001I am calling to order the regular meeting of the River Falls Board of Education. This meeting has been properly notified and we are going to begin with the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We do not have any visitors or delegations who have signed up to address the board this evening. So, we are going to move right intoformational items. And the first one is a Wildcat Pride Award. Oh. >> All right. So, we have a Wildcat Pride certificate. I don't know what's the best. Where's the camera there? I'll try to [laughter] proudly present to Markson. Come on. That's me. [laughter] >> I might be able to
002do this without glasses, but I don't want to mess it up. So, >> I'm Mark. >> Yeah, nice to meet you. >> Nice to meet you. >> Mark, you are a pillar in our community education program. In fact, I believe you are the very first community education instructor joining our program in 2011. >> You exemplify the traits we value most in our instructors. You're welcoming, knowledgeable, and connect our community with passion, patience, and skill. Thank you, Mark, for demonstrating passion, kindness, and dedication not only to the Riverfalls Community Education, but our entire community. You are a true ambassador of Wildcat Pride. Thank you very [applause] [laughter] >> later. knowledge. >> I I do want to add a couple statistics. >> So, I spent a little time and um found some statistics behind the classes that
003he has taught. So, he has taught 59 different Taichi classes. >> Wow. >> He's met a total of 614 times over the years and 512 students have taken his class. >> Wow. >> So, I reached out to a few of your students um >> for some comments on you. >> [laughter] >> I'm not sure I'm going to say it right, but um they one of one student said said that you live Tai Chi. You don't just teach it, you live it. And that you like to share that when you drive to Chicago, you stop for your is it a key gong. >> Chiong Chiong stops, which is a breathing, right? Breathing exercise. You stop on the way. So he actually exemplifies living it. Um, also they um your students said that you'd like to talk
004about your instructor who taught you Tai Chi who was 40 and given a terminal diagnosis. >> Yeah. >> For cancer and live to be 102. >> Wow. >> And then apparently you you say you're 120. You tell your dad [laughter] >> 179. [laughter] The truth is he's 79 everywhere. [laughter] >> And then I have a quote from a student that said, "Mark is quite a dedicated and skillful teacher. It's a lot of fun to learn from him. He's very generous with his time." [applause] >> You know, when we started the community education program, we really hoped that it would make a difference in the lives of people in River Falls. And it's because of you, Mark, and people like you that that's come to fruition. So, thank you very, very much. And thank you for
005being here this evening. >> You are welcome to stay tonight. It also isn't rude if you would rather leave. So, [laughter] >> and it is beautiful out. >> Thank you. [laughter] >> All right, we are going to move on to some reports. And the first um report that we have is from our student representatives. So Jada and Ben. >> Hi, I'm Jada Rodenzel, a senior at Riverfalls High School and I'd like to share an update on the amazing community service work happening through our win programs and student council. As a part of win, each class selects a community service project that they feel passionate about and spends two class blocks giving back to the community. These projects range from helping local food pantries and animal shelters to organizing clothing drives or writing cards for nursing
006home residents. Wind service gives students the chance to make a real difference while also teaching teamwork and leadership and empathy. In addition to wind service, our student council recently led a diaper drive during homecoming week. We collected diapers and wipes for families who can't afford them. And the response from students and staff was incredible. It was really inspire inspiring to see our school come together for such an important cause. As we move into the holiday season, student council is now preparing for our giving tree project. This program allows students and staff to donate gifts or money to buy presents for local children in need. It's a great way to spread kindness and make sure every child in our community feels cared for during the holidays. Overall, these programs show how much our students care about
007helping others. >> Um, I'm Ben Jacob. I'm also a senior at River Falls High School. Um, and I'm just going to give a little status update on the uh state of the activities of the schools and how things are going. Um, obviously we're coming to the end of the first term of the high school and things are going well. Teachers are in high spirits, students are in high spirits, [laughter] >> at least at least to the student perspective, you know. Um, our activities are doing extremely well. Our football team is advanced on. They're playing lacrosse central next week and then hopefully they advance on the weeks after that. Um, I believe volleyball is playing New Richmond, right? And then so is soccer. So, um, and there's a possibility the football team will play New Richmond
008in the next week. So, you could say the road to glory runs through New Richmond. [laughter] But, uh, hoping all all success towards that. Uh, bunch of activities had start have started to start up. Mock trial is starting. Um the marching band uh won their I think their 26th state championship uh two weeks ago, their like sixth in a row. Uh we just uh finished a trip to Indianapolis over the weekend where we competed at the BOA Super Regional at Lucas Oil Stadium and that was absolutely phenomenal. A good experience for everyone and uh the musical is going great. Uh everything's going good. The high school um I drive past the elementary schools every day and I see the kids outside. They always look like they're having fun. So [laughter] things are good. >> Everything
009seems to be going good at the schools around the district. So [laughter] that's your status update brought to you by Ben Jacobs. So >> all right. >> Well, we we like that kind of an update. Thanks to both of you. You you've each given us important information. So thank you. >> All right. We are going to move on then to administrative reports and we have an elementary school goal update. So elementary principles Good job. Hi everyone. Um this is year two of our wildly important goals. So we're trying to keep things concise because we know the agenda is long um and provide you some updates on kind of our next steps that we're using as a team both um collaboratively between the four of us but also within our buildings this year. So our goal
010has stayed the same. The only adjustment is that um last year we used FastBridge for grades four and five. This year we've moved to Ames Web for grades K through five. So you'll see I think the language shifted just a little bit because it's just grade level screener not specific between the two of them. So um this continues to be a goal for a lot of reasons. We'll talk more about the specific steps that we're taking but uh transparent classroom and collaborative literacy are both in year two of implementation which means um while things feel better we're still not at a point where we're necessarily even in refinement. We're still in implementation. We're working on getting the kinks out, getting on the same page, and um moving forward with that really cohesive, guaranteed and viable
011for all of our students. And so, um our goal stays the same, but our action steps have tweaked and changed throughout that second [clears throat] year of implementation. >> And for people who are watching on TV and for our new members, could you introduce yourself? >> Absolutely. Yeah. >> I'm Kai Rogers the camera. Hi. [laughter] I'm the principal at River Falls Monastery. >> Yes. Rachel Mater, Westside Elementary Principal, >> Ashley Binghammer, Rocky Branch Elementary, >> Kate Kenwood. [laughter] All right. Um, so before we get into our fall data, these are our um, lead measures or our commitments this year that we're hoping will have an impact on our goal, which is our literacy focus goal. So um, the first one is continuation of top 10 tools in science-based reading instruction, PD, professional development for staff.
012All of the staff who are required to go through that training have completed it in cohorts, but we also want to loop in some of our pair professionals who support our literacy blocks and our upper grade teachers who maybe didn't go through that training, but obviously also teach literacy to students. So, that's a focus this year. We also want to monitor our collective commitments. So, academic services worked with our coaches and teachers to develop um specific commitments related to our literacy instruction and collaborative literacy that are kind of our like fidelity checkpoints. So, we've created a walkthrough system using Google Forms where we plan to just kind of check in, gather some data on what we're seeing in the classroom and then use that um to be able to respond to what we're seeing through
013either teacher training or work with coaches to make sure that those commitments are being met um K5 at all of our buildings. >> I think the same, sorry to interrupt too, is true of the monastery, not to speak for Kai, but again, kind of having that cadence of accountability in all of our buildings to say what are the actual action steps that we're taking. So while that looks different with kind of an implementation walkthrough form for collaborative literacy, transparent classroom is kind of mimicking that same type of structure at the moment. Sorry. >> Yes. [laughter] >> The next one is um an emphasis on data literacy with as web plus. So like Rachel mentioned, we were kind of living between two systems last year. This year we can really focus on as web plus and
014for ourselves learn about which reports are most useful and then help teachers utilize those reports. And then with Nextpath being our new data warehouse also just like bridging that and what's useful and what can report between the two so that we feel like our data digs are really intentional and purposeful and then we can respond to that um with our instruction as well. And then lastly, we had a really strong system last year with ACT 20 for how we communicate [clears throat] with parents what interventions are taking place um and like a good system for parents acknowledging those interventions in our system. And so we're just expanding that in our upper grades as well. So it won't look exactly the same, but now that we kind of have that system in place, we can roll
015it up and and just keep that consistent for families as well. >> All right. So you tested in the fall this year, which we did not do last year. So last year um Ames Web had just been communicated slashapproved slashmandated um for act 20 for all school districts to use as their screening tool. Um, and so we were also implementing a new reading curriculum. So we did not test in the fall and said we were going to wait until the winter. Um, so this is our fall data this year. Um, and as you can see the numbers are quite high in the 90s and in almost all grade levels. Um, which is an interesting thing compared to last spring. Um, [clears throat] and so a couple of things to take into consideration when looking at
016those numbers. Uh, one, we didn't test last fall, so we actually have nothing to compare it to from last fall. Uh, two, uh, Ames Webb actually did their, uh, reorming process, and that is they take all of their tens of thousands of scores over the last 7 to 10 years, and they reorm them nationally. So, this is not a change that the state uh, made. This is not a change that River Falls School District made. The state still requires that this measures um students that are below the 25th percentile. That 25th percentile number has changed from Ames web. And so our numbers from last year, it's pretty hard to compare. So this is kind of our baseline as to where we're starting. Um the other thing to take into consideration is this year uh with
017our fall testing, we actually did it towards the end of the required window. So act 20 requires that we complete testing within the first 45 days of the school year. And so we pushed that to the very end of that 45 days so that we could get in an entire round of intervention first. So students that were in an intervention last spring, we were able to provide them additional reading support right away in the first week of school so that we weren't sitting around waiting for testing data. Um, so all of our students had a little bit of a warm-up before they did that screening, which is we've not done previously. So just some considerations to think about when we look at our data for this year. We will continue to look at this data.
018We are already continuing to look. We have progress monitoring data. So any students who are not in this who for example the 3% of kindergarteners that did not meet this standard are being progress monitored every week. So we're doing a a progress moning probe for them would be letter names and letter sounds every week to see where they're at and are they keeping in that trajectory to be proficient in the winter and then again in the spring. Um, and actually because the numbers are where they are, we're actually looking at almost all the way up to the 40th percentile. Uh, depending on the grade level and and how many kids we have to track. So, uh, we're definitely not resting on the fact that the 25th percentile is good to go. Uh, we're absolutely focusing
019on kids who um may need additional supports outside of that 25th percentile. So, >> when you say 25th percentile, so that's proficient or what can you explain that? So that's the threshold for act 20. So any student below the 25th percentile requires a reading plan um through act 20. >> And the 25th percentile is all the kids who took the test. >> Yep. >> The 25% that did the lowest. >> So it's not based on our own percentile. This is a national >> national nationwide. So nationwide the lowest quarter. If we're above the lowest quarter we're proficient. >> We're not >> according to act 20. That's a conversation that we've had really collaboratively as a team is saying that a student at the 26th percentile is proficient doesn't feel super great for us. So that's
020how Kate talked about going up to the 40th percentile with support hoping to even get higher than that. The more that we kind of minimize that achievement gap. Our recognition has been that like yes, they don't need a reading plan and are we really saying they're a proficient reader? We don't necessarily think so. So that's why we're still trying to add layers of support whether that be with a reading plan or a tier three intervention like reading intervention with a title reading teacher, but we also have things like reading core or support with pair professionals that we're adding in for those students who aren't at that threshold just because we want to ensure that we're still working towards proficiency even though they've met that benchmark. >> And if they're if they're on a reading plan
021in an intervention and they get above the 25th, we don't take that intervention away until we feel like the student has truly graduated out of the need for it. But just because they reach that 25th percentile, we still continue our supports as needed until they >> But percentiles are kind of dangerous because the lower the overall scores go across the nation, the lower the bar goes, I mean it could be an ever decreasing bar, >> right? So do we have other methods of of testing the kids that we know like how are you actually doing >> forward forward test at the end of the year? >> That's grades three through five. I would say another piece though at least for our three buildings, Mon B Monasuri does things a little different, but we one of
022the things that our ELA committee has done this year is to look through the collaborative literacy resource to say what are common assessments that we're using districtwide to ensure that we have a strong understanding of what student proficiency looks like at those grade levels outside of those benchmark screeners. So while we don't necessarily have the unit summitive test that you may see in other curricular resources, we're still ensuring that there's some level of commonality for that guaranteed and viable to say well all students in third grade have shown us how they do on an assessment around theme and a story. So that way that we still have other marks to compare and then we have time set up throughout the year that we've put in placeholders so that our teams can have conversations districtwide about
023what they're seeing in those assessments and the instructional moves that they're making. >> It'll be interesting to see what the teachers think how this goes. >> Yeah. And and like last spring, for example, at Greenwood in my third grade, um I had nine students who were on a reading plan based on the 25th percentile for oral reading fluency that actually passed the forward test. >> Oh. >> So they they did they they got a passing score on the forward test, but they were in the lower 25th percentile needing a reading plan. >> So it all just kind of depends on the type of test and how they take it and and whatnot. So we're definitely looking at lots of pieces of data and having >> or maybe those interventions help them pass the forward test
024their forward test in the spring. >> Interesting. It's a you know the proficient is an interesting word that we use in this because I think it gets you understand it we kind of understand it but generally when it's when this gets out in the community and press and all kinds of things people hear these things that 40% 50% whatever meet proficiency the rest don't translates into half of our students can't read often and I think so it's important for us to remember that that's a benchmark that's that's that's that's a marker out there, but it doesn't necessarily mean our students can't read. It's we want them proficient in reading, which is a higher standard than just being able to read. I think I'm kind of stating the obvious here, but I'd like to get that
025out there so that people don't misinterpret that. And that shouldn't be lost on anybody. >> We're not satisfied with where it is. We want to improve. That's been a goal. It's been a major thing for us as a board and us as a district is literacy, reading, this transition to science of reading, all that. So [clears throat] which is great I which was a question I was going to have. So the faculty are going through teachers are going through professional development to learn the science of reading the techniques and all that sort of stuff. Is that going well? Are you getting the teachers working into this well? Do you see any bumps in this? Anything we should be aware of or concerned about teachers adopting? I think the the good news is the training that
026teachers did last year I think was organized in a way that it was applicable and because we gave some people voice and choice and how they did that they found a time to do it in a way they had the highest level of capacity. I think that the other perk is that we chose a resource like collaborative literacy that um utilizes the methods of science of reading. So it's not like there's they're getting this training and then having push back from the resource we selected that that's not happening. I think the biggest thing I can say that I've seen at Westside is just it's hard to get out of our default practices. I don't think it's an unwilling list. I don't think it's that people don't want to or that they're not trying. It's just
027that that takes time and energy and resources. And so I think that continues to be a goal of our all of ours as well is how do we provide time for those collaborative conversations for people to move out of that default and into what we know is best practice because while they want to at their core, there's always kind of competing priorities for them to do that. So I don't think I would say in my building at least there was resistance towards the training or towards the new learning. Um but more how we take that learning and put it into practice is where we've run into >> Yeah. And I think that's where our lead measure came from is that it's easy to like learn that and then move on. And so our thought just
028being like even if it's just little tidbits or little reminders or things that we're reinforcing that teachers are doing or highlighting is just a way to keep it at the forefront of people's mind and when they're ready throughout the year to kind of take those incremental steps to continue moving that in and improving. [clears throat] >> I always appreciate when you guys are in front of us because you we learn so much from you. But it's it really this really is about leadership I think and building leadership is kind of what gets us there and monitoring it. So, one of my takeaways from this is that with all we're doing, and this is an initial measure for us, um, we'll know more when the forward exams come out, >> right? >> With the understanding that
029standardized tests aren't the be all and end all. And it's not that our kids can't read, but we're trying to make them as proficient as possible with this different approach, science of reading and forwarding exams will help us with that. I understand that. Anyway, >> can you explain the reason why you suspect oral reading fluency was chosen as the screener? [laughter] >> Like is there is there I don't want to open up a can of worms, but I am curious like is there is there research and evidence there that that that is a good indicator of a student's overall ability to read and comprehend? And >> I I there is correlation between fluency and comprehension. So, a child will may struggle with comprehension if they're not fluent. Is it 100%? No, it's a correlation, not
030a causation. Yeah, I feel like >> those terms have been around a lot lately. So, you you see a correlation between that. I I don't know the numbers on it, but I do know that over time that's been um something we've been focusing on. Do you ladies have any other comments on why that might be? [laughter] you're I mean probably going back 10 15 years when dibbles was was a was a >> thrown around for a while and Ames Webb kind of took on the scene as well. I mean I think Kate explained it. It was shown that kids who are fluent typically then have the cognitive space then to attend to reading comprehension. >> So it's not 100%. We have what's called word callers who are able to decode quickly and read quickly that
031aren't attending to comprehension. >> But that's why we have other measures in place to try to catch those kids. But >> and we also have students who like Kate mentioned aren't fluent but are thinkers and and are thinking deeply. They might have other processes that are slowing them down. >> Um so that's why it's important to keep the big picture in mind. But in general, it can give us a good big picture indicator that students are proceeding the way we'd expect them to. >> And they did adjust last year for first grade it was just based on fluency. And this year now it's a composite score that triggers the um reading plan. And I think our teachers appreciated that also. Just where they come in at first grade and where they leave first grade is
032really different. But I think this will be a more accurate measure of their overall reading ability. So, and I think we're continuing to monitor when does the fluency become the problem and when is it not, right? Because I think our fourth and fifth grade teachers, conversations I've had with those teams this year is like that is important and so is understanding the text, right? Like it's they're not mutually exclusive. So, I think >> it really comes down to one of the the perks of ACT 20 has given us the toolkit to have more diagnostic assessment. So, recognizing is this a barrier for those students or is this they may just be a slower reader. We're going to keep supporting them in that and it's not the end all be all for that kid. So, I
033think that's another piece of this that as we continue to support fourth and fifth grade because they don't have the same act 20 implications, but having us have fuller, better pictures of students when they leave third grade of what their reading needs are, I think is only going to help us in understanding that this is one data point for them. But when we look at a comprehensive view as who of who they are as a reader, I think we're getting more and more information to kind of put those puzzle pieces together, too. >> All right, my turn. Um so lots happened over the last year. Um so to celebrate a few things from last year as we reflected and we did a lot of reflection over the summer and we continue to do that. Um
034with us as well as with uh Wise and really overall the roll out of our personal reading plans was successful last year and it was a heavy lift for teachers. It was a heavy lift for coaches. Um but at [snorts] the end of the day it they went out well and I think teachers felt really good about it um in the winter, even better about it in the spring because they kind of felt like they they um understood it a lot better and were supported along the way. So um that was great. We did make instructional decisions without that fall data point which was I think a whirlwind for all of us to kind of get our heads around that and what that actually meant for students. Um but I think overall as we kind
035of collaborated and with coaches that that that worked to our advantage for for students also um you know that top 10 tools training that we were talking about is kind of wrapped up. We did some work last year at Monasuri and with 4K with um the reading center of Minnesota and now the rest of the district is doing that as well just for that that ant right I mean top 10 tools gave a really solid base in the science of reading but like we say um as part of our um overall plan is that that professional development needs to continue. So really happy that we got that part kind of checked off but now that's just like the springboard for more. Also, um, wildly enough, even though it was a very heavy lift, there was
036just really, really a positive mindset towards student growth and student support and student need and really [clears throat] using data as that that that center to talk about. um which I feel like in every building our PLC time kind of really really took a strong focus to to really look at numbers and data and what children need to to be successful and so um and classroom teachers really got involved in that you know at their level and and really used what they had. Um, I know at Monasuri we really spent the year um exploring lessons that maybe that had gone by the wayside over time that we were really trying to kind of make sure that teachers knew what they were teaching and why and using transparent classroom as that platform of well my students
037are all here where are yours and having those conversations. Um so it looks a little bit different but overall um teachers I think were really happy with that structure last year. So, um, with every new change, like Rachel said, it's still being rolled out in year two. We don't feel done. We don't even feel like we're refining. We're we're just still getting things going. Um, I think one of So, we have obstacles obviously, and they're not obstacles that are barriers. They're more like things that we just need to keep working on and keep refining in our own minds. Um, and working with Amy to kind of put all of that together to be able to roll out to staff. Um, one of them is really as web plus itself and just the way that um,
038you can use that data. We all figured out fastbridge really really easily and and it was intuitive and [clears throat] it was really easy to use and teachers found it intuitive. Ames web plus isn't quite the same. So, we're just still kind of all digging to figure out how to best utilize and how to be efficient about it because yes, I can find the data that anybody is looking for or that I'm looking for. it just may take a lot longer right now. So, just kind of working with teams and when somebody finds something, it's exciting. Um, and I'm sure that will continue to happen throughout the year. Um, also, as we we spoke kind of a lot about the readjusted norms, the national norms, um, that was kind of a big deal because our
039scores looked fantastic. And if you really dig deep underneath the percentiles and you go to the cut scores of what makes up those percentiles, you will see, especially in those younger grades, that they actually have to double their cut score by the winter um screener dates. So, it's a really strong uphill right now. Um so, [clears throat] as much as teachers celebrated um the first round of testing and not many reading plans and everybody was excited about numbers, it was kind of that immediate like, okay, but now we got to get to work. And I think that there was that um that motivation to kind of keep the scores where they are. Whether that can happen or not, you know, we'll we'll see how it all shakes out. But um but really at the end
040of the day, that that was a a big shift from last year for us. Um and kind of rightfully so because everybody worked so hard last year, it was kind of nice to see for them. Um also we um so the personal reading plans, we shifted tools over the summer to develop them. They're all online now. They go home um in an like in a portal and that that's a whole thing that we're still figuring out with with parents as well because they have to access their portal and find things and you know accept the reading plan and all of that. So there's just a little bit of um >> what learning process for everybody on on both ends, right? So here we we kind of >> taught our teachers one way of getting reading
041plans home last year and we're like nope on that. Now we're doing this and so just another year of brand new trying to get everybody up to speed. Um but it actually went quite smoothly in most buildings. Mine maybe was the exception, but we um and the new data warehouse that goes along with that in Next Path which has been fantastic and teachers are really enjoying kind of having the chance to dig in there because they're able to look at um things from previous years and just really look at trends. Um so that's been um a lift but maybe one that will be a short lift and now we're there. Um, also just still working on um ways to measure growth and a as I said earlier, maybe Ames Plus isn't quite as easy to
042determine um kind of reports in and classroom reports and school reports and grade reports and all of it or individual student reports, but also just for us to kind of get our heads around what we're actually what we're actually trying to measure when. So, are we trying to figure out the growth from now until winter or now until spring? You know, is it a fullear growth? Is it a three-year growth? Um, you know, all of those questions that we just kind of keep going around and around and and moving in a spiral forward, but it is just um questions that were still out there. So, >> yeah. So, I think that's all we have. We have any other questions? >> Thank you. >> Well, thank you very much for all of your work. Thank you.
043>> All right. And now what is the superintendent's report? >> Okay. So, uh, as Ben mentioned, I'm excited to report that the marching band or the 2025 class AAA state champions. Um, that performance took place on Saturday, October 18th over at W Whitewater. I had 27th in 40 years. >> I've lost track. >> So now, yeah, I know, right? Good problem to have. but uh 27th over the past 40 years for our program, which is amazing. This year's show was titled Within. Um and they were recognized not only for best overall performance, but best color guard, percussion, visual performance, and musical presentation. So, a clean sweep of all of the awards. So, >> do we have anybody that was a member of a state championship band? [laughter] >> 1985. [laughter] >> There's two of us
044here. I was in the first one. 1985. That's right. >> You got to ride the fire truck. >> I did not. We did not get that. [laughter] >> So, what instrument will you be highlighting? >> I was I was the band the band director um claimed I was the worst trumpet player to actually ever make it all the way [laughter] through high school. [clears throat] >> I was not a not a practicer. Let's just put it that way. >> Um >> well, I think Ben plays trumpet. >> Yeah, >> he's much better than I am. I think you're going to see it. >> If you're interested, then he could help you out a little. Um, so we're going to take some time at the next meeting to recognize the directors and the drum majors. So,
045we've invited them to come. Wanted to make sure that we recognize it because it just happened, but also we'll let people know we're going to do a a recognition. So, um, now to my report. So, I'm thankful today to do have opportunity to highlight several impactful community donations that we've received over the past month. Um, as you'll see, the district benefits from community members, businesses, and organizations that provide service and support. felt appropriate to recognize these organizations um since we had kind of run of them. First one is Johnson Motors. So Johnson Motors out of New Richmond um celebrated a 100 days of giving because they have been in business for 100 years and they presented [laughter] us with a donation of $4,000. The donation was one of several that they provided to school districts
046and nonprofit organizations around Western Wisconsin. Um, and we as an administrative team decided that we're going to use this dona donation to support studentled service projects within our community, hoping that Johnson's motor uh, Johnson Motors example will inspire our students uh, and staff to experience the rewards of serving others. So, that's the first one. The second one that we're recognizing is the Riverfalls Lions Garden Tour. So, our uh, garden tour is an annual summer event sponsored by the Riverfalls Lions. It's an opportunity if you're into it to observe and interact [clears throat] with homes with great outdoor spaces. It's it's actually pretty pretty neat if if you're in into that sort of thing. Um the contribution supports the district's ability to provide colllocated mental health services to Riverfalls High School and Renaissance Charter Academy. The
047services are free of charge for students and their families and it takes place right at at the school. uh were able to support 58 students last year uh through a total of 451 therapy sessions and that impacts made possible um by the donations from organizations like the River Falls Lions. Uh we know that the garden tour requires a lot of planning and organization from many Lions members. I wanted to especially thank Carol Motez who's really the a powerhouse for this event. Um, and I was able to accept the check at the last Alliance meeting, which was awesome. And they they donated $5,000 this year. >> Want to recognize American Legion Post21. U, we want to extend our gratitude to them for a donation to our activities department. This is an annual contribution that they give
048and it supports um students, Riverfalls high school students or middle school students um that might be facing barriers to being able to participate um and allows them to to uh get those barriers down and be able to participate and that's facilitated by our activities department. Um I wanted to recognize the estate of Charles White. So this month we were notified of a $100,000 request from the estate of Mr. Charles White. The donation will be used to establish an annual scholarship awarded to an outstanding senior who demonstrates strong participation in forensics and other co-curricular activities. Mr. White was a 1945 graduate of River Falls High School. He later earned a law degree from WMadison. He was deeply involved in the River Falls community and participated in many service organizations. Although the future recipients will not have
049a chance to know Mr. way. Personally, I'm confident that uh they will come to appreciate his legacy of service and his commitment to expanding the educational opportunities for our students. Uh really awesome legacy. Um and that will be all facilitated through our our our scholarship program, which is a wonderful scholarship program that allows our our students to in a consolidated way apply for many local scholarships. Um and then those th those students applications then can go out whether the service organization does the scholarship on their own or whether our local um scholarship committee selects them. So it will be one of the larger ones. So we're really excited about that. Uh I just wanted I think I've talked about this quite a bit but just one more school forest pavilion dedication. Uh we we celebrated
050on the 15th. It was it was an awesome opportunity. We had um uh about 40 people or so out there. It was a beautiful night. Um we had um Dale Jorgensson speak. He he uh provided the context of how we were able to get to the space where that um pavilion could be located and be accessible. Uh we also celebrated um the fact that over a thousand students have visited the school forest this fall alone. Um, and taking from where we were just a few years ago ago where to get to the school forest in and of itself was a a pretty big adventure that would require more than what would be t timely in a school day. Um, and now now we're able to get there quite a bit. So, we're excited about that.
051Um Dale also spoke uh about the Johnson family who was uh integral in uh facilitating one of the families that was integral in facilitating the the land swap that allowed us to to be able to access that space. Um and I just wanted to recognize Lauren and Michaela. They're up there. They they uh were were key in kind of providing that um history of where we've come with donations and then all or u not donations but where we've come with uh participation and and moving forward where we're going. So, it was a really fun night. And then one final plug, um we have uh our invite to our open house, which is next Tuesday, November 4th, from 5:00 to 7:00 p.m. Um this is our facilities open house associated with our facilities project reaching what
052we'll call substantial completion. Um so attendees will have the opportunity to tour the new transportation center which is at 805 West Locust as well as uh review the updates at River Falls High School. Um one thing I wanted to kind of stress with this is over the last 18 months pretty much all of our facilities have undergone construction and that those improvements have touched lots of different elements of the district. Safety surveillance systems have been upgraded. Uh we've improved our heating, ventilation, lighting and electrical systems. We've remodeled bathrooms. We've improved sidewalks. We've enhanced tennis courts. So, there's a lot of lot a lot of stuff that has happened and it's not always easy to to like showcase all of that. And so we've selected the the two spaces that are the um most uh visually
053available to kind of see as new spaces, but we just wanted to stress that uh even though we're showcasing the transportation center and the new multi-purpose area at the high school, there's a lot of a lot of other elements uh that have taken place and a lot of other people that helped us get there. Um so um we're super excited to be able to showcase it knowing that it wouldn't have been possible without the support of our community. Um and we hope that people are able to come out and check things out. >> Good. Thank you. All right. We are going to move on to action items. And the first portion of this is a consent agenda. So if anyone would like to discuss any of the items in numbers item 1 through five, you
054should ask for it to be removed from the consent agenda. Anyone? All right. Then before the board, we have minutes from the September 22nd regular board of uh school board meeting. We have bills that have been submitted for payment. We also have employment recommendations. We are going to be approving the second reading of the policies that are listed under item four and approve first readings of the policies that are listed under number under item five. Is there a motion to approve all of those things in the consent agenda? >> So, thank you, Veronica. >> Allison, you seconded. Yep. >> All those in favor? I >> opposed. The motion is carried. All right. So, now uh before us, we have four policies that the ADP policy committee recommends that the board adopt for the first reading.
055They we are going to go through them. David is going to highlight a few points. He'll highlight all of them and then I will take a motion to um for all of them together. >> Okay. So the the these were ones where we discussed at the ad hoc committee and had what I would say are pretty minor adjustments. So the first one is policy 1213 student supervision and welfare. The the language update uh from the committee till now is on page 122 uh item J. I'm going to read the sentence that was adjusted. Administrators are expressly prohibited from posting any picture, video, meme or other visual depiction of students on personal or unauthorized social networking media or similar forums. The discussion there was there was some other language around um comments and we had had
056kind of wanted to clarify the scope of what the expectation is not to confuse it with maybe crossover with where there would be other social media friend account type things. So I think I think that captured the goal there. So are there any questions on that? >> Okay. The next one is um policy 1220 employment of the superintendent on page 123 of your packet. Um this suggestion was to make sure that we don't box ourselves in from a lensure standpoint um to um uh candidates who maybe aren't uh initially licensed in the state of Wisconsin. So if you had a licensed superintendent from Minnesota or some other place um who could obtain a license but didn't have it at the moment um we wanted to make sure that that person could at least be considered
057for the superintendency. So, we added in the second paragraph who both meet or are able to obtain state and local qualifications. That's the only adjustment that we made to that one. Any questions on that? >> All right, moving on to page 125. Uh, evaluation of the superintendent. Um, we just did a few updates uh for clarification for the purpose of evaluation. In the first paragraph, in the second row, we added the term ensure accountability. uh below that the progress toward educational and strategic plan goals fit better with how we do evaluations here. Are there questions on that? All right, moving on to 127 which is superintendent job description. Um under minimum qualifications we have uh we updated in alignment with the prior update have the ability to obtain. And then we also just made some
058up updates to supervision. the superintendent supervises the Renaissance Charter Academy coordinator and that and so we added that and then we updated the word problems to challenges in number five of schoolboard development. Keep the school board informed on matters such as district challenges. Questions on that. Okay. And then we have 1422 which is non-discrimination and equal employment opportunity which is a monster of a policy. Um the update of all of it that we had was on page 132 which is the one two fourth page of the policy and it's the third paragraph down. I'm going to read the sentence that we adjusted and then I'll explain how we adjusted [clears throat] it. All complaints must include the following information to the extent known. The identity of the respondent, a detailed description of their understanding of
059the facts upon which the complaint is based. That was the piece that we added. So, a key component to this policy is making sure that through the process there's an assumption of um innocence and um that we look at the the policy or we look at the situation neutrally and so it had been uh it had said a description of the facts and so we we're worried that that might kind of lean towards well that's those are the facts, right? So, we wanted to to to still have it in there. And so, that was the update that we we made to their understanding of the facts upon which the complaint is based. >> You said that's on the page four of the policy. >> Page four of the policy. 132 in the overall packet. Third
060paragraph. >> I don't do a packet. >> I'm well 132. It's when I say packet, it could still be in your >> Okay. >> Does it not say 13? >> Good to know. So, if you go to >> Do you see it? >> Complaint procedure. Okay. So, next paragraph, right? >> Okay. Got it. We got it. >> Yep. Thank you. >> Thank you. I'll try to do both. So >> that's okay. I just >> I print people on your >> I don't print. >> There you go. >> Okay. So those are the four or >> five. There was a typo on >> those are the five. [laughter] >> That's okay. Thank you. Yep. >> Oh, so we're done, right? All right. So, is there a motion to approve the first reading of MELA policy um
0611213 student supervision and welfare 1220 employment of the superintendent 1240 evaluation of the superintendent uh 1400.01 superintendent job description and 1422 non-discrimination and equal employment opportunity. >> So moved. >> Thank you, Lindsay. Is there a second? Thank you, Allison. Discussion. >> Thank you. Questions or comments? updates. >> All those in favor? >> I opposed. >> The motion is carried. We should ask, are you guys going to stay for the whole night? >> They're on the edge of their seat. They want me. It's exciting. >> If you really want fun, you come to the first Monday of the month. [laughter] >> So, good collaboration. All right. Uh, Mike, finance and facilities. >> Okay. So, we had three items on our agenda and of which two are being addressed tonight. So I won't go into great detail.
062Dave talked we went through a facility project update our um at the time that was three weeks ago. A lot has happened since then. So uh for being given update was happened then Dave just went through kind of the list of things and so um that hit it well. We invite everybody to come and join us on November 4th at the transportation center at the high school um to see some of the neat things that have happened. Uh the next thing was the budget update and I know Lynette's going to at that time we were looking at what the budget might look like uh of which we're going to be hearing from Lynette later tonight. So I won't go into great detail because we have the Lynette doing that presentation later. Uh the last thing
063we talked about was student enrollment. Every year the third Friday of September we count heads in our in our seats uh at the school. So we have a third Friday count that's done in September again in January. So uh we had our third uh third Friday count in September. We ended with let's see we had a revised number. So total headc count this year is 3380 students. Uh we also have what's called full-time equivalents uh of 3279. Our prek and our 4K students are not counted as full-time students. So uh while we have 3380 students as a headcount are full-time equivalent um preks are a half considered a factor of half and 4K is 6 of the students. So that number is 3279. So >> and that factors in the open enrollments in and out
064as well. >> Yeah we did have a we did talk a little bit about open enrollment. So, the good news is is we've we have a record-breaking most ever o open enrollment ins of 220 students. The downside is we have also a record number of students out of 206. So, uh for us, we have about 15 more students coming into the district that open and roll in versus what open and roll out. So, we kind of reviewed where those students are coming in from and also where they're going out to. So, uh was was discussed. So, >> yes. Anything want anybody you want to >> any questions for Mike? >> Okay. >> All right. Thank you everybody. Alan, I'll turn to you for educational program. >> Okay. Um the education program committee met on Monday,
065October 13th. And um it was really good discussion. U we had four new high school course proposals in front of us. And one of the things about high school proposals is we don't necessarily get to see the syllabi but the faculty members do get to come in front of us and talk to us about the new courses. The board has to approve these addition to the course these additional courses. Our conversation around all four of these courses. Um part of it was enrollment is not going up at the high school. So, if we add courses, eventually we're going to have to sunset some courses, and that process will probably be happening going forward. We didn't approve eliminating any courses, but that's something the high school will be monitoring and probably making some changes. Um, the
066four courses that were um that are in front of us tonight, uh there it's possible there could be some minor name changes to these. Uh that's something the board doesn't act on. We don't approve names, but um anyway, so the names that eventually appear in the catalog might be slightly different, but basically we're we're dealing with the courses overall. We did have some conversation about what's involved in these courses and the nature of these courses and why these new courses and and and that and very very productive conversation. I think we were all very impressed with the four faculty members who were in front of us had good answers uh had good responses for us. We appreciate their creativity um their innovation and um their enthusiasm that that go behind this these new court proposals.
067So it was great to have that conversation. Um so and and again this notion of making room in the curriculum and making sure that each of these courses continues to have the academic rigor of basically the reading, writing, quantitative reasoning, critical thinking skills that we assume are going to be in all of our courses generally. Um I think in talking to Stacy what we'll do is we'll take all four of these courses together. The four courses are so I will I will move approval of the course proposal AP world history modern which is basically the 13th century world 13th century history to the present. Approve the development of a new interdisciplinary course called humanities. Approval of the development of a new activities course u called walking for wellness and approval of the of a new
068elective in physical education which right now is the name of it is living your best life readings and reflection on improving your health and happiness. Not sure if that'll fit well on a transcript but [laughter] we'll see where that title goes. But we liked all of these and um it brought out some really good conversation about where we are with enrollment in the high school and curriculum and um and had a good chance to get to know these teachers better. So I'll move that. >> I will second that. Thank you, Monica. Uh it was also um good for us to hear that these are in response to student need and some perceived gaps in the curricular offerings that we already have. So that was helpful for the committee. I have a question about that course
069about one of the courses. Um so living your best life uh reading and reflections that course um what does that course like entail in terms of like uh for like the students um in terms like what's that offering for students um is the the title obviously it's it's a mouthful but I I just want to know like what that course in specific um is giving the students >> the the difference between that and the other course the other course will be a new activity course so which are required this will be an elective >> okay I think it's um Colleen mentioned Miss SOA mentioned that it's an extension of health. So health is your required course >> in nth grade. >> Uh in ninth grade most often taken in nth grade and this is an
070extension of some of the standards associated with health that maybe we can't cover in the in the one semester that's associated with it. So, it's it's maybe digging into some of those elements um for a student who is in um I think it'll be available for 10th through 12th grade, but really targeting that 11th and 12th grade student. If I remember correctly, also it had a focus on like mental well-being and sort of looking at some of the science and studies around um managing emotions and and mental health. If I remember correctly, >> she was making the point that >> typically they take it in nth grade and there's an awful lot of maturity that happens from nth grade until you get to be a junior and so that she's anxious to be able to
071help support students as they're growing and learning. >> That makes great question. Any other questions or comments? All those in favor? >> I opposed. >> The motion is carried. >> And then there was one more thing. We had a report on where we are with our local plan with English language learners >> and um really good discussion about that and just where we are with our language learners in the district. So >> yeah, >> it was really amazing. I thought that 85 kids was 85 students English is not their first language >> and the variety of languages was incredible >> and it was a very well done presentation. It allowed us to learn a lot and gain insight. All right. The personnel committee met on October 13th and while there is no action to recommend
072to the board, it was a full meeting. We heard a class size analysis. And so what that does is it takes every course and class in the district and compares it to our class size guidelines so that we're able to see the courses that are within our target range, perhaps a little bit lower or perhaps a little bit higher. And we understand that when they are not ex precisely in keeping with our class size guidelines, it's due to scheduling and providing opportunities for kids for students. Um, we also heard a report on certified and support staffing employee retention. So, we've been able to look at some data over time to be able to see the trends and that was helpful. and we discuss hiring practices, especially related to vetting and how it is that we
073vet potential employees for the district. Nate, is there something else that you should highlight? >> Um, I I just did want to mention that staff retention in the district is really high. I think it's something that's important for the public to know that our certified staff retention rate is right around 93%. Which is significantly higher than the state average. So, River Falls tends to be a place that teachers come to and and want to stay. Um, and I should also point out that there's a sense out there, a narrative that teachers leave to go across the river into Minnesota. And actually, the data suggests that more leave Minnesota to come here than leave here to go there. So, a couple important points for perspective teachers maybe who are thinking about River Falls as a place
074to work. It's also an example of how it's always good to have data to match or to support your assumption, >> but it's been a it's been a goal of us to be a place that can attract and keep good teachers and it was important for us to hear that data, but also a reminder to us not to take that for granted. >> Absolutely. All right. Now, we are going to turn to an annual responsibility that we have as a school board to approve the 202526. Well, we do that annually, but this time we're only doing that year for the original budget and the tax levy. And so to give us some background, Lynette will give us some um information and then we will take actions. Thanks, Stacey. So, uh we did have a our
075budget hearing uh as part of our annual meeting back in September where we walked through the budget um somewhat in depth uh each of our funds. So, um really what we want to talk about is what has happened now since that budget hearing that may have changed some of um the budget numbers and and the levy. So, since then, uh we have continued to update our salaries and benefits. So, uh, staff were still selecting some of their, um, benefit packages and we were still working to update all of those and make sure that we have a really comprehensive, uh, document to work from when we're talking about our salaries and benefits. That's almost 80% of our budget. So, it's really important that we get that right. So, we are we were continuing to update those
076things. Uh, the other things that came in were those final numbers that we're waiting for. So, our property values did come in. We talked a little bit about that at our finance um and facilities meeting. Our property values uh a our average across our municipalities increased [clears throat] by 7.39% and the state average this year was 8%. So um probably for the first time in several years, River Falls uh school district was just slightly below state average. the estimated um it's estimated that 3% of that is actually net new construction and that's almost double what the state average of net new construction is. So, no surprise, right? We've all seen the the builds the builds um and the construction going on in in our community. Um the other uh really big driver of our budget
077that came and that piece that came in was our student enrollment. And so Mike touched on that a little bit and uh we we did see a decline in our enrollment. Um and it was somewhat expected, not to the extent that where the numbers came in. So as Mike mentioned, our headcount decreased by 61 and then our total FTE went down from last year by 80. And so what that does is um that that FTE is used as part of a three-year rolling average. So it um it doesn't take our entire average down um the first year. Uh but what it did do is take it down by 35. And what it provides for us in our revenue limit is an exemption to sort of ride that through the first year. And we are getting
078a revenue limit exemption of over $400,000 to sort of get us um give us an opportunity to now prepare for that next year that decline. um the last in the last 10 years, there's only been one other time River Falls has seen that declining enrollment exemption and it was for $10,000 back in 2223. So this is a pretty significant shift for um a declining enrollment exemption. Uh we also got voucher student uh numbers in and so last year Riverfall saw for the first year um private school voucher students of a a total of three and this year we have four. So, there's been an addition for private school vouchers. The interesting fact is there are no private school voucher schools in St. Croy County, um, Pierce County. Uh, so these students are going to a
079voucher, a private school, voucher school somewhere else, not in our community. >> Are they Are there any online voucher schools? >> Uh, there certainly could be. Yes. And so what we the information we don't receive is where those students are going. So all we get is there are four K through 8 students that qualify for vouchers that live in our community. Um but we don't know where they're attending. So um so that gives us an a revenue limit exemption of $43,56. Now the way that works is it's actually at the end of the year it will be a deduction from our state aid and then um what what our revenue limit worksheet allows is for us to you it becomes an exemption >> basically shifts that revenue then is all coming out of real estate
080taxes. >> Correct. >> It allows us to tax more locally. >> Yes, it does. Yep. >> So then the final piece that came October 15th was our state equalization aid. Um, and we I it's important, we've discussed this before, um, but I think it's important to say it again. With the passage of the 2527 state budget, there was no new money put into the pot of state equalization aid. There were other pieces of aid, other aids, but not the pot of state equalization aid. And so, um, there's the the main factors of how that aid gets distributed among school districts across the state is your spending and your property values. And so, as those change, like some some people might think, well, if it's the same pot of money, same dollar amount, then we should
081get the same dollars in aid, you know, the next year. And I mean that that seems logical, but what happens is there's shifts in um spending for each district and then there's shifts in property value. And so that's what makes the shift around in this big pot of aid. Um and so districts like uh Madison and Milwaukee, if there are shifts in their aid, it's going to impact the rest of the the schools. um the rest of the districts in the state. So um with that said, 71% of the districts in the state of Wisconsin saw a decrease in aid. Um that shift and increases went to 29% of districts and the rest saw a decrease and that includes River Falls. So we did see a decrease in state aid. Now how does that impact
082our budget? It doesn't. It shifts that to property taxes. So because that that's we still have the same revenue limit. It's just that shift that's happening underneath that revenue limit. Um so with that said, if we if we shift over to the actual budget document um that's uh being proposed for uh your approval tonight. The areas where that has changed and and first I should say that this is in the format that DPI provides. So, we use the worksheet for budget adoption that DPI provides. Um, so the shifts that you're going to see um are really in fund 10 and fund 27. And under the revenue, you're going to see the shift in the taxes, the local taxes. So, the 210 uh line item and then of course uh open enrollment, our revenue for open
083enrollment because those numbers have come in now um in and out. So, you know, and those those >> open enrollment is listed under >> so that's under the 340 >> 340 payments for services. >> Yep. The revenue of 340. And then down in the um state aid, the 620. Uh so that has shifted now that we got the certified amount. Uh we made a couple tweaks to some of our grants, our title grants just as final numbers for those um came in. And then um when we get to expenditures, of course, those are really just have to do with um using those salaries and benefits in fund 10 and 27. >> So is it [clears throat] fair to say that in the school district of River Falls, we're spending about what 4050 million here? Almost
08450 million >> uh under under fund 10. Yes. our general operating >> general operating. We're spending about 50 million and about half of that is coming from real estate taxes or 20 20 million of the 50. >> Yeah, it's it's not quite half because we have other sources of revenue um besides uh taxes and state aid, but those are big. >> State aid is funding about 50%. >> Uh that's that is correct. >> About 50%. >> It's in the ballpark. [snorts] And a a good goal would be twothirds funding. I mean the constitution state constitution says that the local district must fund at least onethird and the state has tried to achieve in the past twothirds funding >> and that has slipped and slipped and slipped and slipped. >> Yeah. And and we do receive
085aid outside of the revenue limit. There's a a chunk of of per pupil aid that's outside of that. Um I don't remember what number that that's in the 690 the other revenue. So there's 2.8 million of state aid that's outside of that revenue limit >> 690 >> other revenue >> under [snorts] state sources. So um there were no other updates other than in fund 10 and 27. There weren't any updates uh since the budget hearing and annual meeting. Um, so we would ask for approval of the budget as presented tonight. >> I'll I'll make a motion to adopt the 2526 original budget as presented. >> Thank you, Mike. Is there a second? >> Second. >> Thank you, Allison. Questions or comments? >> All those in favor? >> I opposed. The motion is carried. >> Okay.
086Then uh we move on to the tax levy. So in order to support uh the budget [clears throat] that was just passed um now uh what we are asking for is approval of the levy that has been updated and again the only updates to that has been for the general fund 10 levy um leveies for the other funds uh for debt service which is 39 and our community ed fund which is 80 and then those um sneaky little chargebacks of levy that's uh you know just just shy of $2,000. Um, our total levy um that we would like approval on is 27,232,242. >> Is there a motion, please? >> I'd make a motion to adopt the 20 by 26 tax levy as presented. >> A second. Questions or comments? >> I just um asked the
087mill rate 6.89. How did that compare to what we had anticipated? >> Uh at the annual meeting, it was 6.87. >> Okay, so close. >> And again, that's that shift in >> what we had for a state aid estimate versus tax levy. And when that shifted and that goes to tax levy, it's going to increase that. >> So it went up a little bit. >> Yes. >> Slightly. >> All those in favor? >> I opposed. The motion is carried. One of the things that we need to do is appoint a deputy um clerk in order to help with the spring election. So, I will make a motion to appoint Amanda Taylor as the deputy election clerk for the 2026 school board election. >> Oh, sorry. >> All right, Alan. >> Any questions or comments on
088that other than to say thank you, Amanda? All those in favor? >> Opposed? The motion is carried. All right, we do have a slight adjustment to um our schoolboard policy 8:30, the rule, which would be the use of district facilities, grounds, and equipment. This is a first reading of the policy. And if you notice, the only um shift is to add rental fees for our two new spaces, the turf room and the restroom. Um is there anything else that we should add to that, Lynette? I think that that about covers it, doesn't it? I would just say, you know, we um worked with David Crayle on setting these these rates >> and it's in keeping with the the ways in which we set the other >> and this policy we just uh adopted recently so
089there were really no other um changes necessary just to add those. I agree. I can't remember. Is there the opportunity in um is there the opportunity in this policy to wave the fees if we decide to do let's say the space is being used for a charitable cause? >> So that's they would fall under a different priority. So we have those different priority lists. Okay. Um and and yes there is no charge certainly. So they would fall into Got it. >> Where does the money go? Uh it goes into our general fund >> because we have expenses >> expenses related to bathroom cleaning custodial salaries pay. >> Is there a motion please to approve the first reading of revised schoolboard policy 8:30 the rule use of school district facilities grounds and equipment. >> So moved.
090>> Thank you Lindsay. Thank you Monica. Questions or comments? All those in favor? I opposed. The motion is carried. All right. We have the second reading of the revision to schoolboard policy 870, the rule for public complaint procedures. We have gone through this last time when we passed the first reading. There is one slight adjustment which is really just a typo that Dave is going to point out. >> Yep. So under the formal complaint process number one A throughd the paragraph after that exceptions in this sequence may occur when an administrator supervisor within the chain we feel like it should say chain of command >> that makes more sense there it's referring back to A through D. So we just wanted to >> get that typo clarified so we'll add that but I don't think
091it's necessary to bring it back. No. >> Is there a motion to approve the second reading of revised schoolboard policy 870 rule, public complaint procedures? >> So moved. >> Thank you, Monica. A second. >> Second. >> Thank you, Bo. >> Wait, I thought you got in front of you guys. [laughter] >> You all go early and I can't get in. >> Any questions or comments? >> All those in favor? I motion is carried. Do we have any proposed or suggested items for future agendas? All right, then we are going to schedule the upcoming meetings. The policy ad hoc committee will meet Monday, November 3rd at 6 o'clock. Educational program committee will meet Monday, November 10th at 6 o'clock. Facilities and finance committee will meet Monday, November 10th at 7 or immediately following educational program. Uh
092the personnel committee will meet Monday, November 10th at 8:00 or immediately following finance and facilities. There will be a joint school board and common council meeting, city council on uh Tuesday, November 11th at 5:00 at city hall. The next regular board meeting will be Monday, November 17th at 6 o'clock. And everybody, please remember that we have our open house meeting a week from tomorrow. Um, all of those meetings will be held here in the district office. And at this point, I need to read this. Um, a motion to adjourn into close session pursuant to Wisconsin statute section 19851C, which permits convening into close session for the purpose of considering the employment, promotion, compensation, or performance evaluation data of any public employer over which the governmental body has jurisdiction or exercises responsibility to discuss and take
093potential action regarding a parent's communication to the school board regarding a teacher. And also regarding the superintendent, I need a motion, please. >> So moved. >> Thank you, Allison. A second. >> Second. >> Thank you, Monica. I'll need a roll call. Allison, >> yes. >> Monica, yes. Lindsay, Mike, I'm saying yes. >> All right, everyone. Thank you for being with us. We are now going to close session