001Okay, we should be going. >> All right, we'll call the meeting to order. We'll start with our uh committee portion of the meeting and the curriculum and instruction spotlight. We'll start with the state report card. >> Oh, sorry. [laughter] >> It's been a day. Sorry. >> Okay. >> All right. So, this year we're bringing forward to the board um this state report cards. They were released to the public yesterday. Um the next one right here. As we look at this information tonight, a reminder this is just a small sliver of what we consider to be the full student. Um this is looking at for some kids one day's worth of demonstration of their um academic knowledge. Um, we also look at, you know, student more holistically and this doesn't necessarily represent what that full student
002is able or capable of doing. Again, I got to warn us, um, for several years now in a row, the state has kind of continued to throw us some curveballs. This past year, they restandardized or did a standard setting of our state report card, which means many of the numbers and or metrics that are utilized in the report card cannot be compared back to previous years. So, it's kind of like looking at the report card as a new year, a new report card, not something that we can look back and say, where were we? You know, if we had a we'll say where we were this year, well, last year we're at this number. Does that mean we were better? we can't make those comparisons as a result of what was um done over this
003past summer. With that said, let's take a look at our report card. Um our overall rating is treating the district as if it was one large school. Um we, as you see there from the uh graphic um scored a 73.3 overall scores in um on the scale it says we exceed expectations. Uh the front page of the report card off to the right side there shows all the different um metrics that are we'll dive into here as we go into the next slides. The first one of which is our demographics. Um a few things of note here. Uh we've seen a large decline in students of economically disadvantaged. That means the students that are filing for free and reduced lunch. the percentage of students that have filed for free news lunch has gone down dramatically.
004Um, and when I mean dramatically, we're looking at seven or eight% student decline. We're actually almost 40% last year. Uh, 32.2, you know, that does impact different um parts of this report card, but also the bigger picture. um fun some funding formulas are based upon our free and reduced lunch and like so it does um you know we do watch that metric. The other one is we'll see that we've um dipped below a thousand students in our district um that you know we've we're getting um smaller um but the other metrics have pretty much stayed the same whether it be our English language learners or students with disabilities. the percentages have been pretty stable um over the last five years. So our overall score in context um exceeds expectations. How do they come to that?
005It takes four different areas and then based upon our economically disadvantaged percentage the waiting shifts. So in this year we went down with the number of students that were economically disadvantaged. So we saw that the percentage of our overall score that is attributed by achievement increased. So last year we were actually a little more on the growth side of the pie. Now the achievement part of that pie has gotten a little bit larger. U if we were at 35% free reduced lunch all four parts of the pie would be equal. So when we got above 35% was more growth heavy. We got below 35% it's now achieve more achievement heavy. So, what contributes to that overall score? Um, the four areas are student achievement. That's grade kids grades three through 11's uh performance on standard
006tests, the Wisconsin Ford, the ACT, PERACT, and DLM. Um, the second item is student growth. This looks at a value added measure, meaning that it's comparing like students against like students, what they expect that student to grow comparatively to what the student actually grows. So if we meet the expectation of growth, it's right in the middle. If we exceed it, you know, we get bonus points, we fail to reach that, you know, we have a lower level of student growth. Um the third item is target group outcome. This is looking at our lowest kids, our bottom 25% of kids. um as a separate subgroup and saying they're you know how do they perform on achievement and growth and the last they on track to post-secary readiness that lowest percent of kids really focusing on are
007we helping that group of kids grow and then the last item that contributes to our report card is on track graduation postsecary readiness things like attendance and graduation rate additionally a third grade ELA and eighth grade math contribute to that score component. So, district summary, you can see each of the schools there. Um, elementary significantly exceeded expectations this year. Middle school and high school um met expectations and then as I mentioned previously, district exceeded expectations. the uh cut score um for exceeding expectations is a change this year to a 72. We're definitely we saw um what's hard is we can't compare it to last year, but we did see increases in these score ratings. Um but we can't say that's necessarily said we're told that we can't make comparisons. Um but at the same time
008it's you know something of note going in the right direction is what we kind of proceeding. [clears throat] Student achievement continues to be an area our district exceeds it excels in. Um you can see from this graph it shows that we're exceeding or the same or higher than 86.6% districts in the state um when it comes to achievement. Uh that's looking at again at the grades 3 through 11 um student performance on those state assessments. We look year-over-year. The left column of each area and math is 23 24 and the right column is 2425. This is something we can compare because it is the same metric. We see that we've stayed pretty much the same. slight increase in ELA, slight decrease in math, but by and large, not a whole lot of variability, which is
009a good thing. Um, in smaller size districts, it's easier to have variability because you have less uh pool size of kids we're working with. So, if you have a handful of kids, it can have a dramatic effect on what the overall score or ranking is. We've been kind of holding pretty stable, which is which is a good thing. priority area two district growth for a number of years talked about this is an area that as a district we continue to um strive to improve but struggle to figure out you know what is driving that metric. One of the challenges is when you're a high achievement district the ability to move those well per those high performing students even higher becomes sometimes a challenging bar to raise. Um, still we say we want each kid have
010the opportunity of one year's growth in one year's time. And some of our other metrics do demonstrate that whether it be star reading or star math. We've seen kids continue to show growth at one year's growth in one year's time. It just for some reason we haven't been able to crack the code of what it takes for us to make this metric move. Um, one of the areas of positive uh to note in this area is the second year in a row we've seen students with disabilities continue to grow at a higher rate than they did the year prior. So target group outcomes looking at our both bottom cortile of kids our lowest 25% 50% of the score driven from growth. So you know growth is one of those areas we continue to work to
011improve upon. It impacts this score as well because half of this score is driven by that growth factor. Um again looking at kids achievement growth and attendance um graduation rates um helps you know define what this you know are we moving those bottom 25% of kids and making um gains for them. The last area um that contributes to the overall score is on track to graduation. Um one of the areas that we've really targeted the last couple years has been attendance, chronic absenteeism. We've done um specific work as an administrative team to work to identify how we handle students that are chronically absent. making contacts with parents, working with special ed case managers, calling kids, calling parents, getting a hold, making sure that they are here. We're starting to see that evident in this um
012in the in these results here. Um this is back more towards indicative of what we saw in our report card precoid. Um so, you know, it's definitely a point of celebration for us as we continue to move um that absenteeism rate down. Um we continue to work sure kids are here because believe best way for them to learn is being here. The next three slides are forformational purposes only. Um these are mandated by state statute to be included in the report card. This first one is new to us this year. It's as a result of act 20. Act 20 says on the report card we need to identify the percent of third grade students that are either uh meeting or advanced on the state assessment. You see here from the the number it provided 75%
013of more than 75% of our students meet that standard in comparison to 50% of the students in the state. This is a very strong number and reflects well upon um us especially our elementary school in this case. Second is um we've seen for a couple years. Um it shows us our AP participation or any dual enrollment courses that are provided by our district. The third item there, industry recognized credentials is an area that we are seeing some staff changes in. We're working in those departments to reinvigorate and reidentify areas where we can give industry recognized credential opportunities for students. Um, one of the ones that we've done in the past or recently has been our um, AP um, I might draw a blank here. Our YA youth achieve uh, youth apprentichip >> youth apprentichip program
014typically falls into this metric. We didn't have any students last year that qualified under that. We're also as we move forward going to look to expand that beyond youth apprenticeship to include other options. Um I know CNA medical termin you know some of those programs that we've had in the past so you can reinvigorate and re invest in some of that work here in the district. >> Some of those things you can do like online >> hard for CNA and some >> so some of it's students we we have students that completed CNA programs but it's not been through our school. So as a result we're not able to >> identify that we provided that. Most of this too comes from with collaboration with local tech colleges. We have some pathways established for kids to
015get course work while they're in high school towards an industry recognized credential and that is driven at the program level. So we have the staff transition clearly that's not going to be something implementing but as we fill that position and move forward identifying other mechanisms for students to have access to those things like um you know some electrical uh courses and welding and there's a ton [clears throat] of industry recognized credential opportunities that most of that would be done in collaboration with the local tech. And this last one here, uh, nope, take that back. This one we've shared previous years as well. Shows us that we have about 172, actually we have 172 students in our high school that have participated in the arts. Um, next year we'll see next year's report card, we'll see
016theater will be a 0% because we're not offering that course this year. Some of these will fluctuate as a result of that. We don't offer any dance courses, but um, is a strong representation, I think, of number of students that do participate in our district in the arts. Now, when you say uh music, is that just taking choir and ramp or is it an actual class that you have to take? >> Choir and band being classes that are offered primarily in the high school. Um other ones that trying to think we have smattering of kids that take music theory or that's primarily the music genre. Arts and design is, you know, myriad of different courses that Miss Imhop provides. Theater was our theater tech class that we provided last year. >> But being in a
017school play doesn't count. >> Correct. >> These are actually based on courses the students are completing. >> This is the second new piece of information that's provided in the report card. Um it looks at the number of incidents um per 100 students that were reported um through law local law enforcement. Um I need to be very I need to um inform you that we need to be careful with this. This is a statute requirement. It provides no means of assessing whether a school is safe or more safe than another district. Um it does not is not intended to meet the point of evaluation. It was just something that we were told we have to report and we put the metric they put there. >> And to clarify this is what I lost my mind about.
018It was the further notification of public school bill. That's really what this is about if we're being honest. And at that time Don asked the question does this mean just students or is this any? And it's any. So if we have a disorderly parent for example or spectator that's has had interaction with law enforcement on school property or during a school event that's recorded. So it's not just student issues. >> Yeah. And when you know those pieces of details clearly in a place like St. Croy Falls you're going to have a small handful every year of probably disorderly conduct. You know whether it be a student or a literatur fan. And ironically, it might be a fan from a different community that's acting in a certain way in your school. But if you look at
019larger schools or or urban areas, the idea that when you have an athletic event or a school event, when there's 2,000 kids in your high school, yeah, things are going to happen. You know, when you're running a mini city, uh there's interactions with law enforcement based on behavior and reporting that in some capacity so that quote the public has access and can make informed decisions on what school they send their kids to is completely nonsense because schools are a reflection of their community period. Schools don't create these circumstances. Um anyway, I won't continue my tie but that's the point. Uh and I did want to answer your question because at the time I wasn't 100% sure and is any event >> is it just um during school events or during the school day? So if
020Our facilities obviously used or the the grounds are used a lot by common folks walking through, biking through something happens >> outside of an event or the school day. Is that something we have to report? >> No. It's all it's got to be at a school related circumstance. >> And the other variability that comes into play is whether or not the county attorney decides to prosecute or continue on with anything that's brought forward. So that's the reason for the variability and meaninglessness of this data. >> Yeah. Because and that was pardon my tie prior. We may not know it. So like when something transpires and there's interaction with law enforcement, they don't necessarily report back to us nor do they have any obligation to and in some cases they can't with criminal proceedings involving juveniles
021and we have to independently verify that which is how the reporting can become a little wonky. So, if there is an event at a school and it's not reported here and that that didn't necessarily happen here, but the point would be if I can't independently verify that that led to criminal charges, I can't report it because I don't know that. You know what I'm saying? So, all right. In conclusion, um, where do we go from here? Uh each fall our buildings and teachers develop goals uh for the year called SLO, student learning outcomes or school learn outcomes that drive improvement in our district. Um we're continuing to work on identifying those strategies that help increase the student success. Um and lastly, uh as part of statute, our report cards have been posted on our website
022and will be included in our January newsletter. Any questions? >> Yeah, I have one about the on track to graduation. Did they start tracking that in third grade? >> So on track to graduation, that quarter of the pie does include a third grade metric. Um students ability to um performance in ELA is an early indicator of success. and then eighth grade math and then again attendance overall through all the grades and graduation rates. >> Yeah, the categories on track and postsecary readiness so reading ability would be metrics included postsecary readiness primarily. >> Another question I had was does the data like anonymous like you can't look into it and see who's who? We can as a district. I can't provide that in the public setting. >> And then do they compare that? Can you go
023back and look like last year to this year >> on an individual student? >> Yes. >> We watch and look at you know predicted growth against expected growth. Um different tools we utilize to kind of demonstrate that or look at that identify which are our bottom 25% of kids. We identify those kids and work to try to help move those kids in particular because of their weight factor not only include the overall achievement score but also in that subcategory score as well. >> Any other questions? >> All right. Thank you, Brian. Looking forward to the building goals. Uh next we'll move on to curriculum and policy and discuss the Sunday practice site dates for the high school girls basketball and the boys. Uh the girls is January 4th and 18th and February 15th and the
024boys is December 28th and January 25th. Uh this is something that we've allowed in the past if they have a Monday game for example or some other reason they can't get it in. There is rules by the WIA that say you can't practice seven days a week. So we do have to abide by that. So we'll have a day off somewhere else to get meet all that. Right. Script >> and they usually choose afternoon. >> Yes, that was discussed. >> I could remember >> that we had that conversation. Yes, that is the response that we still accomodate other family obligations or church obligations. >> Any other questions? All right, we'll move on to the WASB state convention January 21st through the 23rd. >> So, it's our call out to find out. We know Brent's going
025and Maria and I are going, >> but is anybody else going? And then we need a delegate. And I'm assuming if that's Brent, Brent's the only one going, he'll be the delegate. We technically also need an alternate but so um for twofold reasons we have to identify a delegate for the delegate assembly assembly partner for the WSB and for planning for hotels and registrations and all that and that's just around the corner. So >> I will not be attending. >> I will also not be attending. I'm a maybe attending at this point. When is the final day I need to confirm? >> December 15th. December 15th. >> But um I think I'm going to register you and then let me know before the 15th if you're not going to go because then I can cancel
026you. >> Yeah. >> Okay. >> And we'll get a hotel room and cancel that hotel room if you're not because otherwise we'll be out of luck. >> I'm going to try to go. Okay. >> Stay wherever there's room. That's how that works. >> Right now we have two of three rooms booked. Everything is full. So I'm waiting for people to start cancelling. It was a >> we have two rooms at the Hilton currently. >> It was an interesting uh >> two more >> process this year. >> Yeah. As soon as they opened registration and booking your hotel, there was a problem with the link to book hotels. By the time that was corrected and rectified, LAR went to book hotels full of course. >> Well, the the link went down trying to register for the
027conference because he had to register for the conference first. >> Yeah, you had to register first before you could book the hotel. It's >> a little bit of a cluster. Okay. All right. Well, we'll move on to the uh 2526 emergency drill reporting. >> Yeah, as you recall from a few weeks ago, we had a principal update on the topic. Each one of them talked about the emergency drill day. Um those are not publicly available. So those are uploaded here to the um board doc agenda that are available to board members. Uh statutoily the board has to review and approve those those that are uploaded to the office of school safety along with other miscellaneous documentation with respect to crisis response and school safety that has to be done on or before January 1st on
028an annual basis. So these reports along with other information will be uploaded once approved. All right. Any questions? Can we ask questions? >> Yeah. >> Okay. >> I just can't get into specifics publicly, you know. >> All right. So, if you can't answer this, don't answer it. >> Uh, you know, kids go to the bathroom, whatever. How do we know that there's nobody's locks left in the bathroom? It's super interesting that you made that comment, Brett, because we had a scenario in which there was a student for a high school student listening to had earphones or AirPods in or something like that. The announcement was made to do the drill and that student didn't hear the announcement. No fault of their own because they were in the media center, the library >> of a college
029class. >> Yeah. Uh so they were kind of independent at the time and the building evacuated and the student was eventually identified and things were taken care of. But that then because one of the focuses of these is to do the drill and then identify areas we debrief and identify areas that we can rectify that we saw some issues with. And so this is a fairly simple solution. It's that each building or area is going to identify human being that's going to be responsible to ensure that some of the perhaps unchecked areas or or because we already know staff check bathrooms and that kind of thing. I mean, in this regard, what happened was I'm sure every staff member that walked by there was like, "Well, there's probably somebody in there that's," you know what
030I mean? It's a common area circumstance that wasn't um addressed. So, we've identified at the building levels who's going to kind of sweep those general or common areas and make sure that those aren't evacuated at the same time, too. >> I have a question also if you can answer it. So there's uh classes that take place where students from like middle school go to high school or uh I don't know if high school was said this but how do those kids kind of know what the respective school plan is so that they're prepared if something were to happen while they're in the other school. >> Essentially in the evacuation drill it's everybody is leaving the building. So it doesn't matter if uh a group of seventh graders are down in the high school wing with
031Miss Imhof. She's taking that class and they're going. So, it doesn't matter which kid is in what part of the building, whichever class they're in with that teacher, they're bringing that group out. >> Yeah. >> This is also an opportunity to review scenarios with kids. So, and we do that in other regards, too. A lot of the time when we'll do a drill, there's no there's not necessarily movement. It's a classroom discussion around, okay, if this were to happen, here's what we would do. Um, and those are much less invasive, less anxiety causing. And frankly, that's what you need to do is to simply describe what the process and approach would be. Um, and with something like a fire drill or an evacuation, you have scenarios in which kids could be anywhere. And so there's
032plans in place to find stragglers and to, you know, the staff know. I keep them with me and I contact, you know, the building principal that's responsible for the kids. So there's there's information disseminated and the students have a general awareness that someone an adult's going to grab them and bring them with them and then we rectify it kind of from there. >> And maybe to answer that a little further once if an evacuation happens once we get to our uh reunification site. Let's say there are high school kids that are with Mr. Larkham in his end of the building at the middle school. He would evacuate with them and bring them down. But once they get down to our evacuation site, those high school kids then will go to their high school advisory teacher
033to check in. So there's a handoff at that point with the cross grade mix up. That helps further answer that. >> I was also curious like once an area is cleared, is there a way that like I mean just kids being kids so like oh no, I forgot my phone or something that I feel like I have to have in the room so they're going to go back in there. >> No, that's all. >> That's allowed. That door should be shut. >> Get out. >> And all of those things are communicated to. We're not driving coats. We're not driving backpacks. You're going now. >> And having had to evacuate buildings in my prior experience in an emergency capacity, staff members are leave stuff behind and have a problem with it. students leave stuff behind, have
034a problem with it. Parents have a problem with not being able to get to where their student is with law enforcement. And it becomes a scene. So that practice, those drills, that communication and walking through that is super important. Still one smooch, >> but and then you have to consider what happens. What if it's the end of the school day? When can I go back and get the stuff? Well, we're sweeping the building for a bomb. You're not getting back in there until you're done sweeping it. So it might not be till tomorrow or 9:00 tonight. >> That can be tough. But yeah, so stuff just sits and back and get it time you can. >> Very good. Any other questions? >> All right, we'll move on to policy 413, education of children and youth
035experiences homeless experiencing homelessness. >> Yeah. So there's that and 413 rule which is the next 2E item. Um so we'll take them back to back if that's okay. Uh what it is is um policy that is as the title indicates what the district does in terms of kids that are um homeless and in terms of their education when they're homeless. And it's about continuity of services. It's about the fact that in Wisconsin, if a student is considered homeless, they can be, it's not, it's rare, but they could be 100 miles from here and we still have an obligation uh as the district, their resident district to provide services and figure out how to get into school and not interrupt services. Um, this is the McKini Vento definition of homeless. So, this isn't living in a
036cardboard box under a bridge kind of homeless. It includes that, but it could also mean that you're doubled up with relatives. It could mean that you're couch surfing, staying at a friend's house, whatever the case may be. So any of those more broad definition through Mckin Venetto incorporates homeless youth. So under statute, they're then afforded specific services. Um policy 413 and having this policy in place as well as the rule is a requirement. And as I mentioned in the board update, we are undergoing a title um evaluation and review this year. As a result, policy needs to be in place uh so that we can ensure our compliance with set review. >> I've worked with homeless kids in the past and there's always been a homeless liaison through the district. There have been kind of
037procedures in place. How is it how did that run without policy? >> Is it just that we knew that's what we had to do? >> Correct. You have to identify and report to the state who your homeless liaison is and you have to indicate compliance with Mckin Vento. So, we were engaged in all of these activities regardless of the policy. Upon review and communication with Brian, we identified that there wasn't a policy officially approved and in place. However, this existed out there in the in the former um policy file and so we pulled it out, polished it up and and are bringing it forward now. I don't know why that would be. I'm thinking it was an oversight like we thought we had it approved and it wasn't but we couldn't find where it had
038been approved and frankly um or during the course of last year it never came up and I didn't even think about whether or not we had said policy approved so here it is and then it'll be in place and move forward >> once you feel like we've approved >> I was just going to say this has come in front of us before at some point I think it was early on when I first joined this board because I'm reading the language like so I don't know when we would have approved it but it has been in front of us I can guarantee that >> okay >> at some point >> I remember Mark bringing it because I recommended changing the titling to experiencing homelessness instead of homeless there's there's some terminology there >> appreciate that
039intel what we have to do is do a board agenda search >> because based on the documentation of the shared file that we have there was not and well pardon me it's not on board book so it's not with our listing of policies it's doesn't appear there and in the shared uh policy folder that I now have access to and have had access to since I started it it didn't it's there but it's not it was never an adopted um >> date so >> maybe we just review maybe we just reviewed it and then it never came back >> I don't So what we'll do >> is with upon approval of this policy rule, this will usurp anything else that's already been out there. But for posterity sake, we'll do a review of past agendas
040to see if we can't find it to see because then we can change this policy to say adopted and provided the correct date and then modify it on whatever date we approve this. Or did you look at board look? >> I will look verify whether or not we approved the board, but it was not listed in the policy listing. >> Yeah. >> Remember the rule? So the rule is simply the uh the more um you know nuanced sort of steps that you're going to take to ensure that that homeless child's education is not interrupted or impacted to the less least amount possible. >> Any other questions on that? Hearing none, we move on to the assigning the final 2425 fund balance to fund 46 discussion. >> Yeah. So the um fairly simple, we've talked about
041it before. The district has an established fund 46, which is a capital improvement fund. Uh one of the benefits of transferring dollars to fund 46 uh is that you uh according to the state, it appears as though it's been spent rather than placed in your fund balance, which can a negative impact on your equalized state aid. So when that's put into fund 146, it's a capital improvement savings account as it were allows us the opportunity to draw from that for future building projects and um uh renovations and things like that. So when I say building, I don't mean a new facility only. I mean, well, we're crack sealing the we're going to recommend crack sealing the pavement in various locations. You can use that for that. You can, you know, fix HVAC. You can repair
042the roof. We have a couple of these items that could come from 146 or could come from fund 10 if districts, my personal opinion, if districts have the capability of putting dollars aside into a capital improvement fund when these things do arise because they always do, uh you're not going to necessarily be caught with your parents in terms of we don't have the dollars to do this in fund 10 and lo and behold, we have to do it. Like you don't have a choice. So then you're not in this scenario hopefully where you're borrowing for example to repay the lot or you're uh going negative or too deep into your fund balance to to continue certain building projects and renovations. So it's a wise choice for many reasons. Um currently we just looked at what
043the balance in 46 was. Lori, do you recall? I don't either. Um it's slipping my mind. It's not like it's not like piles of cash. It's not like $500,000 or something like that. I want to say 70 or 100 something like that. >> 100 sticks in my head. >> Yeah. Um and the transfer of this in would be a system in that regard. If you recall, this ties to the 10-year facility plan that we had approved uh last year. No, it wasn't this year. >> This year, >> sorry, seems like so long ago for some reason. Yeah. So, and then anytime we would spend out of that, there has to be a correlated to the to the 10ear facility plan that the board has already approved and that'll be done. When it comes to approval,
044we will make it abundantly clear whether we intend to pay for it on 10 or 46 if it's a facility project in the future. >> Any other questions on that? All right, we'll move on to the 26 health insurance renewals. >> So, we got our um insurance renewal, rate renewal um last week or the week before. We, if you recall, made a switch to Health Partners uh from Medicica to avoid a pretty significant increase. We saw a 2.9% decrease with the switch to Health Partners and implemented that new plan January of last year. We're on a January to December uh plan and when the renewals came in um we got a 5% renewal with basically no modifications to the plan and they're adding in virtual which at no cost to so effective in January at
045no cost to employees you can do a virtual visit um and that there's no deductible there's no co-pay there's no nothing so you can avoid office visits by using that lower level things. And I mean, if you've done that before, you realize that if you have something fairly significant, they make you come in anyway. Uh, but for run-of-the-mill allergy stuff or, you know, a head cold or a variety of things, it's basically like the phone nurse where you can communicate with the doctor potentially, get prescription, that's what's wanted, those sorts of things. Um, the 5% increase would be uh the line share of course based on the way that we uh pay for health insurance would be a district expense, additional increase for the district and then employees pay 5% or more of their share
046uh as well. So it's not a 100% district cost but since we pay 88% to 87.5 what number is it >> 86%. That's uh the 5% is going to larely impact us. However, the average that um school districts are seeing in terms of their health insurance renewals are high single digits to double digits almost across the board. So, this is a really really good renewal. So, the recommendation is we continue what we're doing and take the 5% increase and see what happens here in another nine months or so. >> You think that's because the our our usage was up about not as high last year. >> Yeah, we have a good loss ratio. So, with the data that we have access to now, we're at like 82 or 83% loss ratio. And since we're on
047the the tail end of the uh plan year, that's typically when you see an uptick in um costs because people have met their deductibles. So, then you see more, you know, healthcare engagement during that time which costs more money. So, I would anticipate that to tick up a little bit and that I'm guessing is what they're anticipating as well. You know, that's part of what the renewal offer is. But because we are at 82 or 83%, that's why you're seeing a 5% instead of 8 9 10 something more. >> Any other questions? >> All right, move on to the elementary school repair. So, I'll give you sticker shock. Like I said in the board update. If you look at this um bid from Lake Area Roofing and Construction, they do have a quote for replacing
048the roof on the elementary school, which I will tell you will have to be done in the relatively near future. I would say in talking with Brian, five to seven years. Um and that is $1.1 million as of today. And so having some money in a place like fund 46 is a super wise choice. Otherwise, you're going to end up either borrowing or going to a referendum to put some buildings and that's probably not something we want to do. Nonetheless, we'll move past that because we're not talking about a replacement, but it's a good time to put a plug in so that you know what may or may not be going on. There are issues with the current ballasted membrane pulling away from uh certain areas on the roof that cause issues with potential leaks.
049They go in and fix them temporarily and then it pulls away again. And so Brian reached out and got this quote to to rectify that. And the uh quote is for 19,7272 19,272 to do those repairs. Um, and of course it's recommended that we do them because we're at a point where our piece moving it to try to fix it isn't effective. So what they do is remove some of the rock ballast and actually cut the membrane out, reattach, and then put it. So it's in an area where it's like the flashing against where a structure comes up out of the roof. It's those areas that are pulling away. the ballast or the membrane underneath shrinks over time and starts to pull away in corners in particular as it pulls away from. So that would
050be fixed. The question that I had for Brian too was does it make sense to spend 20 grand on this if we're going to be replacing the roof in 5 to seven years? And the response is yes because we're dealing with leaks at the elementary constantly. >> That's the way that's wasn't like somebody was up there walking around. This is just from having a roof this age, normal sun and snow weather. >> What? So this this 19,000 >> Yeah, I would assume that we can I don't think that we're in a circumstance where we would draw from 46 at this stage. That would be closer to the end of the year, but yeah, it' be a fun 10 expenditure because what we can also do is if we find that We've spent a degree in
051fun for example facility wise that we might have some issues we can flip some things to 46 that we might do later with approval of course at that time. So yeah, regular fun. Any other questions? >> All right, we'll move on to the the driveways or the crack fill project. >> Yeah. So those quotes also have multiple things uh that were bid, but we are specifically focused on the crack fill. Again, this comes from conversations with Brian Warner, Buildings and Grounds. And um what you'll notice that's not present is the crackfill and the other information for the elementary school. The reason being is that that parking lot and turn around and drive needs to be basically redone in the next couple years. >> And that makes no sense to do crack filled for, you know,
052a few thousand and then tear up the asphalt and redo asphalt. So, um, they will continue to limp it along and patch and do some repairs after the winter just like they've done. But as another heads up, that lot and turn around and whatnot at the elementary that's going to need to be redone soon, like within the next couple of years. And so, we're putting plans in place to to make that happen. Um, what we have for crack fill is uh dresser, which is the first attachment there. The cost for crack fill address is 21.55. Um going back to the second attachment skipped. It's labeled high school but it incorporates uh the middle school high school which is 2900. It incorporates the um in-n-out road which is 9,250 and it incorporates the area by the
053bus garage which is 2275 for a total of all those buildings that I just mentioned minus the elementary of 16,500. We would do this after wintertime because of timing. It'd be great if we could have had it done say October. it didn't work out. Um, so we'll let her go through one more winter. I would imagine this would escalate a bit because there'll be some additional cracks and whatnot that form over winter, but generally not crazy. So doubt it'll be, you know, maybe a thousand or so more about 1658 to to do the crack. >> What's the 62,000? >> 62 >> at the bottom of the second attachment. >> That's basically do all of these things. So that's seal coating, line striping, and so forth of all of these areas. And we're not moving on
054that at this time. Just the crack. >> Okay. >> So we need to be clear about what we are not doing in relation to. >> Yeah. And it would be for crack ceiling at Dresser Elementary or pardon me and high bus garage and drive what we're talking about. Any other [snorts] questions? Hearing not. Do we need a break? All right. If not, we'll call this meeting to order. Start with the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible with liberty and justice for all. >> Rice >> here. >> Justina Rager >> here. >> Don Milky >> here. >> Ronnie Schuler >> here. Brent Mccertie >> here. Dan, do you have a mission statement or rules? >> The
055mission statement of the school district of St. Clair Falls is to provide a supportive student centered learning environment that cultivates character, fosters academic excellence, and embraces diversity. Board meeting rules: Focus on the mission, vision statements of the district. Come prepared. Be respectful of others and open and accepting of ideas. actively participate, avoid side conversations, and remember that board meetings are open form. >> Thank you, Don. >> All right, we'll move on to the principal's comments. We'll start in the middle with the middle school, Mr. White. >> Um, we've got a new staff member joining us, or has joined us here this past week and a half here, uh, Mr. Nate White. It's something you guys will be discussing here later in the meeting. um he's he's jumped right in, has made good connections with uh
056students in our special ed department um and has rekindled some connections with staff as well. So, it's been a nice transition here. Um [snorts] with the start of the second quarter, our elective classes have shifted, so kids are getting a chance to try out new things in the second quarter. Um so, they're kind of settling into their new routines and new experiences. Uh we finished up the first quarter with the champions of the fall where we had a chance to celebrate all of the activities in the fall um with an assembly at the end of the day and and just a good little school spirit event there. Um and it was really well received by students and staff. And lastly, we're rolling with our winter sports, the first of our winter sports seasons now in
057the middle school with girls wrestling and boys basketball. Both have really good numbers um and and lots of engagement for both teams there. So, I'm excited to get things rolling there. >> All right. Thank you, Mr. Wilson. >> Yeah. Um, echoing some of the same things that Mr. Wallace is talking about, first quarter has already done, which is hard to believe. Time is certainly flying once again. Um, fall sports finished, which is hard to believe. It seems like we were just standing in a football game and now all of a sudden it's winter sports season. So, girls basketball are in the gym after school tonight. Uh, practices for winter sports starting this weekend next. Um, I'll jump over to a teaching position. Uh, we've got uh the technical education education position which is a shared
058middle and high school position like 2/3 and 1/3. Um, the position is closed and we had seven applicants and we will be interviewing five of them. They're scheduled for December 4th. So, and we've looked things over and are pretty confident. It's looking pretty promising. They have a high quality staff member added in to start second semester. So, Mr. Sandell, which we've talked about already, he's committed through the semester. So, that's looking pretty promising. Um, last Wednesday I pulled together a volunteer group of six teachers to look into literacy and reading at the high school level. Um, I asked for teachers who had a passion in that area to put in some extra time u to really see what we can do to do more. essentially with reading at the high school level. Um the day
059and age that we live in now is short spurts of digital swipes and such and uh it's you know it's not a St. Cray Falls issue issue. It's a it's a global issue. Um but uh we're have we we start out with some great conversation on from these staff members on why they want to be part of this and their passions and their focus and our next meeting uh next week is going to be uh starting to dig into where we're sitting at the high school world as far as our reading scores and whatnot and what we can do to just do more and do better at the high school level. Um so that'll be a a long work in progress. I anticipate that being a three-year conversation at a at a minimum. You know,
060it's not just a quick flash this first semester and see how it goes. This is going to be a long endeavor. Um it'll take some time, but well worth it. Um then the last thing um is we've got our high school play this week. So they put on their their first little I'd call it a practice today. Um their dry their first dry run with the third and fourth graders. So the little ones were over here to watch them. Um Marsha Drestler has done a great job pulling the play together. Um talking with the kids afterwards, they've been very apprehensive as as I've been checking in with kids in the last handful of weeks. You know, they're not sure if they're ready, not sure if they're ready. And 100% of the kids I talked to
061after the play today said it went great. It was amazing. So, um plays Friday night and Saturday at 7 and Matt Sunday afternoon. So, >> show up if you can. >> Good. Thank you. >> Miss Blast. Well, I'll start with the sad news. We are saying goodbye to Allison Wyn, who has been our kindergarten aid for seven years, and she's wonderful and amazing, but has to leave. She shared that she loved working for the district and wants to thank everybody for her time here. Um, she's sorry to go, but she has to. Replacing her is Brandon Ducharm. I stole from Chris, and I'm, if it means anything, I feel really bad about it. But I did steal him and so he'll be taking over at the kindergarten. Um, Ms. Klein and I have started a
062community ed club, the Creative Badger Writing Club and we have 25 kids writing books with us after schools after school on Monday and um excited about publishing their books and writing AR tests from and putting them in our library. Our family art night is on 1120 and we're happy to have dinner with the families and this is usually our biggest family night. We get 300 or more people every time we do a family art night. It's a mad house. Um but we always come away with a community mural. So we have found another blank wall that we're going to do a community mural on and we are very excited. and our new student teacher who is lucky enough to learn from the best art teacher in the world, Jen Clemens. Uh, Laurenetti will be here
063just in time for that. >> All right. Very good. Thank you all. Mr. Boran, superintendent's comments. >> Well, I got a handful of things for you tonight which I'm sure you're happy to hear. First off, we'll welcome Jacob Benvery. He's >> the alternate student board rep. However, uh we'll be fulfilling the rest of this year and and all of next if things go as planned. Um and so we are appreciative of your involvement. We did talk about the fact that there will be a time where a student's viewpoint would be solicited and anytime he has a comment he'd like to share, he's willing to do that and I'll break it to him tonight. There will be a student update at some point in the future, but we're not going to make you do it uh
064super quick where you just talk about things. >> Thanks for having me. >> Yeah, absolutely. Thanks for >> Thanks for doing it. Um, and I also wanted to mention there was a Veterans Day program that was held uh on the 11th yesterday. Uh, Marley Haps is instrumental in putting that together. Of course, there's a high amount of student involvement, bandit choir, um, student council, uh, Badger Boys and Girls, uh, it was just awesome and it was incredibly well attended. I don't know that there was an open seat on the we open one side of the bleachers and then there's several rows of chairs on the gym floor. Um and there it was pretty much standing room only. It was crazy. Uh but absolutely phenomenal program. The the music, the speeches by the students, the everything
065was just fantastic. So I wanted to mention that. Um oh uh I had put in my board update that uh I have developed a a staff survey with the help of AI um that would align with one of the goals of the um strategic plan which is to solicit feedback from staff around basically the employment circumstances. So think about it in terms of being a responsible and and respectful employer and asking questions in that regard. What we could do to make it a you know your job this a better place to work and what are your attitudes and opinions of what it's like to work here that kind of thing. Um and I did share that with you. I haven't sent it to staff but I'm welcoming any feedback which of course you're welcome to
066provide tonight or if you just want to shoot an email or a text. uh we talked about it at the admin team meeting today and they teased me about it because they would all be able to be identified and I said well as an administrator if you can be identified and you're worried what your commentary is I'm worried about you're doing the job so we did have that conversation they were pretty much joking but uh we wanted [laughter] >> we wanted to be anonymous but you also wanted anonymous so that people are are free enough to provide you know like legitimate feedback and there clearly would be no repercussions for just standing in front of me or one of the principles and saying what your opinion is. But we don't want that to be a
067restraining factor, but we also want some ability to identify data. Right? So if you just say I'm a teacher and there's all kinds of commentary out there, it's very hard as a as a leader, as an administrator to go, oh well, this is uh Mike's problem. This is you see what I'm saying? And again, it's not about identifying problems. But it is about identifying what your building or your area uh has in terms of their um thoughts and opinions. And some of them are specific about a principal or supervisor and some of them are just global around what is it like to work here. So if you haven't done so, please review it. If you have any feedback, let me know. Um my timeline for sending that out to staff is that frankly what we
068do prior to uh Thanksgiving and allow you know four weeks or three weeks of opportunity to respond so that we have the responses back by sometime in early to mid Decemberish um and can you know begin working through and utilizing that information. Um oh the cell phone legislation that we have talked about has now been signed into law by the governor. Um, I still have not read the bill in its entirety, but based on information that I've uh been privy to, I am very confident that we are already compliant. Um, as you we've discussed, our elementary does not allow cell phones whatsoever. Our middle school only allows cell phones uh before or after school and during lunch, and our high school allows cell phones um basically at lunchtime, passing time, before and after school. Our
069kids do not have access to cell phones during instructional time. There are a number of school districts in the state that are completely banning cell phones. So, basically going the route of the elementary school, meaning it's it's in your locker or it's kept in a locked thing, like when you come into school. There's a variety of ways that schools accomplish this, but generally they are implementing no cell phone access during the school day whatsoever. Um, I'm bringing that up because I do think one of the t this is a perfect opportunity for the board to consider potential modifications if in fact the board sees fit to make modifications to our existing policy knowing as it as it stands because we are obligated to submit what we do in terms of policy to the state. Um,
070I think in 26 is what I read is when that would have to transpire. So this is not a crisis. We I have to I wouldn't recommend changing things midstream, but wanted to start the conversation because there's also um you know a contingent of well there's people that and parents that represent both sides of this argument which is kids shouldn't have access to a cell phone until they're in college or 18 or 17. Uh, and then there's people who feel completely opposite, which is I want to be able to get a hold of my kid when I want to be able to get a hold of you and you can't tell me I can't and everywhere in between. Um, and and to to that end, I mean, I've worked in a number of different school
071districts. I've got eyes and I've watched what our kids are doing. I personally think that social media is poison. I don't think it's good for any human being. I'm not trying to be theatrical. I It's nonsense. Do I use it? Yes. See what I'm saying? But when you're talking about like a a middle school kid seeing like unachievable body images and uh you everything under the sun, I it's not good. It's not It doesn't do good things for you. There's good things out there, but you get a lot of the nonsense. In addition, um, however, as a parent myself as well, there is also a part of me that thinks about, look, this is this is how things are. I mean, and that doesn't mean that you don't regulate and you just allow kids to
072do whatever they want. But there does have to be a time where we evaluate their relative ability to function as a human being even with some distractions or given a set of rules. And to that end, I've been, you know, generally kind of watching, ask Mike and Chris in particular to to talk with their staff members and they can certainly share what the feedback was and I would welcome that of, hey, is this a problem? Um, because in my position, I'm not going to be kept in the loop when a kid gets a cell phone taken away. Don't really want to know that. There's other things that I should be doing with my time. But I haven't haven't perceived it personally as an issue here. kids when they're eating lunch, are there some on their
073phone? Yeah. But the majority are talking to their friends. After they're done with lunch, do they go to a spot and maybe play some Clash Royale or flip through Snapchat or whatever? Sure. Um, but I personally don't perceive kids in our district being on their phone like you can see in some other places and like you see some adults to be honest with you. Um, but I don't know that it's a problem or whether or not it's a problem in classes. I'm not a teacher and I don't get that kind of detail. So, I would ask Chris and Vip to share what they've heard from staff members. Just as food break from the board about whether or not we want to make any moves in there. >> Yeah, I surveyed our staff informally via email
074of the 20, don't quote me on this, 26 teachers. Um, I had one who felt strongly that they should not be seen during the day, not at lunch, not ever, just lock them up. Um, I had four staff members that are good with the way we're at right now, but would support the idea of, um, lockers all day long. And the rest were content with where we're at right now. >> Good news. >> So, um, do we have issues once in a while? Yes, once in a while. One here, one there. But it's not a it's not a common it's not a common concern. and with the with 100% of staff on board with enforcing the policy that we have, it's working >> well. >> Yeah, I I'd echo that. Um I had a conversation
075with staff at one of our last staff meetings just about our cell phone policy, how they're feeling it's working. I just off the top of my head, I can count and on two hands the number of times there's been any kind of violation in the middle school in the first couple of months. Um I've had one kid who had a second violation and mom said you can keep it in the desk for a week here. I'm not picking up for a week. So the parents are really supportive of it. So um it's not been a fight down the middle school and it's been pretty kids have been pretty respectful of you know using it at appropriate time. So during lunch hour before after school um it's been hasn't been met with much resistance by the
076kids and staff on board with it too. So >> yeah and I think I made it clear and Jacob you don't are willing to share your attitudes and opinions of it. We're certainly welcome. We would be more than happy to hear that. But I I'll just point out I really don't have a dog in this fight. I it doesn't really matter personally to me whether the phone policy is not at all or what we've got or something even less restrictive. What matters to me is that kids are coming here. They're respectful. They do we asked them to do and they're they're here to be, you know, learning and in class. And and so I just want to be abundantly clear that I don't really perceive myself as having a in this fight whatsoever. And so
077I think we as a community as a board make some decisions about what we want to see and implement policy changes because as I said I do have a nuanced view. I some of this stuff is nonsense and I wish no one ever saw it but on the same hand it is kind of a fixture of society and responsible use of something. Are you willing to share Jacob what your opinion is? >> Uh yeah I'd say like during class and stuff I haven't ever really seen much problems with kids with their phone. I mean, once in a while there'll be like a kid and I'll just bring it out and I'll get it taken away. And um yeah, lunch and stuff we're usually talking to each other. Nobody's on our phones, at least where I'm
078sitting. And yeah, after lunch we'll play Clash Royale or Snapchat and stuff, but like some of those things we're doing together, like we'll play Clash Royale and stuff. >> True. >> So, >> yeah, you got to do a friendly battle every once in a while. >> Yeah. >> Y [laughter] >> Thank you. >> All right. Um, >> well, so as far as the policy, I mean, do you guys want to just bring it back to review it just to get it on the agenda, >> see if we get any feedback or >> Yeah, I figured start the conversation and that wouldn't hurt. And like I said, this is not a crisis. I wouldn't recommend making a change, implementing it mid-stream, but we can bring it back in January, February, really doesn't matter. And just as
079because I hope that people, well, people are going to know sooner than later that the bill's been signed. people are going to know, you know, they already know what's going on here in school. There's been some communication from um a couple of parents with respect to further restricting cell phone use. There is research out there about the harm that social media and cell phones can can cause. Uh but I also would say that it's not just a school issue, >> you know, um and a school trying to rectify a societal issue is how we've gone wrong in this country many times in my opinion in saying this is how to solve this big problem by making schools teach kids not to do this when they're much broader issues than what schools have the capability to
080teach. And I'll get up my pedestal about that. But yeah, I I do think it makes sense. I can have it on the future agenda and we can see what kind of feedback we get, if any, and then if it's like, nope, we've reviewed it, it looks good, and we don't do anything with it, that's just fine. If we want to see some modifications, that's just fine, too. >> Sound fair enough? >> Fair enough. Okay. >> Great. Then lastly, I just wanted to draw your attention to the fact that there is no less than six bills currently circulating in the capital bills, not law. Um whether or not they're signed by the governor or get out of of [clears throat] committee remains to be seen, but there's six bills that deal with uh school consolidation
081and or whole grade sharing. So there is a new a renewed push and I I printed out a copy here because I wasn't going to um you know if you want to know more about any of the bills you can either take the copy or chitchat after the meeting whatever the case may be. Um but that is uh incentives in terms of aid to to school districts to to um determine whether or not to do uh um like planning and and preliminary studies on potential consolidation. Um there's aid uh recommendations for aid adjustments for school districts that do consolidate. Um and again I'm not advocating for it. I'm talking about bills that are circulating. Um there is one that's quite interesting that is required uh assembly bill 646 requiring a school district consolidation study. So
082that would if enacted that would require the state statewide a consolidation study to be done um of existing schools facilities, staffing levels, salary scales, population of school age children each school district revenue limits and current overall spending. That would be mild. Um and they would have to provide recommendations for changes to school district boundaries, conditions of existing school district facilities in each school district in the state, current population of school children each school district in a 10ear projection of the same and recommendations for school district consolidations that promote efficiency and are geographically feasible and economically viable. So that would be like and you wouldn't have a choice of whether or not you participated in that consolidation study. Um anyway, it's an interesting topic. Um, particularly in Wisconsin, there's 421 school districts. The average size school
083district in the state of Wisconsin is 1,200 students. I just want you to tell us that's when you talk about that statistic that's shocking to people. >> Yes, it does. >> Average size is 12 or maybe that's the mean. No, I think it's >> and that incorporates Milwaukee which has 30,000 or 35,000 students all the way to I don't know a district that has like 200, right? So, uh, if 1,200 is about where everybody's at, you can see why, uh, these talks about school consolidation can raise some hackles because most people have an intense love for their >> school and their community and their mascot and their sports teams >> and an intense, I wouldn't say hate, but a good amount of, you know, healthy disrespect for the the school district down the street that
084we beat every year in whatever sport. You see what I'm saying? So, it's it's an interesting topic that I just wanted to bring your attention to. There bills circulating again, not necessarily signed into law. Whether or not the governor signs it or the Senate jumps on or if they move out of committee, God only knows. But it's a hot and heavy topic again in the capital. So, it's worth paying attention to >> and I am done. >> Are you sure? >> Yes. [laughter] >> You're not because you went with me to training. We went crazy to the uh >> You can talk about it though. >> We went to the regional one WASB uh fall train. Uh that was a couple weeks ago I think. Uh went over to Rice Lake for that one. Uh
085it's just kind of a similar thing that they do every year. Just go over um you know uh legislative updates. uh you know talk about you know what's going on at the state uh what WSB does um you know it's good to go hear some of that kind of stuff and [snorts] uh you know get to interact with some of your your colleagues even though they might be one of those schools that we beat all the time >> might have been at their table. Um but yeah, so again we get to meet the WSB leaders our uh So what's Linda? She's our >> Yeah, she's the region five rep. >> Region five >> to the WSB board. >> So it was good. It's always good food when you go to Rice Lake to know that
086too. >> Anybody else? All right. No public comments, no presentations or awards. We'll move on. >> Oh, there isn't. Sorry. >> All right, we'll move on to the consent agenda. >> It'll have to be December. >> God darn it. >> Um, it'll become clear. >> Yes. And I my intentions were for tonight. I'm so sorry. It's sitting on my desk. My apologies. We'll do it next month. It'll be fun. All right, I'll move on to the consent agenda. I'll take a motion to approve the consent agenda. >> I'll make a motion to approve the consent agenda as presented. >> We have a motion by Ronnie. >> Second by Matt. Any further discussion? All those in favor say I. >> I. Opposed? Motion carries. We'll go on to curriculum policy and vote on the 2526 emergency
087drill reports. Make a motion to approve those. >> I'll make a motion to approve the emergency drill reports provided. >> A motion by Don. [snorts] >> Second. >> The second by Tasha. Any further discussion? All those in favor say I. I. opposed. Motion carried. Next is the vote and discuss and vote on the hiring of the candidate for middle school special ed teacher position. >> Um we already know the name, right? >> Yeah. Nate White. We had um for context too and just so that it's not confusing for anybody that might watch the video now or or later um we had um significant influx of special education students particularly at the middle school level uh and know full well that that uh well we're hedging our bets to recognize that that number of kids is
088likely going to stick around for some time and travel through um the middle school at least. Plus, we have the need from existing case loads in the middle school anyway. So, that was further exacerbated by I think it was eight students, Chris, with IEPs. >> Well, maybe more than that. >> 13. >> Yeah. >> 13 rings a bell. >> Yeah. Eight. Eight just in one grade, but Yeah. Yeah. So, yeah. Anyway, um so based on that, I did individual phone calls to board members so that we weren't in a position in which um we're still, you know, holding in a holding pattern. Doing a long-term sum for a special ed job is not going to work. You're not going to get any applicants. Um, and as a result, uh, we got the preliminary individual nod
089when I talked to each one of you to proceed with, um, finding a candidate. And that individual was Nate White who did work here previously. Um, had left to pursue administration and then through other circumstances ended up back in teaching special ed. And we would love for him to officially join the team at the middle school. What we'll do is he will transition with those kids. It's not grade level wise at the middle school. You have a mix of grade levels on your case load. Uh he'll transition or keep with that bubbles that you know the case loads will remain similar throughout the four years these kids are in middle schoolish. And then potentially as numbers change and progress, there may be a time in the future where he is middle half middle half high.
090there may be a time in the future where he's full high and then we move him around where you know the spot the need would be over time. So I I don't see that this is going to be a thing where like oh we don't need this extra special ed teacher for the foreseeable future. So >> very good. Any other questions? Hearing none, I'll take a motion to approve the hiring of Nate White as a middle school special education teacher. >> That motion motion by Matt. >> Second by Tasha. Any further discussion? We do a voice vote on that. Usually on hirings we do roll call. >> Roll call vote. >> Matt Rice, >> yes. >> Tisha Rager, >> yes. >> Ben Milky, >> yes. >> Ronnie Scheler, >> yes. >> Brent Mccertie, >> yes.
091>> Motion carries. Uh, we'll move on to financial review and vote on the 2026 health insurance renewal. That is what was presented. 5% increase. >> I'll make a motion to accept the 2026 health insurance renewal as presented. >> Motion by Ronnie. >> Second by Matt. Any further discussion with the roll call? >> Matt Brace. Yes. >> Toshina Rager. >> Yes. >> Don Milky. >> Yes. >> Ronnie Scheler. >> Yes. >> Brent Mccertie. >> Yes. >> All right. That is approved. Uh we'll move on. No one else. We do have an announcement. >> We have an announcement. We have a thank you card from the Star Education Foundation of St. Cy Falls. Says St. Cray Falls School Board. Thank you for your donation to our Taco Bingo event. We appreciate all you do for our school
092and students. And it signed the star committee. >> All right. Very good. Thank you. upcoming events. Not looking like we'll have a board meeting. >> Glattus did not have the November 26 meeting. >> Is that Wednesday? >> If we do need to have one, do we do it Tuesday? >> We'll have to argue about that. >> What we'll do is Yeah. So, it it I think the plan should be that we don't have a second meeting in November. If there's a reason that we need to, I will do like an individual poll. We'll figure it out then. And so, it may not it wouldn't be the 26th anyway. You know what I'm saying? May not be. So, let's do that if you're comfortable with that. I don't think that it's going to happen. I've been
093pushing stuff to the 12th and we're planning for one in December as well. So, hopefully we can make that work there, too. >> All right. Then, the next meeting in December would be December 10th, >> correct? >> Then potentially again the 23rd, it's a Tuesday. And then of course the deadline for incumbents to file a notice of non-candidacy for spring school board elections. And then January 6 would be the deadline for filing declaration of candidacy and nomination paperwork for spring school board elections. Um January would be a regular scheduled meeting the first Wednesday of the second Wednesday of the month and then the school board convention and then if needed on the 28th we would have that. All right, Don, you want to discuss a meeting? >> We focused on the mission and vision statements
094of the district. We were prepared. We were respectful of others and open to their ideas. Everyone actively participated. We avoided side conversations and we had an open form. >> All right. Thank you, John. I'll take a motion to adjourn to executive close session. I'll make that motion to adjourn the executive close session pursuant to section 18.851C of Wisconsin statutes. >> All right, we have a motion by Dasha. >> A second. >> Second by Donald. Any roll call vote? >> Matt Rice, >> yes. >> Tasha Raer, >> yes. >> D Mily, >> yes. >> Ronnie Scheler, >> yes. >> Mccertie, >> yes. >> We are in close session. I think to all of