001Okay, it is 7 o'clock and I will go ahead and get us started with um this RPA school district board meeting um Monday, June 23rd. Um I'll start with roll call. Mary here, Larry here, Matt here, Stacy here, and myself. Um, was the meeting properly noticed? The meeting was properly noticed. And can I get a motion to adopt the agenda? So moved. Second. All in favor? I. Question on the agenda? Yes. Part B of the special uh not special close session. And um could you uh clarify why that part of it is closed session? Uh those are all statutory references to items that can be discussed in close session. We'll come back out into open session to take action. But if there's any discussion on um compensation for each of those employee groups, we have
002historically always had the opportunity for a close session discussion with the board. As I read B, it's a discussion of the framework. Um, okay. So, it's a discussion of the raises for those employee teacher compensation. I thought that was part C. Um, that includes part C is really used to capture make sure I'm looking at the right letter. Custodian services, nurses, things like that. So, part B is not a discussion of the framework. It's a discussion of individual teachers, correct? We will in our discussions reference the the framework, but it is about the the compensation for that for teachers is one of the employee groups we'll be discussing. Thank you. Yep. You're welcome. Any opposed? All right. Thank you. Then we'll do the pledge of allegiance. I don't think you voted. We didn't vote. You're
003right. Well, I did. I said all in favor And none opposed. Abstain. Abstain. Okay. Thank you. Okay. I aliance 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. Thank you. All right. Well, we're going to head right into salutes and recognitions. And I'm going to start out. I wasn't at the last board meeting and this might seem kind of late, but I I want to call out and recognize and say a hearty thank you to Stacy Newcomer um for helping me with the diplomas at the Pewwaukee High School graduation. Um you know, it's you wouldn't think it, but it's not always an easy job. And I just wanted to say thank you. Thank you, Stacy, and
004call you up for that. Thank you. Does anyone else on the board have any salutes? Well, because we don't recognize the soccer girls soccer team made it to the state tournament this year and unfortunately they lost in the final round to Brookfield, but it was a very very good game and obviously first time in history for the Pock tournament. So that was an accomplishment in and of itself. Coach to the team, they did a good job. Nothing to be ashamed of with a silver ball. That's Yeah. impressive. First time in school history, right? First time in a continuation of a incredible run of teams making state into state championship play. Yeah. So, I have won. I debated now or when we vote on retirements. Um Sarah Gull is retiring. I've known Sarah for 43 years.
005If you do the math, yes, we met at birth. We were really good. Um, no, but I've known Sarah for 43 years and of course she's a very special person to me, but I think she's been a very special person to this district and the the things that she's done and led in our library program. I remember one of the first times I talked to her, her goal was to get a book in every child's hand that wanted one because she talked about, you know, we have these rules. If they have too many books out, checked out, they can't have them. But she never wanted to be bound by rules like that that would prevent a child from having a book that they wanted to read. And um I just think that the work here
006that she's done is ex exemplary and it's been a gift to this district. And so I'm tempted to vote no for the retirement, but as her friend, I'm super happy for her that she gets to be with Pete in retirement and enjoy the next phase of her life. But I just wanted to give her a huge salute for the work that she's done in this district. Stacy, I'm going to second that because I've done a lot of volunteering at Horizon, but most specifically in the library and working with Sarah and she really is a treasure and you know, she's just um an example of someone that just always puts kids first and loves what she does. So, I too really miss her contributions here in the district. Any other board members with salutes? Admin You
007guys have any? Yep. I have and Tammy, I'll send you the names because there are 20 of them. I'm not going to read them all, but um as part of some of the improvement processes we have made to the curriculum renewal process, we are doing something different. Uh once a summer, the groups that are in phase two of curriculum renewal, we're doing a um a standards review academy. So, I had 20 math teachers, uh, instructional coaches, and it was a full day of us diving into the updated math standards. We did some vertical aligning. Um, we did some gap analysis against the Wisconsin Forward and the ACT. It was just a great day. Um, academic standards aren't everyone's cup of tea. Um, but everyone was super engaged and it was it it was a really
008nice day and I think a great um, addition to our curriculum renewal process. Anthony took 20. So I think our quota I don't have any either. All right. Well, thank you very much. Um comments from citizens Tammy. Thank you. Next consent uh agenda and that includes uh minutes from previous meetings. Um correspondence included in your packet. no gifts at this time and also policies for technology acceptable use policy, graduation requirements, purchasing and bidding, high school alternate education and release of public records and property. So, if I could get a motion move, second. All in favor? I. Any opposed? Abstain. Thank you. Uh, next we'll move on to old business. Um, we've already um discussed the CISA 1 contract for the 2526 school year. We've got Tony here tonight. I'm wondering if there's Yeah, come on
009down, Tony. See if there's any questions. Last time, you'll recall, we had identified some um some things that weren't totally correct with the contract. So, we um tabled the board took an action at the last meeting to table to this meeting. Um, and then Tony followed up with CISA1 to make sure that it was reflecting the services that we wanted. And so that's and it's uh with a contract like this, it's necessary for the board to take action to approve. So Tony, I don't if you have anything you want to add. Yeah. No, CISA, we've worked with them for a really long time. I very much so enjoy the collaboration and the partnership. They support us with leadership coaching, personalized learning. We're contracting for uh deaf and blind or the blind and visually impaired. We
010have a number of services. We also have seats at Learning Center West for students that through either the IEP process or disciplinary matters need to be outplaced. So, it's been a fabulous partnership. They were very responsive when I looked at the contract and talked to them about the survey. Sue called me on my cell phone. So, they're a great team of professionals over there and I greatly appreciate their offerings. Just the ability for our educators and leaders to be able to network with other southeastern Wisconsin school districts is invaluable because good ideas come from anyone, anywhere, and any time. And it's imperative that we continue to learn and grow our skills to best service our students. Does anyone have any questions about any specific line items that you would like me to address? Tony, could
011you refresh me? What is the amount of the contract? The amount um each of the each of the subcategories have a specific value. It's slightly over $70,000 in total or each separate in total. Thank you. And they're all itemized on the memo. So each service comes with a specific costing. Mary, I can give you the exact number. 74,62364. Does every CEA do this? There's I think there's 12. Are they all structured to be the same? So there's CISAs based on region. So there's CISA 1, two, three, all the way through six. And most school districts contract with CISA for some level of service delivery just because there are instances where you're not big enough to provide all your own professional development or you need seats to outplace students which is something that happens in every
012school district. So CISAs offer services. school districts are afforded an opportunity to contract for said services and oftentimes it ends up saving us money because case in point for our visually impaired and orientation and mobility we don't have enough students to even hire a point two of a staff member. And the other struggle where it comes in very advantageous is they can offer programmings that you one or two students might be able to participate. You wouldn't be able to staff the program at the same costing that we're paying CISA one. So it's an invaluable resource. Uh do you know where one can get the materials for what they actually purchase their budget for? What they purchase the budget? Yeah, I can share that. kind of a black hole to me. Services catalog with you of
013all the variety of different services if that would be helpful. No, their IE report and their budget annually. Who oversees I I understand that we oversee them. Every board that is signs on with them. So, we are the oversight of that body which otherwise has no other public oversight. And so, what I'm asking is the budget and their IE reports. I I've asked for them last year and I've attended a meeting there and dog gone couldn't find a single uh bit of information along those lines. We don't we don't have their budget that would be requested. I have to go to them. Who do I did who so I'm asking Tony if you know uh who has that who over am I incorrect in the oversight function? So we don't oversee we contract for services.
014They oversee their own staffing and evaluate their own staff. I don't mean that kind of oversight, Tony. I'm sorry. Public oversight. That's a It's a It's an entity like the school is. It's got its own administration. Oh, sure. So, who oversees? I mean, we're paying them. So, yeah. So, CISA1 is very much like the PWA school district. They have an executive director, which in the Piwaki school district, it's our senior leadership led by Dr. Katie. Uh, CISA1's led by Sue Doyle. Z executive. They have a board that oversees their entire operation. Every CISA has an independent board and they're board members that have to approve budgets and have to figure out costings and things of that nature. Right. And I' I've seen I've sat in I think Larry Larry, you're on that board, right? Yes,
015I am. That's the board. Okay. Yeah. Uh but I I was not able to get a budget out of it. And I assume you're on the board as an oversight function. We invited you in for that purpose. Yes. And last year when you asked about it, Mary, I specifically pointed out to you that I didn't think it was fair or reasonable for me to release that information to you. I directed you to Sue Doyle and she's the executive director. If you want to see that information, just like if you wanted to see anything here in the Puaki School District, you go to that person and you ask them if they would share that with you or if it's available for you to review. Well, isn't that an open record? What's that? Isn't that an open
016record? You have to go ask them for it. I mean, I don't have access. How many people do I have to ask? Why would you're a board member? Why wouldn't I get it from you? The executive director, just like here, Mike Katie is the person who oversees the release of information. I mean, so in my case, it's like I'm suggesting that if you want to see it, go talk to Sue Doyle. I mean, I gave you your her phone number. Her address is on the information I sent to you as well. So, I mean, it's it's up to you to go get that. I understand it. You're sending I just just so I'm clear. You're sending me to an employee that we're overseeing and you're on that board and you're part of the oversight executive
017director. She's right. Why don't you have access to it? What's that? Why don't you have access to it? Mary, you're not listening to what I'm saying. I told you that it's not my purp you. You have to go to the executive director, Sue Doyle, and I can give you her phone number and contact information, send it to you again. So, so if a member of the public wants that information, they know you're on that board. They come to you, you're going to send them elsewhere. And some of it, it's a little bit different. I mean, they are not publicly taxpayer funded. They get no taxpayer money at all. I thought we pay them through a contract through, right? Well, we're we're dealing with taxpayer money here. So, uh, whatever you have, Tony, um, I wasn't
018able to get it. I don't know how many times I have to request it. It's not posted online. and there's no no sense of what those those monies are. So, whatever you can do, but thank you. Thank you. Thank Thank you, Larry. Sure. Anybody else have any other questions? One question. So, the new pathway is that there's $48,000 there. There's four students. Are those four students already been identified and replanned to attend there or is it just a holding? Um, three students have been identified. We have one open seat in case we need it. The one really nice thing about new pathways is oftentimes you encounter some high school students that are credit deficient. They're second semester senior, their first semester senior. For one seat, you could have two to three different students go in
019and out of that seat because they're there to gain the credit. They gain their credits that they need and then they're done. Uh we're encountering challenges with some of our students that have severe anxiety by attending a larger school with a lot of kids. That environment is 15 kids ordinarily. They have a morning and an afternoon session. So, it's been really advantageous for us and we've had a number of kids with IEPs also graduate from there and they're really closely connected to WCTC and the trades and they do some really good work and the staff are great. So, it's been very advantageous. And the reason I highlight the seat thing because ordinarily when you pay for a seat, it's designated to a specific student and you just can't put another student in there. And most
020programs when a student is a tuitionbased student, they're they're going to be there for the long term. So, that's one of the unique circumstances about new pathways. And one of the other great luxuries about having CISA 1 in Pewwaukee is we can utilize our transportation to drop kids off. It's been very accommodating and nice. Ordinarily transport is one of the larger costings right now. It's very expensive to transport kids. So having them right in the backyard for tuition based kids to support some of our other student needs and our professional development needs has been invaluable because they're really close. and Mary and follow up. I will contact Sudo and have her reach out and contact you uh since that seems like it may be a best way to have you get your questions answered. So,
021she's the official executive director. So, I will send her her your contact information to her and then I'll put the burden on her to contact you. So, yeah. And Mary, um I've known Sue for since 2007. She will get back to you and do a really nice job in talking with you. Thank you. No problem. and feel free to email me with any questions about this contract after tonight and um greatly appreciate it. Thank you, Tony. All right, I move to approve the CISA number one contract for the 2526 school year as presented. Second. All in favor? I. Any opposed? Abstain. All right, moving on to new business. Um, we have the student parent and employee engagement survey results. And I believe Candace, yes, is joining us. Yep. She's zooming in. So, just kind of
022give some background as we're pulling her up on the screens. Um, Candace, can you hear us? Yes, I can hear you. All right. Great. So um if you go back we met the direction from the board was um kind of presentation wise lesson more that you wanted kind of shorter tighter presentations more high level to provide detail so that you can go deeper into it if you wanted to. So that was you were provided um more detailed summaries specific data uh for each of the surveys. We have multiple climate surveys. We have parent, we have staff, we have students. Uh so you receive those executive summary for any analysis that Candace provided. So she's going to kind of again go through those bullets from those surveys and we are here for any questions that you
023may have. But so and please give us see if this is is more in line with what the board is is looking for in these presentations. With that, Candace over you. All right. So, we're, as Mike said, here to talk about and go over briefly the 2425 engagement surveys that went out to students, parents, and staff. Um for the overall engagement just looking at the percent of parents, students and staff in tier one or two those are the in each category and overall the aggregation of the percent of students, parents or staff that are responding agree or strongly agree to most of the questions. Um, what it is is it's an index that adds all of their scores up and then breaks it down into the tiers 1, two, three, and four that was outlined
024in the description. So, students have the least percent of respondents in tier 1 or two with 37.5% and parents have the most respondents in tier 1 or two. So, students kind of the least satisfied with school in general and parents the most satisfied. and then staff coming in right beneath parents 69.8 in fall and 60.6 in spring which is very typical with past results. This is the first year of these new surveys, but in the past we've seen frequently fall staff members are a bit happier, spring a little bit less happy. For the student engagement survey, looking at areas of success or interactions with school staff, their own ability to problem solve, and their own ability to be involved in sports, clubs, and extracurricular activities. Some opportunities for improvement from students perspective are their interactions
025with other steer students learning goals and personal choice in learning parent engagement. Some areas of success are interactions with school staff, student recognition and student learning about interaction with others. Opportunities for improvement from a parents perspective are student academic progress updates. student learning goals and student participation in sports, clubs, and extracurricular activities. And then staff engagement, areas of success, interactions with their supervisor, professional goals, and opportunities for creativity. Some opportunities for improvement from a staff's perspective are staff recognition, performance updates, and their pers professional interests being connected to their professional learning opportunities. So are there any questions? Is there any thought on opportunities for improvement? Engagement was student participation in sports clubs but for students it was success. Yes. So from the student engagement perspective, they focused on the opportunities whereas from the parents perspective,
026they did potentially agree that there are opportunities, but their students are not actually participating in those opportunities. Um, and so that's kind of where the line is drawn. And with students, we do ask the same question about their actual participation. And that is not an area for improvement, but also not an area for of success either. Candace, under the student engagement, two of the areas for opportunity are learning goals and personal choice and learning. Can you expound on that a little more to explain specifically what the questions were in regards to those areas? Yeah. So, there are three questions on learning goals and the first question asks students whether they create learning goals with their teachers. The second one is whether they track their learning goals with their teachers. And then the third one is
027whether their learning goal motivates them to learn. And in general, it is that the tracking and the motivation to learn are not as strong. Students do say that they set learning goals with their teachers. Um it's more so the struggling with a little bit of that tracking or follow-through from a student's perspective and whether they feel motivated to learn from that goal. The personal choice in learning um was a specific question that asked students if their teacher um let them choose the way they got to learn something. Um and so the examples were you could learn something um in a group collaborative collaboratively as a group project um independently um reading a book about it learning online about it um and they did not feel that they got to choose the opportunities from their perspective.
028Thank you. Thank you. Follow question. When was this actually administered? Which one? Well, now Yeah. Go ahead. Go ahead. So, the staff survey is administered in November and then April. They take it twice a year. The parent and student surveys are administered in January. The student survey does typically trickle over from mid January to about midFebruary. Um just with the end of the semester in there. Um sometimes it's an ideal time, sometimes it's not an ideal time, but it's about a month right there, right in the mid year. The other question was out there and I know you have the percentages listed. Do you have the actual number of participants in the survey? I mean students would be very large. uh staff is not as large. Parents are actually very large. So yeah. So in
029the summaries um in the detailed summaries they do list all of the responses. So the student climate survey had 1,818 students. The parent climate survey had 560 responses and then the staff spring survey had 228 responses. Okay. The other question I had was relative to uh Mr. their one of their opportunic what what do you have a sense of what that is and administrator here what are we doing about these opportunities for improvement um so the exact wording of it where to go where to go to go um it is along the lines of I'm informed of my child's academic progress on a regular basis And yep, that is it verbatim. Um, and then I would say I know Mike and Anthony have been working on different components with the principles. Um, the high school
030has done some different emailing home in consortium with the students. Um, beyond that, I believe there's different things going on, but I would think they might be able to answer more details. Yeah, Anthony jump in there, but um so it's an online right access grade book all those kinds of things for different strategies an improvement effort really at least two years take more and regular email mom and dad teachers parents as partners I believe. So that's an example trying to in the evening there's opportunities to come in video call to school. So you know there's Yeah. Yeah. and having been involved as a building administrator and looking at the data as students get older parents don't have that frequent communication just teacher really looking at push communication parents regarding how students are doing parents like
031parents see exactly how doing their survey I think they appreciate it being pushed to them access. Anthony, when sorry when we when we look at um engagement from our parents when it comes to parent teacher conferences um can you guesstimate a percentage of how many parents actively engage and pursue a parent teacher conference? I can't I can't say that if you go sixth grade very high between 9% of parent as you go year to year to year up in high school that parentation parent goes down considerably question on the teacher part of the staff survey. Do we know what the percentage is or do we ask the breakdown of their time between administrative functions and teaching functions. Could you rephrase it? I didn't quite catch the catch it on the sound. So, if you're a
032teacher, the question would be how much time do you spend on admin versus teaching? Um, we do not ask any questions about that breakdown. It is something we could look into as far as their time breakdown. Correct. That might help. Trying to figure out focus on. Yeah, that'd be good. Thank you. If that's doable, Mike, we can we have we used to use another vendor survey because then we had some benchmarking, but now we've stopped that and we just we do our own. So, we ask whatever questions we would like. I think I think they're stretched up there by number of you know have uh voice of their work and directing some of their own. So there's some things that are kind of I think on the fringes of that Mary, but you're right. I
033don't think we don't ask that exact right direct exact split. How much you doing in admin has nothing to do with what the what you're teaching and how much how much are you teaching? Uh last question. Do I understand that the program you guys piloted two years ago with the email students of high schools sending their parents little notices of their progress every Friday that's now full-blown that's part of right it was piloted I believe started last year right there was a I think Brian was going to come back let us know to what benefit that is what benefit that in your I what I can tell you is I was a parent as well. I've had uh my it definitely increased the information that I had. I liked that my kid had to you
034know students can be just kind of passive about it, right? There can be feedback about them, right? Kind of the triangle parent, the student and the teacher. you can just go back and forth with the parent and the teacher and the student can be fairly passive. Now, this requires what I like about it is it requires the students to kind of own, understand, think about and communicate their own progress. So, from a learning standpoint, from a responsibility standpoint, I think there's some advantages to that. So, and again, it's really about them. So, they should be taking some ownership for it. So, I think there's some some definite positives with the approach. Does anybody agree with Con These are high schools, right? Okay. So, does does anybody think about not sure? I mean, these are 16
035year olds and they're being asked to send little emails to their parents. This is this was I got first person. What are they doing? You know, I don't hear this child. I don't want to speak. And so the question was part of that dialogue I don't want to speak for but I think the putting this in place was a direct response to feel like they were child progress when in actuality the document was pushed out to parent there is some other information that share how they from a grade standpoint. All of that information already access I think think to better the needs of the parents. So I suppose this question could be the same question could be put to the students. How much time are they spending on admin stuff versus learning? So I as
036I understand from a parent who was not pleased with this was a physics student. So you're doing it in the physics class. Yeah. They doce and you do you do it in every class? Once a week for every class. So that by the time you're done you're talking about half hour and if a student's got a full academic load. That's a precious 30 minutes. Yeah. I don't think I I don't think it takes half hour. That was what this parent saw coming through in terms of the time that was spent that the parent the teacher excuse me the student is saying I have to file this pose this I have to make sure it's not going to be something my parents can yell me so it took it took time uh so that was my
037that was that question and then boardley came in so yeah thank you yeah thank you for that I would I would estimate the actual time like five or 10 minutes on a Friday I couldn't do it without well I I can tell you from what I from what I can tell you I received those were pretty quick messages um from information that was readily accessible to the students. Here's how I'm doing in econ in that class was probably a minute or two maybe three four minutes in that class and they have three four classes in a day. So I don't I'm just trying to give you my for my perspective what I saw I think it it would have been closer to maybe 10 or 15. And thank you for the reminder they do not
038have classes for max. They have four max a day every other day. So thank you. Any other questions? [Music] Can I ask is this format so kind of approach? questions are giving you more background is this is we more in line what you're looking for detail looking to make sure we're providing the word because a lot of details the I just had one other question sorry distracted uh Candace staff recognition I know they did the survey before the open. Um did you feel like you had any specific comments which you were talking about? Um, so for staff recognition, um, this did take place, I believe, right after the open door announcements were made. Um, and staff focused on wanting their recognition to be different. Um, or potentially sometimes it's not enough for some staff, others
039it's not being done in a way that they would like it to be done. I would say you know candidly some staff didn't like some staff had a negative because it [Music] was again this is some comments some commented they felt the same recognized I worked hard which of course you know we had discussion. My student members said that between staff members to have a teacher of the year and of course we appreciate everybody appreciation. recognition means someone's getting either recognizing somebody or we're not really just generalized but there's that knowenally lot of this offer excellence Johnson Jesus was like like that first year of that. So you know you know it's one of those things people got recognized very grateful for that but you know you do something you got to be what might
040be the impact. So there was there was a little bit of Another question, Candace. Under staff opportunities for improvement was listed performance updates. And I I was just curious if Mike if you or Anthony could um speak to are there various times throughout the year that we specifically review our staff, you know, or how many times a year do we make a point to sit down with them and say, "Here's where you're doing great, but here's where we need to improve." Yeah. I have throughout the year whoever and I would say our building above what the state requirements are and one of the reasons they use our model is driven by evaluation because it's performance based in that way. The state doesn't require the number of observations of lesson observations that our principles do. They
041do a minimum of three Anthony every year of lesson observations. So three three during the year and there's at least three lesson observations. So just there in addition feedback it's just difficult you know I think evaluation is challenging um evaluation and feedback you know you know no one really some people you know certainly and many like want to do better but that is I know we can go back as long as we've been surveying and that feedback piece is always a challenging one to get really positive results. how we how we go about feedback and evaluation probably every year. Anthony said some really good things. I think I think our proposals are really very good about huge lesb to get three for every one of those teachers is is a challenge. They do a really
042good job with it. But that is but it's you know feedback is really important because you know we have a higher for performance to be able to there are the state of Wisconsin I would say in August rubrics I would say we didn't find out before. So this has been a way to look at that process and make sure they are where we need to be requirements at the same time or administrators. Um and just some feedback on the format. Um, I I can only speak for myself. I do like this format. I think that sometimes to sit here and go through every little item of detail with Candace in the meeting can feel overwhelming like dear in the headlines. But when I get it ahead of time and I can peruse through it and
043um just research it on my own, ask questions if I have any. I like this kind of highlevel overview that Candace is giving us versus the all the detail right here now in this meeting person for me. That's what we want to do. We want to give you the information that you feel you need exercise, [Music] you know, making sure she does things that are most just let us know if there's anything like All right. Any other questions for Candace? Thank you so much, Candace, for all your time and effort in this and your presentation tonight. Yeah. Thank you. Have a wonderful night. You too. Thank you. Okay, moving on along. Uh property insurance renewal consideration. Uh John, uh so at the last meeting, we we discussed the insurance renewals and initially we had the
044property insurance along with all of our liability coverages for the district for the year. Um what we're we at that point we tabled the property um coverage. Basically the incumbent carrier came through with proposals that significantly increased our exposure to risk. Uh it increased deductibles and um cost exposure for especially wind and hail uh for damages that would occur from that. So we went back out to market. When you go out to market, we assign uh to different brokers different lines are different lines. So, we don't want to have two different brokerage houses going to all the same carriers and having them bid against themselves. Um, so we assign them to the markets. We assigned uh three markets to M3 and I believe there were three uh to Gallagher, the incumbent broker on this. And
045uh M3 came out ahead with a policy that we're recommending for our property insurance and our equipment breakdown tonight with the Hartford. Uh that M3 was up to about five years ago. They were the carrier for all of our property coverage also the broker that oversaw that. Uh we're also recommending on our crime policy uh the policy that was proposed with handover uh for coverage for for the district for next year. total policy on the quotes that we have is18 $185,762 with M3. Uh ultimately that number will come in a little bit lower than that as we resolve some of the valuations because it's all based on a rate per value that you have. Um when it comes to the property policy and also some of the coverages that were proposed with handover were in
046excess of what we have right now. Uh so we're bringing them to what we feel is the appropriate level of coverage on that crime policy. So they'll bring those down a little bit. The action that is proposed tonight is for that the proposal at that proposal level. When we see the final invoices, they'll be slightly lower than that. Any questions? Uh John, what's the deductible? Deductible is $25,000 for all of our property losses that are out there. There's several different deductibles depending on what it is. Crime has sub limits or deductibles on different areas. The primary deductible on the on the property policy is $25,000. What's the wind? The wind hail is $100,000 on the on the damage. The It was 25,000. It was proposed to go up to 250,000. That's for all buildings, correct?
047Or incident. Correct. Thank you. That's pretty good. 100,000. Y as the deductible. Did you Were they coming in with a percentage? They were both a percentage and a We're starting to see this in everything. When you see it in your your homeowner's insurance, now you're seeing a percent of value that is assigned to the to the roof. So, you have a 20-y old roof, you're not going to get a full replacement on it when you get renewals on your policies. And that that same is hitting the school schools market right now. a hail storm on a 30-y old roof isn't going to get you a brand new roof or the full cost of it anymore. And we were able to maintain our coverage just with the change in deductible with that replacement cost move forward.
048The percentage uh as as the deductible, you did not have to deal with that which is okay. Thank you. Any other questions? Otherwise, I'll take a motion. I move to approve the insurance renewal with M3 for the attached summary of coverage proposed in the amount of $185,000, excuse me, $185,762. Second. All in favor? I. Any opposed? Next, um I'm going to let Mike speak to the SWSA Alliance agreement for this next school year. Thanks, Brent. So, the Southeast Wisconsin Schools Alliance, um, it's a consortium of currently 28, uh, school districts. We have two more that I understand are joining Burlington and I believe it's one of the maybe Heartland Feed Theater School Systems, I think, is joining as well and are currently members. So, it may be up to 30. Um, school district's been a
049member of this since the 2005 2006 school year. purpose of this is to have greater um greater voice in terms of adv advocacy for issues that affect the Milwaukee school district that affects southeast Wisconsin public education. Um, one of the primary benefits is S SWSA employs a lobbyist that works on our behalf at the state capital working with our legislators and the governor's office to advocate for, um, issues relative to, uh, public K12 education. So, um, we've been very active. Larry's been a past co-chair, member of the executive committee. I'm the current co-chair. Um, John's been very active. What is really, I think, special and unique about SWSA versus some other organizations. It's the only one that includes superintendents, board members, and business managers that are regular attendees and participants in the meetings. So, I
050think it brings really important perspectives. Whereas, if you have WASDA, which is just superintendent, or you have WASP, which is just school board members or those things, this brings um some different perspectives to the to the table. So, um, each year, uh, the board has, uh, reviews and and takes action to, uh, renew our membership. Uh, that membership for next year is $3,700. It went up, I believe, 500. Um, as costs go up. Um, and we there have been a loss of some, I think at one point there was maybe 35 36 school systems that were members. So there's been a little bit of attrition uh with some of the membership and costs uh due increase. So um I think it had been six or seven years or so since any increase to the to
051the membership dues were part of that. Most of that uh most of those funds go for the lobbyist and for to pay the executive director Kathy Oleg who is the one that runs the organization. So, um I don't know if Larry if you wanted to add anything or John, but otherwise I'd take questions and see. Yeah, I think a couple of things. One, obviously the um amount has gone up and it's really probably the first time in 15 years that we've actually raised the rates in terms of for that particular organization. The other part of it is I mean if you we get value out of it in the context of that we have the lobbyist we have access to Kathy who's our executive director and she's able to help coordinate and pull together uh
052documents or presenters or information relative to any positions uh that we support. She also stays very connected with all of the other uh organizations in the state. So, WASBY, the Rural School Alliance, other folks that are there. So, she's in regular contact with them so that there's an alignment, if you will, with the things that we are asking for. Uh, and my point of saving the money, so for this amount that we pay, a lot of places you try to have a superintendent do a lot of these same things, and it's just like they don't have the time to do the data gathering and compiling the documents or the letters uh that are appropriate to send to our state legislators that are out there. And I think that's the advantage that we get out of
053it that we get a pretty good uh return on our investment in terms of the advocacy role that SWSA plays in terms of uh advocating on behalf of the PWA school district and all of the other school districts that are out there. So for yes, $3,700 may seem like a lot, but it's a good return in terms of otherwise people are spending a lot of time trying to advocate for things. And there continues to be uh legisl Madison, there was just one this morning in the paper related to how frequently can how frequently school districts can go out and uh uh propose recurring referendums and it's like whoa, you know, I mean they want to limit it to every four years and then um you can't do it that often and lots of things like
054that that I think sometimes you just have to be aware of because we have no other choice. I mean the only way that we could raise additional funds is to have operating referendums and fingers crossed we've not had to do that but I think in the paper was like over 200 or some school district in the last two years have had to go out for operating referendum so and that takes time and effort on a part of a school district and that's a lot of lot of in investment in terms of that and if they don't pass they don't pass so I think that's what we're concerned about and SWSA Uh they're also involved with day at the capital if I'm not mistaken which helps to further give school districts a voice in front of
055legislators. Did they do anything to push back on the reduction of standards that we just went through in August? Uh with the changing of those cut scores, Mary, that and the testing that DPI went through. Um, no. SDSA didn't engage with that. Thank you. Yep. Any other questions? So, move to approve the SWSA or Southeast Wisconsin School Alliance for the 202526 school year as presented in a cost of $3,700. Second. All in favor? I. Any opposed? Oppose. Thank you. Next, moving on to personnel issues. Um, we do have one resignation. Yes. Uh, Berkeley Wymer, first grade teacher, has resigned. I'd seek your approval. Are we going to do them separate? Okay. I move to approve the res, excuse me, the resignation of Berkeley Wymer, first grade teacher at Peely. Second. All in favor? I. Any
056opposed? Next, we have the retirement of Sarah G. So, Sarah G, Stacy talked about Sarah, she's been our librarian since 2017. Um, has done a really nice job. She's her Sarah's primary responsibilities have been earlier literacy. So, and Horizon. Um, so with gratitude for her service, I would seek your approval of Sarah Gaul's retirement. I reluctantly, sorry, I'm taking this one. I reluctantly move to approve the retirement of Sarah G, library media specialist at PL and Horizon. Second. All in favor? I. Any opposed? And lastly, we do have three employments to take these as a group. Uh Morgan McN, third grade teacher at Horizon, replacing Katie Adams. Katie Adams moving into a coaching role. Um over there, uh Owen La, fourth grade teacher. Um and I'd say both Morgan and Owen were student teachers, uh
057in our system, so they're very familiar with us and I'm very excited to actually get paid to do this work here. um uh replacing uh Haley Splan and then Chelsea Roth, limited term special ed teacher. Maggie Gaska is going to be on leave next year. Uh so Chelsea would be covering that for next year on a limited term contract. So I would seek your approval for those three appointments. Okay. Move to approve the appointment of Morgan McNal, third grade teacher, Owen Lap, fourth grade teacher, and Chelsea Roth, limited term special education teacher, all at Horizon Elementary School. Second, all in favor? I. Any opposed? Abstain. Okay. And uh let's see next uh review of upcoming activities. Um July 11th and 12th is the WASB 2025 summer learning symposium. This year it's not in Green Bay,
058it's in Stevens Point. Um I've attended several years. Unfortunately, this year I can't make it, but I'm happy to say Larry is attending. Um if any others wanted to attend, is that still open, Tammy? I believe you can still. Okay. So, if there's any other interest, um there's still that possibility. Monday, July 21st, um is our next board meeting. Um business affairs starts at 6 PM in the district office. Um policy committee at 6 p.m. in here and then the board meeting at 7 o'clock. Um then Monday, August 18th is our annual meeting. We'll start that evening with the 6 pm business affairs committee meeting, a short one, then a a short board meeting at 6:30, followed by a budget hearing at 7, and then finally the annual meeting um starts at 7:30. Also that
059morning on Monday, August 18th, is the new teacher orientation. It goes from 7:30 to 9 um in the high school commons auditorium. Um it is a chance for us board members to sit to meet our new teachers coming in to sit down and eat breakfast with them. I love love this activity. It is you know how else are you going to meet some of these new teachers right unless you come to this activity rub shoulders with them. Um so I just really highly recommend if at all possible please do attend. It's such a cool activity. Um and then uh Monday, August 25th is our welcome back breakfast which is in the high school cafeteria and then the program to follow. And again, just a really neat activity. Mike always does an amazing job with it,
060welcoming everybody back and just getting everyone excited about the new school year. So please, please try to attend. Uh any legislative updates? Yes. Uh we'd like to just kind of make you aware of a little bit of where things are at. The joint finance committee um approved and advanced their recommendation to the legislature. Um so we can provide a little bit of an explanation as to what's included in that. We don't know where it's going to go with in the Senate. You know, there's some in the Senate who just want to turn the whole thing down and just have us um not have any new and and in general in the state budget not to have any new funding and and just not approve a new budget. So that's some of the discussion that's going
061on. Um I don't know what the governor uh would do with this. It's um historically low level of funding um for public K12. There are some major components. Then you know before I you know get too out of my lane and probably better in John's lane talk about a few things. There's the $325 uh per pupil per year. It's important to know that unlike in the last banium budget where there was funding to offset property tax increases, the current recommendation from the joint finance committee would have that entirely on local property tax taxes as an increase. Um so there's that piece. there was uh a very modest increase to special ed funding which has been a major point of emphasis and advocacy um to 35% um in year one and that's a sum certain which
062is an important distinction. Some sufficient would mean yes we're getting 35%. Some certain means there's a dollar amount that's estimated to be 35% and if the claims come in higher than that it's a lower percent which is highly likely that that's what will happen because that's historically what's always happened with the um some certain kinds of funding but I think the estimate it was 35% then 37% in year two um and then there was uh a piece to increase highc cost special ed reimbursements you understand that that's very minor um that's probably 8 to 10 kids in our entire school district that would we would have some additional reimbursement for because of the who qualifies for that. So um um there's some one of the more advantageous things would probably be a fairly strong increase
063in um open enrollment um the amount we get for open enrollment students. So that would be something that could lead us to a discussion down the road. Do we does that affect our approach at all in terms of how many students we accept with potential increase in funding if this is ultimately what gets passed? So those are some of the pieces. John, do you want to talk a little bit more and about any before you start? John, can I just ask a question? You commented that you didn't know if the Senate would approve it. So were you saying if they don't approve it, what would we have? We don't know. So the the interesting part about the process where it's at right now. So the governor introduces his budget. The budget then goes to the
064joint finance committee. They're the budget writing committee. Um they negotiate with the governor's office and then they come up with a proposal that gets advanced to both houses. If it's changed in the houses, it goes back to the joint finance to come up with a budget proposal. Then that would go on to the governor's desk. So, at this point, we heard a little over a week ago that negotiations had broken down, that there wasn't going to be any more talk. About two days later, the joint finance had an omnimous motion that put a budget proposal on the table, which is what we were referring tonight with this budget proposal. Um, that is in the houses right now. Goes from Senate assembly and they they vote on whether or not they can approve what the joint
065finance has put in front of them. uh if there's modification to it, it could go back then to joint finance to write the final bill that goes to the governor's desk. At the same time as the conversations going on there, there's still negotiations happening between the governor's office and the joint finance members on what that proposal will ultimately look like. So there there's a couple different conversations going on. Um we're optimistic that by the deadline by June 30th that there will be a a proposal in place. Um when we talked about this like three months ago, the perspective was this budget could drag up because of the significant uh potential for tax decreases or a tax rebate because of the big surplus that's out there or how is that surplus going to be utilized with
066onetime funding or funding for ongoing expenses in all the different programs in the state? um at one point in the year might be the start of the school year before we see a budget bill that's together. Um more recently we've heard more and more pressure about let's get this in place and have a budget bill before this one expires. It's our responsibility to have that done. We'll find out in the next week to put a little context to some of the high cost special education. Um like Dr. Katie mentioned we have about 10 8 to 10 students in the district who generate enough cost to drive a reimbursement an eligible um claim for that. Think about our entire student population. We have about 12 to 13% of our population is under our students with disabilities
067that have an IEP. So about 350 students out of 2800 students, 2,900 students uh have that have a plan that has to be funded under law uh to be able to fund the services that they that they require. Of that group, 8 to 10, so about 3% of the 13% of our overall population generates costs that can be re reimbursed by high cost. This year, our high cost claim, our eligible amount was about 103,000. The reimbursement rate was about 19%. So, we had slightly over $19,000 in reimbursement for high cost claims. Um, and that so that puts context around if you're going to fund it to 50% uh it 50% for our high cost claims would net us about $30,000. um in the context of a $40 million budget, the the the bigger push from
068all the education entities that are advocating uh for K12 is spendable resources. So when you talk about the 325 increase to the revenue limit, that's a spendable that's spendable. It's an increase in the amount we have available. Uh investments in school levy credit or in equalization aid don't change your spendable resources. And both of those, neither of those were funded in the joint finance proposal that came forward there. No additional dollars went into tax relief that way. Uh leaving the whole $325 increase to the revenue limit to be borne by the tax the local taxpayers. Other than that, there were several other smaller items. The the most impactful like was mentioned is that open enrollment. We have net positive open enrollment in the district of about 229 230 students. That number will fluctuate between here
069in September. And the proposal, the proposed increase in funding would generate about $1,600 per pupil of additional revenue for us. So, pretty significant impact on the resources we would have available in the district. So, that's good news for a district that's net positive. Yes. But if you think about that as policy, there's districts that have negative open enrollment and there that funding is now leaving. So they're paying so when open enrollment students leave our district to go somewhere else, we're paying that district to take them. So that'll be a burden for districts that have negative balances there. So, we'll keep you posted on that, but that's kind of where things are at. I'm sure there'll be more activity uh to come. Um and we'll keep you apprised. We're going to hope for better dose. All
070right. Um comments from citizens? Anything? Thank you, Tammy. Well, that completes our regular um portion of our school board meeting. Now, um we need to go into close session um to uh All right, welcome back to those um who were joining us uh via live stream. We're back into open session. Um and what we have left here is to vote on these considerations for um compensation. Can I get a motion? I think what I would probably do is How would we do this, Mike? Um, we have to each one of them, right? I think each of the lettered items. Yeah. Yeah. It just And I think what you could do is take a make a motion to approve the compensation recommendation as presented for this group. All right. I move to each group, right? Yes.
071Okay. I move to approve the compensation recommendation. Right. Um for um administrative administrator and confidential support staff or the 20 sorry 2025 26 term contract term. You second Larry. You okay? All in favor? I I Any opposed? Um consideration B. I move to approve the uh teacher compensation system as presented for the 202526 contract year that will provide supplemental pay for all regular full-time and regular part-time professional employees employed by the district including but not limited to certified full and part-time teachers as defined. All in favor? I. Any opposed? Abstain. And C. Finally, I move to approve the compensation for custodians, nurses, food service, pair professionals, and secretaries for the 202526 school year. Second. All in favor? I. Any opposed? Abstain. All right. With that, I will take a motion to adjurnn. Second. All in
072favor? I. Any opposed? Thanks for a good meeting, guys. Thank you, everybody. Let's get