PCSD Board Meeting - 6/18/25

001We're going to start the meeting. I'll call the meeting to order. If you could all rise up for the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we'll go ahead and start with citizens forum. Is anybody slated to speak? Yeah, we have one. Christian Reynolds. Christian, you can stay where you're seated. Just state your name and your address for the record. Thank you. Christian Reynolds, 352 Shady Drive, Hobart, Wisconsin. I've got four students in the district, one high schooler, three middle schoolers. My daughter graduated. I'd like to uh thank the board for continuing on a voice motion for pursuing the projects for expansion including the pool. I'll disclose that I am

002a pool champion if you would that yes uh I've got four sons in the pool and so uh they are working well and it's uh you know they enjoy the swimming, they enjoy the music, there's a lot of great things but we know that the pool is your oldest classroom in the uh in the area here. It was built in 75 or sooner. So, it's not quite as old as some of us in this room, but it certainly has seen its thing. But, uh, with that affirmation of pursuing the pool, what are our next steps? And you're at the school board. We are the, shall we say, community and there's a bunch of people, you know, the voters and so forth. What are your next steps? The board might not be familiar that there's organizations

003such as USA swimming and Wisconsin swimming which are uh um levels of organization in the club scene and through there there are possibilities of grants and there's proposals and there's engineering opportunities available and if we take a look at these opportunities for grants and for labor for engineerings things like that well those are just like fish in the water though they haven't been caught they haven't been brought into the basket so there may be things like due dates out there and proposals proposals that require for funds. There might be 2 million, there might be 5 million. I really don't know, but we do know people who do know and who can find this information. So, I would suggest that the board take a look at what assets are available outside of the referendum as perhaps

004you guys say ah maybe 5 million re uh for the referendum and maybe try to raise three or four for the community or through the grants. Don't really know because we also have to take a look at what's your vision. Are you looking at a utility pool? Are you looking at a community pool? Personally, I'm looking hoping that you will go for two bodies of water. One for the athletes, which is kept colder, one for the seniors, for the kids, and for let's call it a play pool. It has to be warmer. Athletes will tell you that they will overheat in a community pool because if you're going 200 yards, 400 yards, you build up, believe it or not, you sweat. You can have heat exhaustion in the pool. The coach here will nod and

005say, "Yep." So, yes. Thank you, coach. So, two bodies of water, a room like this in air, we can drop and raise and lower the temperature here quite quickly. In a pool, it might take a day and you're not going to go up and down. It's going to just cause problems. So, two bodies of water for the athletes, for the community, things like that. Also consider external sources such as partnering with PA, with Aurora, have some sort of maybe when the kids aren't using the pool, have the community or maybe a health type thing to come in and do some therapies. These are opportunities that I hope will be explored because it is a community project and if we take a look at what's a pilaski which may or may not be the favorite board

006to look at but you'll see that there's people that say okay we may use this or we're looking for this or looking for that. So these things need to be considered but we also have to realize we're not building a Wisconsin del mount Olympus here. It has to be within a margin. So perhaps we need to market this. How are we going to convince that family in Hobart? How are we going to convince that sunny cider to spend 15 to 20 minutes to drive to come here to utilize the pool? And we know that people do want to use it because we can ask the pool people. Yes, people from Bondwell are coming down. People from uh uh was it Gillette are coming down and they're paying to use the pool and it's showing up

007as a um revenue source. If we start running meets, if we have abilities for stands for things like that, we can run meets and we can generate funds to reinvest into the clubs and into the community. So I would suggest that we come up with a diagram so that people who are the voters are going to say, well, are we buying a box or are we looking at this and this? How do we present it to them so that we earn their vote? We have to remind them all ages, all times. The little kids can swim. The older folks, Coach Patrick here has got seniors coming in. They call it the masters. I think that was my beat. Right now, we have a different pool. It's one of the oldest in the areas. Our competitors

008can't start like the other folks. Um, this is not a good distinction. We are well known for our bands. We're known for our Shimura bakery. We're known for a lot of great things, but people look at the pool and say, "Ugh, it's wet." Okay, good. There's water there. But we need to enhance this type of thing for both our athletes and our community. So, let's move together to elevate. Let's move together to say, okay, let's look at Awabana, what they offer. Awabana has really got a nice system. They paid for it, though, and there's a little bit of glory there. We could look at Seymour. They've got some nice things, too, but not the stands that would support running a swim meet and having opportunities to generate sales for tickets and stuff. So, I'd encourage

009you to shop around, look at the pools, come up with some diagrams. And if you really don't know, there's coaches, there's teams, there's you can ask some of the swimmers what makes that good pool for you. Let's get those divers back from choicing out and so forth there. So, please ask around. I don't know if we need to make a subcommittee. I don't know what um date of referendum are we looking at this November. Are we looking at that next November? Get some community involvement because there are opportunities and I'm not going to promise you the sun. I'm not Daddy Warbucks, but there are people out there grant opportunities this opportunity labor on some of this stuff. Let's see what we can do. Thanks. Thank you. Thanks, Christian. Okay, no one else. Um, moving on

010to the consent agenda. Um, hearing no objections, the consent agenda is hereby adopted by unanimous consents. Superintendent update. I would ask to move that to the end just in light of having school perceptions online if that's okay. Any objections? And also here. Sure. Okay. Is school perceptions ready? ready and like whenever you're done. All right. Oops. All right. Click the wrong button. [Music] Okay. Can actually see back there. So, it looks like my screen is up. Uh, so I'm going to take you through some really good data tonight. Um, I'm pretty excited about it. Um, we're going to go through your staff and parent data this evening from earlier this spring. Uh, I want to talk a little bit about some of the slides we're going to talk about, reintroduce myself, and then get right

011into it with the data. Um, so we at school perceptions. Um, our mission has actually never changed in 23 years. We want to help educational leaders such as yourself uh do three things, which is gather, organize, and use data to make strategic decisions. Um, as we show you this data tonight, um, there's going to be different colored slides depending on what we're looking at. Um, not too many blues. This I think this might actually be the one of the only blues in here, but if we switch scales or if we're going to go in a different direction in the survey, we're talking about different data. We'll come back to these background slides and just give you an indication of what's the worst score, what's the best score, what's list, the middle, and so on. Um,

012we'll talk a little bit about who took your survey. We'll spend the most time on the results and analysis, the good stuff, the meat of it, and then certainly along the way, I'll leave some time for wrap-up and questions. Um, we've worked with you quite a few times in the past. I think all the way back to a staff survey back in ' 06. Um, so whether it's your uh referendum survey a couple of years back, I think that was in 2022, your staff and your parent surveys. Um, we've done those quite a few times, so hopefully our name isn't too unfamiliar with you. Um, but really what you've done in Palaski, uh, what we do in general isn't our first rodeo. Um, we've conducted over three million staff, parent, student, and community surveys spread

013across more than 10,000 school districts nationwide. So, let's start with the parent lens first. Um, and we're going to begin kind of with a 30,000 foot view for the parents. Um, in other words, the index analysis. So, what's an index? Well, indexes are designed to provide educational leaders with a snapshot of the results. So, we're going to begin with these indexes. Um, these indexes that I have up on my screen in just a moment are fed by key questions throughout the survey. Um, I'll bring those up in just a moment here. But before we get there, um, just bear in mind that our our guard rails here. So, the perfect score is a 5.0. Nobody ever gets there, but that's the goal. Um, the worst possible score somebody could get is a one. So, in

014that one to five range, the higher the better. But the middle of the scale then is three. So when I'm eyeballing this data for the first time, the first thing I do is look at are we above or below three? Because if you're above three, you're at least on the side of the fence that you want to be on. In aggregate, your staff is leading towards agreement, your parents are leading towards agreement, and so on. So let's look at some of these indexes. For parents, there are five. They include being informed, defined as I am kept up to date on my child's progress and what's happening at school. Number two, included. I am welcomed, respected, and part of the school community. Number three, focuses on academics, educational excellence. My school's my child's school is effective

015in helping them learn, develop, and succeed. Atmosphere, my child feels safe and supported at school. And then fifth, and finally, experience. My family is accepted, respected, and supported at school. So, a couple of broad observations here. Um, not only are you outperforming other districts in your comparison pool, i.e. other districts that have similar enrollments and demographics as Blaski. So, not only are you outpacing your comparison group, you're outpacing yourself actually visa v where you were a year ago. So, a lot of good things here. And and some of these actually, well, four to five, you're starting to get into that four to five range, kind of that strongly agree range. Um, which is not normal in a very positive way. Um, I don't know that I've ever been able to type four four times across

016your indexes. So, let's dig into these a little bit. You're up a little over 3% in terms of your parents being informed. 3.89 to 4.01. You're up a little over 4% in parents uh feeling included, they're feeling welcomed and respected, part of that school community. up about four and a half percent in that academics index, up nearly 4% in um the perception of a parent's um child's atmosphere at school, and then up 3% on the nose with parents um feeling accepted, respected, and supported at school. So again, up across the board relative to yourself and all of these numbers, if you compare the first quantitative column and the last quantitative column, um you're outpacing your peers here. Um some of them by multiple ten of a point. So again, really good stuff here. But let's

017take a look at some of the questions that feed these indexes and that's where we'll go next. So unless otherwise noted, scores are based on the following scale, which happens to be the exact same one we just had up. One to five, can't get worse than one, can't get better than five, middle of the scale is three. So at the district level, where are you performing the highest? still what that parent had on. At a score of 4.40, parents have a high satisfaction with the uh school facilities. They are clean and wellkept. At a score of 4.30, I feel welcome in my child's school. Third, 4.26, my child feels safe at school. Closely behind at 4.24, school staff treat my child with dignity, respect, and fairness. And then finally, overall, my child is able to

018handle the emotional challenges of at of school at a score of 4.11. On the other hand, when you make a list, something's got to be at the top. Something's got to be at the bottom. So, let's talk a little bit about these and and contextualize them a little bit. So, what are the five lowest scoring items from your parents? First observation here is none of them are above three. In fact, you're really not even getting that close to three. Um, so even though these are at the bottom, I would firmly put these as they're they're still good scores. It's just they're less good than the really good data you got off with. So it's not uncommon for multiple scores here at the bottom to be below three. In other words, it's not uncommon to have

019parents in aggregate disagree about some of the items in the survey. And you're nowhere near that. Even your lowest per performing item is well into that agree to strongly agree range. So you're in really good shape here. Again, when you make a top, you got to have the bottom. So, let's look at these. Um, I have opportunities to provide feedback to the school or teachers. 3.84. Leadership is doing what it takes to make our district successful. 3.72. The district is heading in the right direction. 3.70. I am satisfied with our school's efforts to address bullying. A second from the bottom at a score of 3.68. And then the school board is doing what it takes to make our district successful at a score of 3.64. What about those items comparing you to where you were

020last year? This is really the biggest comparison. Um because you want to know that no matter what, you're taking a step forward. So, couple things about these. If I just bounce back between here, this slide that were the lowest scores and where you made the most improvement. What I'm really encouraged by is some of the items that are at the bottom, you're making really good strides in. So, for instance, bullying was second from the bottom, but you're doing much better than you were last year. Um, so I'm really pleased that the areas that were at the bottom are the areas that are evidently getting strong attention and resources from you and from your administrators. Again, that's good because that tells me that resources are being put into the right area. So, over 9% growth. I

021am satisfied with our school's efforts to address bullying. That bottom item, the school board is doing what it takes to make our district successful, was the second highest item in terms of growth, 7.1% specifically. There was a healthy culture at our school, up nearly 6%, as is the district is heading in the right direction. And finally, parents feel much more satisfied as well with school communication being both timely and transparent. Um, for context here, it's pretty uncommon to see magnitudes of this growth in a normal survey. Fortunately, we've seen a lot of growth from a statewide perspective year-over-year. Um, but I would say that normally when we see growth, it's still in that one, two, 3% range. So, I would say not only are you growing, but you're growing faster than the norm in these

022items for parents. Another piece of good news, I don't have any data for you here. Um, at the district level, none of your items are worse than they were last year. Every single one of them took a step forward visa be where you were this time when I was with you in summer 2024. So, um I don't know that I've ever made this before actually. Typically there's something that's worse than you were a year before. Um no good great news here. Maybe I got nothing for you. What about communications? We're going to change scales slightly here. Instead of being on an agreement liker scale, now we're on an evaluation scale. So poor to great, one being the worst still, but four being the best. The question read, "Overall, how would you rate communications from school?"

02383% of parents are giving you a good or a great. And much like before, you're not only outpacing yourself from last year, you're outpacing your comparison peer group. Um, you're kind of between the good and great range at a score of 3.10. Last year at this time, you were at a score of 2.92, which equates to 6.2% growth. And among your comparison districts, a normal score is 2.93. So you're outpacing them by about 210 of a point or so. As you think about continuing to make improvements in communication, um it's all about getting uh information out at the right time to the right people, but in the right way. So for your parents, you kind of see a couple of tiers here. Um for your parents, they really want emails when you want them to

024know something, and they really appreciate the automated phone or text notifications. those really floated to the top. I would say kind of in that second tier is your LMS, your FIFA, your Canvas, U meeting with teachers and administrators. Over a quarter of parents uh marked that uh followed by a newsletter as well. They value the school and district newsletters. Um not only is the top of this slide valuable though, but I think it's just as valuable to look at the bottom. Um it felt like maybe 1015 years ago when we would give a report like this, Twitter was quite high. felt like every district had a Twitter account and they would post about, you know, concerts and basketball games and how the softball team was doing and the sectionals and whatever. Um, there's just not

025that many people looking at it anymore. So, I don't know if you had a Twitter account, if you have one, if you thought about restarting it, but what this tells me here is I just wouldn't put too many eggs in that basket because people just don't want to learn from you via that route or from any social media for that matter. Um, so whether you're thinking about starting something or whether you, you know, you put something on there, um, you know, Facebook is a little bit higher, but still Facebook is still substantially less so as a parents wanting to go to it for information than some of these other items. Um, in fact, I would say that Facebook is a little bit behind some of the other districts we work with. Typically, that's a little

026higher, but not in Palaski. Overall satisfaction, then? So, this was the wrap-up question. On a scale of 0 to 10, how likely would you be to recommend our schools to a friend or family member? There's a couple of ways to look at this slide. Uh, first, relative to yourself. Your spring 2025 score is 8.07. Your spring 2024 score was 7.76. So, you're 4% ahead of where you were last year. And you're ahead of your peer group. Normal score is 7.61. And again, you're at a score of 8.07. So, you blew them out of the water. So, those are two ways. Comparing the data to yourself, comparing the computer groups. Another way that I like to do it though is by summing up your eights, your nines, and your tens. So, when you do that, you

027take 37, you add 13 for 50% on the dot plus another 20% and you're at 70% exactly. Um, the research behind this question suggests that anybody who gives themselves an eight, a nine, or a 10 will act as an ambassador on your behalf. They will go out and talk well about what the district is doing, and they don't have to be motivated to do so. They don't have to be asked about it. They're the conversation strikers. They are the ones that will talk to somebody behind them in the concession stand or at a family reunion and talk about the really good, cool things that are happening in the Flasky Community School District. Um, not to sound like a broken record, but again, in terms of good news here, it's not normal to have 70% of

028your parents be ambassadors. And I mean that in a good way. Um, you know, usually it might be a hair over majority. You know, maybe in that 45 50, maybe a little over 50% on a good day. But to have 70% of your parent survey respondents identify themselves as ambassadors on your behalf is a really strong position to be in. In fact, your average score at an 8.07 07 means that your average survey taker is an ambassador on your behalf. You add in another 11 and three for your sevens and your sixes. Uh I lost my math. What is that? 84% um of your parents believe that you have a uh have a positive association of what you're doing. So really a lot of good news here on your on your parent data. That said,

029I'm going to wrap up and move on to your staff next. go through a very similar um you know pattern of the index analysis, the items overall satisfaction and then a few questions that were asked for both groups. But before I do so, any questions about the structure of the data or anything you heard about parents so far? What percent of parents um reply to the survey? So like for what we sent out, what did we get in for results there? Yeah, good question. compared to last year. Compared to last year, so you had responses. Let me look at where you were last year. Um, had about 900 or so last year. Um, so a little down from last year. Um, in terms of percentage, uh, what is that? About 20 about 20ome percent. That's

030pretty average, actually. You kind of set the bar pretty high for yourselves last year. Um, being in that 20 to 30% range, which is kind of what you're in the middle of here, is pretty normal. Um, I also would say that in terms of the percentage, um, we on our end changed a little bit how we did that. So instead of requesting one email address per child, we've tried to be more inclusive and say, well, if there's an email attached to a kid, ship it over because you never know which parents looked at the email, which parents recently separated or or divorced. Um, parents have differing opinions, obviously. Um, so we've asked for more email addresses to get it out as many parents as we can. That said, you know, if one parent takes it

031and tells their spouse, "Yeah, don't worry about it. I already did it." It looks like you got 50% when you really got 100% from the family. So that said, I I keep a more I keep a closer eye on the raw number than I would on the percentage just because we ask for so many email addresses, but the denominator can be a little bit excited. All that said, if we do use a percentage, you're in a pretty normal range. Thank you. Anything else regarding parents? No. Go ahead. All right. on the staff and we're going to begin where we begin with parents with those indexes. So one to five scale, same idea. Can't get better than a five, higher the better. And there's five indexes for staff as well. Um here we're a little mixed

032with comparisons, but largely up across the board. So with that academics index, we are effective in teaching and supporting our students. You're up about two and a two and a half%. You're up almost 1% in terms of engagement. I like working at this school because I am valued, heard, and can contribute. up approximately two and a half percent in terms of staff feeling supported. I have the support I need to help educate our students and work as a team. Down by just a hair um 100th of a point I guess to be exact for pretty stable here. I would say what we had last year is pretty similar to this year. Students are accepted, respected, and supported at school. And the staff experience staff are accepted, respected, and supported at school. So setting aside that

033one decline of one 100 one 100th of a point um you're up across the board from a range of about one to two and a half% here across four of the five excuse me indexes. Um mix of comparisons. So you're out you're outpacing your peers in terms of how well staff feel supported. Um you're a little bit behind your peers on the four of the other five indexes. Um that said you're taking a step in the right direction. Um those indexes that are behind you're also you know taking a right step forward. you're you're seeing growth there, which makes me a little curious how you will be next year if you're going to begin to outpacing them. Um, but again, two ways to look at it. Do you want to compare you against others or

034do you want to compare yourself against yourself? Um, tells two different stories, both of them truthful. Um, just kind of depends on how you want to set up your comparison lens to yourself or to others. So, a little bit of a mix here. Unlike parents, those items that feed those indexes, same scale, one to five, higher the better, three being the middle. Where did staff give you the best scores? Um, technology. I have access to the technology support I need at a score of 4.32. Our staff does a good job of educating our students. 4.29. As is, I feel safe at work. And then two other items, both at the top, rounding up your four and five, and scores of 4.26. I have the technology I need to do my job well, and I have

035healthy working relationships with my co-workers. Um, so it's great to have that technology in place. Um, I'm happy about that. But I want to I want to step in for a second and focus on rows two, three, and five here. Um, if you're if you're uh if you think back to your high school English days, you think back to Animal Farm. Um, all survey items are equal, but some are a little bit more equal than others. Um, there are some things that I really want to make sure that you have in place as you think about taking and making progress in other areas. In other words, if staff don't feel effective in their job, if they don't feel like they're doing a good job of educating our students, if they don't feel safe at work,

036if they don't get along with one another, if they don't have healthy working relationships with their co-workers, it's really, really, really hard to make progress in other areas. You kind of have to have those three things in place if you want to make progress on anything else. So again, I'm really happy that of your top five, three of those things are really things you got to have in place. Um, so that pleases me that that you really cleared those hurdles because that allows you to focus on some of these items. So flip that list over. What's towards the bottom here? Unlike parents, you have a little bit of a mix. There are three items that fall below the median of 3.00. So three of these items are in aggregate for staff leading towards disagreement. Focus

037on the first two first though. the social emotional needs of all students are being met and the district's pay practices are fair toward the bottom but leading towards agreement. Those three that are leading towards disagreement, the district seeks input from a broad group of staff members. And two related to discipline, our staff handles student discipline in a consistent manner and our school student discipline practices and policies are effective. Um a few notes about these. So the first row, the fourth row and the fifth row are going to move together. So once students feel like they are better supported both socially and emotionally and discipline problems tend to plummet as that grows. That's an inverse relationship there. So those are really move in tandem. Those are highly correlated with one another. Um the other thing and

038you know I don't know if this makes you feel better, worse or indifferent. Um I truthfully hand of God can't tell you the last time that I gave a staff report and didn't see discipline be at the bottom. And that's probably over the last five years, especially coming out of COVID in 2020, 2021. Um, you know, we make some templates for these as we put together reports and at what some point I'm just going to put those in in part of our template because those are always at the bottom. Um, if you have the answer there, there's about 14,200 districts across the country that want the answer because it doesn't matter where we work. The Midwest, Arizona, Colorado, Washington, Massachusetts, Pennsylvania, doesn't matter. Doesn't matter where we work. Doesn't matter. The school doesn't matter. urbal,

039urban, rural, rich, poor, doesn't matter. Discipline seems to be at the bottom. So, I don't know if you're in good company, but you're certainly in large company there with discipline being towards the bottom. So, you much like other staff members, um, really want help focusing on discipline. What's going most well for staff relative to where you were before? So, while pay practices were a little bit towards the bottom in terms of your highest scoring items, that was the item with the most substantial improvement. Um, staff are much more satisfied with the fairness of their pay than they were one year ago. Um, they also feel more supported by external partners, parents in the community. Um, large growth with you, the school board, doing what it takes to make our district successful. Up nearly 6% with

040the district heading in the right direction. and up five and a half percent on the nose with the district's benefits being pair being bare. A few items that declined slightly. Um that said, most of these are within the range of a couple hundreds of a point, but I want to honor this data from your staff. What is scoring a little bit lower than it was last year? Slight decline with I am healthy working relationships with my co-workers. You know, that was one of your highest scoring items. So maybe you're you went from an A+ to an A, you know, so it was going to be pretty hard to maintain the level that you were at, but that's still very high. Um, slight decline with feedback. I received useful feedback to help improve my work. Decline

041of approximately 1% with that workload being reasonable or manageable. Decline by about 1% with staff members feeling comfortable sharing input and concerns with their supervisor or administrator. And decline by 1.3% with our school support students from diverse backgrounds. For the overall satisfaction question, much like parents, you are outperforming yourself and you're outperforming your peer group. So your score this year was 7.22. Last year at this time, you were at a 6.94, which equates to 4% growth. And at a score of 7.22, you're outpacing your peer group at a score of 7.08. Um, you can just see here eyeballing it, you got a lot more greens at the top than you do those scary reds down at the bottom. for your staff, you have ambassadors of about half, you know, so 22, 14 to 36 plus

042another 13. Almost 50% of your staff consider themselves ambassadors. Um, you reach a fairly similar amount of staff that have a positive association of what you're doing compared to parents. There are just fewer staff that ambass that are ambassadors. But once you add in the six and the sevens, you're looking at a pretty much the same percentage that are six or higher in your parents than there are six or higher in your staff. So going in the right direction and still doing better than your peers here for your staff. Couple of questions then to finish this up that were asked in both groups. So as opposed to separating these out, I I I juxtaposed them together. The planning priorities. Um please choose up to four areas that you believe we should focus our planning efforts.

043There were some items that floated to the top for both groups. So, you're hearing in stereo here from your staff and your parents that they these groups really want you to focus on recruiting and retaining high quality staff. And some corroborating information here, they really want you to focus on how you can best support students socially, emotionally, and those mental health supports for students, which isn't surprising based on some of the discipline data we heard earlier on from from staff. Um, now the the thing to bear in mind here is when we ask this question, we purposely don't treat it as an evaluation. Um, at no point are we asking people to rate these things. We're just saying, you know, there's limited time, money, and resources in every school. Knowing that, where do we focus

044those limited time, money, and resources? So, for instance, um you know, if you've really done a good job and you've really and you've instituted all kinds of mental health supports for students over the last few years, if it's really really going well and I want you to keep the train on the tracks, there's a good chance I might check that. I'm really satisfied, keep going, love the progress, I might mark it here. But the same thing can also be true. If I'm unsatisfied with students mental health supports, I I may check it still. So, all this can tell you is where do people want us to focus? it can't necessarily tell you on purpose whether these things are going poorly or whether they're going well. In terms of um the bottom five planning priorities, there

045was one overlap here. Your staff and your parents are less concerned with technology access and devices. Um you probably put a lot of effort into that in 2020, 21, 22, so those might already be in a pretty good place. um out of the entire list that's for staff and parents have overlap in terms of just things that are that are um less in need of your attention. Note that the list did vary just a little bit. So parents were not asked about dental insurance for instance. Um the dental insurance, the life insurance, and the disability insurance floated to the bottom for staff. Parents didn't have those equivalent options. Um otherwise what floated to the bottom for parents were world language offerings, a variety of course offerings, integrating technology into learning, and student transportation services. So

046most of it was the same, but there were some slight variations or additions for staff. Excuse me. That's future planning. So this was set up for you to continue down the path of um some potential facility work. So to minimize the tax impact in the last referendum, several important projects were not addressed, including the five that you see here. indoor athletic facilities including wrestling, replacing the pool, um a fitness center could be on the table, some CTE spaces, and some miscellaneous districtwide classroom improvements and support area improvements. Um given the costs and the investments needed, the district would not be able to cover these in the annual budget. Therefore, you as the board would need approval from local voters for a capital referendum um to um support a combination thereof of these projects. So, what

047do we learn? What advice did folks give you? your your parents, excuse me, are in the darker green. They're at the top of of each pair here. And your staff are in the lighter green. What I'm taking away from this, I'm going to set aside the bottom row for just a second. But what I'm taking from this is you have more parents that are supportive of you exploring a capital referendum next year than there are of doing nothing. And there are more staff that are more supportive of you exploring a capital referendum next year than doing nothing. Now, we can't call it a majority because 38 and 40% are greater than 50% to reach that majority threshold. We can call it a plurality. But what I take away from this is exploring beat doing nothing.

048Specifically, focusing attention on the bottom then for those folks that are not sure or need more information. Um, I guess my thought here is the only way to force people into yes, I want you to do something or no, I don't is to provide them more information. So, I guess my takeaway here is pro probably continuing to explore something. Um, because that way then you can gather more opinions. you can put pen to paper and come up with a plan of this is what you are going to do, what you're not going to do, when you're going to do these things, what the costs are going to be, and then most importantly those associated tax impacts. But I think what I see here is continuing down the road because what this is saying is it

049doesn't mean you're going to go to a referendum. It just means that at this time you might open it up to exploring. Right now you can't, you know, you don't know, you don't know if you're going to go to referendum. You don't know if you're not going to go to referendum. But I think what you can commit to at this point at least is gathering more information on what the right thing to do is because that's the only way to get people off the fence on the bottom with needing more information is to provide them with more information. So that wraps up that report. So broad questions, staff questions or other things that I can do to help you out with digesting that that fire hose drinking of data. Um I kind of have the

050same question but just staff response what percentage we had for that compared to last year as well. Yeah, you bet. Uh let's see. So you had about 450 last year, 360 this year. But let me look at the denominator. So 360 divided by [Music] Oh boy. Uh 360 divided by 589. What is that about 60ish%. Yeah, a little over 60% I think. Um that's firmly in the average in any given district. 60 to 75% is average. Uh let me give you the exact answer. 36P divided by 589. Yeah, you're at 61%. So, you're about as average as average gets in terms of staff responses. Thank you, Rob. We didn't see this presentation before right now, so I'm going to have a lot of questions once I can actually digest some of this. Can you send

051it to us or can you send it to us? Um, and then I also want the granular data we got last year of question by question, building by building, um, lined up against each other. Um, these are the ones we had last year that are 10 pages long. And I was trying to do the comparison of tops and bottoms and where where they were last year as you were putting that out there. I would like to see them all lined up um throughout the district and by building. Um, we worked hard to get this data last year and I'd like to see it again. Yeah. And it seemed like you made a lot of good progress. So, any questions? Any other questions for Rob at this time? Okay, Rob, thank you for your time. We

052appreciate it. Yeah, of course. If anything comes up or as as things come up rather, just let me know and Allison certainly knows where to find me. So, I'm happy to help out and answer questions. Have a good night, folks. Thank you. Thank you. Birch together. We'll get it later. Um, moving on to the SRO quarterly update. Good evening everybody. Thank you for your time. Um, we're all here today to give you guys kind of a second half update on what the SRO's were were working on in the schools. But before we do that, I would like to uh address some of the previous concerns that you guys had at our at the last SRO update. And that was kind of that coding system. And we really tried to work hard to unify that coding

053system this time. We're still working through some which I'll I'll kind of explain when we get to the the chart, but just so you know, we are working diligently to clean that part up so it's consistent across all three SRO's. Uh secondly, about the instructional lessons, there was no group instructional lessons. They were all individual from all three SRO's at all schools and they did accomplish to my understanding everything that the schools were asking. Okay. Um, so I don't know is that chart up here. Can I use this? How do I use this? There we go. Okay, this one. Okay, so this is a horizontal stack bar chart and it it kind of encompasses all three SRO's and it shows their time distributed at each at each school. And you see there on the right

054hand side that all the different categories of the SRO SRO activities and then what those are is examples would be on this other sheet. So what what we did is I went through all of their activity logs how they categorize them and I pulled these exact examples right from their activities of what they're actually doing in the schools. So it just gives you a better idea when you're looking at that that bar chart of what those colors represent. So you can kind of refer back and forth to them. Okay. Uh so going back to the coding first off, you you can kind of see and I'll just bring up two examples. Uh like the the education and presentations you'll see like Leno and Fairview are low, but that's not because he didn't do it. He

055did it. He just coded a group of them as one instead of breaking them out individually like Josh and Hunter did. So, he did get all of his instructional in like everybody else. And that's what that's just one of the little speed bumps that we're we're working through to clean up. And then also with the uh the school zones, which is the blue color, you'll see like Glenn Brook Middle School and High School 1, three, and four where Hillrest and Illinois are way up. It's the exact same thing. Zach was coding out every day individually for being outside, greeting the kids as they come, watching traffic, talking with parents where Hunter and Zach, that was more incorporated as their time spent at that school. It wasn't individually coded out. Um, that also is part of

056that administrative school zone where it's nine because if they're driving, if these two are driving up and down between schools on South St. Augustine, they don't know what school to code it to. So they just put admin for something and then school zone. So again, those are little little things that that we're working for or working through. But overall, we think that it was a well-rounded support at all the all the schools by the SRO's um to meet the needs of each building and uh that no school was was overlooked. Uh so if there's no questions immediately on the chart, I'll turn it over to Angel. Any questions? Hi. Hello, Lieutenant Juno with the Hobart Police Department. Those for those of you who don't know me or haven't seen me in a while. Um, so

057I'm just here to talk about um I just want to talk about our our SRO's. I want to introduce them and they should all look familiar to you, but um each one has a specific role at their school. So we have Officer Hunter Malichek who's primarily assigned to the high school and Glen Brook Elementary School. We have Josh Dipped who's primarily assigned to Plasky Middle School, Sunnyside, and Fairview. And then we have Zach Camry who primarily assigned to Hillrest and Lenoy elementaryaries and then spend a few hours at the middle school as well. Um so what we're what our SRO are going to present today is they're just going to talk about what a week looks like a primary week, what their assignments are at a school, what a typical week for an SRO looks

058like. They're going to talk about that a little bit and then they're going to break it down to a day in the life. So what does a day in the life of an SRO look like um at their respective schools? because it is different again depending on if they're at the elementary, the middle school or the high school level obviously. Um and they'll talk about that general overview. They'll talk about a day in the life and then they'll also talk about the goals hours at their schools and then they'll also talk and give a little bit of like highs and lows like incidents impacts at the schools that they encountered at an old this past quarter. So we're going to start with our most seasoned officer Hunter Malicha because he doesn't know that. So, you're

059going to start with Hunter. Um, so this is my completing seventh school year um with you guys. Like I've kind of said before, having these two on have really impacted the district, not only helping me with a lot of things, but helping um reach all those outline schools. So, kind of like um Lieutenant said, I'm at the high school about 28 hours a week, Glenn Brook about 12 hours a week. Um, Mondays and Fridays are kind of all hands on deck, whatever kind of high school needs, and then kind of in between the other three days of the week. Um, typical day, um, I work 7 to three normally, Josh works 8 to 4. I have that coverage for outline schools. Um, and then our two in town schools obviously complete at 245, 255. Um,

060so you're so then just kind of arriving to school, checking in with admin, see if they need anything right away. Otherwise, kind of just getting out and about and interacting with students um as much as possible. Glen Brooks a little easier um because it doesn't take, you know, call volume or law enforcement um things that the high school may have um to handle right away. Um and especially having glue is the biggest thing. I really don't need to walk around. A lot of kids just come down. Um, so may not see me out and about as much as I would like to be in the hallways or everywhere because sometimes kids just need to spend time with Blue or come down to my office for a break and I'm never going to kind of turn

061away a kid to do those things. So that's kind of a big piece of my day educational wise. Kind of like Chief said, be every single classroom individually this year. Um, I liked how it worked out. Counselors, Mr. stuff, but really kind of spread out the schedule to make it conducive and easier on me to kind of fill those times. I don't even think we had to reschedu one um this spring which was a which was a big piece um especially having two lessons that take an hour instead of um Glenber kind of an all day thing which really helps out do um I really don't have any negatives by any means besides I wish there was more time in the day to to impact kids or get out and about but I do have

062my goal in my career was always to impact at least one individual um especially in our schools or our community and I think that happened this year. I'm going to read you guys a letter from one of our students. I won't say the name so they don't you know confidentiality stuff so I won't say their name but I think it's a pretty cool thing and then it kind of highlights the sport of blue and what um we are kind of doing as a team. So officer as I'm preparing for the closing of my high school career I want to take a moment and thank you for the support you have given me throughout high school. You have been such an important part of my journey. Way more than just a a surrell. You have been

063someone I could always count on. You and your office were always a safe place I could count on to go to my hardest days. Just knowing you'd be there to stop by, take a break, or talk to made a huge difference. You always listened without judgment, gave honest feedback, and made sure I never felt alone. My high school experience was far from fun, perfect, enjoyable, or memorable. It was difficult and challenging. However, he always made sure I knew how much life would be different outside of high school and how dumb people were. I'm going to skip that line. He taught me how much high school sucks and how much kids are dumb and will do or say anything just because they can and want to. And of course, I can't forget Blue. Always brought a

064smile to my face and help me calm down, reset myself when I was struggling. I loved when he would curl up on my lap and lay there. It's like he knew I needed it. He brought me so much peace and comfort even when he was being crazy. And though I just didn't like to come see Blue, I also kind of wanted to come see you, which was nice. Um, thank you for always making sure I felt safe at school. I really appreciate how you were so kind, present, and supportive, help me through so much that I've gone through in such a short amount of time. Always I'll always be super grateful and thankful for you. Also, I promised to get you the Kentucky Derby ticket she did promise me. So hopefully when she finishes college,

065but um it kind of just shows just one student um especially kind of the highlight that we can make on our um children within our school district. Um we hope we can continue to do that uh for years to come and especially having blue now even in the what eight months time frame of school. Uh we can really kind of see those tries and that impact especially in summer school now. kids can kind of relax a little bit, have fun with him. Um, I can't really even walk through the lunchroom this morning. I think there was 50 kids surrounded, whatever. But, um, that's a fun thing of having him and seeing the community have that support. Also, I like music in the park and stuff. I went on this Sunday. It's clientele we've never really

066been able to hit before, but bringing a dog in the mix just kind of amplifies that and opens that door for us. So, thank you guys for allowing us three to be a part of the district and for many years to come. Thank you. Take it away, Josh. You wrote a whole sheet. So, I got to follow that. I don't have a letter. Start making a better impact. Uh, so so I'm sure most of you all know who I am, but I'm Officer Josh Nick, and I'm known to the kids as Officer Josh. Um, my weekly schedule is uh about 24 hours at the middle school, 14 hours at Sunnyside, and six hours at Fairfield. Uh typical day for me would be greeting the students at the doors. Um walking the hallways, checking in with

067uh the administration to see if there's any needs. Um just building uh relationships with any of the kids that I can at any time. I like to stop in the classrooms a lot at all the schools that I go to whenever it's conducive for me to do so where it's not interrupting learning. Um and then um some of my goals um were or my main goals are making the students feel safe at school. Always feeling safe that they could come to me and come stop by me if there's any problems that's going on at school or at home to make sure that they're comfortable with me and just building those positive connections. Um, some of the negative parts that I would have to say uh that can be frustrating at times is when students are

068reoffending after I've spent a lot of time with them with trying to give them guidance, education, redirection. Um, but I understand that there's certain reasons that are underlying that are causing this. So, I try to work extra hard with those students, give them the extra support they need to try to help out with that as much as I can. So, that's one of my goals that I focus on. Um, some of the positives uh that I enjoy, the big one that jumps out is just the excitement that the kids have when they see me, when I come to school, um, or when they see me in the hallway or after a weekend and, um, they see me again. It's just, it, uh, it's incredible to have that with the kids. I love that at schools.

069Um, also, um, I'm sure you probably all know, but I have a bowl of candy in my office. Um, so and that was told me by my my trainings at Nazero to uh make sure you put Candy in the office so that the kids come and visit you and they come and talk with you and it'll help bridge that gap and build the connection. So, it's definitely worked because it's like a a train of kids that just keep coming through. But the good part about it is that some of the kids uh I guess feel um that like they don't want to take the piece of candy and just leave. So, at least they'll talk with me and I can build that connection with them. ask me how my weekend was, tell me how their

070weekend was or how their day is going. And there's a lot of kids now that just over time building that connections with them that they'll sit in my office and have longer conversations with me. And it's just a a great piece to just have so many more connections with all the students at the school. um uh some of the achievements that I have isn't as cool as a letter or anything like that, but I did have a cool experience for me because one of the students came into my office that I've been talking to a lot in the lunchroom about fishing and his love for fishing as well and uh that I make fishing lures. So, he wanted some fishing lures made that I recommended and he came into my office and uh asked me

071if I could um be his person on his presentation at school for a person who's a role model to him. So, I thought that was pretty cool to have him come and say that to me. Um, and another achievement too is having students who would express to me that um, they did not have a good perception of law enforcement until they got to know me. So, that was really nice to have that. Um, and uh, I'm uh, excited for the next year to see the students again. I enjoy being in the summer school every day to see the kids and continue that relationship throughout the summer so they don't forget about me when next year comes. So, um, just love seeing them at school or at the baseball diamonds or the softball or the soccer

072fields or even seeing them at the gas station or the grocery store. They see me just the surprise on their face what I look like without a uniform on. And it's just I I absolutely love it. So, I look forward to next year and continuing through this this year of summer school as well. Thank you. Thanks, Josh. I'm uh Officer Zach Camry over at Lawrence Police Department. Um like Lieutenant Vanoy said, I am primarily I guess for my week, I am four hours a day at um Hillrest Elementary and then four hours a day at Lenoy Elementary except for typically on Wednesdays is when I would go to the middle school and I would spend the middle four hours of the day. So that two on the front end at Hillrest and two on the

073back end at Lenoy. Um, so that's my typical week. Um, typical day for me, much like the other guys, um, get to school, uh, right around when the kids start arriving, hang out out front, uh, make sure that everything in the parking lot is safe. There's not anything going on. People's, we get lots of issues with parents speeding through parking lots, so making sure that that's not happening. Um, and then after that, uh, just like the other guys said, hanging hanging out, walking around, visiting classrooms. One of my favorite things is um usually when I would get to Illinois uh second grade would be out at recess and I'd go out and play football with them because I'm a huge football fan. So if I get to relive my glory days and be the best

074football player out there because second graders I'm obviously going to take that opportunity. Um, so, uh, when the weather's nice and there's no snow on the ground, trying to get out there and play football with them, visiting, uh, classrooms when I when they're not busy. And then obviously the teaching that we got to do this year versus last year where we didn't get to get into the classrooms as much. Um, being able to get in this year and teach kids things that, you know, val valuable things that we have to talk to them about with our experience in law enforcement. And then even some of the other stuff that maybe isn't just because we're a cop we can talk about, but because we're a cop, they'll listen when we talk about it. Like bike safety

075is a great example. You know that we don't have to be a cop to talk about that, but they'll listen to us because we're in uniform and they they're more open to hearing about it. Um but yeah, so typical day, uh if I have no lessons scheduled, visiting classrooms, checking the building for safety, being out front during during the beginning of the day, and being um out front or watching kids going to the buses at the end of the day. Um I guess my highs for the year, my my biggest high for the year is I had the opportunity to meet with um a boy at Hillrest every single day. I'd work with him for 15 minutes a day. uh he was dealing with some some family loss over the past summer and a lot

076of behavior issues this year and getting to spend that time with him every single day and building a relationship and seeing how um towards the end of the year I had to keep reminding him that I'm Officer Zach, he can't just call me Zach and but seeing that relationship and knowing that this kid who has been going through all these things and the struggles that he's had in in this past year of his life at such a young age. Um, and knowing that he won't he'll grow up and not have any fear of law enforcement hopefully and because of the relationship that we've built and he he's always happy to see me. He looks forward to that time. Um, was was a big high for me and that's exactly why I got into this is

077to do things like that. Um, some other really cool things that I got to do this quarter since the last time we've been in here is I went to I got my basic SRO schooling done and then me and Josh went to Alice instructor together to be able to teach the Alice stuff that we talked about because up until that time Hunter was the only one that had the instructor certification. So me and Josh got to do that together. We went down to Walka. Josh Josh is a good good guy to ride with. He he keeps a conversation going. Yeah, he's a good talker. So, that was a lot of fun. I did get the impression a few times. Can you just shut up? When I would just when I would just reach over, turn

078the radio up a little. This is news to all of us up here. Totally shocking. Um but yeah, so so we got to go to some cool trainings and stuff this year, which are some other um good accomplishments. Me and Josh getting to go to stuff together I think is important for as we're two different police departments work together, building that bond. Um me and Josh doing things like that together when we're both from different departments really helps with stuff like that. And that I think that's definitely a step in the right direction and keeping this relationship uh good as it has been for the past two years since we've or almost two years since we came together. I don't really have any lows other than now that school's out. I know Jenny G told

079me not to say this, but I'm gonna say it anyways. I'm big fan of uh year round school, so I um cuz right now I'm back on the road for the summer. So cross. But yeah, um that'd be my only low is I I just miss being in school. That's really what it, you know, I obviously know nobody wants to go to school here. So, but I do miss being in school and I'm excited for us to get back in the fall. Thank you. Any questions for the Yeah, just a couple more things. Sorry. So, in addition to Zach's training, he also went to a realistic deescalation instructor training. And then all three of them just got back from the the SRO state conference, which was last week, I guess. Last week. Yep. Yeah. Um,

080so Zach did mention that he rotates back to the road during the summer. Uh, just to give you guys have an idea of what Josh and and Hunter do, they will fill the the summer school schedule. They still work their their school stuff. So, they will be present in that. And then they adjust their schedule as needed to be in the parks like Hunter said, music in the park, softball games, soccer games. They they kind of adjust on weekends, nights, whatever is needed to to be present in the community as much as as much as possible. And then finally, just kind of touching on, you know, you mentioned Blue, but just how big of an asset I believe Blue has been in the schools uh for for the kids to see. I hear stories from

081Hunter all the time of of how Blue is in the school and how it helps kids. Um, so with that, I'm sure he now understands the work that goes into having a K9 and it's not just a a puppy that you have at home. But that also is a an indication of training, which leads to person sitting next to me, Amy. She has put in a tremendous amount of work with Hunter to make sure that Blue is trained properly to be in these schools. So, thank you very much and we we appreciate that partnership. Um, so with that, if there are any questions for us, how do we feel about placement? How do you guys feel about the schools, the schedule, like both admin? Laura, if you want to chime in on that and then

082your perspectives on the time you're spending in each school, um, do you like where you are or would you like to see a mixup of schools? Like, how do you feel about that? I like where I am. I'm a good boy. I should I mean, yeah, I'm not going first this time. I, you know, um I like the administrators at my schools. Um I like where I'm at. Obviously, Hillrest being Hobart, those are a lot of the kids and families that I know. Um and Leno, and we have a lot of Lenoi kids from Hobart, too, with the um west end of the Centennial area. Um, so I mean I'm very happy in the middle school. I get to see some of those kids once they move out of Hillrest, Illinois. And that that's really

083nice to see those kids again once once they're at the next level. So I'm very happy with where I am and how the schedule works out right now. Good. I like that we maintained that piece with you in the middle school, too. And hopefully we're going to continue that next year. Good. You don't want football with the high schoolers? I mean, no. I keep him away from my zoo. I got some things I'm I'm working on. I I would love to coach some football, but he's got to work those 12s in summer. Yeah. No, I think so, too. Like especially kind of being in the role a little longer than them. It does take years at a school or the assignments to really build those relationships where those kids feel comfortable. And like even I'll

084get it at um middle school which is such a disgrace like in summer school like they be like hey where is Josh? Oh okay I'm not good enough or summer school or whatever it may be when they see me instead of him. But that's cool to see that impact and it does take years and now it's, you know, that year and a half they've been in and I think you're really going to see the strides in the next couple years where they're comfortable in there. They can open up a little more um and be there for a while. Me high school wise, I enjoy it. The administration has been great. Um Mr. Suffka, I don't know. I got to work on him a little bit. He's a little rough. Um no, I love all of

085them, especially Lindsay coming on now. changes a little bit from obviously last year. Um but having that kind of relationship before when she worked there um does really help somebody comfortable that's coming in where we know how each of us may operate um instead of kind of relearning that cycle that is hard on um all three of us if we do have new administrators um come in. Some may not understand we may not understand kind of what um they are looking for. So having that relationship and I know the administrators are all staying the same as of today um at those schools and then obviously here at Glrook. So that relationship is nice to have because if it does cycle um it is hard to catch up and some people don't see that sometimes like

086we just we don't know um what that person may be thinking unless you build that relationship and and have that expectation with the administrator. Um, so I think assignments of now are pretty good. I know Josh hopefully enjoys it, but you can speak. I don't really like to talk much, so very minimal. Um, no, I'm glad that I have three schools because obviously you found out with cats out of the bag. I like to talk a lot. So going to all three different schools and having so many different kids to go and meet with and talk with has been great. I enjoy it. Um, I think I I definitely like traveling to the three different schools just because I'm not feel like I'm just confined to one area all the time. So, it's kind of

087nice to go around to those and then seeing the enjoyment from the kids at each different school when I come there. Um, so I think that that's uh that's a really good part of it. Plus, I I didn't even add in like at every lunch at every school that I'm at, I go and talk to every single table. I walk literally to every table and talk to every kid at every table. that's willing to talk to me, um that I'm not interrupting their lunch. So, um I'm finding the time to be able to talk with all those kids. And then I got a little bit of permission from some of my administrators where they'll even let me sneak over to Glenbrook or the high school a little bit just to kind of visit for a

088little bit in between my travels so I can see more people that I want to see, which is great for me. So, this position, me being an esro, was perfect for my personality. So, I'm really glad that I'm in this position. I'm going to sorry from an admin standpoint um everything that they're saying is 100% true right it it is 100% true but I you have to add in the other of just their overall well-being right so have to constantly be monitoring are they you know because with any job if you're in it the same thing no matter how dynamic their job is their overall snapshot that they gave you is kind of the same right are they plateauing are they still being productive even though they may not be aware of it so that

089it's just a constant monitoring of it and uh trying to find a good resolution. But it is difficult once they build those relationships in that school. Then you just pull them out. You know, I've had some I've worked for some places where it's three years and you're out. Well, you're just you're just building those relationships in three years and now you got to put a new So, it is it is a balancing act of of the well-being of the SRO's and then productivity that they're providing to the schools. But it is something that we we look at. Okay. Not only myself but even even you know with the school administration as well. Yeah. And I'll piggy back off that things of common themes consistency building relationships that carry over of having that sprinkling of a

090little bit of that elementary then middle then um high and elementary. Um I think this is our first year with really going at this with um the education piece too. I want these gentlemen to feel comfortable going into those classrooms, teaching our students along with that partnership with our counselors and our school staff that they can have those conversations of, hey, I noticed this. This is what um I saw. What did what do you see or what are some things um that we could do together as that partnership to to help our students overall? So, I think um it's always possible to revisit it as far as looking at different schools or different um allocations of time, but I think right now um I believe we'd like to stay consistent with where we're at for

091next year for sure. Excellent. That's good. Thank you. Any other questions? I just want to say thank you. I think it's been a great year and I really appreciate everything you guys do in our schools. I think it's I think it's fantastic. Thank you. Thank you all. Thank you all. Thank you. Thank you. Thank you. Okay. Next on the agenda is 2526 WIAA membership. So basically every year I come to you guys with that. It's just a renewal. It basically just says that if the board president and our superintendent sent off this that we agree to follow the WA rules and that we're going to offer the same sports that we offered the year before. That's all and there's no changes this year. Um, do you need approval of this by the board? Um, Dina,

092do they need approval or does she just need to sign off on did last year? I move to approve the WIA membership as presented. Second. There's a motion and a second to approve the WIA membership as presented. Any other questions or comments? All those in favor? All those opposed? Motion carried. Thank you. Yep. Thank you. Thank you. Uh next on the agenda is the CISA contract. Yeah. So the CISA contract was provided to us. Um there these are estimates. Um but we can look at the services that are going to be provided. Um the services as you look at the list are for students who have low incidence disabilities but high need disability related needs. Um and so we do utilize our services from CISA 8 to be able to fulfill those responsibilities and get

093the staff who are certified and qualified to meet those needs. Um so right now again these are estimates um based on the number of students that we have in any given time and any of these need car or categories. Um and we work with CIA very closely to make sure that we can meet the needs of the kids. So, the big dollar amount is deaf and heart of hearing. Um, $323,000. Is that like one-on-one? Like, can you describe kind of what we're paying for there? Yeah, there are several students in our district who have deaf and hearty hearing needs. Um, so the teacher of the deaf and hearty hearing is responsible for providing u direct instruction for students to be able to learn different ways to advocate for themselves to be able to like have

094their hearing needs met. Um there's other services that are really intensive for students who have de hearty hearing needs who are really significant um where they need a lot of direct training on how to hear things um you know and then access their education. Our main priorities are teaching the kids how to access and then engage and make progress. Um our teachers also provide professional development for our staff and try to help them serve the students as well because they can't be there all the time for students. So they provide additional services that way to be able to help support our students through education in other case. So it is um a lot lot of um funding but it's a high need um service delivery that that requires specialization. Thank you. And through CISA 8

095you're able to um address the needs that we need that we have within all of our schools. Yeah, we are. I move to approve the CISA 8 contract as pres presented. Second. Here's a motion and a second to approve the CISA 8 contract as presented. Any other questions or comments? All those in favor? All those opposed? Motion carried. Thank you. Um AGR reporting for Glen Brooks. Thank you. um twice a year um once uh just after the uh winter assessment period and then after we wrap up school uh through DPI um submitted a board memo. Um the only real difference here we were basically 18 to1. That's one of the strategies. Um otherwise you can provide some coaching or one-on-one tutoring. Towards the end of spring we got a uh late comer into our kindergarten

096class. I worked with Jenny and Ally and Mark. Uh contact DPI. we were able to implement a coaching strategy with that particular teacher to be able to to meet that. We were at 19 to1 in that particular class. So, we went over um for just a little bit there in March. So, that's really the only big update I think that's on the uh on the board memo. Um otherwise like I said we continue to be able to provide um that strategy of 18 to1 uh with AGR then uh also submitted to you and to DPI um and made sure that Mark uh sees copies of the Dropbox tried to call to confirm like you're I get nervous about stuff you know disappearing and not being there. Um I did send a email to my contact

097at DPI but he might be out on vacation. Um but at any rate, uh that's that long form there. And then a few years ago, uh we created the AGR board summary. It's a little bit more easy to read. Um listed all of the strategies, talked about our Glen Brook reading and math goals, which is which matches our district goal of 100% students demonstrating growth. Um listed all of the strategies that we used throughout the year. believe it was this time last year uh when we talked about how we were moving from Fastbridge to Ames Webb and sometimes it gets frustrating when we just feel like you're first figuring out an assessment and how to really dig deep and and how to uh work within that assessment to best meet the needs of our students

098and then the goalpost kind of gets moved on us. Um know they're looking at reorming some stuff for Ames Webb 2. Very very proud of all of the the teachers that implemented Ames Webb this year. um you know, ACT 20 especially for kindergarten through third grade. Uh we talked a little bit about that with all of the assessments and the PRPs. While our goal is based on growth, I thought it was also important and we submit that to DPI as well is like where students landed like what percentiles. Um and then we kind of compare from the fall to the spring. Uh some of our grade levels, I mean kindergarten is just I mean they just did an amazing job this year. I mean where we had 23% of our kids in the 0ero to

09910th percentile in the fall and we ended with 4%. Uh when you get to singledigit students you certainly recognize those faces and understand the work that's being done and you know each one of them has their own individual story. Um but kindergarten did a phenomenal job there with a growth percentage of 91% in reading and then 78% in math as well. Um first grade uh went down by a point from from winter to spring. Um if we look at that if we look at that rate uh as far as the rate of growth um but they finished with 69% of their kids growing in reading and 77% uh in math. Second grade was 63 to 83 uh and third grade was 59 to 72. some of the things that we've already looked at when we

100share this data out is uh you know it seems like we start off 91 and then we kind of kind of keeps dropping. So I will say sitting in on some third grade collaborative team meetings uh discussion there around the work that they were doing um with all of the work and like I said Jenny and Roa and the team from the district did such a great job creating a scope and sequence and really I don't know how many times we told the teachers how lucky we were to be in Palaski that we actually had a plan to get through all of that data from DPI as it related to PRPs. school board created a day for us to be able to put together those PRPs, which I know was was super appreciated. But at

101third grade, you start getting into that intermediate level. Um, we heard conversations about that for some of our veteran teachers, they're kind of excited about feeling like they're on the precipice of becoming really good reading instructors with all of the training and things that they did through Cox Campus. So that's always refreshing to hear um that uh you know we weren't blame blame anywhere else about anything else. They were staying focused on the work that was being done. Um Crystal, our LST, uh she's kind of our data queen. Uh she loves loves doing it and can't thank her enough. Um just some other side notes in kindergarten was super happy. Like I said, we only had six students that didn't make typical growth. um how and of those six, two of those six are already

102above grade level. Uh in first grade, we had 16 that didn't make typical growth. Um and of those seven of those 16 that didn't make typical growth are already reading at an end of a second grade level uh with regards to reading. Additionally, of our PRPS, had we tested later in May after the window closed for Ames Webb, we would have uh decreased our 24 PRPS uh by nine students that would have been able to to meet that threshold. Um in second grade where we had 30 students that didn't make typical growth, of those 30, 24 of them did meet in one or two of the other subtests as it relates to Ames Webb. Um and additionally eight of those 30 students are already performing at or above a third grade level. And then in

103third grade we had 32 students that didn't make typical growth. Of those 27 of those 32 did make typical or aggressive growth and one or the one of the one or two of the other subtests. And again eight of those 32 were already performing at or above fourth grade level. So, she gets uh she does a nice job really really diving into it to know that our teams um really appreciate all of her data findings and stuff too. It was nice to see as much green as we had on here as well. So, yeah, that was really good data on there. Curtis, what is what what's your thought on 18 to1 next year? Where are we at? How's it looking? We'll be good. I think I think we'll be able to be it's going to

104be tight and Jenny knows. I mean, we talked and we looked at we looked at students. It's always uh feels like we get up to reg u you know where we get up um close to registration time. We do know that we have some some students that may or may not be here next year as well or maybe some families have told us that they might be moving out of the area um or that they um yeah so it's going to be it'll be tight. Jenny and Ally and myself they must have lost a student because the last time I was looking at the numbers they were projected 18 to1. Okay. So, and what is the plan between now and September if we get a few? Sure. Just But the put another coaching cycle in

105there. Is that like kind of how you handle if it's just a couple or Yeah. One other year we had to do that with the coaching cycle too. Um well or instruct with our LST. We use the LST kind of at that point when they were doing some coaching. But yeah, we monitor it and you know if it stays in that 73 students 74 students then we look at that model. Um if it jumps up and you know now we have it in all four classrooms then we we have start to have discussions about adding a teacher. Gotcha. Thank you. It's a good problem to have. It is. It is. Thank you. Thank you. Any other questions for Curtis? Thank you. Thanks. Moving on to staff compensation. So, we have been working with the Palaskki

106Education Association. They have ratified the agreement um for the 2.95 uh percentage increase on base wages. Um and then also looking to do a supplemental 0.05% on top of that for 3% total. I move to approve the staff compensation as presented. Second. There's a motion and a second to approve the staff compensation as presented. I just um wanted to clarify this is for all staff, not just all staff will see 3%. Okay. Um any other questions for just except temporary and casual employees which would be your score workers or whatnot. So just clarifying that that otherwise all employees as presented covers though because it's correct presented that way right it just wasn't I just wanted to make sure that that explanation was out there. Okay. Any other questions for Stephanie or Mark? Um there is

107a motion and a second to approve the staff compensation. All those in favor? I. All those opposed? Motion carried. Thank you. Personnel report. Um so in the past month, our interview teams have been very busy. Um for the high school, we have I believe it's Brenna. Um for English, McKenzie for math and Jacob for math. Um Hillrest and Fairview are both getting special education teachers. Uh Fairview and Sunnyside are both getting learning support teachers. Um and then um eighth grade science at the middle school is getting Sydney. Um so very excited to have them start with us. Um lots of transfers going on. Um are there any questions on the transfers or would you like me to walk through all of them? Good. Um and then resations we have Colleen Canton Marlor, Jessica Rosenberg, Ashley

108Analink, Grace Schuman, and Emily Coinko. And that should be the last of our resations as contracts were due earlier this week. So, and where do we stand on um staffing needs for hires? Um so, they've all been posted for those resations. So, actively working on them. I don't think we'll have any issue getting people hired before the beginning of the school year. Um, they've been very busy with interviews. Is there a motion regarding the personnel report? I move to approve the personnel report as presented. Motion and a second to approve the personnel report as presented. Any other questions or comments? All those in favor? I. All those opposed. Motion carried. Thank you, Mark. Moving on to you for budget discussion. Yeah. So, first up is just our standard May budget report. Uh nothing out the

109ordinary to report for May budget. You know, we're really almost through June here where we're preparing for year end. So, we're busy closing out grants, making year end approvals. Um everything looks good for year end. We've already had our auditors in for uh initial work. They'll be looking at community fund this year and Medicaid specifically along with everything else. Um, so I'm looking good for closing out year end for just the regular budget report. Any questions for Mark on the May budget report? Okay. Budget revisions. Yeah. So there's a memo with the budget revision. Uh, the budget revision is is really a culmination of things that have happened throughout the whole year. So anything that has been done with with budgets, most of them are department driven. So um, you know, a good example is

110athletics was here. If they host an invite, revenue comes in. and they have expenses for the event. They submit a budget revision. We make the changes in Skyward. We don't take every one of those to the board um because it's budget neutral. So um but we do have to have formal approval. It had it's publicly noticed on our website that our budget has changed since it was adopted in October. So um it lists all the accounts that have been changed. In the memo I put a summary. So the majority are when grants come in. Um any sale of district assets. We talked about the iPad fleet was the big big one in September. Um and then a lot of them are just in and out. So field trip fees, um athletic entry fees. So that

111that report that gets noticed uh is budget neutral. Revenues went up, expenses went up, um doesn't change our bottom line, but is formally noticed and approved by the board. Motion to approve the budget provisions as presented. Second that there's a motion to and a second to approve the budget revisions for 2425 as presented. Any other question or comments? All those in favor? I. All those opposed? Motion carried. Um move same with you on the initial 2526 draft budget. Yeah. So we're probably about halfway through um this 2526 budget process. You know, we started looking in February. on the big one today was approving compensation. Um we still do not have a final budget from the state. Um so that's going to have a big big play in in the remaining process of setting a tax

112levy and everything that goes on through October. What we need today is approval for an estimate in our budget to say um continue making payrolls July 15th. We have debt payments due September 1st before those come up. So, this is a a a rough estimate, you know, not knowing that our budget isn't set to say uh really that we plan on continuing to keep our doors open. Um I did provide an update on the state. I see that um WSB isn't available to the public. It looks like you need to log it. So, I will send um that um update that they put together separately. Actually, I think you already have it, but in general, it's a joint finance committee met um and and voted on recommendation. Uh big areas that are addressed, uh special

113ed funding, um this year, we're about at 30%. So, when you see our $6 million transfer, um 30% of that is reimbursed and used to offset next year's cost. Um that will be going up to 35% and then 37.5%. um districts and advocates across the state were asking for a lot more than that. The one area that they did increase is high-cost special aid. Uh this year we received zero dollars in high-cost special aid. And so um there's going to be a shift there because high-cost special ed was reimbured at the same amount. So when you look at a large CISA contract, you're deaf and heart of hearing, we would pay that out of our federal grant. Every district does that because we can't afford it locally. Um there's going to be a shift and

114and Julie and I have to sit down and and figure out moving that on to local dollars so that we get high cost of being reimbursed now at 50% and then 90%. Um it sounds like a huge amount. Uh the previous year where we did have a high cost claimant with with an aid, we received 20% or $20,000 in aid. So uh it it looks good on paper that their percentage went up. high cost special ed aid is a drop in the bucket compared to our um you know $2 million that we receive in regular special ed aid that impacts a lot more students. So uh continue to monitor that. The other thing that we'll see with tax levy is the $325 increase per pupil is currently not supported by um aid. So, usually when

115when the legislature does an increase in revenue limit, they support it at least partially with an increase in aid so that it doesn't get passed on to local taxpayers. You know, luckily our there's a lot of growth in our district that's not just inflationary. There's new properties. So, being able to take on that additional revenue limit really could keep the mill rate flat and and not see an impact, but that's all again to be determined. None of that is set. Um, and then they mentioned a sparity. We're not eligible for transportation aid. We received a little bit. Um, about $200,000 in transportation. We'll see an increase in that. Uh, and then I'm not familiar with the mental health increase. So, um, and then I I did share um the whole motion that joint finance if

116you want to look to the detail, but again, budget isn't said. We'll continue to monitor it. Um but again at this point we're looking at um approval for our general operations to continue until you know this process of um the annual meeting being approved and then the board setting budget in October and your budget forecast um has it taken into account everything that came out of joint finance? It does as well as it has the 3% and increase in special ed. So everything as we know of today, we do have an itemized budget um but it's changing daily. So I'll make a motion to approve the 2526 draft budget as presented. A second. There's a motion and a second to approve the 2526 draft budget as presented. Any other questions or comments? All those in

117favor? All those opposed? Motion carried. Thank you, Mark. Um Ally, we're back to you in the superintendent update. Yeah. And Mark, I'm gonna ask him to join me with a couple of the pieces um as we talk through some of the my updates within my superintendent update. But let's start off with Monday was the first day of summer school, so we're three days in. Um things are going well. I spent about an hour there today. Went in about 2:30. I just like to kind of settle in and see how things are going. So I saw some of the activities happening within the high school building. Um, and then I wanted to watch, you know, just dismissal and they have it, you know, buses out what I consider the front end of the high school, but

118that's actually the back of the high school and then of course the um parent pickup out of the front and it seemed to go very well. I mean, Mark and I talked a little, you know, just a little bit. It's a lot of kids. We have a record number of students this year. So, we're at a thousand students right now. Um, and 180 additional students out at Illinois. Uh Mark uh Hack believes that by the end of the summer program, this is the most students we have serviced, that we will have over 3,000 different students that will have walked through our doors and been part of programming with, you know, Build a Better Raider and some other things going on. So, it's a lot of kids. Um so, we're we're monitoring everything and making sure

119things are efficient. Transportation looks like it's going well. Um I went out and talked with several bus drivers today. They said, "Yeah, it's always rocky the first couple of days. First day they were late 15 minutes. Second day was, you know, much much better. Um, only late a couple of minutes, and today they were even quicker out the door. So, once we get all of those those bumps and stuff out, I think it'll go well." Kids seem very happy. Talked to several of them. They, you know, they just have their projects and they're very excited to be with their friends at school. So, um, it's a a wonderful program and it seems like things are going well with that. Um, our learner uh, leader team returned from sale. I was not with them in person,

120but I got to join a couple times when I could um, through the week. So, it looks like they're back on track with um, you know, looking at the design of what those goals will be. Um, I have I'm I can't speak well enough to it because I wasn't with them for the three days. So, I think we'll just wait until we do you know we present on that and we'll share more information in the days to come um, about how that went. But if anyone here, we've got some principles and admin here. I know you guys, your brains must be fried because I remember what it was when I was there last year. Um, but good work past three days. Continues to be one of the most impactful conferences that I've ever gone to

121in education. So, it's great to be in the room and getting work done and great conversations and really consistent goals moving forward. That's good to hear. Um I and then the next couple things I just uh really want to spend some time on um talking about current state of where we're at here in the state with not having a budget yet but maybe possibly having a budget as quickly as next week because that's some of the newest information we've been we we've been given um but yet at the same time just the uncertainty of where things are. Uh, also I I shared with you the op ed letter. Um, so I thought maybe we I would like to have some discussion around that. Um, as a district I can tell you as of today all

122of the Brown County superintendents we there are two board meetings left and that's ours and west of here. Um, but all the other Brown County districts have said yes, we would like to sign on that information, getting that out to the public about what it means for vouchers and that impact that that has. So I guess I'll start off with that. Do you have any questions for Mark and I about decoupling um the voucher system? The you know the impact of that to our district is over a million dollars. Um and we feel that it no matter how you feel about private school versus public school, this is more about let's just make sure that we're all doing the same thing and we're we're putting out the clarity of information in the same way. Um

123so do you have any questions for us around the vouchers or that letter that I sent? and do you have any concerns with us signing on as a supporting um district with the rest of the Brown County schools? There's a couple things that I would like to clarify. Um, just so everyone is um clear, the parental choice program, actually there's three separate ones. There's Milwaukee, Rine, and then the rest of Wisconsin. We are part of the rest of Wisconsin. So, I cannot speak to Milwaukee or Rine. In that letter, it sounded like our teachers aren't certified or don't have credentials. And that is absolutely unt not true. Everything I need to turn in, I need to verify all of our teachers certifications that they have their degrees, things like that. The other piece too is

124it also sounded like there's no supervision of things. We are audited three times a year. That looks at everything, our budgets, any money that's used that we are spent. Um, our attendance, our families that are part of the program. So, that letter was when I was reading it, I'm like, these things are not accurate. So, I just wanted to clarify that because I understand this is a large part of our budget. And just to make it sound like we could hire anybody to be a teacher or we weren't being held accountable is inaccurate. And Sarah, just to clarify, you're talking on behalf of ABB on at this point, correct? You're not talking about the Palaski school districts. Yes. Okay. Thank you. Sarah, is there something that um that I can help with this letter? Because

125it's it's just in draft mode yet. If there's something that you would like me to take back to, you know, bring those concerns to, you know, delineate something a little bit better, I mean, I can certainly bring that to their attention so that when this is this is actually drafted, um, and sent that it reflects reflects that. Is there something? I guess just the biggest thing is there was that line in there about it was on the second page, the second paragraph. Okay. Um, it had made mention about uh, sorry, it had made mention something about hiring teachers or not being certified. So the the hiring process and lensure. Yes. Okay. Yep. We need to make sure that all teachers are certified. Okay. And then the auditing part. Correct. Okay. All right, let me let

126me see what we can do. We'll be working on that tomorrow morning. And then just something from when from the state convention um decoupling was brought up with um WD and that was something that was voted on with all the school boards of Wisconsin and um it was made to a point that coupling can really hurt public schools in the end because they could choose not to give public schools as much money. So, um I just kind of want to say that too. Not that I disagree or agree wherever this moves, but just keep in mind that this really could hurt us too if that happens. It happened in Arizona was something that was mentioned during that Wasby vote. And um I think um was it Will I think I mentioned when we came back

127there was a um article they did kind of talking about that too and how it may not be in the best interest. Um you know right now we may have a governor that likes public schools or says he does. Um but that may not always be the thing and we could really be hurting in the future if this moves forward depending you know where the government goes. Yeah. A couple of you have had, you know, extensive conversations with me around vouchers and, you know, we've kind of dipped in those and and they are a little sometimes like to they just feel mysterious like the funds and how much and where it goes. And so I think the the intent behind this is not to um damn or injure or harm, but it's more around here

128here are really the facts. If you really want clarity, here are some of the facts that we have. And this is these are the true facts that we can give you as a school as a public school district. So when I was working with the Brown County superintendents, that's what we really, you know, when we come together and we and we talk and this does not I want to make sure that you know that this does not in involve charter schools. So charter is not part of this funding because that would not be considered under voucher. Um what do we have Mark in charter around 500,000 an additional 500,000. So it there are other pieces that are also being pulled, but this piece is a very large portion that I think is important for us

129to respond to when when someone is saying it isn't really a big deal. It's not really that big of a deal. We can make this very easy. Um it's not as easy as what they're making it sound. So that was that was the point of putting this together and kind of just taking a stand. So um we we are concerned about it. It is something that we do think about and and we're very fortunate. I am going to say this about ABM. We are very fortunate because we we assume 99% of those students back into our school district when they hit sixth grade. Um so you know it it is a yes a loss for a time period but we get those kids we feel look at those kids as our plasky kids. But I

130I just want this I want attention to be drawn to the amount because we've spent some time on it. Um we can tell you now the amount of money that vouchers are pulling, but it isn't always made public. Um we're doing different things uh advocating in different ways in Brown County. So I can let you know that in Green Bay they went ahead and they advocated to have um their tax bill looked differently in the city. Um, now West of Pier and East of Pier are joining because they can in their area. They're going to advocate for something like that to happen as well for their tax bills so that people really can see where the tax dollars are going. Um, and I I think that the public needs to be more informed about where

131their money is going because we're a very easy target to just say the schools are taking all the money and you know they're they're why do they need more money and they're just taking all the money. Um, so we're trying to bring more clarity to that. So I don't know Mark if you have anything else that you want to add. No, I mean it's a very complicated formula and we're just trying to make it we're not trying to complicate it further. Right. So you know again you know million dollars on our on our tax levy um is a reduction of aid and then passed on to local taxpayers. So, thinking back to last year, $22 million tax levy, you know, about 4% of it went to vouchers and that that's not clear except for on

132the revenue limit worksheet, which I see and how many other people do. So, um if any of you ever looked at the revenue worksheet, no one would understand. Not for against, but just uh again promoting clarity and not complicating the matter further than it already is. So, so you mentioned um DePier, West Deir or Green Bay adding it to their tax bill. Is that a possibility of something we could talk to the village of Palaski or I don't and I wouldn't know how in a district. We are so geographically challenged because we have all all of these municipalities. So, I'm not sure what that would look like for us because we we originally didn't just say that. We were like, "Yes, we all need to let's let Green Bay pave the way." and then we

133will kind of, you know, do that. It's just not as easy for us. I don't know how we would, but we certainly could talk about it if we could find a way to do it. County level. Yeah. I mean, I think it's positive to look into, you know, what what that would entail because, yeah, we have four counties and, you know, so many different townships, village, you know, all all the things. So, Mark and I want to talk about that. I don't know. Yeah, I I mean the push back may be I believe we have property now in four counties and also thinking of our town clerks don't have the same resources that you know a Brown County office does compared to yeah I don't know what work goes into that just just the information

134I guess yeah if if everyone's cool with that I think that would be nice with that explanation um does anybody have any objection to um Pasi be signing on to this a letter. I think the letter's great. I think you guys did a good job. I think the public needs to know this. I think as we talk about special ed funding, that's a big piece of this and the quote from these schools website that says we don't have to take those kids and we won't. Um we're not comparing apples to apples. So when I hear people say private schools keep public schools in check and things like that, like we're not comparing apples to apples and now we're going to completely remove the funding and put it somewhere else so we don't see it. And

135I I think the public needs to know this. I hope it's shared widely. Well, I I think it is going to be shared widely. Um it will there a response will happen and when you have this many school districts signing on from their superintendent and more presidents, um it will definitely be noticed. So, it's you can you can bet that there's going to be something I'm sure in the press gazette. Um I'm sure that they'll probably have a little something on the news as well because she usually grabs, you know, what's what goes into the press gazette. So, I would think that this would be widespread, which will be good. And it and it's actually a good timing because then, you know, as we're hearing things, Mark's talking about u you know, the the grim

136news that came out of last week's JFC um budget hearing and knowing that, you know, we're going to be right back at it. Um, I wanted to let you know that from our end here locally, I am working with Eric and, you know, we're we're drafting letters constantly and retweaking them and getting them out to our reps um and making sure we're staying in contact with them to let them know that our voice is there, that you need to, you know, be listening to what we're doing here um and what we need in the district and we make sure that we've got the right facts. So, if you would like, I'm going to also forward you out some of those links as board members. You can also contact our representatives um and make sure your

137voice is heard as board members and that really helps us as well. And it doesn't matter if they're getting one from me and they're getting one from Mark and they're getting one from a board member. As many as we can flood those email boxes with the better. Can we also add in act 20? um they haven't re joint finance hasn't released the money but we've been now we've put in for our um diagnostic screener to get some of that reimbursement but if June 30th comes along and they don't um release that money it goes back into their budgets um and then we just put in for professional development and um we figured a cost of about $1,200 to do training per person um for act 20 this past year and a half. So um we

138don't know what that reimbursement will look like because obviously they'll prorrate it around the state, but um we you know we had 113 or 118,000. I'd have to look back at the spreadsheet that we invested in training our teachers that was um mandated but unfunded. And so, you know, and then there's a third thing that I know that we put in a reimbursement for, which was part of our HMH. And so, none of those things will be reimbursed if uh joint finance doesn't release that money by June 30th. Was 50 million. Is that what was sitting in there? Yes. And I mean, we are at a time where we do have a very large um with with this much of a state surplus, we really feel this is a time where we need to loud

139voices around education because we're not obviously not fixing the funding formula in school. So, we need to do something else. Um, I also there will be uh you will notice that when I send you the list of representatives, I always contact Joel Kitchens. He isn't actually one of ours, but he is for he's our education voice. So, um we've been emailing him as well. Um and Senator Wberer is important to make sure that things cross his desk. So, I'll get that out to you. probably have that tomorrow morning at some point in time. We'll get you those um get you that information. Uh and then the last thing I just wanted to let you know is that we did communicate out with our families that Hillrest and um Sunnyside will be opening on time and

140it will all be starting school at the same time. That's all I have for you for that letter. Is that signed from the board as a whole? Just they're just asking for a board present president signature on the Any other questions? And moving on to the second citizens forum. Does anybody wish to speak tonight? No. Okay. Well, thank you for all all for coming. Our next meeting is a workshop meeting on July 16th, the middle of July in this room. Um, hope to see you here. And now just a motion for adjournment. Second. Motion and a second to adjurnn. All those in favor? All those opposed? Motion carries. Thank you. Good night all.