lower perform. >> Fourth grade is as a cohort. >> As a cohort.
043>> I mean, there's plenty of really bright >> students that are performing well. But it is as a cohort that is a group that is one we're really monitoring because their performance is consistently low. the start of CO. So just the CO thing then right >> potentially >> taking other questions. >> Yeah. So the the last question was specifically focused on ELA um and looking at some of our performance um talking about potential adjustments. ELA was supposed to start curriculum renewal this year. We delayed it by a year until next year. And the rationale for that was we just got done rolling out a new curriculum uh at the at PLE um and then into third grade as well. So we delayed it a year. We will start again um next year with the curriculum
044renewal for ELA >> tied to the act 20 right. So we've had to implement those curriculums >> out of cycle. >> Thank you. New questions. I'm ready Larry. >> Okay. So this one is just because it was an anomaly maybe in the data but one of the areas it was in the district but also across the district. It's the student group chronic absenteeism rates by single year. So we have 2021 22 22 23 23 24 but there's no 2425 data presented whereas the whole rest of the report includes 2425 data. So is it not there, not reported? And then do we do much analysis with it? Because within the 2324 school year, uh, and this Oh, that was the high school. So at the district level, we have something like, uh, let's see, where's my
045page with that one? It's fairly high in terms of the number of special ed and or economically disadvantaged students. So why is the data not there for 2425 and then even with the data we have with 2324 is there any breakdown with that and if you want to get into it and postpone some of the discussion until we do the thing in February whenever it is that's okay too but >> so the attendance and absenteeism data is ne is always one year behind on the report cards because that data is not collected by DPI until December of this year. So 2425 abs att absenteeism and attendance data was not taken from the schools until December 9th. Um and so they do not have it when they put out the report cards in October and November.
046So that that data is always one year behind. >> So it's not included. >> Yep. So ne when you get the report card next year it'll have this year's but it won't have next year. >> It's a lagging indicator. >> It lags by one year. >> Why? >> That's a DPI. Write a letter, Larry. >> Yeah. >> What's that? Write a letter. Yeah. It doesn't make any sense, but then obviously we if you could dig into it further. What I was trying to look for was there any patterns in terms of the number of students that we have that meet the criteria for this chronic absenteeism potentially at PLE and middle school and all of the high school. Do we have kids that are really out there? Because if they're missing a lot of school
047and it was in the 23 24 like at the high school it was like 11% met the chronic absenteeism thing. >> I don't know if that translates into x number of days or times if they're gone but >> yeah part of or 10 days. Well, so they they once you go past 10 days, so a student can with parent with parent excuse can miss school for up to 10 days. Um beyond that, if they are um absent unexcused absence all or part of five days, they meet the definition of chronic absenteeism. So, we know that a driver of that is family trips, family vacations, a lot of athletic participation and traveling for tournaments, all those kinds of things can be real drivers of that. >> And Mike, I'm going to push back on you on
048that one. I think we need to see more data on that. I mean, if it's there, it's there. But then we should have explanations if that is indeed the case in terms of family trips and family vacations because there were 300 and 303 again 23 24 students with disabilities and economically disadvantaged there were 390. So that's a pretty significant number. >> Yeah. And I'm not saying that's the I'm just saying those things like that are also contributors. But I think it's a really good point and when we come on >> in the spring for the board report with idence and things like that. >> Yeah. With behavior and that's something we can really make sure we >> the other thing that's out there. I mean it's a fairly intensive process. I mean definitely in the
049high school if they have to issue truency and you guys do that in the PLE and ASA as well. It's like it's a lot of work to deal with the families and or file letters and potentially police type things that get involved in it too. So >> well I Katie feel free to hop in. I can tell you that over time, last five years maybe, um, there used to be some there there used to be some more tools that the county would engage in with us to help with truency and they they they don't they don't do that anymore. >> What would what were some of those tools that they would use? I mean, they could get a they could be a could be court ordered to be at school or b could get assigned
050a case worker um to help work with them on improved attendance and that I just think that they're they don't have the resources to be able to provide that anymore. So, that is a something that in the past was very helpful that just is not a tool that's at our dispos disposal anymore. >> Yeah. And just note a difference between chronic absenteeism and habitual truency. Those are different things. Um >> because chronic absenteeism can be parent excused. >> It can be most of most of our chronic absenteeism is parent excused. Yeah. >> Yeah. Where habitual truency is it's no longer excused and now you're that's the difference between being truent versus being absent. >> Um but to anony's point when I was associate principal here at the high school back in the stone ages I
051think my last year was 2003 2004 school year. um the county in Wauaa would I mean there I even had really habitually truent students that were in security tension you know they were in essence uh in jail at night for not going to school that never happens uh anymore and then when I went to Milwaukee County school it was a waste of time even to file habitual try they didn't do anything about it so and it's getting to be kind of like that in Walker they just have I guess bigger fish to fry they don't pursue it that way um so that has in terms of county support that has changed quite a bit. >> And um Emily Hansen, the AP at the high school is on um Walkershaw County uh attendance task force. So
052all they do is talk about attendance and things that they can do to help improve attendance. >> So who's a part of the task force then? >> Emily Hansen. >> So they're looking at it as a countywide issue. So >> y >> and why did why did they create the task force? I think probably because they recognize that there is an issue. Um I don't if you were to look I mean our our attendance data is above the state average but I think it's a a challenge that many schools across the state are battling. >> Correct. From my understanding national trends indicate a much um higher rates of students missing school over the past five years and those have continued to increase nationally. um since 2020. >> So yeah, whenever we do the spring report
053maybe >> Yeah, we'll make sure that we we hit on that um when we do that report, >> other questions. Anecdotally, do we have families that pull their students for like weeks at a time to return to home countries? >> Uh we do have some of that. We have a process for that which is it involves us having them withdraw from school. >> Um so that's what's typical. Okay. that we do if they're going to be because yes, we will have families that will go back home uh for a month and versus counting them absent. They have to withdraw and then reinroll and return. >> It's Candace, it's 30 calendar days. Correct. >> Correct. >> So when they do that, our teachers aren't don't have to prepare. Okay. No. >> So, and Candace, correct me
054if I'm wrong, but like legally if they're going to be gone for more than 30 calendar days out of the country, we we have to withdraw them. Correct, Candace? >> Oh, that makes sense. >> So, there at the federal level are a couple things that we are supposed to start over when students are out of the country for more than 30 days. Um and then this also ties in through the kind of process has been created as it ties into how are they tracked through truency laws. All those things that we are supposed to follow up with and when does the expectation align from a policy standpoint and legal standpoint of when a student is in another location and they're supposed to enroll in a school in their residential location. Um and so it pulls
055together that timeline pulls together multiple different pieces Okay. >> Thank you, Candace. >> Thank you. >> All right. Next up is long range uh our facility plan capital projects. I'm gonna have John Stangler come up. So, I'll kick this off uh for John just to give you a little background on the long range capital projects plan. The plan in the format that it is right now is a 10-year plan and that was initiated in 2014 uh when we established our fund of 46, which we'll touch base on. We touch base on the report. That's a capital improvement trust fund. That's dollars that have been set aside for emergency purposes or to complete capital projects that are within the district. Um prior to that, we had two different plans. We had a short-term plan that was
056a five-year picture of what we anticipated and a long range plan that was more referendum driven. What where would buildings expand to if they needed to expand? So, this is the merger of those two. And the whole idea is not to put a date on a project that's there to be done. It's to give the board a perspective of here's what shortterm in the next couple of years you can anticipate we we might have to face from a capital improvement standpoint to longer term 5 to 10 years or longer. There's things we need to keep a pulse on. Great example of that is like roof replacements. We got some coming up that are hitting 30 years old. we should have them on a plan so we can think ahead about decisions we make today won't
057uh negatively impact our ability to make those decisions five to 10 years from now. So with that I'm not going to say anymore and we'll let John take over. >> Thanks John. All right so uh you'll you've seen the the plan already. However we use the criteria S for safety, L for life life cycle and operations, A for aesthetics, P for program delivery and E for efficiency. Um you'll see it's a little colorcoded. So the the green is it's likely to happen within the next three years, blue four to six years and purple 7 to 10 years. Um you also see um at the bottom of this uh is one of those new aerials. I know it got a lot of hits on the uh on social media um when it was taken back in
058October. Um you can also see uh you know referendum history um what we have in fund 41 and fund 46 uh total valuation of the properties. Uh if anything's highlight in yellow that's been added within the last year. Um so as we get towards um the high school uh you know we we've been able to knock out a lot of items with a new addition and you guys just toured that. So those are a lot of great uh you know a lot of great new spaces that everyone's going to be able to enjoy. Um at the top of our list though still remaining at the high school um we have some uh boiler needs andor uh efficiency items regarding our heating uh system here at the high school. Um also there's some miscellaneous you know
059sconces wall packs uh you know there's some bleachers. Um I know there's long lead times on bleachers. Um, you know, there's doors, there's a lot of those auditorium items. Um, a lot of the auditorium items, you know, from the the house lighting, I know we have a number of lights that are out in the house. Um, and also like the amplifier and the projector, those are all at 13 years right now. So, as of last month, those are all 13 years old. So, they're getting towards the end of their useful life. So you'll see a lot of those items are on there just because all right, they're getting near near their life cycle and efficiency um time periods. Um that's all I really have on the high school. Um as far as middle school goes,
060um uh we've got some curricular needs just regarding a few countertops that we need to look at adding which we're going to probably we're going to be able to relocate uh from one of the high school classrooms that's going to be remodeled here in January. Um, also just some of the needs of some of the restrooms to upgrade um and bring those up to speed. Um, we lot we have a lot of other great new spaces, but again just trying to take care of some of those other needs. Um, the solar that's highlighted in green because that's already been given the green light and as Jaz mentioned, um, we got that bid out and we'll be assigned that here shortly. Um, I know the culinary room that's probably the only spot that we had not
061replace the flooring in um, as part of the 2019 2020 uh, improvements. Uh, and then there's also just a couple miscellaneous things that you know as the life cycles um are going also like what you'll see from the high school you saw scoreboards on there. Um, again those are all at 13 14 years in the main gym. Um, and then also if the uh state organization were to adopt a shot clock, we would have to be looking at updating replacing those scoreboards. So that's why they're on there and just kind of sitting there waiting until there would be a future possible decision uh made on that whether it' be a shock clock added. Then we'd have to look at changing those out. Um also you see at Horizon um there's a lot of other ones
062highlighting green that have been given the green light uh from the flooring. Um I I just sent that to to Dr. Katie on the a couple of the flooring uh options that we're looking at will be bid out shortly. Uh there's some great improvements uh to the library, the maker space expansion and creating a large breakout space there. Um and again, a lot of those are just getting to the life cycle um you know, needs um that we need to look at replacing. Um, when you get to PLE, um, there's not a whole lot of new items, but say there's a couple of those old Bradley sinks that are, you know, 1996 and they're again, some of these items just get to their useful life and we need to look at replacing. Um, and then
063from HVC standpoint, we have a couple other small things there. U, we just have a couple of units that aren't uh full DDC, direct digital control systems yet. um where everything else in the district has been switched over to DEC except for three air units at the at PLE. So, we're sitting in pretty good shape just from a control standpoint uh for our HVAC. Uh and then um also at PLE, you'll see there's the roof replacement sections one and two. Um so, again, we bid out a large large amounts at PL and Horizon. Uh this is one of those that is going to be coming up probably in summer 27. we're going to look at replacing these. These are the two uh roof sections are directly over our district office and that northwest corner. Um
064you also see the carpeting listed on there as well. Um this could involve hey a possible uh reworking of the district office space um just for 2025 standards. Um just from functionality and uh you know from a business office standpoint to make sure we can function optimally. Um so that's on there. Uh, and then as far as like grounds wise, um, I have we add a lot of items on here, um, but only because there are large um, large costs associated with like say the lighting systems. So the Musco lighting that we have on our soccer field, it's a 25-year warranty. After 25 years, they don't make those lights anymore. Um, or sorry, they don't make those light. Those lights have become obsolete. So we we have to look at upgrading those lights um with
065the latest and greatest. So like say our softball diamond um those are LED. Uh the heist the main stadium those are not LED but they are musco lighting where they have a lot of great mirrors and control over the throw of that light. But again those are all 25ear warranties uh for all those Musco lights that we have on our property. Um, and then also, um, we really were just honing in on the all right, hey, the life cycle of the track. So, again, we're going to be having a structural spray completed on that track this summer. Uh, in another six years, we're going to need to do one more structural spray and then, uh, another six years after that, we're going to have to look at replacing that in like 20, 38, 39. Um,
066so I know that's far out. It's past the 10 years, but again, that is a large expenditure down the line. And so I just want to make sure we kind of it accounted for uh what we're looking at re uh completing u and then the roof. Uh that was just the the the outlook on the roofs. Uh we're sitting in really good shape going forward uh from a roof standpoint. Um and again like I said it's really only those two in the northwest corner peely that need to be completed within the next 5 years. Otherwise, any of the other roofs are easily six, seven, eight years out um when we have to look at replacing some of the other ones here at the high school. But otherwise, if you can uh on these on these
067photos, you can see a lot of the roofs that were replaced. And it's just a great again a great uh you know, outlook on what's been improved and the recent improvements we've been able to make and what we've been able to accomplish. >> Questions? either John or John the Horizon flooring. >> Yep. >> How many times have we replaced that or had to challenge with that? But >> great question. And I know you mentioned the tile. So VCT tile, uh, it's the vinyl tile that we have at Horizon. Typically life cycle is around 25 years. And what are we at? Year 25. Uh, so it's it's just that's the this will be the first time we ever look at replacing the flooring at Horizon. So again, this is just the life cycle of the vinyl
068flooring and and for those of you that have been at Horizon recently, you can see discoloring. You can start seeing some wavering. You can see cracking of the tile just because it's getting at the end of its useful life. So it will be the first time it's replaced since it was built. But great question. >> We've had problems with that flooring though since we opened the building, right? >> Yes. there. Well, there there's a couple of of items um when they laid the floor back in 2001. Um but again, we've been able to, you know, correct any issues uh from the install and it's held up well. It's it's again it's just getting at the at the end of its useful life. So, it it's it's done its time. It's performed for the its life
069cycle >> and we're looking forward to putting carpeting. We've had really good been very happy with where we've added carpeting. I would say I would think at PLE uh ASA here. Um it's held up well. It's easy to replace tiles. >> Easy to replace tile. And then we also don't have to worry about pulling all the contents out of every single classroom, scrubbing and waxing it every year because that's what we've had to do at Horizon for the last 25 years. So, >> and again, we're getting very close to replacing all of the VCT that we've >> pretty much have on the entire site. Um there's a little bit left uh in the two cafeterias at PLE and some here at the high school. Otherwise, you know, that scrub and having to wax every summer
070is going away and it's a lot easier to shampoo classrooms and flip classrooms on a regular basis. Again, with the success of our summer school program, too. Um we need to be able to flip these buildings uh pretty fast. Again, you know, like we've talked about the summer campus improvements report, we're flipping 180 190 classrooms in about 45 days. So, we've we've got to be able to do that fast and this speeds up that process as well. So when we look at the next couple of years here, is there a project that potentially could hit us financially and cause us a wee bit of heartburn or do we feel like we've got this under control? >> So there's when you look at this process or the the whole identification process and the timing of it,
071the timing is probably more important. want the board to be aware of what are those items that are on the outstanding for whatever available resources we may have to address them and we can assign an urgency to them. This notice this comes before the development of the annual operating budget for the district. So we have funds from the operating budget. We have funds from potentially the trust fund depending on the urgency and the level of the project that's coming forward and other funds that are available where we can address some of these items that frankly we know in the next two to three years are going to have to be addressed uh the timing on them either from a life life cycle standpoint or from a change in our delivery or a change in the
072functionality of our buildings. The the when we built things in 2000, we're not using them the same today as we were then. When we have those available resources, we come to the board and say, "Here's the plan of how we think we're going to need to address this." This plan isn't going to say everything. We could have a rooftop. It's not going to happen. I'm not going to say, but something like that happens, you got to fix it. We're not going to We're not going to jeopardize holding school in a building because we didn't have money allocated prior to it happening. We're going to fix it and we're going to determine where is the best source to be able to fund those things. We can be preemptive and think ahead. And that's a great credit
073to this board and the preceding boards that have been here. That vision for the fiscal responsibility for the physical plant that the taxpayers have paid for over the years through all of the referendum and maintaining responsibility to keep those those sites viable so that we don't have any issues of deferred maintenance or or projects that weren't completed that could have been. And I would just emp you know really support what John just said in the sense that um we see lots of really pretty shiny spaces with what we've been able to do especially the last couple referendums but priority one is always infrastructure like we look at HVAC um roofs all those kinds of things have been heavily addressed so we are in very good shape on those items um you know I mentor superintendents
074in other districts across the state, first year superintendent in districts where it's just been deferred maintenance. They don't have the money. Uh they haven't had uh referendum cycles that have went through and you know, and I'm sure you're aware of some schools maybe that have all they have leaky roofs and they have outdated HVAC systems and those things. That's not our situation. To your question though, Brent, I mean, something can fail unexpectedly or those things, but we have funds that are set aside that can we can go to if we end up in those situations. >> And I just think it's a good time to say again, thank you, John, for your financial leadership that puts this district where we're at today. So, thank you. That's the development of this plan. It goes all the
075way down to every user in the system and that's really the strength of it. We we can develop a plan and say we think we this should be done, this should be done based on our schedules. It's the users of the facilities every day are saying this isn't this isn't working the way it should or this is getting to the end of its useful life. and John and his team do a great job of aggregating that information and putting it into a digestible format of what do we need to accomplish moving forward. >> Thank you. >> Any other questions? All right. Thank you so much. >> Thanks, John. >> Thank you. >> Next, uh the safety drill log consideration. John. >> All right. So, uh, back again on the office school safety reporting. So, um,
076every year, um, we're required by, uh, act 143 to report, um, all of the items that you see listed here, um, to obstacle safety. So, I have to submit these by the end of the year. So, this is the formality of, uh, approving the safety drill logs. So, um, we can have everything reported to the state in time. Uh, and also I just want to give a shout out to our APs, Beth Ingresol, Lexi Horvat, Paul Bersai, and Jane Matter. Um, just for their leadership and being safety champions in their buildings. Um, it's always very helpful and effective to have, uh, other members of our safety committee, be effective in their building, and administering these drills, and helping uh, train our staff and students. Any questions for John? Otherwise, I'll take a motion. >> I
077move to accept for purposes of board review at this meeting the written drill evaluation submitted by the principles under section 118.07 PN 4 PN CP of the state statutes from PWA Lake Elementary, Horizon Elementary, Asa Clark Middle School, and PWA High School as listed. >> Second. All in favor? Hi. >> Hi. >> Thank you. >> Thanks, John. >> Thank you, John. >> Next policy committee and I'm going to let Ashley go through the first reading of these policies. >> So, there was one question from Stacy about language in the Chromebooks and it sounds like the language is covered in the policy. Good. >> Yep. >> Other than that, there were no questions. Are there any questions, Matt? All right. Thank you. Um, next personel issues. Uh, looks like no resignations, no employment, no leave of
078absence. >> That's correct. >> That's always good news. >> Feel stable right now. >> Yep. Yep. It's good feeling. Um, upcoming activities. Um so this is our only board meeting for December. Um in January our one board meeting is January 12th uh with business affairs at 6 and a board meeting at 7. Then in February we have two meetings. The first one on the 9th we have business affairs and the second one on the 23rd we have policy committee. Um, also, um, I just want to add up and coming is the WSB conference. Right now, um, Larry and I are the two that are registered to attend. They can still register if they're interested. >> Yes, they can. >> Okay. >> All right. And um we are doing um a presentation that will be done
079by Mike Anthony and Colin Jacobs and that is on leveraging AI >> and Larry indicated he's going to participate. >> Okay. >> All right. Okay. What about um legislative um advocacy? >> Um so today uh Bren and John and I met with Representative Adam Nen uh for a little over an hour. a really good conversation. Um we talked to him about budgetary challenges that we anticipate in the district, the impact of the last bianium. Um from issues like specialed funding and the concept of some certain versus some sufficient, the some certain uh percentages of reimbursement that were promised are falling short uh of that. So we talked about that issue. Uh we talked about uh quite a bit about the impact on PWA and other schools with the state funding private vouchers. Um shared with
080him that we are north of $800,000 a year now going to help fund private voucher schools. Um so I had quite a bit of conversation about that uh as well. Um and uh really just talked about uh state aid uh formula uh and um that uh issues with the lack of equalization aid or the zero dollars put in the equalization formula in this current bianium is really driving property tax increases and is how it's affecting our levy um uh going up. Uh so quite a bit of conversation about that. Really good dialogue. Um and anything either of you have to add from that conversation? >> No, just that I I I appreciate that, you know, uh we were talking about that daycare issue and >> I appreciate that he's wanting John to put something together
081to see if this is some way we could bring in added revenue. >> Yeah, there's a I'm glad you brought that up. There's a new law in place um that uh again it's a some certain issue where it offers a little over $7,000 to daycare centers uh if they provide 4K programming which could create all kinds of issues. Uh the anticipation is that more daycare centers will apply for that meaning that amount will be far less than $7,000 per student. um it could create lots of funding issues in a variety of districts. It could lead districts to then implement full day 4K uh in more places which would just basically take that business entirely away from those daycare providers. So we see a lot of issues with this this law um as it sits right
082now. So we talked quite a bit about that and had conversation about um he asked wouldn't that be an opportunity for us to generate more revenue. John said, "Well, maybe >> yeah, >> we might generate more revenue, but the costs involved with um bringing in that revenue might outweigh moving to full day 4K programs. We talked about you need rooms, you need staffing, all that those kinds of things." So, really good conversation there. So, we asked John for some followup on those pieces. And he asked some good questions about are there uh one-time grants that he could advocate for that might be more beneficial. So, we had some good conversations about grant opportunities. He's done a really good job of things like robotics advocacy. There's a $5 million a year now in the state budget
083that we can get grants and we do get benefit from those grants. Um, uh, to support robotics across the state. So, but yeah, just a really good good conversation. Um, and probably most important is just maintaining those channels of communication. Invited him, of course, to if anything pops up at the state level and he needs a local read on it um to call us at any time, we'll be happy to tell him how it would affect us as one of the school districts he represents. >> And John, do you have any sense of the dollar value associated with what we thought we were going to get potentially with the special education versus what the DPI is allocating? The state budget predict or projected that the reimbursement rate would be at 42%. Uh due to some
084uncertainty in the in in the numbers the state prorrated they prorrated every year. They prorate the amount that you're going to get. This year was prorated a little bit lower than what we would typically see at about 35% for those first payments and then it's reconciled with the June payment the final payment of the year. Uh we're anticipating that that number is going to fall somewhere around 38 and a half to 39% statewide by the end of the by by the time everything is said and done in June. Um knowing that there's a proration and that the cost for providing those services is accelerating faster than what the general operating budget is for the district. We anticipated we budgeted slightly lower than that 42%. Most districts did they budgeted between 38 and 40%. um in
085anticipation that cost would outpace the some certain allocation that was put in there. >> But is there a dollar amount? You kind of think it >> uh a half a percent to a percent for us could mean 50 to $70,000. >> So it's 3% less. >> And then obviously you mentioned too about the 800,000 for the >> private vouchure. I >> think we're about 870 right now 800. So that's how much local tax funding is going to p fund private voucher schools currently and that's been going up every year statewide. It's at about a billion dollars. So we talked about that. You know he talked about what's anticipated. The surplus is expected to be quite a bit. I mean we've had billions of dollars in surplus in recent years there. He said they're projecting about
086800 million. So then it's a decision of like all right there's only so much extra money to go around where would it go? We did talk about choices. I said well but there is a billion dollars going to private voucher that's a choice um that the legislature has made. Um it's not one that's required. So you know those are things that we talked about a little bit as well. Did you by any chance bring up the question related to this uh private schools getting the 90% reimbursement for special education? We're still in that 35% which is like whoa guys. I mean it's like >> we address the inequities that exist with um uh specialed reimbursement for private voucher institutions. uh the lack of I mean the mandates that are constantly uh put on public schools
087but they don't apply to private schools who are receiving public funds. We talked about public schools providing the transportation for private voucher schools that are receiving public funds. We talked about that the per pre per pupil reimbursement for many private voucher schools now is higher than we get yet we still pay for their transportation. So I think we covered a lot of ground with that. I just appreciate Adam's openness to learn that from our perspective. Uh it's one thing to get a fiscal bureau report and to have a caucus report on it, but then to learn our perspective of what's happening there is something that he's always been really open to and that >> he's got kids in the district. So, >> three of them. >> Yeah. Good cover. He's always uh very open-minded. Um
088I had a very good relationship with him. Okay. Um, at our 2026 um, uh, delegate assembly, um, Larry Doo is going to be representing the Piwaki School District. Um, so Larry, I'd like you to just talk through >> process. >> Yes. >> So, okay. So, there's a couple key groups that make this happen. So there's a policy and resolution. So they get formed in like the June time frame and then meet first time in September and then they met again in November in Stevens Point. They're the group that goes through uh resolutions that school districts submit and um changes or modifications that the resolutions are essentially the guide book that the WASB uses in terms of guiding any kind of u uh advocacy if you will uh for the all of the school districts. There's
089about uh most all of them are members if you will and I just kind of got my full packet. I think there's 12 items that are up for review at the delegate assembly uh ranging from you know the um let's see where is the first ones that are in the packet as they go through them. So the packet has all of the information regarding what was presented and submitted by the respective school districts. They get kind of um edited if you will and kind of come up with the final wording. that let's say okay opposing the removal of caps from the Wisconsin parental choice program and either Mike or John if you want to comment on that but essentially means right now there's been limitations on how many kids can participate in uh these Wisconsin
090parental choice programs and that's potentially going to go away in 2026. though that could have impacts that are out there. And so again, that was one of those that was brought forward. Uh and at the delegate assembly, then each one of these individual resolutions gets brought before the group and it's the group of people who attend. They have to be there right now because there's no provision for them to do anything virtual or remotely. So you have to be there on that Wednesday afternoon. 1 1 or 1:30 is the starting time for it. and then it will go for at least two three hours sometimes but then each uh each item is brought up for vote. It can be somewhat changed and modified and amended but that gets a little bit messy when they try
091to do that in a large group like that but then either get voted up or voted down as to whether or not they move forward with those kinds of things are there. There's 12 there's 12 items that are on the agendas and I think if yeah there's like links out there in terms of the WSP has it on their website but they also send it out send out copies with this as well. So any questions on that one in terms of what's there? So, if you have any thoughts or ideas in terms of anything as it relates to the different resolutions uh going forward with it, the one that's probably or there's two that are really really challenging in my opinion. So, one of them says supporting decoupling of public and private school funding and
092then the 11 says opposing decoupling of public and private school funding. So those two are going to be kind of challenging, but they put together a specific guide as to how they plan to address that because it's like they're opposite sides in terms of what's out there. So how are they going to work with that? But they've come up with some u procedural guidelines from a parliamentarian standpoint and a legal standpoint of how these are going to be brought forward uh for the discussion at the delegate assembly. And they can be rather fun and exciting discussions from time to time. So, but and it's a process. It's a process that's used and been used for the WASB for a long time. Um, 421 school districts. Not all of them show up for the delegate assembly.
093That could be a concern for some folks, but they always have to have a quorum. And then that's the final vote is what gets into the book that's out there. So, I think that kind of covers it. But, do you have any thoughts? >> Thank you for being here deleg. >> Okay. Thank you. >> Appreciate that. I know that process can be very lengthy. So, >> yeah, one time, but they they tried to tighten it up quite a bit because it it just got out of hand, I think, from the standpoint of how many amendments to the amendments to the amendments to the amendments that were being made, and that made it really ch challenging for people to address. >> Um, next, I just want to give an election candidate um update. Um, there are
094various deadlines. One of them is coming up uh quickly. Uh December 26th by 5:00 PM. Um is a deadline for notice of non-candidacy. That means if you're currently up for reelection, which this year it is Ashley and Mary. If you're if you've decided not to run, you need to fill that form out and get it into Tammy by 5:00 PM on December 26th. Also, there's a deadline to file for candidacy and that is January 6th. Um, spring election this year is April 7th. Um, and if if I'm not mistaken, Tammy, I think we have not gotten any paperwork from anyone thus far. >> Okay. All right. Thank you. So, just to make you aware of those deadlines and um we'll see how things shake out for this election cycle. >> I did pass around that
095because I happened to go to the city hall in Patti today and they had I there's a half sheet associated with but I read out of the half sheet. So, I made a copy of it uh for myself. It's the election schedule. So, obviously if there's any kind of primaries coming up, those would be like on Tuesday the February 17th, April 7th. April 7th, 2026 is the actual spring election. And then because there's a governor's election coming up in November, that will be another topic that's out there. But, uh, the big one is the April 7th election for local local >> local >> school boards and things like that that are out there. So, >> yeah, >> it's coming around in terms of doing every year. So, >> it is. Yes. Um, Tammy, any citizen
096comments? No citizen comments. >> All right, with that we need to go into close session. >> Um, can I get a motion? >> I Okay. Um, move to go into close session in accordance with state statute 19.851 851 parentheses C considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility and that and midyear is superintendent evaluation. Second. All right. And we'll take a verbal vote. Larry, >> yes. >> Matt, >> yes. >> Ashley, >> yes. >> Myself, yes. Stacy, >> yes. >> Travis, >> yes. >> All right. We'll go into close session. >> We won't be coming back.