SCF School District Board Meeting - 7/9/2025

001Okay, we should be live. All right, it's 5:15. I'll call the committee meeting to order. Uh, first thing up is the Will Saints Child Care Center update. Well, this is good news. I had originally wanted to give you an update because it looked like the budget was not going to allow for any money to go to state daycarees at all. Um but at the 11th hour something changed and um there were huge numbers of people calling uh their legislators and I think it made a difference. Um so we are not you know we get um a certain amount of money every month. I think it's been $1,300 in this last round of granting and we thought that was completely done. It is not. We don't know how much we're going to get, but it's going

002to be probably not too much less than 1300 a month. And the legislature is also going to pay um $100 extra per baby, which means, you know, babies, you can't make any money on babies because they take so much care. So, that's going to be helpful. And they also relaxed the um staff ratios a little bit. So, we might be able to add a couple kids. So, it was going to be bad news and now it's good news. What is the It says $3,600 a month. So that was when where they started. So they started we had So when CO first happened, we got I mean really was amazing. A ton of money and then it dropped and dropped and dropped and dropped and it was down to 1300 at the last. We were hoping

003it would go back up to the original amount but to be honest at this point we thought it would be absolutely nothing. So every little bit is a celebration. I get a kick out of the dump truck picture. Well, that So, you know what that is? That's the dump truck. Yeah, they have We have a garden there. So, we got There's a garden. I the I should have put one of the cute pictures, but kids and watching a dump truck. That That's just so adorable, isn't it? But that was um Hansancy Fox's brother Kyle Swinsson donated that whole thing full of dirt for the garden beds that um Chris Chelberg had his kids make. So now there's like seven gardens out there for the kids to explore every day. Oh, good. Yeah, it's really nice.

004Any other questions or comments on the childcare updates? 166 still on the way to Yeah. And that's Yeah. I mean, that's now there's a new one opening up in Miltown, you know. So, we'll see. They just have started taking um families. So, we'll see what happens with that. But, so far we are holding steady and if you go to Little Saints, you love Little Saints. I can't Our families love it there. Our staff is very loyal. Um, speaking of that, we haven't had any departures with Miltown one long staff. We have had No, we had one. We've only had one departure from a staff this year from a staff member this year and it wasn't to me. Our staff, we have with the exception of two, I they I would be surprised if anyone ever

005left. They love it. They love it. So, we have two of them that may may want to make a change, but our our staffing is solid. Very good. Thank you for the questions. All right. Next is the directive of the admin to incorporate the board approved list and description of the student academic standards. I'll stop there. Yep. So, that's a requirement on an annual basis. And just like last year, I'm telling you once again, the district uses the DPI to develop the state standards. All right. And that's something that we approve, right, with the next portion. Correct. Um, okay. The next item is the the adopting a resolution for the 2526 school year to possibly use independent hearing officers to determine student expulsion cases. Um, which we have done in the past. Yeah. you have

006the capability to do that. Um, in order to do that, you have to adopt a resolution say have to adopt a resolution saying you may do that. And so this resolution gives you that authority. To be very clear, an independent hearing officer would make the determination of the expulsion, not the board. So using a hearing officer, an individual that actually runs the meeting, and they're not making the determination, they're just running the meeting. That's not technically an independent hearing officer. That's a hearing officer, but they're not independent. All they're doing is running the meeting. An independent hearing officer would be employed if you had, let's say, potential conflicts of interest among the board where you're unable to get a quorum. Um, or you don't feel you can render um, you know, a safe decision in

007terms of an expulsion because the there's too many corlaries or ties to the student or the circumstance, the board members. And in that case, the board can opt to use a hearing officer, an independent hearing officer that would not only hear the case but also render a decision on your behalf. that's allowable in your statute if you adopt the resolution. So, I think the odds of using that are slim. Um, but you'd like to have that possibility given the, you know, close-knit nature of the community. Any questions on that? All right. Uh, we'll move on to the fourth grade promotion and retention policy. Yeah. Yeah. So, as I mentioned in the board update, this policy is a direct result of act 20, which is the reading legislation that was adopted um two years ago now

008or a year and a half ago. Um and one of the expectations of the law is that we are to incorporate a policy that handles um retention uh from third grade or promotion from third to fourth grade uh with respect to and related to reading proficiencies of individual students. So that information in terms of the policy is provided for you here. What we are recommending, Brian Cray, our curriculum director, as well as Rita Platt, the elementary principal, had some feedback with respect to the development of the policy and it is based off of a draft that the DPI provided. One of the aspects that I'd point to is that it's very clear uh in the policy that uh the district the school will work with parents uh to the best of our ability and the

009idea that it's just not a de facto guarantee that a kid is going to be retained for sure just because of their failure to meet a benchmark or two. um if we know that we're seeing some progress and we can uh develop a um a remediation plan or a plan with parents to that they're comfortable with to address any potential issues. There is a wealth and litany of documentation with respect to retention and the fact that it most of the time doesn't do a ton in terms of uh assisting a student in in gaining skills. There's more typically more negatives associated with that, but I say typically because there's always exceptions. Um, but the lump sum is that we're obligated to create and develop the policy and we have uh done so here. The last

010thing I would point out is that the last possible date this can take effect is September of 2027. We have intentions of engaging in following the policy during the 25 26 school year and the 2627 school year. But we would not be obligated as is listed there that it doesn't technically take effect till September 1st of 2027. that's allowed in statute. That's the latest date we can say it applies. Um, so we'll use it as a guidepost up until then. You may see some tweaks over the next year or two before it's fully implemented because what we would like to do is retain zero kids and ensure every kid is meeting and exceeding all the benchmarks which I anticipate we're going to have in most of the cases. But it'll allow us also an opportunity

011to identify individual um you know student circumstances that we may want to look at the policy and reflect how we could be tweak it and make it better um if we feel our hands are tied or if it's doing something we didn't anticipate it doing. Uh so that's the idea too behind not technically implementing the policy in full effect until 27. Can you speak to the personal where is it? plan that's yeah it's it's a part of the law so it's prescribed how it's developed we give screeners that are also prescribed by the law the this only applies to third the end of third grade but we do it in all grades and then if a student falls below the 25th percentile on any of the screeners which means tests basic tests we sit down

012as a team and say do we think this kid needs extra instruction sometimes they don't they just don't do well in that type of test, but the other three assessments show they did great. So, we're like, "Nope, pass." We still have to document it for the state. If we do think they need extra support, that's the plan. We develop a plan that says they'll get this many minutes from a reading specialist this many times per week using this program. That all is part of our educing system. So, we develop it in Educ says we have to send it home to parents. None of this is new. We did all this before the law, just FYI. And then the parents sign it and um and that's that's what it is. I mean what it is, Ronnie,

013it's intervention, right? That makes sense. Yeah. I just didn't know if there was some formal document. There is a formal document. Yeah. And there was there always was, but this one now we use exactly what the state told us. And it says for any student has who has not exited their personal reading plan. Does that mean that they they no longer need one? They carry it over. So each reading plan goes for about a trimester and then they either you at the end you say plan not needed finish plan or continue with planions. Thank you. Any other questions? Okay hearing none. We'll move on to the crime reporting in our high school. Another new statutory requirement as outlined in act 12. um adopted in 2023, high schools, public high schools in the state of Wisconsin

014are obligated to report various crimes that occurred during the school day or on school property or school related events um as a result of this act. What I provided to you was a a PDF of the actual survey that I'll fill out after board action on this topic. We have uh under statute until July 31st to submit the report. The reason that you would kind of hold off and wait till the last possible moment to submit is the fact that um if anything would transpire between now and the end of July, we would have to um amend the report arguably. Um so for us, what we'll put down is two disorderly conducts. That's the information that um we got from our local municipality via Josh Tyler, our school resource officer. Um, I would also point

015out that there are um sometimes circumstances that transpire that we're unable to independently verify whether or not an event that happened uh technically is criminal conduct that happened in the school building because we don't identify whether it's criminal conduct. That's not the school's purview. It's inappropriate conduct. it's a behavior issue and we deal with it as such and whether or not there's criminal proceedings or other um you know judicial sort of action as a result of um uh human services or whatever the case may be is not really under our control. Ironically with many students that it's not public information and we're not able to independently verify. So, if a kid committed an act that's considered a crime on school property and then they are subsequently tried for what we think is that crime, we

016would be incumbent upon us to verify in some capacity that the crime the kid was charged with is in fact the crime the kid committed while he was here in school. And we have no ability to independently verify that because we would not have access to those reports. So, I'm not sure if that's making sense, but this is based off of legal guidance from the DPI as well as legal guidance from our own attorney with respect to how you do this reporting. This reporting is uh this is the first year uh that schools are required to do it. And I think that there might be some tweaks as as time progresses. Um but I also don't anticipate that you would see a ton of reporting coming from schools like St. false and and the like

017because frankly there's just not a ton that happens criminal wise in in our school district. Uh so we'll report to disorderly conducts and um see what transpires. I'm not sure what the legislature or the state intends to do with the data. Um I would also mention because I would be remiss if I didn't. I affectionately refer to this bill as the further vilification of public schools bill because I see no other reason why you would require that to be um put out there uh because clearly crimes occur every place in society not just in public schools. So it's it's interesting and it's a little aggravating but we'll report as we need to. But as your comment when you first started talking about this is only public schools have to Yeah. Yes. And schools that receive

018vulture dollars. Um however, I would just point out that schools that receive voucher dollars have a much lower bar in terms of entrance into set schools and retention in set schools and due process. And so if I have a kid that's a little bit of a problem in a voucher school or private school, I might just say, "You don't need to come back. So, um, it's not really a legitimate representation of reality because it's not like crime only occurs in in public high schools or voucher schools or any school for that matter. The the the schools do not commit the crimes individual human beings do and individual human beings comprise all of our society in every aspect. So, yeah, it's um, in my opinion, it's meant to vilify public schools further. That's the only goal.

019Now, will legislators tell you that? No. It's because they want taxpayers to be able to make an informed decision about their school. Well, if I operate a high school of 1400 or 2,000 kids, there's going to be some things that go down in that high school because it's a mini city that you're operating. And as a public school in particular, you serve all kids. You are required by law to serve any kid that resides within your boundaries or applies appropriately via open enrollment. You don't get to pick and choose. And I think the irony for me is the idea that somehow the high school is complicit in this, which is aggravating because I can tell you that if I was responsible for any high school in the state of Wisconsin in which I could pick

020the students I wanted to attend there, it'd be the best damn high school in the state of Wisconsin. Just saying that. And we do pretty good anyway. You know what I'm saying? So anyway, so yeah, I'll get off my high horse, but generally it it was to inform taxpayers about what's happening in their schools. That's the or the political backdrop. So at the end of July, you basically will fill this form out and we'll have the two at least two things on there and that's it. That's correct. as far as I know currently two two disorderly conducts and we'll submit the report and what happens with the data your guess is as good as mine we'll see I mean clearly we even if we reported absolutely everything because we were able to independently what this

021we're not talking about a dozen things out there that we can't report we're talking like last year one other circumstance so this is not for us really a huge deal but I do think of uh you know other districts that have again a larger population or um in different demographics or whatever the case may be. And um I can't even imagine what it's like to create these reports in in other certain areas of the state. Um and it's not going to benefit the school. I'll just say that. Any other questions, comments? Is the report applicable to only students or would it apply to any sort of criminal behavior that takes place within the the school? That is an excellent question, Don. Um, I think it doesn't look like in the documentation that it specifies and

022I didn't go up to like the statute to to read it specifically. Yeah. You know what? I don't know the answer to that question. Um, the only way I ever interpreted it was studentbased student issues. Um, and frankly, we would have no, you know, staff or adult issues to report anyway. Um, but that's an excellent question and I'll get an answer to that because I don't know. Well, staff isn't the only other people on property. Yeah. Staff or community members or adults? Correct. Yeah. Yep. Any other questions? All right. Hearing none, we'll move on to the seclusion and restraint report for 2425. So the seclusion restraint report comes uh on an annual basis too. Um the 2425 report there is provided to you. As you can see uh we're significantly down in terms of seclusions

023andor restraints. there's really not a ton that go on, but you can identify their uh the level, the building, pardon me, and the level that that they're at, as well as the number of students that are involved in those things. And in most cases, we're talking about one or maybe two kids uh that have multiple entries as it were, but frankly, the numbers are quite low. Any questions or comments on that? We move on to the elementary handbook changes. There's not many changes. I gave you a cheat sheet in there. The only changes are that we updated the staff information, the meal prices, and then we added a page with kind of abbreviated information from the policy on retention. Otherwise, it remains the same. All right. Any questions on that? Hearing none, we'll move on

024to the middle school handbook. Um, not a lot of changes in the middle school handbook either. Um, updated or added uh that AI section there to match the high school handbook. Uh, and then for some reason, middle school track wasn't in the handbook. That been around forever, but it wasn't in there. So, I I noticed that and we added it. So, other than that, pretty pretty much the same as last year. This isn't anything to do with the handbook. When I saw this, it made me think, do we u I know Brian's not here, but do we block any of that AI like from the district? Yeah. Yeah. So, um with AI uh websites and and services, we're in the process of evaluating what are educationally relevant, what are not. What's interesting is that when

025when something new comes online, it's not as though it's going to be unilaterally blocked. So part of it is us learning what's happening too and whether or not there's relevance to it. But most of what um we're engaged in with respect to the AI language is about ensuring that students know that they're not using it as they're not putting it off as their own work. That it would be considered plagiarism or cheating to use AI to generate a a paragraph or a paper on your behalf or even a PowerPoint presentation or artwork whatever the case may be. Um and with respect to staff, it's uh centered around uh pupil confidentiality and ensuring that we're using um AI in the manner that it was that it it does not compromise pupil confidentiality or other uh sensitive

026topics. So for example, we're just talking about today in an admin team meeting staff-wise, you might use um AI to assist you in writing some goals for a special education kit, you know, word smithing some goals. And if you said, uh, give me, um, you know, a a reading goal for a a child that's 10 years old, uh, with ADHD or with, and I'm not sure about a reading goal, whatever, you could tell. And you plug that in, but it's nondescriptive. You're not saying a student by this name that's in grade three at synchron. You see what I'm saying? And it produces that. That's completely allowable. But if you were to put that information into AI, there's multiple AI sites that the name of the student and maybe testing data because you're asking AI to

027create a a a graph or identify areas of concern with this group of students that I input. If you did that on some publicly available AI, you're compromising student confidentiality because that information may not be retained in a confidential fashion by whatever that entity is. We're scratching the surface of that of of it currently. So, are staff members doing that? The answer to that question is no. But they're also learning on a regular basis what you can all use AI for. And one of our own staff members said they use AI regularly to find coupon codes for various things to purchase. And I'm like, I never even thought of asking AI about a coupon code. So, it's it is it's both of those things. It's about responsible use, but it's also um It's not about

028limiting use to the degree where it's like bad where AI is not allowed. So very similar. I think there's corlary conversations to the old days when uh you know Google hit the scene more hardcore in like the late 90s and everybody was up in arms for so long about well how are we supposed to do when you can just Google and get an answer? Similar to you're not going to always have a calculator in math class. Well now you can Google and get an answer and you're always going to have a calculator. You know what I'm saying? So, it's about operating within that context, ensuring that kids are using it correctly for their own benefit as well as ensuring staff are using it responsibly so that uh they're not put in a in a compromised

029position in the district. So, we're not down that path, but really that's been the two tracks about responsible use in terms of plagiarism and um cheating for kids. And for staff, it's really centered on pupil confidentiality. We were just talking again today too. There's apparently what used to be awesome was called magic school but while what's more awesome now is school AI or something and it's just like so as the we we are not we are intentionally not specifically spelling out certain AI sites that you can't go to. What we're doing is identifying things that you can't engage in if that makes sense. specific and and and um you know items that we can communicate. So yes, there will be sites that are banned when we identify that are blocked I should say not banned

030but blocked when we identify there's no educational relevance for example or you know uh it's just an unsafe site to be at because anytime you put information in and they sell it to China or something like that you know I don't I don't know these things currently but that's been the approach thus far either at this level or the high school level we're not we're also Not saying that a teacher can't have a topic or lesson on it to say, "All right, we're going to use it to create a, you know, video or something like that." You know, so they can still do that. Yeah, absolutely. Yep. Any other questions? All right, Mr. Wilson, up to the high school. Yeah, a few changes, some just logistical pieces and some language pieces. Some updates on, you

031know, graduation requirements for the new graduating class coming in. Um, a couple of sections to note that I had shared with you would be the AI conversations which we just talked about. Um, reviving the student board, student board member leaison. We've revived that this year and we're got the the senior has been has has applied and been selected and the junior alternate rep has been selected. So, we'll be moving forward with that starting this school year. So, adding some language into the handbook for that. Um, and then I think the only other big piece would be that adding a piece of language about terminating uh the ability per state statute to terminate open enrollment if a student is habitually trimmed. So that language is not in the handbook and it should be you know that

032opportunity is there if need be. Like I said otherwise just a handful of changes and some of them were more cleaning up some language and logistical pieces. Any questions? Do you intend to update the board section? I didn't see it in your change sheet was Steve. Oh, yes. Yes. Are any of the policies that we just talked about, would those require changes for the handbooks? Yeah. So, the AI policy that we've talked about or acceptable use policy that we talked about and approved last month? Yeah. That language is borrowed from that policy and incorporated in these handbooks. So, that's part of the reason we got that taken care of last month. But any of the ones we talked about, the items we talked about today, do they have to be updated in the handbook? The

033act the act Yeah, the act 10 does. And it's it's that's what the update is. Yeah. Any other questions? All right. Uh we'll move on to the school board goals. Hopefully you all had a chance to see the email that came out early this morning. My apologies for not getting it done sooner. Um um all right. So I hopefully I captured a lot of what we talked about uh in the in the meeting. Um and potentially added some things. Anything that was is bold in there like the quarterly presentations is just stuff I, you know, threw in there. Um the timing we can, you know, discuss it when we would like that. And I know Craig talked to the admin team too about what's, you know, more pertinent. Uh sometimes it may be better to

034have, you know, as needed versus, you know, just saying we're going to do it quarterly or you know, stuff like that. Um so you just want to go one by one start at the top. All right. So the first one again that deals with mental health and inclusion and well-being. Uh the goal statement uh the board will promote and support districtwide efforts to enhance the mental health inclusion and social emotional well-being of students and staff. The board is committed to understanding and advancing this work by receiving quarterly presentations or whatever we deem uh from district leaderships on the initiatives, supports and outcomes related to mental health, inclusion and social emotional learning. Uh supporting the developmental and implementation of a centralized framework or platform where the staff can easily access programs, resources and professional development. Um,

035and I think Tosha, that's where what you were kind of talking about something where people could go find resources if they needed it or even, you know, potentially board members or whatever. Um, ensuring the creation and maintenance of a resource tracking system to log. Yeah, I put I don't know that we talked about this one so much, but it was something that I thought, you know, maybe at the end of the year, we could get it summarized again because we start hearing stuff maybe in September, October, and then by, you know, June when we're talking about it again, we don't always remember, you know, what all happened throughout the course of the year. Um, so it just basically could just be a report that we get to. It wouldn't have to be a big presentation

036or anything like that. And of course recognizing the people that are doing the work um you know in those initiatives which could be basically anybody bus drivers to principles and support our superintendent. The only feedback our admin team had in that regard was um rather than quarterly presentations, it'd be less specific to say periodic presentations because you'll hear information, excuse me, via your board update that's shared at the building level that's just included from, you know, something that Rita did that the last couple weeks, whatever the case may be. Uh there's likely going to be times where there is a a new thing or a grant or something that uh we're going to do a brief board presentation on, but very clearly there'll be uh periodic opportunities. My concern with quarterly presentations is the fact

037that, and I mean admittedly, if quarterly is what you want to see, that's no problem. But there may be times where we say, "Look, there's really nothing new to report at this time or we're recycling other information that you've already seen." Um, and if we have that capability of of periodic updates, I have no question that you'll get stuff via the board update and and as needed at the various board meetings when something relevant does arise. I think the kind of our our discussion around having regular presentations was that we'll hear about something as a new initiative and then we don't really get that followup and we don't necessarily have to in every regard of education but because we have a goal around mental health we wanted to kind of understand a little bit more

038about what we're doing and that so the point of the presentations wasn't necessarily to learn about the new stuff but for us as a board to know what's actually going on to say we understand what we do and we know how this works for our kiddos and our staff. Yeah, I I agree. Yeah. Um it's kind of a reminder too like uh we might have um one staff person do a presentation quarterly on their initiative even if it's already been in place and they get to hear it comment. Um it's a reminder to that department or staff person too that uh you know we need to hear that stuff is actually happening. How extensive is it? I totally agree that I'm not committed to quarterly presentations but I just I just want all the stakeholders

039to understand where our discussion was coming from. It wasn't necessarily, hey, we want to know when new initiatives come in because I think that's when we're very well informed when new stuff comes in. We always hear about it and we get excited when we're on board. So, it was more about what does this look like on the ground right now. And for some of us that have been on the board longer, we've seen things over the years, but it it doesn't hurt to refresh what happened 10 years ago. I think um carving out or using the terminology progress on initiatives as well as new initiatives might make some sense. Absolutely. in and the in the quarterly I think just puts out an expectation Michael that it's regular you know like it's a reminder us and

040for um staff and departments you know this is this is a thing um how about if what we do is the admin team and I um at our next meeting come up with um basically a listing of the things that we are engaged in currently and a bit of a progress on that or where we're at or where we've been where we're going as well as some of the uh new items that we may be aware of currently as a starting point. At which case then I think board members would have the ability to say let's hear more about this at some point in the future and we can earmark those things um to be specific you know because part of the part of the conversation among the admin team and again I'm not against

041it. I get where you're coming from is us fariting out and identifying specifically and explicitly what you'd like to hear more about. Um because there's guidance lessons that are considered uh mental health and and social emotional uh supports. there are programs, you know, uh there's a speaker that you can have come in. Well, you don't need a quarterly update on a speaker. We had a speaker. You know what I'm saying? So, if we can figure it out what specifically like, oh, the the program uh Daryl implemented last year in conjunction with the county, is that maintaining? Are we continuing to do that? And what kind of benefits are we seeing as a result of it? You know, those sorts of things. Um, if we if that's more uh clarified based off of the the list

042that we generated, the topics that we generated, whatever the case may be, then I think it would be a foreseeable achievable thing to say, okay, well, no problem. Then in December, we're going to do this and in February we're going to do that. You know what I mean? Um, otherwise, I think we're grabbing at things that we think you want to know more about, but I don't know that you necessarily do. And I recognize you would listen to anything we're willing to present to you. But part of our rub is for us to say, "Well, what do you think they want to hear?" I mean, you know, that's kind of what we talk about. I'm not sure. I mean, because also, and this is the last thing I'll say on this, I promise uh is

043that when you're like bathed in it, you're doing it. It's like it's something like someone asking, you know, like a mom to say, "Describe to me what it's like to be a mom." I mean, you're just a mom, you know? you know, so that's kind of paired down probably a poor example, but that's kind of what we go through. Like it's just part of what we do on a daily basis. You know what I'm saying? We don't know what we don't know. Yeah. Exactly. We don't know what we don't know either. So, we need to kind of get to the root of that. So, I think if we identify like some of the things we have done and are doing uh and and potentially some plans and I I say potentially because on the short

044term, I'm not keenly aware of anything. Well, we're going to do this for sure, you know, come September, that kind of thing. Then I think we can put together something that makes sense to you rather than this 30,000 ft view of look at all the cool things we're doing and then we don't talk about it again. It also prevents the admin team from wasting their time pulling together presentations that right necessarily. And if we're spitballing here, you know, just see what sticks. Um, you know, could it be high school counselor? What does he or she do? I don't know. couple things at towards mental health. Yeah. Right. And then um you know we've heard about health class I think you know there's a that was cited as a unit that um you know talks about

045mental health and bullying and everything. So what's in it? So maybe that person presents. Yeah. I think in education it's always included the math, English, science, social studies. the extras. We kind of know as board members what's in those classes and not the newest initiatives, but we don't really know when we were growing up mental health and the the school districts just weren't weren't married yet. So, I don't think it's board members have a good idea of what that looks like. Well, and I'm refreshed to see that at the state level at least, there's beginning some conversations that are actually rational, which is this is not a problem that schools are the only entity that needs to solve. And it wasn't until this past year that that statement was actually made by someone in leadership,

046which is I mean, thank God because here again, we're a reflection of our community society. And we did not create mental health issues at school. Now, when we have deadlines for a test, maybe that creates a mental health issue, some anxiety for kids. But on the same hand, some of the things that our our clientele are dealing with are not, you know, we're a part of the the solution to the problem and need to be at the table. But I also think that um looking to schools to be the panacea is an issue and it's best because it's the only venue it's been talked about in rather than holistic supports about um you know incremental changes we can make across broader society towards that end. One thing that I I think I just think I

047commented when we were brainstorming this is u my own child but that was a lot of uh discussions and exercises etc on these initiatives in my elementary school and then they decline and then they're almost gone at high school. I expect that's kind of the case still. So like middle school high school were forming future community members and future parents etc. and All we can do is try um to uh you know with what the seven and a half eight hours a day that they're here for 260ome days out of the year like you say you've got whole world out there parents community etc. But um if we can um yeah just kind of remember that that we're part of trying to make you know empathetic responsible children that will become adults someday. Absolutely. Can

048we talk a little bit board members about that second bullet point? I know that um we were made aware of a centralized location for information and that I mean that's done and we understand that um but I remember delineating in our discussion something entirely different and I think Tashin had some very difficult ideas related to that and I think that's what this second one's aiming at but I don't feel like it quite articulates what we're getting at yet. teaching. Do you have any feedback? Do you remember? I remember we were talking about Yeah, we we talked about a bunch of things. Um but yeah, the the word tool tool box was used, but mostly it was all of our initiatives that we're doing across the buildings. Is there some type of sto like a toolbox,

049a storing system, some type of record of okay, here's how we approach bullying and here's all the resources we use. some type of recording that like school board member, anyone else could go and see here's if someone asked me on the street what we do to help. I could go to this resource and be like, oh yeah, mental health, this is what we do. That would help our um educators and professionals as well to know, okay, I see this thing going on. How do we It's like a shared folder, but not a shared folder. like project or kirk perhaps. We do have one at the elementary school a comprehensive website that has it's not available to the public though but you guys can have it. Yeah, we weren't thinking I mean we already have the

050public one. That's kind of what Shel did last year. Yeah, we were just thinking more along the lines of what internal internal like she said a teacher my new teacher comes in and said where's my name resources or whatever. Yes, we do have that absolutely comprehensive. So you have it at the elementary is there one at middle and school and could we do a district or we're not I want to keep mine because our resources for our age is different. We use different programs. Um, but I'll be happy to share it with you guys if you want to see if you want to do it. It takes a lot of time to do that. I had a teacher took a class on how to make that and then we worked together through her graduate studies

051to make that to make that um repository warehouse. So, it may not be something we can accomplish in one academic year, but it's certainly No, but it may be could be simpler, too. I mean, ours has to have videos of, you know, we teach really little kids, you know, has to have social stories about, you know, it's just they're fabulous. I don't know if we need to clarify the wording on our goal so much as that we needed to clarify in the room kind of what our discussion was and what we were looking for because reading that it almost sounds like it's already what's out there, what's on our website. And I think what we looking for is a little bit different. We can reward it. I always say internal access socialized internal framework and

052I think Mike you didn't do that you had it you haven't had an Excel you did it for so years ago we started a list a warehouse I mean we're talking six eight 10 maybe years ago I still Maria and Denise and I yeah and we and we had a an ongoing spreadsheet with guess what? But it was less resources, right? Exactly. They still have a Google word for Yes, it is. it was less of a resource area, more of a what's been done, if that makes sense. So in an academic year we did this, this this and this to make sure that all of the topics had been hit over the course of an academic and and it was it was a warehouse. Yeah. A warehouse of you know this guest speaker and this

053was done in health class and this was done in middle school guidance and and it was a very comprehensive list that we kept going and we use I still reference it links to resources so you can find out. I remember we had this guy. Yeah, it's really helpful. So that kind of covers the third one then kind of what we're kind of looking for that we need to see every line of it but sounds like it might be easier for administrators to make that report yeah report that log to be dusted off updated and shared. I'll do some digging. Well now you know I almost feel like which I guess is what we're doing now. But it sounds like you guys had a conversation without really understanding fully. Anything else? Do we need to change

054the verbage at all? Said periodic presentations on the first first that second one. Yeah, I got that. Instead of development, if there is something internal, would we want that to be more of like an enhancement kind of like a like a revision or something already? instead of Yeah. So like an or statement. Yeah. And or Yeah. I really like that point. I think that we have as many staffizing our staff as well as our students who is a champion. I have a question just on this whole topic. Um, some kids seek out like a teacher or staff person that they that they feel like gets him or her. It's informal, right? Like they just kind of gravitate to Is there ever has anyone ever heard of the thing where staff person is almost assigned to

055a kid that Yep. It's called check in checkout and it's part of all of our buildings. Yep. Okay. Yep. Mhm. We'll be changing the high school. The good oldfashioned study hall this year is going to transition more into an advisory where those staff members will have a small group of students that they'll be able to have some weekly activities getting to know them, checking in, watching their grades, those type of things. Absolutely. We don't know what we don't know. That's cool. Anything else, Matt? All right, moving on to the second one. was that whole marketing and communications piece. Um uh basically you will support the creation and implementation of a comprehensive marketing and uh communication strategy designed to enhance engagement for students, staff to families and the broader community while promoting transparency. Uh we're looking

056to uh participate in a work session uh with Greg and Kirk uh to determine, you know, kind of what we're thinking. Some brainstorming type things like we're we're talking about that bullet. All right. I mean, that was kind of the just what I got out of that first part. Anyway, you know, I talked to Craig about it. He thought it was a good idea for us to hash some of that stuff out. Uh the next bullet uh support the development of a detailed marketing and communication plan outlining target guidelines, key messages and outreach strategies and communication tools. Um we talked about as a board we talked about hoping to have that done by uh in service, but when I talked to Craig about it, he thought that's probably a little bit too early yet. So,

057I didn't put a date on here yet. Um, or where we can see some of those. Um, where was that? Well, I think we also talked about if we came to it at the first like all step in service like maybe early on just early on in the school year and that still might be too early I guess is why I didn't put a date. Well, we haven't had our brainstorming session yet. So, you know, I think we have to do the brainstorming session and then I I I think October, November, we would have a draft of a plan for you guys. Oh, okay. I see you're still thinking. I think that's could be reasonable. Yeah. Given the fact that we had this brainstorming session in either August or early September. Yeah. Um, all right.

058So, I'm sorry. Support the development for the detailed marketing communication plan, yada yada yada. The other one is, uh, just kind of that whole multi-channel websites, district news, uh, social media, you know, type of thing. Um, you know, kind of just make sure that we're on par with that, encourage it. um uh implements mechanisms to gather and incorporate stakeholder feedback on those communication effectiveness at least annually through whatever surveys, forums or other engagement tools. Um we are looking for I again bold doesn't have to be by annual um the communications uh department summarize and I got to obviously get some consistency in what I wrote in here but uh as far as the department and position and stuff but um summarizing key initiatives engagement data successes and opportunities for improvement and then uh you know

059again just kind of increase that visibility It's very student staff school achievement. anything we're missing and and should we set our session like after a light agenda meeting or something like this is a pretty heavy agenda before but we're only meeting once I mean, I'm assuming or a different day. Whatever you folks decide, we'll be here. I would agree. August. Yeah. Or do we want to look at this second board meeting in July? If we're not going to have a regular meeting, let's have that. I know Kirk will be otherwise and dispose that evening because of the conversation we had earlier today. So will I. So um the right now the second meeting in August is a poss is is Oh, that is a guaranteed meeting, isn't it? I'm sorry. Yeah. Community text. Yeah. So

060that's August 13th. We could slate that for say a 6:30 or 7 o'clock start put on it to start immediately following. We totally can post it that way. August 13th. Everybody good with that? which means so will this will this be a true board meeting or just posting it because you have a quorum I post it as a work session there'll be no action taken I don't know what you would take action on because from that we'll develop the plan and then the plan you probably want to approve. No, that would be later. Nope. All right, the next one is that kind of that uh excellent leadership, excellence in leadership and organizational support. It's kind of got the plethora of things in there. uh but committing to strong leadership and proactive organizational support to sustain

061financial stability, priorities, prioritize student achievement amid evolving enrollment and fiscal landscapes. Um utilize, you know, we talked about data on future enrollment trends and all that kind of stuff with a priority on retaining students uh within the district by understanding family needs and enhancing the district offerings that encourage families to stay. Uh, we stop with that one. What do you think of that wallet? All right, the next one is encouraging innovative financial planning. I think we may have got a little creative on it this morning because we don't have a lot of creative planning but u maximizing existing resources explores new revenue opportunities and build sustainable reserves for the future. We talked about this a little bit this morning. The the problem is that we're not an independent private entity that can either cut staff

062or decrease cost to create a product. I mean, start selling something. We're be Well, if that's the role you want us to take, we're able to do that. And we have built-in child labor. You know what I'm saying? So, uh, we can do some of these things. But, uh, no, in all seriousness, I I you know, if you're talking about like a evaluating the necessity of a levy override referendum, yeah, that's guaranteed. Those are new accessible dollars that we could have access to. How would we spend them? What would we do? If you're talking about um you know uh identifying new funding mechanisms to educate kids, the answer to that question is they don't exist. It's what the state gives us. It's what we uh generate from a levy override referendum and that's it. I

063mean there really aren't other venues. Now we pursu we pursue grants. uh we look at opportunities to to bring dollars into the district in somewhat creative means, but on the same hand, those aren't sustainable models for like underwriting the district's budget. So, I want to be very clear on that. Um we we that's not the role. We don't have someone that's able to spend that kind of time uh to generate revenue to the degree that's necessary when you're talking about on average about 12,000 bucks a year is spent to educate a kid. So, I mean, 10 kids is $120,000. If we can raise $120,000 annually, uh I don't think we want that going towards just educating our kids. That's the state's obligation. See what I'm saying? So, these are some things that are that are

064um tossed around in my mind. Now, admittedly, in every district I've done at I've passed been involved in that pass several referenda over a several year period of time because the way the structural deficit that's been created with the school funding formula, it's just not sustainable. If you want to do anything facilities wise like this, you're going to need to pass a bond issue referendum. If you're going to do anything that it means enhancing um aspects of the school district beyond what you have accessible to you in the state budget, it means either increasing enrollment, which I'll come back to because I have some points to make in that regard or B passing a levy override referendum. What ends up happening in the state of Wisconsin based on the funding formula is that as you

065lose kids because of the three-year rolling average, there's a there's a tail off in in how you lose access to those funds. And there's also a little caveat that's called the declining enrollment exemption that gives you a little bit of a boost. So, it takes a bit of the edge off as you lose on the three-year rolling average. This is not a a formula created by me. This was created by the legislature many many moons ago. when the legislature refuses to change it because they look at it and they go, "Holy crap, this is super complicated." And everybody goes, "Yeah, that's why we need to change it." Then they go, "No, I don't want to do that." Because it's a massive undertaking. There's no question. And there isn't any kind of budget that can be

066adopted, you know, or mechanism that can be changed. And all of a sudden, now it's fair for everybody involved. It just doesn't happen. And so whenever the legislature begins conversations on updating our school funding formula, it has never happened. And that's been true for the last 20 years. It may in the future, but I'm just saying there's not a lot of willpower to make that happen. With that being said, we're beholden to the number of kids we enroll. Um I think if you're looking at this in terms of um a marketing standpoint, the the aspect that you're going to find the most dividends, if you find any in that regard with people enrollment is in terms of open enrollment because we have very little authority to to to court a family to live in the

067district, right? I mean, I it's a great place to be, but if someone works in Minneapolis, they're probably not going to choose St. Croy Falls if they find something that meets their bill in Forest Lake. You see what I'm saying? And I don't know that the school district, what the school district can offer, that's going to set its itself apart to the degree that the needs of the family or the kids vastly outweigh what they're what they could get at a different public school district in closer proximity to where they work or other family or whatever the case may be. I'm not saying we're not involved in that process. If the city engages in some kind of campaign or the chamber in some kind of campaign about getting people who want to live in St.

068C Falls, I think that's great. I mean, more people the better. Uh but if we're talking about legitimately drawing people to attend school where you have an impact um immediately or almost immediately is via open enrollment. I would also cite that over the last uh several years the trajectory of the district has had a a flip in positive open enrollment in and a very low open enrollment out where in the old days it wasn't that it was a bit more lopsided the other direction. So those things are moving in the right direction. But the last thing and probably the most important thing that I'm going to say is we can't make people have more kids. And this is happening across the state of Wisconsin. Um I'm not saying there's not things we shouldn't do. I

069that I would never say that there are things we should do. But I think one of the conversations that that individuals are blind to is the structural deficit particularly in the state of Wisconsin. We have way more people that are retirement age than we do in the workforce and then we do that are having kids. And if people are having kids, they're having one or maybe two. They're not having six, eight or 10 um or even three or four in many cases. And so that's true in Hudson of all places. If you recall, uh not too long ago, Hudson was talking about building new elementary schools and making their high school larger. And I'm not saying that wasn't required at the time. It was. They were busting at the seams and they had 30 kids

070in classrooms and so forth. And I can guarantee you there wasn't a demographer that provided them details that said by 2025 you're going to be closing elementary schools and be down nearly a thousand kids or 600 kids in in your enrollment. There's no way that people saw this coming to that degree. So the only caution I put to this is around ensuring that we're rational with respect to what we do have control over and how we can proceed down the path in a reasonable fashion. There's 40 places that are going to be sold over here uh and occupied in relatively short order. And as of now, we're aware of potentially seven students that that's going to impact us by. Seven, not 70. Seven. So that's not because we're doing anything we're not supposed to be

071doing. That's again what's happening in virtually every area in the state of Wisconsin and across the the the nation. I mean, people have identified we need people to have more kids. Um, I'm not saying it's not going to trend up in a few years. I'm not saying it's going to continue. I don't know. I just wouldn't put a lot of credence necessarily. And when you pay a demographer to do um a a population analysis in an enrollment analysis, that comes with a dollar figure. I'm just going to be honest with you, I don't know what the number is. That's the route we want to go and look into that. More than happy to. Um, but and I'm not saying they're doing it incorrectly because they do it very scientifically and they're doing the best job

072they can. I would have sincere concerns about the u applicability of it much past you know five years and then the question to me becomes what what's the point? I can't tell you what's going to happen here in 2035. See what I'm saying? So those are just some pieces and I think the goal I I want I don't have a problem with the goal but I want it to be couched appropriately because if it's a goal that is as it's worded and interpreted by me just reading it, it's not achievable. like it's not going to happen particularly in one year. Uh and and I would argue we don't have control over some of the things that that we think we may in order to accomplish the goal. So I just wanted to to raise those

073things. Now moving down that path and better understanding what our population is going to do and paying for a study to be done, we can do all of those things. I've got no problem with that. But articulating explicitly what are we going to do and heads are going to roll if we don't get more kids to come here might be something that Jesus if he were walking the earth right now couldn't do. See what I'm saying? So we just need to be rational around what that actually looks like. Now, in the area, if I were a parent and could live anywhere that I wanted and had the capability, and I don't mean to disparage our neighbors by making this statement, but I had the capability to send my kid anywhere I wanted cuz both my

074wife and I work from home and this is the community we want. Why wouldn't you choose here? You certainly would. And I don't think that that's in the area an unknown statement. I honestly don't from what I've heard among people that are from the area, but not necessarily from here. But then the question is why isn't that happening? Number one. And number two, for a reason that I mentioned, I'm just throwing it out there. Number two, that's not a global message you can really get out there to much greater than the geographic area because most in most cases you're not coming from Milwaukee to St. Croy Falls or from De Mo to St. Cliff Falls. Now, that happens, but not that's not like a pipeline that you can establish. Um when I remember the discussion

075that we had when we were coming or coming up with our board goals, um the two things that really stood out to me in the discussion related to finances was looking at creative ways to uh increase open enrollment and then um acknowledging that we as a board have created goals over the years that have cost money and we want to be cognizant of that as a board that we got our um nurse, we've got our school resource officer, we have our marketing specialist now. So, we've we've done these things that have cost money, and we we want to be cognizant that the end of the day, our job is to educate children. And so, we a lot of our conversation was around how do we be good fiscal stewards of the money entrusted to us.

076It wasn't so much about finding these magic pots of gold at the end of the rainbow or creating students out of thin air. It was more about being cognizant of the money that meeting our own goals has cost the district and and being aware of how those those funds come to us and and use them. And as far as open enrollment, um I think what we were kind of talking about was simply say you live roughly in the area and encouraging or at least supporting that differential like that in versus out, you know, uh by for example, um a website for example that uh or you know, current website, but with some additional features, things like um you know, when young family or something is trying to make their decision, a lot of times they'll

077go straight to the website, you know, and if they can, you know, the mom or the dad is into drama and they can see a tour video tour of the Vine Art Center. Um, you know, mom's a big golfer. You can see Oh, that checks a box. They've got daycare that checks a box, you know, is there I mean, don't don't I suppose especially larger school districts that are like super competing you know, there's five schools in town. Um, they're really competing with each other and they're going to try to make their school all their best features are right there. If you could, you know, schedule a tour of Secret Falls Elementary, I don't know, things like that. Yeah. The other piece that's incorporated into this goal is with respect to ensuring that the strategies

078or the facilities, pardon me, are modernized and safe and flexible. and I'll get out of sight. If we're going to do that, we're going to pass a bond issue referendum. Yes, there's no other way to do it. Uh, and I think this idea too, Matt, you're you're I I don't disagree with you at all. Um, the the question for me is how do you consume that and how does that get out there? Because it's quite clear, I mean, we send communications to families and and we send communications to staff members and they don't read them. You know what I'm saying? And as a parent, there's certain things that I got from my kids school district maybe I sent. The only reason I knew it was on there is because I wrote the darn thing. You

079see what I'm saying? So I I we have to understand and articulate too what's transpiring with reality in in in society. Anyway, um but that's not to say you don't do these things. Uh you know, talking about like safety and security, that was an excellent conversation we had today uh at the Edmond team. If we're going to do that, which I believe we need to do, we're going to have to pass the bond issue referendum to do that. Period. Uh there there are certain things that are going to cost money that we have to do and you can't achieve those goals just by being fiscally conservative because again we don't have the capability of making our operations leaner and pocketing more money or selling at a higher profit or higher profit margin and pocketing more.

080You see what I'm saying? We don't have that capability with respect to what we have. We also have been right sizing ourselves and not filled three or four. I think we're four FTEEs that we didn't fill this year. Not that's comes at a cost too. There's commentary from staff members and I haven't heard from community members, but I'm sure among community, you know, oh, they're see they're not filling that. But so we have to articulate this in a rational fashion that also shows that we're uh operating within the context of what we have access to as an organization that's publicly funded. You know what I mean? Um, and I can I think of like facilitywise too. Are there incremental things that have been done? My god, look around. And this school from 1982 is still

081beautiful. There's nothing wrong with it. Yeah. But are there things we need to do to modernize it? Absolutely. Talking to Brian Craig. Updating our cameras that are all most of them are in the 12 year old range. And if you have 12-y old electronics, what do you do with it? Throw it away and get something new. $250,000 for you to do that across the board. So I think if what what we're what we're engaged in is a goal around fiscal stability and revenue generation, then we need to also talk about a bond issue referendum and or a levy override referendum in order to achieve those goals because you're not going to move the needle. And we're going to talk about the budget in the board meeting and I'll be uncharacteristically brief because once again they

082didn't do squat. And here's the governor saying massive investment in public education. Nope. Here's the legislature. Massive. It's not. It just flatly isn't. And when we had doubledigit increases in in uh inflation and cost of doing business and you can say, "Oh, don't give your staff a raise. Don't pay it for benefits." We have to employ people. Amen. So you start to see and I'm sorry I'm getting a little bit I'm going to lose my mind so I'm calm down but when I read these things that's what goes through my mind and and again I'm not blaming board members I totally get it again it's not an inappropriate thing but that's what comes to my mind around all of these factors that admittedly we have very little control over and when there's commentary about you

083know being fiscally conservative which clearly I I don't I've never witnessed this district or any other Franklin been involved in that's just like you know hey oh yeah hell yeah it's taxpayer money what do we care that's never been the approach and that's why the high school from 1982 by and large if you attended here in ' 82 you're like oh my god it's the same high school I attend in ' 82 yeah it's over 40 years old yeah the same thing I mean you'll have a building that's almost 100 years old the same thing you do what you can do right but if we are going to incrementally move the needle and we are going to create like if you did a fly through on a drone into this performing arts center and by

084the way there's some kids do putting on a play or a practice at the time and put that out absolutely that's going to get some stuff but make no mistake about it if it was at the calf gymnatorium at the elementary school nobody give a crap because that was done in I'm sorry Rita sorry because that was done in 2008 it's not the biggest new greatest hottest thing you know what I'm saying so some of these things I I just the encapsulation of reality in terms of what we face with budget constraints, what we face with kids and the jobs that our people have to do and then expectation on top of that. It has to be balanced and we have to recognize that almost everything that we do is going to cost money and

085it's not because the people that are employed are are, you know, living like kings and queens. That's not really the reason. Although that's the primary reason that people point to. We need to employ people, you know, uh who have a job to do. So I I promise I'm done now. That's my little pontification on on that one. Although I do understand the the tone and tenor. I don't I'm not hollering any. That's not my point. I just want to provide that. Uh Craig is backdrop. Am I allowed to make a comment on something? I don't know what I'm allowed to do in a board meeting. Usually we just keep our mouth shut unless we spoke to. But I heard you saying that you're you meant these goals differently. Would it be possible to change the

086first bullet to something like um investigate creative ways to capture open enrollment and the second bullet to investigate a system by which you run your decision- making through a set of series of questions before making financial decisions because Craig I mean Craig is obviously right we we we don't we can't make money out of thin air but you can at least have a process by which you decide do we even think we want To me that sounded like what you were saying. That sounds more like what we were getting at. Yeah, I thought you articulated it really well responsible for the money we're entrusted to. Um, I hear Craig saying that perhaps bullets two and three aren't necessarily part of our annual goals because as financial decisions come forward, we're going to have to make

087without question. And I think too, we do these things. You see what I'm saying? You're going to know how our budget ended up this past fiscal year. generally, you know, I'm not going to say every penny that the district spends, but pretty darn close, you know, with respect to what transpires. Um, as do any taxpayers that want to know those kind of details that they have access unilaterally to all the information that we have, and I'll sit down with anybody that wants to know where our dollars go. Um, I yeah, the concern for me is that um I don't want it to be perceived as though these are things we're choosing not to do for some reason. Like, we have the money, we're just not going to do it. You know what I'm saying? That's

088not I've never been in a school district that's in that boat and frankly St. Croy Falls is financially very stable. There's zero concerns in the short term that that the wheels are going to come off and we're not going to be able to pay our bills. But that doesn't mean that we can spend wildly and that's been exhibited in my opinion, right? When you have an understanding of the funds and where we're getting access to the funds and how is a new position paid for but it doesn't have an impact how we're educating kids. You know, we've talked about those things of these as they've moved along. Um, so it's much more nuanced and I I would agree. I don't know about non-existent, but I think about some kind of permutation around we will continue

089to be fiscally responsible while ensuring that we do our best to enhance district facilities to meet the needs of our changing student population. You know, whatever the case may be. So, it can be written in such a manner that uh it's perceived as though this has been our business practice and arguably has been and will continue to be. uh but also justifying the fact that yeah, if you have a 50-y old building, you're probably going to have to do some things. And if you want to legitimately enhance security, you're going to have to do some things. And you can't do that based off of the state budget, the way they've handled us budgets the last three budget cycles. It's just not going to happen because again, access to new dollars is limited. and the the

090facilities one, you know, modernization is probably the wrong term, but I was thinking, you know, we do have a 10-year plan, just basically supporting that. You know, we know we got some things that we got to do. We're trying to talk about boilers later and, you know, all that kind of stuff is, you know, the other word that you just said now, I can't remember it. Anybody else remember what the facility modernization? No, not modernization. was another word in that space. But um I got the best words. I don't remember. So, but it was a you know a different word to put in there that doesn't make it sound like we're expecting to go out and you know redo the entire security system. I mean it sounds like at some point we're going to have

091to do that. Um but you know but what I was thinking when I wrote that was just more along the lines of um you know we got the 10ear plan you know we want to help make sure we're we have that on our radar that we're you know encouraging people to meet those things and I think maybe those quarterly updates that are in the last bullet point could be how we do that. I mean of course we're going to support the 10ear plan that isn't a goal of ours. an expectation and that's just part of how we go. The quarterly updates though are specifically about enrollment and staffing and quarterly updates on enrollment and staffing in a district this size makes no sense. I mean, we can give you an enrollment update quarterly, but you're

092probably going to say we're going to say it hasn't changed. We're off one kid. Enrollment is not historically. We were getting um anytime there was new staff. We don't necessarily approve anybody that doesn't have a contract, but we would get quarterly reports on who's in, who's out, what's going on. So we kind of had a better idea of who the faces of our district were. And then um we would get a quarterly financial update just 25% of the way through our budget year, not 25% of the way through our eating year, but our budgeting year. And so where are we at with our transportation with our central office with our each of our budgets. So LA is pulled those together for us nicely and we want to continue to do those. Gotcha. Part of the

093rub currently is this transition team. You see a little bit of a hold up. Transition what? That's the new financial reporting stuff like that. Yeah, I suppose. So, it is asking just for quarterly updates on finances and annual updates on enrollment and staff. Oh, yeah. I got you. We can make that happen for sure. So, the other um I think well what about the fourth bullet on retaining and developing? Is that all right? Might that be where we would want to put exit interviews for staff and potentially leaving the families? I know that we talked a lot about having a specific exit interview process so that we can get a pretty good idea of why people are leaving the district or why staff is and I don't see that in here or I didn't Well,

094I mean again I was I was trying to pull us out of the weeds a little bit but I could definitely be supporting strategies. Sure. But I think if ever hears that we want these exit interviews, then we're not going to get exit interviews. As long Yeah. As long as that's on our admin team's radar and they don't have concerns about that, then exit interviews for families would be probably something that they were emailed. I would guess if they're willing to fill out a survey, exit interviews for staff are a little bit easier. But I would also argue all of that would be voluntary. Yes, of course. Yep. But perhaps we'll be insight out of it. It's always good to people coming in. When you do the interviews, we celebrate people coming in. All right.

095So for bullet two and three, are we scrapping them or just changing the wording of them? Was what Craig was getting at something along the lines of not or more just continuing to be financially like just kind of ongoing kind of like to saying hey these are the questions we're going to ask ourselves when we're making larger financial decisions I don't know what the questions might be and I look to somebody smarter or not smarter within the real of education but um I kind of like the idea I don't what other board members think and how hard that might Well, we have we wouldn't have to write that necessarily in the goal of like we're like we just develop those questions right as part of our goal that we would ask before we make a

096larger. So it could just be like generaliz. Yeah. Um, I think something around in ensuring continued financial, you know, uh, sound financial management while still investigating and potentially investing in updates to facilities and, uh, infrastructure and programming to meet the needs of you know our student population and community today or something like that that adapt to change. So that's kind of like a bullet two and three being mind clarified and perhaps taking your your stress level down three notches hopefully. Yeah. Well, I mean this the stress I would have is for example if we want to identify and build sustainable reserves for the future, you pass a a not or a recurring levy override referendum. That's the really only way you can do it. So yeah, I mean it has to come out of our

097goals if that's well and if that's what we want to do game on give me the green light and I'll put it together and we'll make it happen. You know what I'm saying? Um, but that's that's what I'm saying is you'll be holding to the state and then I guarantee there's going to be a conversation during my time here if it's longer than, you know, God willing, five years or so, we're going to have to ask for additional dollars a year in terms of a bond issue or levy over. I just the way things are going, there's almost no question in my mind. And I don't have a problem with that being the goal. I just have a problem with making sure that we all recognize that there's no other magic pot of money we

098can go to to renovate facilities and or continue doing business if the state's not going to step up and do what they need to do. And some of this, you know, and I don't know if this changes your thought at all, but you know, it's more long-term. I mean, these are annual goals. I get it. But, you know, when we start looking at, you know, the enrollment, the you talked about the three-year, you know, all that kind of stuff, you obviously got a good great grasp on that. Um, but what, you know, what else do we need to start thinking about? you know, yeah, we can pass a referendum, but um sure, I mean, that would is probably going to be something we have to do uh at that point, but well, what other types

099of things, you know, we start thinking more long term. Um, you know, at some point, right, if the enrollment keeps going, I mean, yeah, you're talking staffing, you know, cuts and those types of things, right? We're not there at this point. Um, so maybe it's a little premature to be doing that, but um, I guess that's where I was. I was just like, all right, long term, we want to make sure that we're if if if down I don't want to say downsizing either, but if that's the way we're trending, um, you know, what's what is going to be our plan? Yeah. Well, and the other option you have too is to identify short-term and long-term goals because if you have a long-term goal around, you know, financial stability, understanding the economic pressures of being

100a publicly funded in institution, then what it looks like today is going to be much different than what it looks like 5 years from now because no one can predict, no one can even tell you what the next planning budget is. I didn't even know till they signed the law last week. See what I'm saying? So, um I think you could affair that out. I again if it's included as an annual goal to me that's an annual goal like we're going to do these things during the course of this year or begin to identify these things or at least have to make some progress. So Brent, if we are keeping those bullet points, I think we can keep the first line of the first bullet point and then remove everything after explorers because we can't

101generate new revenue and we can't build sustainable reserves or I'm sorry the second point the two consider and then um so we're encouraging innovative financial planning that maximizes exist existing resources while continuing to provide safe, flexible, and inspiring learning environments that adapt to changing needs. Yep. But leaving out the modernization because that isn't part of a one-year goal. We're not looking to to pass a new rebuild and modernize anything drastically this year. review is what we do anyway and stuff. We want to maximize our existing resources and provide that safe, flexible and inspiring learning environments that adapt to changing. Does that resonate with board members? Does that sound like a goal is meaningful and pursuing make sense to our admin team? All right, I'll throw something together and then look at it. Okay. Well, we're

102not going to approve these tonight anyway. So, it'll come back to the whole board. But yeah, if you want to kick it past that. And then as far as quarterly updates on finances and then annual updates or as needed, you took question marks out. I think that once a year we should hear how our staffing is going and how our is going, but as needed, we have some internal things going on. I think those things are true. All right. The last one is just kind of the support of our transition middle school principal. I just said the same thing. Um, all right. So, the board will support a successful transition to the new middle school principal by ensuring the district administrator has the resources and support needed to foster strong building level leadership. Um, encourage

103and monitor a clear onboarding and support plan, which I put in there's probably already in place um for the new principal developed and overseen by district administrator. Now, I know Rita's um what do we call that? The mentor. Mentor. Um we couldn't find anybody better in the end. I mean, as a matter of fact, you're still right. Yes. I'm totally kidding. Just so that everybody out there knows. I like how Ronnie flipped that. Go ahead and say that again. Just making a joke. As a matter of fact, you couldn't find any the perfect person to do it. Um then then uh the others are just kind of promote a culture of collaboration, visibility, and open communication between the principal, staff, families, you know, district leadership, you know, just making sure we're all there to help

104each other and everything else and make sure families and etc. understand, you know, what's going on at that level. Any questions on that one? Concerns? You want to go back to the first one? Is that one is it already done? Do you have a clear onwarding and support plan? Well, like are you talking documented like on a step one step two sort of basis? You don't have to report it to me. So, not necessarily, but is there a clear plan for how we bring in our new administrators? Absolutely. So, he had the pleasure of spending over an hour with me, which he would probably put down as one of his favorite professional experiences. Absolutely. Senate for professional development. He's been assigned and this is what week two on the job. Yep. Yeah. He's been assigned

105Rita a mentor. And admittedly, the first week he had his first admin team meeting today. He's still here. So there you go. Yep. And so the the pieces of what the expectations are and the foundation is put put in place. Yes. And then we'll move through. So the first week he was on the job, I said I talked to him. I said, "Look, I'm going to leave you alone. Stay in your office. Do what you need to do. walk around your building, figure out student. You know what I'm saying? And we met on the 9th. No. Yeah, we met this. Was it this morning? No, it was the 8th. Yesterday morning. Yep. Yeah. Tuesday morning because you're at the golfing Monday. So, we met Tuesday morning and that kind of, you know, more formally kicked

106it off. But do I have a documented step one? Chris is going to do this. The answer to that question is absolutely not because um being a principal administrator in a school district is much more nuanced than that. and he and I have to develop and cultivate a relationship as much as he does with staff members and students uh and community members and parents and that's not done through some kind of protracted force you know documentation um analysis. Now with that being said this December as you will and every other December we'll get an update with respect to performance of all our administrative team including Mr. follows uh and including an opportunity to you know evaluate myself in addition to you know at the end of the year and whenever you choose to. Um so

107those pieces will be in place. He will be evaluated using our educator effectiveness evaluation system that all the other administrators uh follow. We will have to set goals professional practice goal and a school learning objective and support student learning objectives for staff members. So elements of these things just because he's a new principal um some of these things roll into the fact that the the onboarding process as a new administrator is more loosey goosey than it is as a new teacher or a new aid. So he doesn't get the pleasure or pain of sitting with you know first um Lorraine and then Caleb and then Brian Crate yet. So that stuff will come and he has access to that. But that's much more learn on the fly is you're really responsible for your building. That's

108where we want you to be spending your time and your brain energy. And so some new staff might know how to do a PO request in the new system before he does and he's supposed to be responsible for the building. I'm not worried about that. We're not worried about that. We're worried about him running the building. You see what I'm saying? So that's where I'm being a little bit wishy-washy. So yeah, there's absolutely a plan. Although it isn't a step a through uh uh D sort of plan or is regimented as like a new teacher orientation. Well, and what support he feels he needs is different from what 100% might need from you. So 100% we can we can even strike that. I would be comfortable striking it. The other thing I'd cite is here

109in particular there's no question any human being if he asked a custodian they help. You know what I'm saying? So, some of this too is about um you taking the initiative to get your questions answered. And I have no question our admin team is going to wrap around and do everything they need to do because they did it for me and of course they're going to do it for him and anybody else that Yeah. All right. Have you heard of the first one? Next one again is ask to promote culture of collaboration, visibility and open communication between the principal, staff, families and district leadership. All right. Absolutely. All right. The next one we kind of talked about a little bit. Uh his access I don't know. I mean it got the mentor the operational tools

110all that kind of stuff but professional development. Well, him and his team, PLC team are actually headed to CESA doing an MLSS or MTSS training, multi-level systems of support. So, that's RTI based. Um, administrators including Chris can certainly access AWSA, their professional organization for PD. If they identify things, they can approach me and say, "Hey, I want to go do this. Do we have money available to do it?" We can make a decision at that time. Uh, there's of course professional conferences that transpire. Um, but there's nothing that's mandatory unless we identify a deficiency or an area of concern and we say, "Look, you need to this would be something that's beneficial for you either as an administrator or for your building." So then, you know, I recommend or I'm requiring you to go do

111this, although that's quite rare in my experience. What's there? Oh, absolutely. Anything else with that one? Um, request a progress update, which you just talked about. to do that at roughly mid year or whatever. But um that one's good. And then of course recognize and celebrate the strong building leadership as a key driver of student success school culture and staff retention. That look good? All right. We have a hard stop tonight. So the wrong things. Um, all right. Yep. Thank you. That's where we're at. Financial piece of discuss a resolution to authorize temporary borrowing, which is something we do every school year. That's correct. And that's a kind of a stop gap between uh the adoption and distribution of funds for the next the 25 26 budget, which of course is in process currently as

112we were just made aware of said budget two days ago, three days ago. So, um, that's what that is. And you do approve it on an annual basis. Any questions on that? All right. Hearing that? None. We'll go on to the buildings and grounds and discuss the proposed preventive maintenance plan. I gave you the commentary from Brian Warner in the board update. um from his perspective and I have no reason to believe it's it's not an accurate perspective and that is um although it's slightly more expensive to work with Ahern we will get a more robust and comprehensive preventative maintenance package through them for not much more uh money and it thereby remove some of the responsibilities from our current custodial staff freeing them up freeing them up to do some other things. Did we

113consider any other vendors? Um, well, I don't think so. I think he went to Ahern because we were with Ahern in the past and because of the suite of things they offer for the cost. Maybe I misread it. So, we were with the Aaron before, but then we had somebody else for the last few years. We haven't had anybody. Yeah, we did. Oh, did we? We did for certain things. And that's why there's not really an appletoapple comparison. Let me go back to the board update and let you know. Yeah, he said he did say what company it was and I don't remember. Uh, last year we used NAC to do our annual boiler maintenance at a cost of 15,675. So I don't know who NAC is but that's who we used in the past

114and that was for boiler maintenance. This is a much smaller correct because it's boiler, AC coil cleanings, research pump maintenance, chiller maintenance, that kind of thing. One of the questions that came to my mind when I was reading through this um when when we have this service, do they come out and or is it like a once a year type of thing? No, they talked about different spaces, but I guess my question is in the time of the year when there's a lot of pollen, your coils and stuff on your AC units need to get cleaned off. Are they doing that or are we sending the guys up here to do that? They are going to do it from what I understand annually, but I'm sure periodically there's still times that we got to do

115things. Yeah. So, they're going to do cleanings and and inspection and maintenance, which is much different than just running out there. And, you know, the difference between having the HVAC guy come to your house and work on your AC system versus hosing it off with your host cuz you got cottonwood trees in your neighborhood. That's kind of what I'm talking about. Yeah. Okay. Yep. Any other questions on that? No. The annual cost of an additional $5,500 just seems very reasonable when we've gone from just boiler maintenance to the chiller, the circulation pump, the external things. We've added a lot of service. Correct. A reasonable amount of money. And service that I don't know why we would expect our custom Any other comments, questions on it? All right. Um, we'll move to the board meeting. I'll

116call the meeting to order. Uh, we'll 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, liberty and justice for all. Roll call. Matt Rice here. Tasha Raer here. Don Milky here. Ronnie Scheler here. Brent Mccertie here. All right. Can we get the reading of the mission statement? Matt. Yep. The rules. The mission of the school district of St. Croy Falls is to provide a supportive student centered learning environment that cultivates character, fosters academic excellence and embraces diversity. The board meeting rules focus on the mission and vision statements of the district. Come prepared. Be respectful of others and open accepting of ideas. Actively participate. Avoid side conversations. Remember board meetings are open forum. All right. Thank

117you, Matt. We'll go to principal's comments. We'll start with you. Okie dokie. Um, we had a great summer school, 130 students. Um I forgot what the three I'm so this went along I was I didn't know what I wrote. Every kid worked on the three Rs which is reading, writing, arithmetic in connection with nature themes. We have owl experts, insert insect experts, official junior rangers, and kids who can tell you anything you want to know about caring for all types of pets. The child care counts subsidies we already talked about. So, we're thrilled to have more money coming into the child care center. Kids Care has 80 kids enrolled with an average of 50 a day, which is a lot. We just moved to the Dresser Elementary School and we'll be there through August. We're

118fully staffed with the best SCF High School students and alum you could imagine. It is a dream staff. You should go visit it. It's just unbelievable. Um, and the transportation department leadership team is continuing to clean up procedures and processes. We are fully staffed. I have um professional development scheduled for tomorrow with a director of transportation from another uh district who's going to show me some things and share some ideas. And we are excited for next year. Very good. Thank you, Mr. Wallace. You're on day six or seven. Day five actually that I building. So yeah. Yeah. So um yeah, happy to be back. just getting settled into my my space and relearning some ins and outs of of how things operate in our building. Um, a lot of old faces that I've I' I've

119known have stopped by welcome back. Um, meeting some new ones as well. Uh, I'm looking forward to to meeting the rest of the the folks that are um in my building here. Um, right now the the deep clean is well underway. Um, our custodians are working real hard. Um, Brian's interviewing for the vacant position here. I think he's got a couple scheduled for this week yet. Um, and hopefully we have that position filled here in short order. Beyond that, happy to be back and ready to get started. Welcome back. Thank you. Did you have something for Mike? I'm so glad you're here. Um, I do not aside from what would have been shared in the board update. Okay. Because we weren't certain how quick we would get to this. So, all right, Greg, your comments.

120You want a few on the budget? No. We heard a lot of those words like Don said everything. There's a lot of words. Sorry. Shar. You want more work? You want me done? I'll be done. So ultimately and honestly I will be brief because frankly not much not much happened and um it's a little disappointing. We retain the per people adjustment if you recall that was a point of contention. the governor did the line item veto to make it 400 years or something like that of a $325 per people increase. So that remains that was not backfilled by the legislature in any capacity with respect to equalized state aid which means it'll be made up 100% of local property taxes. So 325 for kid uh if you do the math on that 325,000 times a,000

121bucks or thousand kids pardon me is not a lot of money in terms of uh continuing to do business. So you know it's where we're at. Um and this is in year one of the 2526 budget is 325 and then in year two there would be another 325. So 650 over the benial no increase in equalization 8. Um and then the other piece the there there's some minor other pieces. The other piece that is impact on our bottom line is um reimbursement rate for special education went from 30.6% 6% it's in this year to 42% and 45% in fiscal year 27. So 42 in year one of the budget, 45 in year two. Quick calculation at 30.6% we had 495,000 we got in categorical aids for special education aid during 2425. That's an estimate. So

122clearly the change from 30.6 to 42 is about 11. It's not about it is 11.4% 4% which is roughly 55,000 bucks or 60,000 on the high end. A little caveat that I'll put in there for you is that that's not a some sufficient figure. So when that special ed aid is doowled out among the districts, it's based off of a need and prorated based off of the available bucket, not increase to fill 42% for everybody. So not some sufficient. I've heard some commentary. won't say who and it wasn't me but I would be shocked if we see anywhere near 42% and that's a direct quote because again it's not self-sufficient. So if you talk about um overall the budget impact because of the wildly massive investment we just made into public school kids in the

123state of Wisconsin said on both sides of the just for the record uh that's a total of probably change uh 300 maybe $350,000 for next year. That's insane. Just going to say one staff member making a new hire making 50 55 56 $60,000 a year is in a family policy is 90,000 plus. So do the math. Do the math. And making 50 grand a year, come on. You make 50 grand a year now at Quick Trip in a non-managerial position. So anyway, uh that's my two cents. That's the budget. It is what it is. is there is also an increase of reimbursement rate high-cost special ed aid from 50% to 90%. You think to yourself, wow, that's insane. What a what an increase. The problem is is that high cost special ed aid is has

124to be so exorbitantly high and you're talking about might impact in a district like us one kid. So, you got specialized transport, you got a one-on-one aid, you might have some, you know, equipment that you have to purchase or whatever, and you talk about $150,000 kit that's costing you in terms of providing those services, and you get um a reimbursement rate of 90% of that instead of 50%. So, not awesome, but also not horrible. I mean, I don't mean to complain about absolutely everything, but you we we're not going to have a lot of high cost special ed aid that we get just based on circumstance. Um some changes in mental health, uh sparity aid changes, um transportation aid changes to a degree, but uh generally that was uh the bulk of the impact. So

125what I anticipate seeing is in new spendable dollars about 350,000 boxes we had in the 2526 which is better than zero but not awesome. So there you go. And August and I'll shut up. I promise in August we will have for you an encapsulation if we can get Gilman to print our reports an encapsulation of the 2425 budget as well as a 2526 budget projection. Um I don't anticipate any wild fluctuations. I think we'll see very similar things. I think we'll how end of this year. My prediction is that we'll be probably flat, maybe slight deficit, slight surplus, and I would argue we're probably going to see a similar pred projection for next year, although we haven't run the numbers. So, we'll see. In the short term, we should be okay. All right. Thank you.

126You're welcome. Oh, other thing I wanted to mention because it's my superintendent's comment, not related to budget, is the fact that um we had some internal conversations with respect to building security and what that looks like when we start the school year uh with recent events. And I wanted to our community members and parents and board members to know that uh we're going to continue to take this seriously. I do think we have to have uh maybe a tough but rational conversation about what we can do in the longer term to enhance security updates here in the district. But that's not a conversation for tonight. It's some conversation or future thoughts at some point in the future. Rest assured, we'll do whatever we can to ensure that as we start the school year, our kids

127are as safe as possible given what currently we have access to. Was that the on the 10ear plan through the security system or is that Yes, but there are other elements for example like secured entrances at all of the facilities. The the high school would be the primary concern there. Super easy at the middle school, super easy at the elementary, super easy at dresser. We're talking about adding or just moving a set of doors such that when somebody buzzed entrance, they're in a breezeway and the only access point they have is the office. So they're funneled. They have to go to the office to check in. Of course, that's bulletproof or shatter resistance glass or or you know materials that they're kind of encased in before they're allowed entry or they sign in and get

128their visitor badge and allowed entry at the high school. That's a work from Volwax because you would have to do a fairly comprehensive renovation to make that happen. Remove the district office and have that be the high school office would probably have to be larger to accommodate the things that happen in the high school office. Identify what we do at the high school office. So you'd be talking about in order to do a secured entrance in that capacity, you'd be talking about a little bit of a a flip-flop and more of an investment rather than 2030,000 might make more sense for the high school staff person in the district office. Just a small. So generally what we're doing now is we're going to have a high school staff person stationed at a table or a

129kiosk or um or and or we're still working through plans installing monitors as a stop gap that are very visible to anybody in the high school office primarily the secretaries that do the buzzing as well as the district office as well as Tammy's office which is the whole board now over here so that it's very easy to identify who's standing here buzzing buzzer. rather than the phone cue that comes up. Um, so there are things that we can do without making those comprehensive renovations. Um, but even still, if you're operating uh in the context of the district office in terms of having that be the check-in point that creates other um other issues because of course the person devoted to doing that is going to be working on high school and other things and they're

130not high school. they're engaged in more than just answering the door is really what it comes down to. So, um, yeah, and if that's not functional, that doesn't work, then we can talk to some of this, too, which might include changing people's responsibilities or roles. So, that's it. I'm done. All right. Thank you. All right. Moving on. We don't have any presentations or words or public comments. So, we'll go down and I'll take a motion to approve the consent agenda. I'll make a motion to approve the consent agenda as presented. Motion by Ronnie. Second. Second by Tashima. Any further discussion? All those in favor say I. I. Oppose. Motion carries. Um. All right. Voting on policy 363.2 two rule of the acceptable use policy. Um, I'll take a mo that was one that we looked

131at at the last meeting. I'll take a motion to approve. I'll make a motion to approve policy 363.2 rule acceptable technology use policy as presented. Second. Have a motion by Ronnie and a second by Don. Any further discussion? All those in favor say I. I. I. Opposed. Motion carries. Um, move on to the vote on the deleting policy 363.2 exhibit ABCD, the old acceptable use policy. Um, and one one technology program acceptable. I'll take a motion on that. I'll make that motion. Have a motion by Matt. Second. Second by Tasha. Any further discussion? All those in favor say I. I. Opposed. Motion carries. Next we will have the vote on inschool employment for transition age special education students. Again this is we talked about at the last meeting. Uh I'll take a motion for that.

132I'll make a motion to approve establishment in school employment for transition aid special education as presented. Motion by Ronnie, second. Second by Matt. Any further discussion? All those in favor say I. Opposed? Motion carries. The next is um academic standards policy. I'll make that motion. for a motion by Don uh with the 2526. Yes, that's right. Good. Thank you. So, yeah. Motion. Yeah. Correction. Minutes will reflect 2526. Motion on a second. Any further discussion? All those in favor say I. I I opposed. Motion carries. The next would be adopting a resolution for again the 2526 school year to possibly use independent hearing officers. Um, I'll go ahead and make that motion to adopt a resolution for the 2526 school year to possibly use independent hearing officers to determine student expression cases per section 1203. And

133did you notice that that has a date change again? Did I say I say you did? I just want to make sure that she noticed that this was also Yep. We have a motion by Tasha and a second by Don with the corrections to the year. All those in favor say I. I. Opposed. Motion carries. Uh the next was to vote on the crime reporting in the high school pursuant to the annual reporting requirements which is what we talked about. Well, how do we we just we're approving it ahead of we're just approving the policy? Uh no, you're approving the report and as I said as of now we'll report to disorderly comics. So that's what you're approving. I go and submit it. We're we're essentially authorizing you to submit that report on behalf of

134the school district as required by state law. Correct. And what you're supposed to do is have having that report submitted have seen the report. And rather than adding putting data in the fields, I verbally reported on that because again it's July 9th and if nothing changes between now and the 31st, I'm submitting to and you'll hear nothing more about it. If something changes, you'll get an update because you'll have to have reviewed the final report. But this is what I believe is final given circumstance. I'll make a motion to approve the crime reporting in our high school pursuant to the new annual report reporting requirements. I'll second a motion by Ronnie and a second by Don. Any further discussion? All those in favor say I. I. Opposed? Motion carries. uh the 2425 uh seclusion and

135restraint report. Take a motion to approve that. Make a that motion. Motion by Don. Second. Second by Tasha. Any further discussion? All those in favor say I. I. Opposed. Motion is carried. Next is the resolution to temporary borrowing between July 1st and uh June 30th, right? For 25 26 school year. Do we need to read that verbatim or I'll just put as presented. Then I'll make that motion. Motion by Ronnie. Second. Second by John. Do we need a roll call on that? Um You might as well. I don't know if it's required, but there's no harm if you do. Roll call vote. Bryce, yes. Tasha Ragger, yes. Don Milky, yes. Ronnie Schuler, yes. Brent Mccertie, yes. All right. Then the next one is the vote on the proposed the proposed preventive maintenance plan for the

136HVAC systems that we saw not too long ago. I'll make a motion to approve the proposed preventative maintenance plan for HVAC through a as presented. Motion by Ronnie. Second by Matt. Any further discussion? That one. We need a roll call. We have roll call vote. Matt Bryce, yes. Tasha Rager, yes. Don Milky, yes. Ronnie Scheler, yes. Brent McCertie, yes. All right, upcoming announcements. I do have one um I received from Tanya Milanowski in the mail um with this beautiful defenders of wildlife card. If you know Tanya, you know that that's very near and dear to her heart. Says St. Cray Falls School Board, thank you for the Menard's gift card for my retirement. I will use it for house changes and improvements. Please know that this is truly appreciated. Sincerely, Tanya Milanowski psychologist. All right.

137Thank you. upcoming events. We got the financial audit coming up. Are we ready? No. Never. Does the new the new cumulative or whatever does that make it that much harder? Yeah. I can't pull any reports to show me any numbers. Okay. So, do you need a protocol to beat your head against? She's like, "No, I already have one." Pretty much. Yeah. Yeah. Yeah. Okay. How are we going to resolve it? Do you need anything from the board? Well, we're asking for support from Skyward to build us reports. I'm going to reach out to other districts who might possibly have a report. Okay. Um it's it's just been trying. Yep. So I can't give any concrete numbers. Mhm. Yeah. Well, thank you. Somebody chocolate at periodically. It's been great. We'll be keeping it in our thoughts.

138Thank you. Fortunately, we do have a little bit of time. That'll go by quick. um July 23rd meeting it's probably not going to happen. I don't think it's necessary unless you want to happen and we've decided on the when are we doing that? Uh August 13th. Yep. So also the same day as the new employee in service, we'll also have a committee meeting uh with the the marketing um community engagement slashboard meeting uh brainstorming session on the 2013 as well. Uh the 18th will be the all teacher in service. Uh I plan on being here for star so I can cover the board as well. Anybody else wants to come, we can do that. If more than two of us want to be here, we'll have to post it. And then what? August 26th already.

139Is school in session? Summer school. Yeah. No, jump start. I'm sorry. Yeah. Don't start. And then we'll have a second meeting in August and the official first day will be September 2nd. Matt, do you want to go over the rules of the meeting? Sure. We focused on the mission vision statements of the district, came prepared, were respectful of others and open accepting of ideas, actively participated, avoid avoided side conversations, and remembered board meetings or open forum. All right. Thank you. With that, I will take a motion to adjourn to executive close session pursuant to section 19.851C and F of Wisconsin statutes. I'll make that motion to adjourn to executive close session. Have a motion by Tasha. I'll second. Second by Don. Roll call vote. Matt Bryce. Yes. Tasha Raer. Yes. Don Milky. Yes. Ronnie Scheler.

140Yes. Brent Mccertie. Yes. We are in. Thank you school board. Thank you. I'm going to do that after we're done. Okay. I have to stop the shoot. You're good. Just in case for minutes.