WEBVTT

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You

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You

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Mr. Schope are you ready

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Good evening.

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It is 6.03.

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I'm calling to order the regular board meeting of Tuesday, May 19th.

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Mrs. Shope, may we get a roll call, please?

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Yes.

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Carol Fox, here.

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Tom Hankins is not with us.

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Bill Johnson.

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Here.

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Meghan Miller, present.

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Joanne Ruh.

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Here.

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Dan Schuth.

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Here.

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Antia Johnson.

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Here.

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All members are present, except Tom Hankins.

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Thank you.

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I believe he will be with us shortly.

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May I get an approval of the agenda?

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So moved.

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Motion by Carol Fox, second by Bill Johnson.

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Any discussion?

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Hearing none.

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All in favor?

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Aye.

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Any opposed?

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Motion carries unanimously.

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Tonight, Dr. Anderson, who is back from his vacation, is going to lead us in the Pledge

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of Allegiance.

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I pledge allegiance to the flag of the United States of America, and to the Republic for

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which it stands, one nation under God, indivisible, with liberty and justice for all.

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Thank you, Dr. Anderson.

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Good evening, and thank you for joining us tonight.

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We appreciate your continued interest in and the support of the School District of

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Bloyne.

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Yesterday, May 18th, was Speech Pathologist Awareness Day.

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On behalf of the Board of Education, I would like to extend our sincere gratitude to the

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District's Speech Language Pathologists.

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Their work is essential in public education as they support students with communication

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disorders that directly affect access to learning.

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By helping students strengthen their communication skills, they ensure students can fully participate

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in the classroom, build relationships with peers, and achieve academic success.

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We are deeply thankful for their expertise, compassion, and unwavering dedication to

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our students.

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Last week, board members Carol Fox, Bill Johnson, and I attended the Bloyne Memorial High School

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Underclassman Awards night.

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Several students in grades 9-3-11 were recognized for their outstanding academic achievements

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and excellence across many variety of areas.

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We are incredibly proud of their hard work, perseverance, and accomplishments.

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Congratulations to all of the students recognized and keep up the excellent work.

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Earlier today, members of the board had the opportunity to volunteer at the annual Elementary

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Track Meet.

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The Todd Timberwolves, Converse Cougars, and Robinson Cougars competed today, and tomorrow

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we'll feature the Gaston Bandits, the Hackett Hawks, and the Merrill Tigers.

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The event was filled with excitement, positive energy, and strong community spirit.

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Most impressive was the level of sportsmanship, teamwork, and encouragement students showed

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to one another.

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Their behavior truly reflected the values we hope every individual connected to the school

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district of Bloyne demonstrates each day.

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During these challenging times when many of us are feeling the strain of financial

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uncertainty, I believe we can learn something from our students.

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Not everyone will finish first, not everyone will always agree or feel satisfied with the

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outcome.

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However, we continue to show up, work hard, and do our best for our students and our community.

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Let us continue to support one another, appreciate each other's efforts, and remain united in

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our shared commitment to improving the educational experience for every student we serve.

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A special thank you to Vice President Foxx, who I'm told, volunteers at every elementary

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track meet every single year.

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Best of luck to all tomorrow's athletes, and thank you to staff and members and volunteers

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who continue to dedicate their time and energy supporting our students.

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This Tuesday the Board held a special meeting to discuss budget concerns and potential

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options moving forward.

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We will continue that discussion again tonight.

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We are grateful to the Cabinet for presenting a staffing plan and for continuing to move

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the district forward with transparency, honesty, and a clear understanding of the challenges

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ahead.

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It takes courage to share difficult truths, including those that may be hard to hear,

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and it takes courage to make decisions that are necessary for the long-term stability

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of the school district of Loyne.

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I would like to recognize Assistant Superintendent Dr. Malott, Executive Director Almonderes, Executive

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Director Beavers, and Interim Executive Director Elwood for the tremendous leadership and work

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they provided during Dr. Anderson's absence.

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Their dedication, professionalism, and service to the school district of Loyne are sincerely

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appreciated.

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Together, we remain committed to strengthening our district and improving outcomes for every

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student.

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This concludes my report.

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Thank you.

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Next we have upcoming events and announcements, Board Clerk Miller.

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All right, good evening, everybody, so these are the announcements for Tuesday, May 19th.

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Senior Awards Night is Wednesday, tomorrow, May 20th at 6 p.m. at Beloit Memorial High

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School.

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Congratulations to our seniors.

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Friday, May 22nd, the BMJE slash BMJO is performing at music in the park in downtown Beloit

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across from First National Bank.

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Friday, May 29th is the annual Pilwifers Golf outing with dinner.

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This fun, emphasized event is for all district staff, including retired and spouses, both

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experienced and brand new golfers.

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There will be a 4.30 p.m. shotgun start at the Kruger Haskell Golf Course in Beloit.

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For more information or to sign up, contact James Hoei at JHoei at SDB.k.k12.wi.us or

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over at Beloit Memorial High School.

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The annual retirement party for district retirees will be Wednesday, June 3rd at 4.30

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p.m. at the Rotary Center.

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This is an open house event.

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A short program will be held at 5.30 p.m. with cake, punch and water served.

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Thursday, June 11th, please join Beloit Memorial High School Academies on the Greens of Glen

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Erin.

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To register your golfing for some order to sign up as a sponsor, please contact Ryan

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Michaels at B. Michaels at SDB.k12.wi.us.

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Summer school registration is open.

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Register using Skyward Family Access.

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Please register early as space is limited.

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There will be no school on Monday, May 25th due to Memorial Day.

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The last day of school is Friday, June 5th, with graduation for senior students on Saturday,

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June 6th at 10 a.m. on Jacobson Field at the John Heineke Stadium.

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Doors slash gates open at 8.30 a.m.

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If there is inclement weather, the ceremony will be held in the bargain arena.

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Please save the date for the 5th annual Stateline Multicultural Hispanic Heritage Month celebration,

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which will be on Saturday, October 10th.

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However, there is a district-wide t-shirt contest happening right now.

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Please submit your design to your school family advocate for a chance to be the official

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t-shirt, or to submit the official t-shirt, for our Hispanic Heritage celebration.

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The deadline is May 22nd.

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That is this Friday.

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If you have questions, please contact your school family advocates.

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The Department of Public Instruction's portrait of a graduate is a statewide effort to define

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the knowledge, skills, and mindsets every Wisconsin student needs to succeed after

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high school, no matter the path they choose.

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DPI invites students, families, educators, and community members to stay connected and

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engaged as this work continues.

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There will be a virtual listening session on Wednesday, May 27th from noon until 1 p.m.

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For specific information or to register, you may go to dpi.wi.gov or you may contact our

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board secretary, Michelle Shope, who can provide you with the full DPI web address

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to register.

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Her telephone number is 608-361-4180.

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Meetings coming up and being held at the Colac Education Center include Monday, June 1st,

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there is a policy meeting at 4 p.m., Tuesday, June 2nd, begins the new meeting cadence

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with business, operations, finance, and HR meeting at 5 p.m., and the Teaching Learning

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Equity and Pupil Services Committee meeting at 6 p.m., or immediately following the 5 p.m.

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meeting, whichever is later.

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This concludes the announcements for tonight.

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Thank you, Clerk Miller.

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Next we have recognitions.

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Tonight we are recognizing our student representative, McKenna Rounds.

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Student Board representatives provide an invaluable service to the Board of Education by sharing

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reports and updates through the lens of the student experience, helping to ensure

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student voice remains at the center of our work.

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Throughout her time serving in this role, student board representative McKenna Rounds

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consistently delivered reports that were both informative and very entertaining, offering

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thoughtful insight while engaging all of us in a meaningful way.

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We are grateful for her leadership, professionalism, and commitment to representing the students

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of the district.

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McKenna, thank you for your year of service.

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Good luck to everything you do, and we know you'll be wonderful.

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Next we have public comment.

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Board Secretary Shope, do we have any public comments tonight?

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Yes, I have a couple in the room and a couple to read.

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Members of the public are welcome to attend all public open meetings of the Board of Education.

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Individuals attending board meetings are expected to conduct themselves in a respectful and

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courteous manner that models appropriate behavior for our students.

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Individuals wishing to comment are expected to comply with the norms found on the back

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of your comment cards and in board policy 187, public participation at board meetings.

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We ask that each of you contribute to maintaining a respectful and orderly meeting and prevent

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discussing confidential matters in a public forum by following these norms for public

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comments during board meetings.

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Thank you for your participation and courtesy.

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Mrs. Shope?

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The first person I have is Julie.

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The other person I have is Andrew.

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So apparently Andrew is going first.

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Wonderful.

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Andrew, if you just hit the button so the red light comes on, thank you.

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Oh, oh, I got it.

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Not this light, that one, okay.

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Good evening, Board President, members of the Board.

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My name is Andrew Heary.

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I'm a Professor of Bilingual Education and ESL at the University of Wisconsin White

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Water.

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Tonight I'm here on my own accord.

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And I'm here to unequivocally voice my support for the dual language immersion program at

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your district, okay.

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I'm going to talk about two things that I hope that you'll consider.

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And then my colleague Dr. Minokolakok is going to talk about some possibilities, right,

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to move forward.

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So I really appreciate the district's commitment to educating all students equitably.

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And I'd like to remind the Board that Spanish English Bilingual Programs started in the

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state nearly 60 years ago that emerged from Latino-Latina community organizing.

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Folks were fed up with the remedial education that they were receiving prior to these programs

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coming into existence, okay.

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And then since then, there's been a plethora of research that has supported the multiple

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benefits of these programs.

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So these programs offer academic, social, cognitive, economic benefits to the students

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who participate, all right.

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So that's why the proposals to reduce Spanish language instruction at the elementary

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grades or cut the program at the middle school level do not make sense.

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They don't make academic sense.

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They don't make economic sense, okay.

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The proposal to reduce the program to the elementary grades and cut Spanish language

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instruction would mean that you're implementing a transitional bilingual program model, which

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basically looks to subtract students' home languages.

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And they've been proven to offer poor academic results.

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You'd also foreclose opportunities for all students to engage in rich academic learning

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across languages.

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And that's a requirement for them to obtain the Wisconsin Seal of Bilitaracy, okay.

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So in effect, you would be hurting the academic possibilities by cutting these programs.

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Also parents know this, families know that these programs offer multiple benefits.

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So cutting the program at the middle school level would invite these parents to open and

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roll out of your district, okay.

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A lot of my research has focused on public bilingual education and how it can function

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as a safeguard against school privatization, all right.

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The opposite is also true when school districts refuse to recognize and respond to the dreams

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aspirations and hopes of the community that opens the door to school privatization and

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charter school proliferation, okay.

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So I encourage you and ask respectfully to, let's deepen collaboration between university

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and school district.

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There are ways that we can move forward, right.

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But let's not forget the legacy of bilingual education in the state and in your district.

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No, she's going to ask you this.

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Thank you, Professor Herring.

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Mrs. Scho.

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Next we have Julie.

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Hi, good evening board president and board members.

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Thank you.

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It is nice to be here.

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I'm also a professor of bilingual and ESL education at the University of Wisconsin Whitewater.

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I am here of my own accord.

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I'm a colleague of Dr. Herries.

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I'm also here as a mom who has two children who went through a dual language immersion

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program in Madison.

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They're now in college and they were able to do, to receive the syllabi literacy through

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their K through 12 dual language immersion program.

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So I see it on a professional side and I've seen it on a personal side with my own two

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children.

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Like Dr. Herry, I implore you to reconsider the proposal and partner with us as much as

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possible.

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There's a lot of research out there as Dr. Herry mentioned.

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There's research that supports DLA programs.

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Should I keep talking without the mic?

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It's back a little bit.

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So can you all hear me?

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Okay.

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I thought someone was telling me to move away.

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So please, we're happy to share research with you.

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We're happy to interpret research, to work with you, to partner with you.

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We have a really exciting new program here on our campus, University of Wisconsin Whitewater

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that is designed specifically for practicing teachers who need their ESL and bilingual

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licensure.

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So it's an asynchronous, fully asynchronous program and it's accelerated.

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So teachers can enroll in the program while they're teaching full time and what they've

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finished with in less than a year and a half is a K12 ESL license and a K12 bilingual bicultural

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license and a handful of your very talented and very enthusiastic and committed teachers

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from your district are in our program right now.

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So it's a new program and it's very popular.

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It's tripled since we started in the fall of this academic year and it just continues

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to grow.

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So we're able to help teachers who need that bilingual bicultural and ESL license get it

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in a very high quality way and a quick way as well.

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So thank you.

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Muchas gracias.

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Thank you, Julie and I'm sorry Professor Heary for mispronouncing your name.

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Ms. Scho.

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Okay.

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The first one I have to read is from treasure.

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Instead of closing Merrill Elementary, why not just pull all kids back at the home based

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school like where they live is the school they should go to?

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Like what I was told before, why my kids could not go to other schools.

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So just pull all the kids back at their homeschool.

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It would solve the problem and get some of the good teachers back at Merrill Elementary.

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In the past, we had great teachers and put some stuff for Merrill like you did with other

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schools like swings, just maybe to lower the dialect on the money, maybe try to lower the

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amount of what is wasted, try going back to paper and pencil.

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The second one I have is from, I believe it's RE.

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After working in one of your elementary schools as a paraprofessional student teacher on my

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way to graduating with my BA in special education, I can no longer stay silent about the conditions

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staff and students are expected to endure.

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My plan was to graduate and work for your district supporting my community.

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During my short time working in the district, I suffered a broken arm and a torn rotator

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cuff due to violent behavioral incidents.

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At the same time, the school was operating at approximately 18 fewer paraprofessionals

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than were needed to meet IEP requirements.

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Staff were placed in impossible situations daily and students were repeatedly subjected

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to lockdowns multiple times a day because of ongoing behavioral crises.

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I even watched second graders having to do their schoolwork in the hall on the floor

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for an hour because their class had to evacuate due to behaviors.

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What concerns me most is that the educational experience and safety of hundreds of students

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are being sacrificed in order to keep severe behavioral situations, which should be in

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ID or have one, one-on-one support with this general school environment without said adequate

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support staffing or intervention.

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The pairs are often the only people attempting to prevent escalation, yet they are overworked,

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under supported and now facing cuts.

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I also experienced serious disorganization from human resources.

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I was mistakenly sent to work a full day early and then denied pay for eight hours I worked.

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That experience alone reflected the level of dysfunction within the system.

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As a parent, I spent 14 years believing things would improve.

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I advocated for this district.

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I supported the referendum.

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I defended the schools because I genuinely wanted them to succeed.

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After finally working inside the system myself, I've reached my limit.

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I'm now withdrawing my four children from the district.

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The district continues to question why enrollment is declining from my perspective.

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Families are leaving because they are no longer.

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They no longer feel their children are receiving a safe, stable, educational environment.

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Teachers, parents, and students are burning out while serious behavioral issues continue to

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overwhelm classrooms with inadequate support structures in place.

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I hope the board truly listens to the staff and families who are speaking up before more

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students, families, and employees decide to leave as well and

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make cuts that are appropriate to deal with what in my opinion is the number one issue of your entire district.

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Behavior advocacy, behavior professionals, pair of support should be the last thing that you cut,

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or you're going to lose even more students and receive less funding.

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That's all I have.

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Thank you, Mrs. Scholl.

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Next on tonight's agenda, we have the student board rep with Student Board Representative McKenna Rounds.

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First of all, I would like to say thank you to the board for being so kind to me throughout this year.

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I'd like to say thank you to Ms. Pells for being so supportive whenever she sees me in the hallway.

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And thank you, a special, very special thank you to Mr. Hoey for teaching me government and how this board works.

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I love the school district.

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I have been in the school district since I was probably like four years old.

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Never been out of it.

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I'm kind of scared to leave it because I'm graduating.

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But with how the school district has been trending, I know we can be better.

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And I want it to be better for future generations and for future classes of students.

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So this is going to lead me to bring up some constructive criticism.

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Again, this is nothing personal.

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I love all of you here.

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I just know we can be better and I want to help us be better.

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First of all, I've noticed that there's a lack of communication among the school and school officials.

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It's just kind of confusing for students and teachers.

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And I've noticed administrators are also a little confused with lack of communication flowing between everyone.

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I just think maybe we should all try to communicate a little bit better.

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And I know that can be hard, but if we truly want our schools to succeed, we have to at least try.

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Next is a gripe I've had this entire year.

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The AB day schedules.

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It has made it a lot harder for students to have consistency, to study for tests, to do homework, to not be as burnt out.

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Just generally, I've noticed everything is harder.

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As much as we like to say that you can do A day homework on B day and do B day homework on A day to prepare yourself for the next day,

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that's a little hard when you're getting double the amount of homework and double the amount of stress from each class.

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And a lot of the days, we don't even have consistency in the classes.

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Most of the days that I've been canceled this year have been A days.

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And if students are on field trips or if they miss a school day for any reason or if they have to miss a couple,

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they're behind almost a week's worth of work if they miss, let's say, B days.

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They're like gone a week of that class.

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It's really hard for us to learn when we don't have consistency.

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Another thing I'd like to bring up is the bathrooms.

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I know that the custodial staff is woefully underfunded and understaffed, and I respect them so, so, so much.

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They do so much hard work.

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But I think we need to give them a little bit more support.

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We have gone many times without multiple of the toilets working in each of the floor bathrooms, because we only have one on each floor.

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Many of the stalls aren't working. Many of the stores don't close.

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Many of the stalls are lacking toilet paper and the trash cans don't get cleaned out.

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The pad containers don't get cleaned out.

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There's no paper towels. Many of the times we've gone weeks without paper towels on the second floor.

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And we try to help and ask, but they are so underfunded.

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And I get that we have funding issues, but custodial staff is one of the areas that we need it the most to keep our school clean and not as disgusting and have people not hating it at all times.

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Yeah, you're going to hate it anyway, but having it be clean is something that you need.

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And another issue that I like to bring up that teacher brought to my attention that I should mention is that many of the resources that we need for projects,

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like research projects, especially at the higher grade levels, those websites have been blocked just by widespread blocking of the websites.

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For example, I did a project on abortion for Mr. Yanki's current events class.

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And I found a, it was either .org or .gov website that had really good information that I could see from the overview that it gives for each of the websites.

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And I try to click on it. It was completely blocked. Again, it was either a .org or .gov. It wasn't a .com.

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It wasn't telling me where I can get an abortion, how I can get an abortion.

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It was just giving me information. And I get that administration and that tech didn't directly block that.

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But I think we need a little bit more control on what we block, especially because, especially at the high school level, we're getting older, we can handle these rougher topics.

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I get it for the middle school and the elementary schools, but it's hard for us to do research when we aren't allowed to do research on the hard-hitting topics.

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Again, I love the school. I just want us to be better. And the teachers are so great.

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I really hope all of you try to fix the system that we have and support our teachers more because they are really stressed.

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And students are noticing it. Thank you.

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Thank you, McKenna.

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Next, we've got the superintendent's report. Dr. Anderson?

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Thank you. First, it's nice to be back. It's nice to be back last week, just in time for our budget hearing.

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And we're going to talk about budgeting again tonight because that is one of the key issues that we need to find some resolution on.

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But on another note, one of the other things I wanted to give an update on is that we are meeting this week to hopefully finalize the agreement with the Hendricks Foundation

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to present Skyrock and Open Literacy at two of our schools, Gaston and Converse.

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So hopefully at the next meeting, we will have an agreement to bring to both the boards for that project going forward.

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So we're working on it. We are working on it again this week. Hopefully we'll have some of the next meeting.

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I want to thank McKenna for giving us a student perspective. It's always good to hear different perspectives and it's good to have a student voice.

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So we'll be talking about some of my topics in much more detail later on.

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Thank you, Dr. Anderson. Next, we've got the policy and human resources committee report, Chairperson Fox.

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Thank you, President Johnson.

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Well, I got the mic. McKenna, thank you very much for being my buddy here there for a while while I first got on the board.

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And if you want to know anything about Ronald Reagan, she's your person.

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The policy and HR committee met last night and we first discussed the use of the agency NIO to help us with our policies.

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NIO is used by many school districts in Wisconsin.

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Dr. Anderson fell at this time we can proceed without using or paying for this service.

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He plans to review all of the policies by section and will let us know what policies might need additional work.

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Furthermore, we have other resources such as the WASB policy resource guide that we can use.

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And we can always revisit the idea of NIO in the future if we feel we need that assistance.

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Our first policy discussion was on the use of mobile phones and electronic devices.

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We discussed the current active policy and an edited version that was tabled last year.

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The edited policy was tabled at the time because the Beloitte Memorial High School staff had spent time working on their own plan for curtailing cell phone use.

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The committee has asked for an update from the high school staff about their plan,

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how well it is working, any changes they are considering, and if there are any policy adjustments that would be the assistance to them.

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We also discussed the requirement in the state statute 118.07 with a 5 in parentheses,

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which requires by September 1st adoption of a policy on appropriate communication between an employee or volunteer for the district and students.

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We already have policies 528 on professional boundaries and 522.71 on social media guidelines that address many of the key issues that are in this statute.

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The committee will be studying whether these policies cover all the requirements in the new law or adjustments and changes need to be made.

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We also approved Exhibit A to move forward to this evening's board meeting.

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Our next meeting, as policy only, because we're changing the structure,

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we'll be on June 1st. We did change the time. It will be 3 p.m.

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And the policy committees will continue to meet twice a month on Mondays before the board meeting or the committee meetings.

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And Dr. Anderson thinks we'll have a lot to keep us busy.

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Thank you, Mrs. Fox. Next, we have teaching, learning, equity, and pupil services committee report, Chairperson Ruh.

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Thank you, President Johnson. The TLE committee has approved forming an ad hoc advisory committee to review and update our human growth and development curriculum.

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And we also provided providing some financial support for students to compete for the first time at the Skills USA National Conference.

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And then because of our new way of structuring our meetings, our next meeting will be on June 2nd.

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Thank you, Mrs. Ruh. Next, we've got business operations and finance committee report, Chairperson Hankens.

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Thank you, Board President.

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Yes, we're met tonight and our biggest, our only one on the agenda was

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purchase approval of the student transportation, which is

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a huge cost to the district and many, all the districts of busing students around.

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So we put it out for RFP. I think two came back and

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we're going to recommend to the full board that we use Durham.

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There are some questions that I think Stephanie will answer on some of the

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questions that I had about usage.

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But anyways, we're going to move to a full approval, the use of Durham for our next

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unfortunately five years.

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Thank you, Mr. Hankens.

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And next, we have the legislative update, legislative liaison.

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Thank you, Madam Chair.

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I want to take a few minutes to update the board and what happened at the state level last week, because it directly affects our

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how we think about the budget funding now and in the future.

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Governor Evers, Assembly Speaker Voss, and Senate Majority Leader LaMejo announced a special session.

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The day we were meeting last week to vote on a $1.8 billion spending package.

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It was billed as a big win for schools and for tax relief.

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Ultimately later in the week, the state Senate voted it down 15 to 18.

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And one of the explain what I've learned in my digging on why that may have happened.

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Here's why it matters to us.

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There was $1.8 billion of state spending, but only 315 million of that would directly could be spent by schools for special

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education funding for this year and for next.

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That's real money.

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It would have come in handy to our discussions tonight, for sure.

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But ultimately there was a rare left-right coalition in the state capital that agreed that the fiscal math didn't add up.

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Senator Spritzer voted no, as did every Senate Democrat.

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Three Republicans, including our neighboring state senator Steve Nast joined them.

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Senator Nast put it simply, I can't support a bad deal cut by leaders that will never face the voters again as the three leaders are.

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All three of them are not running for reelection this year.

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There's a nonpartisan legislative fiscal bureau that analyzes any piece of legislation for its fiscal impact.

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And it said it would create a nearly $3 billion structural deficit for the state.

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Senator Spritzer, in a public comment, echoed that concern.

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He noted that much of the projected surplus only exists on paper, and that $3 billion deficit, even that was based on rosy economic scenarios.

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There is another reason this context matters for this district.

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Most political observers believe that the state senate will switch sides.

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The chamber will be a majority Democrat next session.

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One reason that's important to belowiters is that Senator Spritzer is in line to be the number two position in the state senate if that occurs.

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That would put our state senator one that looks out for our district at the table when the next state budget gets written, and then with school funding reform finally happens, we hope.

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The other thing is legislators now, you know, what you would expect for the rest of the summer.

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Legislators are out now collecting signatures to get on the fall ballot, so essentially the legislative session is done and the campaign season has begun.

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As that plays out, we as a board and as a district will need to weigh in on school funding proposals through the organizations we belong to and individually.

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And of course, we're a party to the important lawsuit moving forward.

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Most of that begins really in earnest once November election happens, and we know sort of who will be the players in the state capital.

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For our district, in my opinion, as legislative liaison, the bottom line is this.

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The structural underfunding of public education, well documented by the nonpartisan Wisconsin policy forum did not get fixed last week, didn't get worse either.

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There's a real fight.

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This district is part of that for sustainable long term school funding.

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This continues into the next legislative session.

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I'll keep monitoring that and reporting back as things develop.

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So thank you.

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Thank you, Mr. Schuf.

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Next on the agenda, we have board representative and alternate for BEA negotiations.

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The Board of Education has a representative serve on the negotiation committee with administration while negotiating with the BEA executive officers.

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The board will also have an alternate should the representative be unable to attend.

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Policy 143 official board representatives lists an employee relations liaison as one of the board representatives appointed by the board president.

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However, this has not been filled for several years.

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It is my understanding that this title has morphed into BEA board representative.

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I would appreciate if we could fill this position tonight.

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The role of BEA board representative will represent the board of education during negotiations.

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The alternate may attend these sessions but would stand in if the BEA representative is unavailable.

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Are there any board members who would like to volunteer or nominate someone for this position?

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If somebody else would like to do it, that's cool.

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I did it last year.

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I'd be more than happy to serve again.

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Okay.

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Anyone else?

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How many meetings?

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What does it entail?

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Ms. Miller, you would probably be best to answer that one.

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It was lovely.

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It was a handful of meetings with wonderful people.

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I don't think it was a giant time constraint.

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It was reasonable.

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I'd be willing to be the alternate if Megan wants to do the real thing.

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Thank you.

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Then I will appoint Megan Miller as our BEA rep and Carol Fox as our alternate.

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Are there any questions or any other discussion?

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I love it when things go that fast.

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One here that's not going to go so fast.

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Our next item is board budget proposal.

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And the purpose of this is to share with board members the proposed budget reductions that administration has put together for the 4.5 needed for the 2627 school year.

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The administration is looking for feedback from board members at this time.

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Before I turn it over to Dr. Anderson, I will share some thoughts that I shared with the board and one of the news media.

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The board understands these are challenging economic times for many families, staff members, and community members.

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Like households across our community, school districts are also facing significant rising costs while working with limited financial resources.

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Many school districts across the state and nation are also facing dwindling enrollment and financial difficulties.

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Unfortunately, the reductions we must consider are greater than originally anticipated.

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Initially, the district thought we were only going to have to make 4.5 million in reductions that number has now grown to about 5.7 million.

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We continue to listen carefully to the perspectives and suggestions shared by our community, staff, and families and students.

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Thank you, McKenna.

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We consistently hear that people value strong academics safe and respectful learning environments and meaningful extracurricular opportunities for students.

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In response, the administration has brought forward three recommended options for the board's consideration,

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which it is also important to acknowledge that the state funding in Wisconsin has not kept pace with inflation or the increasing needs of students.

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The realities facing schools today are very different from those even 10 years ago, 15 years ago.

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In addition, the school district of Deloitte continues to experience declining enrollment, which has a substantial impact on district funding.

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Despite these financial challenges, the school district of Deloitte remains deeply committed to our students and families.

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We will continue to work diligently to find the correct balance and timing of right sizing the school district of Deloitte.

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We value our partnership with the community and will continue to work together to provide the strongest educational experience possible for every student we serve.

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Dr. Anderson.

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We're going to have enough, what I'll call, challenging discussions tonight, so I thought I'd start with a little good news.

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Is that for the 2526 school year, the budget we're currently in, when the board passed that budget, the board looked at,

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having to use $1,937,000 of OPEB funds, which are retirement funds that we've already paid all of our retirement costs so that their money in the district has to spend.

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They were going to use that to balance the budget.

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As of today, it looks like we will not have to use those OPEB funds, which means they'll still be available.

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The reason for that is one, we sold McNeil, so that brought in revenue that we had not anticipated.

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Two, we had vacant and unfilled positions that were in the budget that we did not employ, so that was a cost savings, and then there was good fiscal management.

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Three year, Ms. Elwood has done an excellent job of keeping a day-to-day sharp eye on all of our expenses so that the slightly under $2 million that we are going to use the OPEB to balance this budget will still be available in the future.

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So that's the good news.

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Now we have some things I just want to go through before we go through our scenarios, and these basically just give you some overall budgeting.

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One, the first slide that you see is showing that in, well, the very first slide you just had up there showed that right now we need to cut $5.7 million.

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We thought it was 4.5, it ends up being 5.7 because of insurance increases and transportation costs.

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If we were to simply take care of that, saying we did not have a balanced budget, and we used fund equity, it would drain our fund equity from 12% to under 6%, it would take us from about $11 million in fund equities like our savings account.

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For rainy day funds, it would take us down to a little over 5 million.

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That's not fiscally responsible to do that because after two years, your savings account would be totally dry and you'd have nothing to fall back on.

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We right now at 12% the Department of Public Instruction would recommend we have at least 15%, which unfortunately district has not been able to maintain for a few years.

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See, I have this terrible problem is that I can't see anything close up with my glasses on and I can't see anything far away without my glasses.

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So we have three budget scenarios, so that was the first one using fund equity, not a good plan.

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Second one is, what if we do a combination of OPEB and budget reductions?

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That will help us somewhat. One, it makes our cuts a little less severe.

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However, in regards to the budget, we are going to have to make cuts.

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There is no feasible way to come up with 5.7 million without cuts.

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We also kept to take a look as we're using OPEB funds that is going to have a slight tax increase.

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And we all know that from last year when parents, when community members saw a large tax increase, they were shocked and not happy.

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I will use those words.

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What we look this year is right now, if we come up with a balanced budget, we should have a slight tax decrease in the mill rate, but depending on how we do it depends on the rate.

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If we do use some OPEB funds and all that for this year with budget reductions as a combination, what we'll have is we'll still have reduction over last year.

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But as we continue to do that, it will reduce, but it won't be reduced by as much.

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But right now, I do want the public to understand that if we balance this budget appropriately, your school tax portion of the bill should go slightly down from what it was last year.

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All right, that's important.

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Now, if your house value changes, that has an impact.

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But if your house value stayed the same, we balanced the budget, your taxes should go down.

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Now, the third option is what if we take a use of some OPEB funds, some staff reductions, and also look at a referendum.

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If we do a referendum in November and that referendum were to pass, we can use those funds during the 26, 27 school year, which could then offset some of our costs.

50:46.100 --> 50:52.100
But of course, if we go for referendum, that is asking the taxpayers for a tax increase.

50:52.100 --> 51:01.100
I'm just presenting this to say there are different options for how we can go about balancing a budget, but in the end, we want to make sure our budgets balanced.

51:04.100 --> 51:06.100
Three scenarios.

51:06.100 --> 51:13.100
We brought up three scenarios last week, and we'll bring to go back over them again.

51:13.100 --> 51:16.100
Each one of them will help us balance the budget.

51:16.100 --> 51:19.100
Each one of them have different things going on.

51:19.100 --> 51:30.100
We have A, B, and C. Now, I know that the writing is small up there, so I'm going to basically give you a synopsis of what each of these options are.

51:30.100 --> 51:45.100
Option A looks at going through all of our staffing throughout every portion of our building and taking a look at if we tried to right size our district for not only next year, but for future years.

51:45.100 --> 51:54.100
Because it's no secret that the Lincoln Academy right across the street is constructing its second half.

51:54.100 --> 52:05.100
Now, in my discussions, I have found out that once it is finished for the 27, 28 school year, they are not going to take all of their students at one time.

52:05.100 --> 52:08.100
They are going to phase it in over a couple of years.

52:08.100 --> 52:17.100
So it means that any student decline won't happen immediately, but it'll be phased out, but it's still declining enrollment.

52:17.100 --> 52:21.100
And as we lose students, we lose revenue.

52:21.100 --> 52:24.100
So the first option takes a look at all of those.

52:24.100 --> 52:36.100
And at the end, we're going to cut 45 individuals, 44.7, is what we would have less working in the district next year than we would have this year.

52:36.100 --> 52:50.100
That would save us 4.877,216 dollars, which means we still have to go under OPEB for another 822,784 dollars

52:50.100 --> 52:52.100
to balance our budget.

52:52.100 --> 52:55.100
Option B is a little more aggressive.

52:55.100 --> 53:04.100
In option B, we're going to cut slightly over 48 students, and we're going to start looking at, can we move programs?

53:04.100 --> 53:16.100
In other words, can we take the Beloit Learning Academy and take that from its present location in Cunningham and move those programs to other buildings?

53:16.100 --> 53:20.100
So some of those programs would go to the high school.

53:20.100 --> 53:26.100
We'd have to work out how that exactly would be, but we'd be looking at utilizing the space of the high school.

53:26.100 --> 53:42.100
One of the proposals also is to take Merrill and to make that an early childhood, early learning center, where we'd take the students, other students, move them to the other five elementaries, and use that building as a district center.

53:42.100 --> 53:52.100
Basically would allow us to empty out the Cunningham, so we could then look if we could sell that in the same way we sold McNeil.

53:52.100 --> 54:08.100
That option would net us 5,367,418 dollars, which still means we'd have to take $332,582 out of OPEB.

54:08.100 --> 54:12.100
The third option is the least aggressive.

54:12.100 --> 54:31.100
What it does is it cuts 35.2 staff, and those staff are basically vacancies that happen throughout the district, or contracted staff, but it would basically mean that the staff members who currently are working for us this year would have jobs next year.

54:31.100 --> 54:38.100
It may not be in the same building, or at the same grade level, but if they were employed this year, they would be employed next year.

54:38.100 --> 54:54.100
However, that would save us $3,678,216, which means we still have a shortfall of OPEB of $1,841,784.

54:54.100 --> 54:59.100
Each one of these proposals are going to restore staff cuts.

54:59.100 --> 55:14.100
What we have to take a look at is how aggressive do we want to have the cuts in staff for next year, because depending on the aggressiveness of the cuts will depend on how much money we have to use from OPEB to balance it.

55:14.100 --> 55:38.100
Now, we can't have the board could decide that it does not want to use OPEB funds, and if that would be the case, then what I would be tasked with my cabinet and with staff is to come back and determine how many more additional cuts, depending on the solution that was in favor to make sure it's balanced.

55:39.100 --> 55:44.100
Irregardless, the district is going to look different next year than it does this year.

55:44.100 --> 55:46.100
There is no way around that.

55:46.100 --> 55:49.100
I can't come up with additional funds.

55:49.100 --> 55:54.100
Had we hoped last week that there has been some offsetting costs, that would have been great.

55:54.100 --> 55:56.100
However, that is not the case.

55:56.100 --> 56:03.100
So what we need to discuss is, what do we think is the best option going forward?

56:03.100 --> 56:07.100
How aggressively should we cut going forward?

56:07.100 --> 56:13.100
Once we know that, then it's up to us to try to implement those plans.

56:13.100 --> 56:32.100
If none of these proposals are beneficial, or I should say if none of these proposals are accepted, then I think what the best step is to determine, is there a level of acceptability of use of OPEB funds so that we know, yes, as a board, we feel that we'd be willing to use it.

56:32.100 --> 56:47.100
We'd be willing to use X amount of OPEB for next year, and then whatever the difference is, we'd have to take a look at these options and determine if we needed to cut as severely as option B or cut more aggressively than option C.

56:47.100 --> 56:51.100
And that really is the discussion in front of us tonight.

56:51.100 --> 56:58.100
Once we have that, then we can look at, you know, who is going to be displaced?

56:58.100 --> 57:13.100
The one thing as we cut things, we have to realize is that when we cut individuals, it means that certain things that are being done this year, probably are not going to get done to just assume that we're going to find somebody else to take that on.

57:13.100 --> 57:15.100
I don't know that that's realistic.

57:15.100 --> 57:21.100
I think what it is is some duties could be taken on, but we have to realize some duties can't.

57:21.100 --> 57:33.100
So that's kind of what the, what I'll call the initial discussion is tonight, is to see if we can come to some agreement on how aggressively we should look at next year.

57:33.100 --> 57:42.100
And once we do that, then we will be able to make some fine-tuning on the determinations.

57:42.100 --> 57:44.100
How are we going to get that number?

57:44.100 --> 57:54.100
Now, I do think it's important to also note is that the board had certain things that it wanted us to take a look at that are preserved in all of these options.

57:54.100 --> 57:58.100
One is staff get a raise.

57:58.100 --> 58:00.100
2.6% is built in.

58:00.100 --> 58:06.100
So, in regards to the option, there is a CPI raise for staff.

58:06.100 --> 58:11.100
Also, there is no cuts or changes to longevity pay.

58:11.100 --> 58:13.100
I know that those had been discussions forward.

58:13.100 --> 58:16.100
All of these options preserve that.

58:16.100 --> 58:20.100
So, those are things that take place irregardless.

58:20.100 --> 58:26.100
All these options require us to take a look at one athletics.

58:26.100 --> 58:36.100
Now, right now, athletics, we're taking a look at recommending moving middle school athletics into fund 80.

58:36.100 --> 58:38.100
That means the program still exists.

58:38.100 --> 58:41.100
We funded out of fund 80 rather than fund 10.

58:41.100 --> 58:51.100
It does mean that those middle school programs are then open to all individuals in the city, not just those that go to frozen or Aldrich.

58:51.100 --> 58:57.100
But it is a mechanism to keep that sports, but yet give some flexibility to fund 10.

58:57.100 --> 59:00.100
We're also looking at reducing our legal costs.

59:00.100 --> 59:03.100
In fact, I have a meeting coming up with our legal providers.

59:03.100 --> 59:09.100
They think they can help us reduce the expenditures that we have had so far.

59:09.100 --> 59:20.100
One of the things that I will tell you is that costs us a great deal of legal fees and time are open record requests.

59:20.100 --> 59:22.100
I've been doing this.

59:22.100 --> 59:25.100
This is my 30th year as a superintendent.

59:25.100 --> 59:30.100
I will tell you that we receive a multi-development record request on a regular basis.

59:30.100 --> 59:39.100
That takes a fair amount of legal help to sort through all of the things we cannot provide.

59:39.100 --> 59:47.100
Also, we have one individual that works almost entirely on fulfilling our open record request.

59:47.100 --> 59:51.100
It's just something to take a think of is that these are things we will respond to.

59:51.100 --> 59:57.100
These are things we need to respond to, but they are things that do take up time and resources.

59:57.100 --> 01:00:05.100
And so we're working with our attorneys to find out where can we pare down our legal costs.

01:00:05.100 --> 01:00:14.100
For high school, it's been no secret that for the last two years, our budget has won over by $100,000.

01:00:14.100 --> 01:00:24.100
So basically we're taking a look at, do we either increase by $100,000 or do we look at making changes to be in line with our budget?

01:00:24.100 --> 01:00:33.100
I would say right now what we are looking at for our scenarios is to look at each one of our programs in detail

01:00:33.100 --> 01:00:37.100
and determine if there are cuts that can be made that still preserve programs.

01:00:37.100 --> 01:00:43.100
In other words, we're not going to eliminate high school athletics when we're not eliminating middle school athletics,

01:00:43.100 --> 01:00:50.100
but we are going to take a look to determine how many coaches are in each of our sporting events,

01:00:50.100 --> 01:00:58.100
how many students do we have, and is there a way that we can make reductions so that we can stand in line with our budget or demands?

01:00:58.100 --> 01:01:07.100
Those are just some things that in general that we are taking a look at as we go about trying to solve this process.

01:01:07.100 --> 01:01:16.100
Once we finish this budget, then the next discussions are right away are referendum.

01:01:16.100 --> 01:01:24.100
Do we go to referendum? If so, do we go to referendum in November or do we go to referendum in April?

01:01:24.100 --> 01:01:32.100
If we go to referendum in November, we need to have a question designed and ready to put forth by the end of August,

01:01:32.100 --> 01:01:41.100
so we would have between now and the end of August to determine what are the things that we would want to ask the public to financially support.

01:01:41.100 --> 01:01:51.100
If we do pass, we could use those monies during the 26-27 school year, so we would be allowed to use some of those funds.

01:01:51.100 --> 01:01:59.100
So if we had to make some initial cuts now, and we put those into referendum, and the referendum were to pass,

01:01:59.100 --> 01:02:05.100
and those are things we asked to be added back, we could add those back during the same school year.

01:02:05.100 --> 01:02:13.100
Do we go to April? That way we would have a longer amount of time to determine what should be in this question.

01:02:13.100 --> 01:02:18.100
These are just other things that we're going to need to discuss.

01:02:18.100 --> 01:02:26.100
Right after this item is done, there's in about committees, because I am asking the board, I want to form two committees.

01:02:26.100 --> 01:02:32.100
One, I'll just jump ahead, so you won't have to listen as closely next time.

01:02:32.100 --> 01:02:40.100
One of the committees is what I call a student enrollment committee, and that committee is basically to find out we are draining students each year.

01:02:40.100 --> 01:02:50.100
In fact, we just got a new report of where we are currently with our student count, and it is we have lost more students than from our last count.

01:02:50.100 --> 01:02:56.100
So we are right now on track to lose over 200 students for this school year from when it started.

01:02:56.100 --> 01:03:01.100
Remember, as we lose enrollment, that's less money for us to spend.

01:03:01.100 --> 01:03:06.100
So what we need to do is find out why are students leaving our district?

01:03:06.100 --> 01:03:09.100
What is it that we can do to stabilize that?

01:03:09.100 --> 01:03:20.100
Because we can stabilize our enrollment so that it basically knows that from one year to the next, it's moderately stable with just minor fluctuations.

01:03:20.100 --> 01:03:26.100
We can create a three or five year plan for how we want to deal and where we want to go.

01:03:26.100 --> 01:03:36.100
But when we continually lose 200 or more students a year, and as I mentioned earlier, the Lincoln Academy will be opening in 2728 for some grade levels.

01:03:36.100 --> 01:03:44.100
It is very difficult to continually create a sustainable budget when you have lost students.

01:03:44.100 --> 01:03:57.100
The other one I'm looking at is that because of the opening of the Lincoln Academy in 2728, we are going to have to take a look at, as we lose students, what is the best way that we can use our resources?

01:03:57.100 --> 01:04:01.100
That means our staff and also our buildings.

01:04:01.100 --> 01:04:12.100
There gets a point when it does not make financial sense to keep all of our buildings open, so we will want to take time to take a look at each of our buildings, what it costs to run them.

01:04:12.100 --> 01:04:16.100
If we move students, where would we move those two?

01:04:16.100 --> 01:04:22.100
In fact, I had a discussion with the staff member today, and I learned something I did not know before.

01:04:22.100 --> 01:04:32.100
I learned something new every day, but the thing I learned today was, when Frouza was constructed, that it was originally designed to be an elementary school, and I had never heard that.

01:04:32.100 --> 01:04:34.100
This was the first time.

01:04:34.100 --> 01:04:43.100
The goal is to invite staff and the public so we can have some very fruitful discussions and bring recommendations to the board on one.

01:04:43.100 --> 01:04:46.100
What is that we need to do to stabilize our enrollment?

01:04:46.100 --> 01:04:58.100
Two, if we continue to have decline in enrollment, how are we going to best use our facilities and our staff to make things work consistently over a period of time?

01:04:58.100 --> 01:05:01.100
Those are the large issues that we are looking at.

01:05:01.100 --> 01:05:16.100
Tonight, if we can determine the direction for setting the budget for the 26-27 school year, we can make the final changes that we need to bring that in front of the board at the upcoming meeting.

01:05:16.100 --> 01:05:23.100
My goal is always to have a budget before July 1st, which is going to be challenging because we only have one meeting in June.

01:05:23.100 --> 01:05:31.100
But at least as close to that, so when we're starting a new school year, people know what resources we're working with.

01:05:31.100 --> 01:05:37.100
If we can do that, then we can also start determining if we need to make certain cuts.

01:05:37.100 --> 01:05:44.100
Are there certain positions that we would cut that we would want to think about putting back in in an upcoming referendum?

01:05:44.100 --> 01:05:58.100
So, each three of these scenarios, and it lays out basically where we would cut in each one of our buildings, and every one of our buildings is going to be reduced in staff.

01:05:58.100 --> 01:06:07.100
It's going to be which one of these do we think is the most, which one would we like to adopt for the next year?

01:06:08.100 --> 01:06:17.100
And if none of these meet that, what are the parameters that we need to go to tweak any of these to work?

01:06:17.100 --> 01:06:24.100
So, that's a lot more talking than I had originally planned to do, but I think it's important to set the stage.

01:06:24.100 --> 01:06:27.100
So, right now, it's basically a discussion.

01:06:27.100 --> 01:06:30.100
A, B, and C are up there.

01:06:30.100 --> 01:06:36.100
The board members have that, is trying to make a discussion of where would you like us to go from here?

01:06:36.100 --> 01:06:44.100
Because if I know where you'd like us to go, I will do my best to work with staff to accomplish that goal.

01:06:44.100 --> 01:06:59.100
Dr. Anderson, before we begin the discussion, I had specifically requested the administrators walk us through the proposed budget reductions 2026, 2027, May 12 presentation.

01:07:00.100 --> 01:07:10.100
I understand it doesn't include option C, but I think there's a lot of good details in here that board members and the public should hear before we begin.

01:07:10.100 --> 01:07:12.100
Yep, that's fine, we have that.

01:07:12.100 --> 01:07:13.100
Thank you.

01:07:13.100 --> 01:07:16.100
Madam Chair, just one point of clarification real quick.

01:07:16.100 --> 01:07:23.100
If I may, I know Dr. Anderson, you spoke about the committee structure, which is our next agenda item.

01:07:23.100 --> 01:07:28.100
But informally, when we understood this was coming up, there's two committees.

01:07:28.100 --> 01:07:33.100
One with like enrollment, the marketing, how do we reverse enrollment?

01:07:33.100 --> 01:07:38.100
And then I understood the second one was going to be referendum and use of buildings.

01:07:38.100 --> 01:07:46.100
But when you just described it to us here, you didn't say it was referendum and buildings, you talked about, you talked about just about buildings.

01:07:46.100 --> 01:07:52.100
So, the second committee is one that would help figure out if we needed to referendum, right?

01:07:52.100 --> 01:08:00.100
Well, I think both committees are going to end up tackling part of the referendum question because I don't think there's any way they're all intertwined.

01:08:00.100 --> 01:08:09.100
So for enrollment, what is it that with enrollment that we may need to do to stabilize our students and as we look at the buildings and staff.

01:08:09.100 --> 01:08:13.100
So I think that referendum discussions are going to happen in both of those committees.

01:08:13.100 --> 01:08:14.100
Thank you.

01:08:14.100 --> 01:08:19.100
Thank you, board member, and that's an excellent question.

01:08:19.100 --> 01:08:26.100
Let's keep on the agenda item at hand because there are a lot of questions.

01:08:26.100 --> 01:08:30.100
There's a lot of information and a lot of important things we need to cover.

01:08:30.100 --> 01:08:35.100
Dr. Anderson, do you have the presentation?

01:08:35.100 --> 01:08:36.100
It's up there.

01:08:36.100 --> 01:08:37.100
Hello.

01:08:37.100 --> 01:08:41.100
I'm going to tell you that's a different sheath and I started with.

01:08:42.100 --> 01:08:45.100
No, we can do it.

01:08:45.100 --> 01:08:46.100
We can do it.

01:08:46.100 --> 01:08:48.100
I just need to look over from here.

01:08:48.100 --> 01:08:49.100
All right.

01:08:49.100 --> 01:08:54.100
So this basically goes into our, I'll talk loud so you should be able to hear me.

01:08:54.100 --> 01:08:56.100
These go with our shortfalls.

01:08:56.100 --> 01:08:57.100
All right.

01:08:57.100 --> 01:09:00.100
So why are we this the situation we're in?

01:09:00.100 --> 01:09:03.100
We're in because we're declining students.

01:09:03.100 --> 01:09:10.100
We expect that for the 26-27 school year, our enrollment is going to be 200 students the last year.

01:09:10.100 --> 01:09:25.100
The student's less than it was this school year and the bottom line is it probably could be slightly more than that because right now we're on track to be slightly over 200 students fewer than we were last year.

01:09:25.100 --> 01:09:34.100
We were also estimated in 27-28 with the Lincoln Academy that could hold another 750 students and we had the possibility of losing 600.

01:09:35.100 --> 01:09:40.100
I think we can modify that number, saw knowing that they're not going to open all seats at one time.

01:09:40.100 --> 01:10:00.100
However, over a period of time they are going to fill that building so it'll be phased in so we are still looking at, because the building's opening, the most likely students to go there are going to be students from bullish because it's in or down.

01:10:00.100 --> 01:10:05.100
Our revenue increase, this is what the state says, here's what you need to figure out.

01:10:05.100 --> 01:10:09.100
And there's here so much money we're going to give you for students as I already mentioned.

01:10:09.100 --> 01:10:16.100
If we have less students, we have less revenue to spend.

01:10:16.100 --> 01:10:18.100
These are what we're hoping.

01:10:18.100 --> 01:10:24.100
Now, special ed is what we had hoped last week was going to be increased to 50 or 60 percent.

01:10:24.100 --> 01:10:26.100
That did not happen.

01:10:26.100 --> 01:10:31.100
So these are the numbers that we currently have, which we've used in our projections.

01:10:31.100 --> 01:10:34.100
We did build in the salary increase.

01:10:34.100 --> 01:10:45.100
Our health insurance increase, as I said, really went from 4.5 to 5.7 is that our health increase went to 18 percent.

01:10:45.100 --> 01:10:46.100
We had budgeted 10.

01:10:46.100 --> 01:10:51.100
We were also budgeting a 10 percent increase from 27-28.

01:10:51.100 --> 01:11:00.100
We pay a significant amount of our money that comes into us to the charter schools because that's how the funding system works.

01:11:00.100 --> 01:11:12.100
So money comes to us and then it goes to, in this case, like the Lincoln Academy or Rock County Christian.

01:11:12.100 --> 01:11:19.100
Utility costs, just normal things are going up because inflation goes up.

01:11:19.100 --> 01:11:23.100
So our costs, and we have the same cost of your household costs.

01:11:23.100 --> 01:11:26.100
So this is why we're in part of the shape line.

01:11:26.100 --> 01:11:29.100
These are some of the things that are just realities.

01:11:29.100 --> 01:11:38.100
But the realities are, as long as we have less students than our costs increase, we have to make budget cuts to balance them.

01:11:38.100 --> 01:11:43.100
These are the forecast models I had mentioned originally, some of this forecast.

01:11:43.100 --> 01:11:50.100
If we were to take the 5.7 and we basically were to fund that out of fund equity,

01:11:50.100 --> 01:11:54.100
this line, which is hard for you to see, is our mill rate.

01:11:54.100 --> 01:11:59.100
And basically if we use fund equity, it shows it because we have less.

01:11:59.100 --> 01:12:03.100
Now this is not what you want to do because you can only do it for two years.

01:12:03.100 --> 01:12:08.100
But basically it shows the mill rate going down.

01:12:08.100 --> 01:12:13.100
All right?

01:12:13.100 --> 01:12:16.100
We're rolling context by building.

01:12:16.100 --> 01:12:23.100
What you'll see is, I said, we lose an average of 200 students per year or at least we have that.

01:12:23.100 --> 01:12:29.100
The district total in 2024, we had 5200 kids.

01:12:29.100 --> 01:12:35.100
25, we had 5,000. Right now, 4,000, 706.

01:12:35.100 --> 01:12:37.100
That's why it's not sustainable.

01:12:37.100 --> 01:12:45.100
As we keep losing students, we keep losing revenue because our revenue is based on our student count.

01:12:45.100 --> 01:12:50.100
So every time we continue to lose students, the reason I said we need the committee,

01:12:50.100 --> 01:12:54.100
the amount of revenue we can spend goes down.

01:12:54.100 --> 01:13:04.100
Our elementary school was 2,484, then 2,455, then 2,356.

01:13:04.100 --> 01:13:06.100
Elementary school goes down.

01:13:06.100 --> 01:13:13.100
Middle school was 1,015, then 987, 921.

01:13:13.100 --> 01:13:21.100
High school, 1,339, dropped to 1,219, dropped to 1,132.

01:13:21.100 --> 01:13:26.100
The other one of our schools that are increasing in enrollment is our virtual school,

01:13:26.100 --> 01:13:37.100
which we had 85, 24, 86, and 25 in 1,042, or 142 in 26, which was 1,000 that would have been better.

01:13:37.100 --> 01:13:39.100
But it's only one that's increasing.

01:13:39.100 --> 01:13:47.100
Our alternative programs, we had 205, and we dropped 182, 118.

01:13:47.100 --> 01:13:52.100
The bottom line is that we are losing student enrollment.

01:13:52.100 --> 01:13:59.100
Now, as you lose enrollment, and one of us here three years ago, I gave a similar presentation to the Board at the time.

01:13:59.100 --> 01:14:04.100
What I told them at that time is they had lost at that time about 25% of their student body,

01:14:04.100 --> 01:14:07.100
but they hadn't decreased the staff.

01:14:07.100 --> 01:14:09.100
They said that was unsustainable.

01:14:09.100 --> 01:14:15.100
What it is, we're continuing to lose student enrollment,

01:14:15.100 --> 01:14:17.100
over the last several years.

01:14:17.100 --> 01:14:19.100
They have been cutting positions.

01:14:19.100 --> 01:14:32.100
So now, I mean, it's just reality is that if you have less students, we need to have less staff.

01:14:32.100 --> 01:14:37.100
Just another enrollment chart basically shows you in each of the schools how much we have.

01:14:37.100 --> 01:14:39.100
We are going down into enrollment.

01:14:39.100 --> 01:14:41.100
A lot of the slides picked that up.

01:14:41.100 --> 01:14:47.100
But the reason we keep emphasizing that is not only I want to real home,

01:14:47.100 --> 01:14:52.100
we have less students, we have less revenue, but it also means when we take a look at our students,

01:14:52.100 --> 01:14:56.100
if we have less students, where are we going to make staffing changes?

01:14:56.100 --> 01:15:00.100
Because obviously, we need less staff if we need less students.

01:15:00.100 --> 01:15:03.100
The trouble is, they don't all fall in one spot.

01:15:03.100 --> 01:15:10.100
They fall in different spots, so it makes it harder to say, well, we can just cut up the elementary because that's when you lose the students.

01:15:10.100 --> 01:15:18.100
Now, we lose students throughout the district, but we still have less students, so then we have to take a look at our offerings,

01:15:18.100 --> 01:15:24.100
and where can we reduce teachers because we don't have as many students in elementary classrooms?

01:15:24.100 --> 01:15:33.100
Where can we reduce classes at the middle school high school level because our enrollment has dropped so that we don't have as many students in those classes?

01:15:33.100 --> 01:15:37.100
That's what all these options took into consideration.

01:15:38.100 --> 01:15:43.100
But if you can go back one more, I'll just quickly go through.

01:15:43.100 --> 01:15:49.100
This basically shows how many students, especially in our buildings.

01:15:49.100 --> 01:15:52.100
So if we look at conference, it has a bike grade level.

01:15:52.100 --> 01:15:55.100
Conference has 439 students.

01:15:55.100 --> 01:16:06.100
It goes, gassed the bike grade a little more, I can touch the street, and it shows, so we've looked at every one of the schools in the building.

01:16:06.100 --> 01:16:13.100
We're taking a look at how many students are in each one, and we're trying to take a look at where do we need to make modifications.

01:16:13.100 --> 01:16:18.100
But, here regardless, the student counts are going down.

01:16:18.100 --> 01:16:23.100
The student counts are going down.

01:16:23.100 --> 01:16:29.100
I think the next one is homelessness.

01:16:29.100 --> 01:16:34.100
One thing is also that

01:16:34.100 --> 01:16:39.100
we have about 13% of our students in this district are homeless.

01:16:39.100 --> 01:16:43.100
That is a large number.

01:16:43.100 --> 01:16:47.100
Homeless students have the right to go to any school in the district.

01:16:47.100 --> 01:16:49.100
We don't prevent that.

01:16:49.100 --> 01:16:52.100
We just have a larger number than most.

01:16:52.100 --> 01:16:55.100
We have a larger number of certain types of students.

01:16:55.100 --> 01:17:00.100
It just takes more resources to help with those students because of the situation they're in.

01:17:00.100 --> 01:17:08.100
13% is much higher than the average district.

01:17:08.100 --> 01:17:11.100
It's just one of those things that we deal with.

01:17:11.100 --> 01:17:15.100
That's why sometimes we take a look at where do we make cuts.

01:17:15.100 --> 01:17:19.100
You can't make them equally across the board in all areas.

01:17:19.100 --> 01:17:21.100
You can't just say we're going to cut staff by 10%.

01:17:21.100 --> 01:17:29.100
High school is 10% middle school because the types of students we have and where they're located, it doesn't fall.

01:17:29.100 --> 01:17:32.100
So, neatly.

01:17:32.100 --> 01:17:35.100
Special education.

01:17:35.100 --> 01:17:38.100
Special education students also.

01:17:38.100 --> 01:17:44.100
So when you take a look, special education students have what's called an individualized education.

01:17:44.100 --> 01:17:50.100
I always forget it's a program or plan, which is an IEP.

01:17:50.100 --> 01:17:56.100
And each of the IEPs help dictate what these students are going to receive for additional support

01:17:56.100 --> 01:18:00.100
because they can live up to their potential.

01:18:00.100 --> 01:18:05.100
It sometimes requires additional support in instructional aids.

01:18:05.100 --> 01:18:08.100
It requires staff providing them minutes.

01:18:08.100 --> 01:18:19.100
So it's not that, well, if our population goes up, sometimes the instructional services tell us that we need to provide more resources.

01:18:19.100 --> 01:18:28.100
There was a question, I think it was one of the public comments that were read about hair professionals in the special education program.

01:18:28.100 --> 01:18:33.100
We have to take a look at not only how many students do we have in special ed,

01:18:33.100 --> 01:18:37.100
but we need to take a look at what are the requirements of their IEPs.

01:18:37.100 --> 01:18:41.100
How many minutes do we have to meet in different types of instruction?

01:18:41.100 --> 01:18:45.100
So, again, it's not just an easy

01:18:45.100 --> 01:18:54.100
confidence as well because actually our special education population is expanding in not decreasing.

01:18:54.100 --> 01:18:59.100
Excuse me, we can go to the next one.

01:18:59.100 --> 01:19:20.100
After taking a look at all of the things, what we did is we tried to take a look at where, what positions could we cut in each of buildings and each of the departments.

01:19:21.100 --> 01:19:33.100
In other words, take a look at what our student needs, what our staffing needs, what are the, basically the budgetary limitations we're living under.

01:19:33.100 --> 01:19:40.100
And so we went place by place to take a look at what are going to be cut.

01:19:40.100 --> 01:19:50.100
First we cut, as I said, like an option C, if there are vacant positions where people may have retired and people may have left for another position.

01:19:50.100 --> 01:19:54.100
If it was a position, then we'd have in the books, but we couldn't fill it for a while.

01:19:54.100 --> 01:20:01.100
We took a look at, you know, eliminating those right away and then trying to say, existing staff, where can we move them?

01:20:01.100 --> 01:20:06.100
We also took a look at going farther than that with A and B and saying,

01:20:06.100 --> 01:20:14.100
we're going to not only eliminate the vacant positions, we're also going to take a look at what are the positions do we have.

01:20:14.100 --> 01:20:22.100
And if we're stand to worst, where would we do layoffs?

01:20:22.100 --> 01:20:26.100
Where would we tell people that are currently working this year, they don't have a job next year?

01:20:26.100 --> 01:20:30.100
So we went through each of them, keeps changing.

01:20:30.100 --> 01:20:37.100
We went through each of the, we went through COAC and each of the buildings to make some determination.

01:20:37.100 --> 01:20:43.100
So, like here, administrative assistance, so administration.

01:20:43.100 --> 01:20:51.100
So we're taking a look at, you know, what are the cuts, where can we make cuts, where can we make cuts administrators building grounds.

01:20:51.100 --> 01:20:59.100
One of the things in two of the plans, in sections A and B, is elementary schools, what do we have deans next year?

01:20:59.100 --> 01:21:06.100
So we take A and B, one of the things that they used to have the system principles, that was reduced to a dean.

01:21:06.100 --> 01:21:12.100
Under A and B, we would take away the dean position so the principal would be in charge of the elementary school.

01:21:13.100 --> 01:21:22.100
We cut administrators at the COLAC, so we have some of our, we have basically three majors.

01:21:22.100 --> 01:21:26.100
We looked at cutting, we looked at cutting the director of nursing services.

01:21:26.100 --> 01:21:34.100
We looked at cutting the director of alternative programs, and we looked at cutting the coordinator of steam education.

01:21:35.100 --> 01:21:37.100
Plus, a secretarial staff.

01:21:37.100 --> 01:21:44.100
So, we, we didn't leave anybody out in any of the discussions.

01:21:44.100 --> 01:21:48.100
So, there was no sacred building or sacred department.

01:21:48.100 --> 01:21:50.100
They couldn't have reductions.

01:21:50.100 --> 01:21:57.100
Like I said, the end result is going to be is, how deep do we want to go in this first year?

01:21:57.100 --> 01:22:02.100
So, as I said, we own the deans, the biggest one is there wouldn't be no deans.

01:22:02.100 --> 01:22:07.100
We went for instructional support, secretarial staff, security officers.

01:22:07.100 --> 01:22:11.100
Every area we took a look at.

01:22:11.100 --> 01:22:18.100
So, we keep going, but this is building capacity.

01:22:18.100 --> 01:22:26.100
So, as we take a look especially with our second one, as we keep losing students, you know, all of our buildings did all more students.

01:22:27.100 --> 01:22:29.100
What is it going to make sense for us to say?

01:22:29.100 --> 01:22:38.100
We can close down building X and move the students to other buildings so that, you know, we can have reduction.

01:22:38.100 --> 01:22:44.100
We can have a reduction in, you know, heating lights, you know, those types of things.

01:22:44.100 --> 01:22:47.100
Give us a positive of a building to sell.

01:22:47.100 --> 01:22:49.100
So, we took a look at where is the capacity.

01:22:49.100 --> 01:22:52.100
All of our buildings have capacity.

01:22:53.100 --> 01:22:54.100
All right.

01:22:54.100 --> 01:22:59.100
They were, we had more students, they could hold them, we have less students.

01:22:59.100 --> 01:23:06.100
So, each one of our buildings have access capacity that we could make changes.

01:23:06.100 --> 01:23:14.100
So, there's one of the reasons that I have one of the committees to take a look because if we lose even more in the 2728,

01:23:14.100 --> 01:23:17.100
it's not going to be feasible to keep all of our buildings open.

01:23:17.100 --> 01:23:21.100
We're going to have to take a look at which building doesn't make the most sense to close.

01:23:22.100 --> 01:23:23.100
And what would we do?

01:23:23.100 --> 01:23:24.100
Do we sell that?

01:23:24.100 --> 01:23:28.100
And then how do we rearrange those students or programs in different buildings?

01:23:32.100 --> 01:23:34.100
There's a building, you can go to the next one.

01:23:38.100 --> 01:23:39.100
All right.

01:23:39.100 --> 01:23:41.100
She said the option C was an ear.

01:23:41.100 --> 01:23:44.100
Option C is what I presented last week.

01:23:44.100 --> 01:23:47.100
If you take a look, basically it takes our total reduction.

01:23:48.100 --> 01:23:50.100
Option A, as I said, is aggressive.

01:23:50.100 --> 01:23:55.100
We would cut 45 staff members from next year's budget.

01:23:56.100 --> 01:23:58.100
B, we would cut.

01:24:01.100 --> 01:24:05.100
94 out of the budget.

01:24:05.100 --> 01:24:08.100
And we'd also be moving closing buildings.

01:24:08.100 --> 01:24:10.100
Or at least using buildings.

01:24:11.100 --> 01:24:18.100
We'd be closing, cutting and moving those programs into the high school and into Maryland.

01:24:18.100 --> 01:24:20.100
We'd be moving Maryland making it a different.

01:24:20.100 --> 01:24:25.100
We'd make it early learning center rather than in elementary school.

01:24:32.100 --> 01:24:35.100
This goes through each one, so central office.

01:24:35.100 --> 01:24:39.100
Currently we have 73.5.

01:24:40.100 --> 01:24:45.100
We would take a look at the net reductions of losing eight positions.

01:24:45.100 --> 01:24:50.100
In the elementary school, we currently have 316.

01:24:50.100 --> 01:24:53.100
We'd be looking at almost 10 reductions.

01:24:53.100 --> 01:24:56.100
Facilities, we'd be cutting two.

01:24:56.100 --> 01:24:59.100
Facilities are like our maintenance teams.

01:24:59.100 --> 01:25:02.100
High school or Journal of Education, we'd look at cutting 12.

01:25:02.100 --> 01:25:05.100
Middle school, we'd be looking at 12 in here.

01:25:05.100 --> 01:25:08.100
It just outlines each of the buildings.

01:25:09.100 --> 01:25:11.100
So, all rich, five and a half.

01:25:11.100 --> 01:25:14.100
What, what are the Academy 3?

01:25:14.100 --> 01:25:16.100
Call it more, High School 9.

01:25:16.100 --> 01:25:18.100
Converse 2.2.

01:25:18.100 --> 01:25:22.100
When it has a point, it means we're sharing staff with other buildings.

01:25:26.100 --> 01:25:28.100
I want to go through.

01:25:28.100 --> 01:25:29.100
Converse 2.

01:25:29.100 --> 01:25:31.100
District office.

01:25:31.100 --> 01:25:32.100
Eight.

01:25:32.100 --> 01:25:34.100
Facilities operations 2.

01:25:34.100 --> 01:25:36.100
Fruits of six and a half.

01:25:36.100 --> 01:25:38.100
Gaston, 2.2.

01:25:38.100 --> 01:25:39.100
Hack at 1.2.

01:25:39.100 --> 01:25:41.100
Meryl, 4.2.

01:25:41.100 --> 01:25:43.100
Under eight.

01:25:43.100 --> 01:25:47.100
Robinson, we'd actually add a 0.3 and shared staff.

01:25:47.100 --> 01:25:50.100
In Todd, we'd be losing a 0.2.

01:25:50.100 --> 01:25:55.100
These are all, basically to say,

01:25:55.100 --> 01:25:58.100
we're going to have to have reductions in all of our buildings.

01:25:58.100 --> 01:26:01.100
Each of our buildings are going to look different.

01:26:01.100 --> 01:26:06.100
They're going to depend on, you know,

01:26:06.100 --> 01:26:08.100
where's, like I said,

01:26:08.100 --> 01:26:11.100
B, A is aggressive, B is more aggressive.

01:26:11.100 --> 01:26:16.100
We didn't have C on this because that came one after the last Tuesday.

01:26:16.100 --> 01:26:21.100
And as I said, C basically maintains all the building structures

01:26:21.100 --> 01:26:26.100
and where they are, leaves the deans in the buildings,

01:26:26.100 --> 01:26:28.100
but it uses the most old bed funds.

01:26:28.100 --> 01:26:32.100
Just shy of $2 million and they'll have to balance.

01:26:32.100 --> 01:26:37.100
Option B is that we had option A and B.

01:26:37.100 --> 01:26:40.100
Again, I noticed this on repetitive.

01:26:40.100 --> 01:26:45.100
Basically, option B would have the same cuts as option A,

01:26:45.100 --> 01:26:47.100
a few more cuts than that,

01:26:47.100 --> 01:26:51.100
and then we'd also be looking at how we're using our buildings.

01:26:51.100 --> 01:26:57.100
This was basically a summary page.

01:26:57.100 --> 01:27:01.100
For A and B, and I'll add C to it.

01:27:01.100 --> 01:27:05.100
A, it maintains our current structures and we load buildings

01:27:05.100 --> 01:27:09.100
stay in place with targeted reductions in staff.

01:27:09.100 --> 01:27:13.100
B, it basically, we're redesigning the system.

01:27:13.100 --> 01:27:16.100
We're going to use Maryland differently,

01:27:16.100 --> 01:27:19.100
and we're going to basically empty out Cunningham,

01:27:19.100 --> 01:27:21.100
and so we'd be using the high school differently.

01:27:21.100 --> 01:27:24.100
We'd be using Maryland differently.

01:27:24.100 --> 01:27:29.100
The reductions on option A, 44.7.

01:27:29.100 --> 01:27:32.100
Option B, 48.2.

01:27:32.100 --> 01:27:37.100
The instructions would change because Maryland came to an early learning center.

01:27:37.100 --> 01:27:40.100
The other ones would absorb the K-5,

01:27:40.100 --> 01:27:43.100
and it doesn't show up here,

01:27:43.100 --> 01:27:51.100
but we'd also have to use BLA and move that into Poland Memorial High School.

01:27:51.100 --> 01:27:55.100
The efficiencies, if we keep everything the same with the students,

01:27:55.100 --> 01:27:59.100
it's some efficiencies, but basically the buildings are showing us

01:27:59.100 --> 01:28:04.100
as the buildings. It's not a big change as far as what's to take to operate a building.

01:28:04.100 --> 01:28:08.100
If we option B, where we start closing things, obviously we can close buildings down.

01:28:08.100 --> 01:28:15.100
That means we're going to stay on some of those, what I'll call, facility costs.

01:28:16.100 --> 01:28:21.100
Student support under A, since we keep all the buildings the same,

01:28:21.100 --> 01:28:28.100
it's less disruptive because the buildings stay the same.

01:28:28.100 --> 01:28:32.100
So, Maryland remains to be an elementary school,

01:28:32.100 --> 01:28:35.100
Poland Learning Academy, Saze, and Cunningham.

01:28:35.100 --> 01:28:37.100
It just, we're going to have them with less staff.

01:28:37.100 --> 01:28:43.100
If we do B, again, we're going to make more changes in buildings.

01:28:43.100 --> 01:28:45.100
Total savings.

01:28:45.100 --> 01:28:52.100
This would give us, as you said, $4,697,260 in savings,

01:28:52.100 --> 01:28:55.100
which means we still need to use OCAP.

01:28:55.100 --> 01:29:01.100
B is more aggressive, that would say it was $5,187,418,

01:29:01.100 --> 01:29:03.100
but still we use OCAP.

01:29:03.100 --> 01:29:08.100
And so, they said C is not up here because C wasn't in that original document.

01:29:08.100 --> 01:29:11.100
C is almost $2 million of OCAP.

01:29:11.100 --> 01:29:14.100
It would keep the building structures the same.

01:29:14.100 --> 01:29:21.100
It would basically minimize staffing cuts to the vacant positions, so about $36.

01:29:21.100 --> 01:29:29.100
And it would keep the deans in the elementary schools.

01:29:29.100 --> 01:29:36.100
Legal costs, as we're trying to look, we use for various reasons we are trying to reduce

01:29:36.100 --> 01:29:40.100
our legal costs in 2324.

01:29:40.100 --> 01:29:47.100
Our legal costs were about $475,025.

01:29:47.100 --> 01:29:51.100
They were just shy of $500,000.

01:29:51.100 --> 01:29:56.100
Right now, as of March, we are correcting $334,000.

01:29:56.100 --> 01:30:01.100
So, we're trying to take a look at how can we reduce our legal costs,

01:30:01.100 --> 01:30:06.100
so that we can use those dollars elsewhere.

01:30:06.100 --> 01:30:13.100
One of the things I have suggested if we go back is looking at potentially in-house counsel.

01:30:13.100 --> 01:30:19.100
Some other districts that are about our size have their own attorney on staff $8 a day,

01:30:19.100 --> 01:30:25.100
and that might be an option to look at that might give us some cost savings.

01:30:25.100 --> 01:30:29.100
All right, the next slide.

01:30:29.100 --> 01:30:36.100
These are smaller ones, but every dollar we save is a dollar.

01:30:36.100 --> 01:30:39.100
It's like cutting professional development travel.

01:30:39.100 --> 01:30:44.100
In other words, can we basically limit when we're going to leave?

01:30:44.100 --> 01:30:50.100
So, if it's not funded by a grant, basically, we would try to limit, so we didn't do it.

01:30:50.100 --> 01:30:53.100
We do grant funds.

01:30:53.100 --> 01:30:56.100
If I cut grant funds, it doesn't save any fund $10.

01:30:56.100 --> 01:30:58.100
It doesn't have balance of budget.

01:30:58.100 --> 01:31:03.100
But we can take a look at, other than spending dollars, professional development dollars,

01:31:03.100 --> 01:31:07.100
or a fund 10, how can we minimize that as much as possible?

01:31:07.100 --> 01:31:13.100
How do we keep things in district so that we don't have to travel with food hotel expenses?

01:31:13.100 --> 01:31:18.100
They're not, it's on large numbers, as I said, every dollar we save,

01:31:18.100 --> 01:31:23.100
we can relocate somewhere else.

01:31:23.100 --> 01:31:30.100
Next.

01:31:30.100 --> 01:31:36.100
The front maintenance is an issue.

01:31:36.100 --> 01:31:39.100
There are projects that should be done this summer.

01:31:39.100 --> 01:31:44.100
We've already booked them a hold and said, okay, we're not going to do them.

01:31:44.100 --> 01:31:48.100
The project's one is the parking lot in Aldrich.

01:31:48.100 --> 01:31:55.100
If you have driven there, you realize that it has issues.

01:31:55.100 --> 01:32:02.100
However, to fix it, we were looking at between 300 and 400,000.

01:32:02.100 --> 01:32:08.100
So, I said, we're going to scratch it when I can put that in, we can put it in a referendum.

01:32:08.100 --> 01:32:14.100
Health maintenance, depending on how you use Cunningham, you can decide not to.

01:32:14.100 --> 01:32:16.100
Boy, Memorial we're going to use.

01:32:16.100 --> 01:32:20.100
But again, those are projects that would cost us a million dollars.

01:32:20.100 --> 01:32:26.100
We said we're going to delay those and we can look at whether or not we put them a referendum.

01:32:26.100 --> 01:32:29.100
But there are maintenance costs that go all.

01:32:29.100 --> 01:32:36.100
One of the things that McKenna mentioned is restrooms and that you have to realize that some of the cuts that have already been made

01:32:36.100 --> 01:32:39.100
is we hire contract cleaning out.

01:32:39.100 --> 01:32:50.100
Cuts have been made in the past so that the amount of days and hours that we have custodial through in our buildings was reduced.

01:32:50.100 --> 01:32:56.100
So, we don't have them as much as we used to have the past.

01:32:56.100 --> 01:33:05.100
That's why there's some issues every once in a while that we work with house, they're doing a good job with the staff

01:33:05.100 --> 01:33:08.100
and the hours that they have available.

01:33:08.100 --> 01:33:13.100
But, there are things that we've had to let go.

01:33:13.100 --> 01:33:16.100
We have other things we have to worry about.

01:33:16.100 --> 01:33:21.100
We have to consider informational technology.

01:33:21.100 --> 01:33:25.100
In 22-23 we spent just shy of 800,000.

01:33:25.100 --> 01:33:29.100
We spent then 23-24 and 24-25.

01:33:29.100 --> 01:33:32.100
We were projected to spend that this year.

01:33:32.100 --> 01:33:39.100
We looked at earlier in the year, what about Chromebooks in replacement because they're getting older.

01:33:39.100 --> 01:33:50.100
Right now we're seeing if we can basically do some things in-house to keep our, you know, so we don't have to go out and spend a lot more money on new Chromebooks.

01:33:50.100 --> 01:33:53.100
One, we're not letting them go home in middle school.

01:33:53.100 --> 01:33:59.100
We're going to keep them on site and we're determining how much we're going to eat them at the elementary school.

01:33:59.100 --> 01:34:04.100
High school uses them on a databases that will, you know, they'll continue to take those home.

01:34:04.100 --> 01:34:12.100
But if we keep them at the middle school, if we keep them in the house, there's not as much damage.

01:34:12.100 --> 01:34:18.100
If there's not as much damage, we don't have to have as many repairs as we get to save some dollars.

01:34:18.100 --> 01:34:23.100
As I mentioned, custodial, we've already been cutting back on that.

01:34:23.100 --> 01:34:26.100
It's a cost saving measure.

01:34:26.100 --> 01:34:30.100
In print services, we do print services in-house.

01:34:30.100 --> 01:34:32.100
Just trying to cut back.

01:34:32.100 --> 01:34:37.100
Again, the only reason we still here is to show that we are trying to look at every area.

01:34:37.100 --> 01:34:41.100
Some areas have already been cut over the past.

01:34:41.100 --> 01:34:49.100
So this church has had, I don't know in the last time, the board had a budget discussion that says,

01:34:49.100 --> 01:34:54.100
we're going to add X amount of dollars to make the pot larger.

01:34:54.100 --> 01:34:59.100
The discussions have been, for the last several years at least,

01:34:59.100 --> 01:35:05.100
what do we have to do without the next year that we have this year because we didn't have less money?

01:35:05.100 --> 01:35:07.100
That's where we're at.

01:35:07.100 --> 01:35:13.100
We did, as I mentioned earlier, we were able to sell McNeil so that added some revenue back.

01:35:13.100 --> 01:35:17.100
Take a look, we do have some lots for sale.

01:35:17.100 --> 01:35:23.100
One of the things we mentioned is if we have excess property that were purchased by an orphan,

01:35:23.100 --> 01:35:25.100
we thought we were going to grow.

01:35:25.100 --> 01:35:29.100
Maybe we take a look at starting to sell those.

01:35:29.100 --> 01:35:33.100
Clarification, those lots are not for sale yet.

01:35:33.100 --> 01:35:36.100
We are discussing whether or not we're going to sell them.

01:35:36.100 --> 01:35:41.100
So don't send us emails making us offers yet.

01:35:41.100 --> 01:35:46.100
But one of the things we talked about is when we sold McNeil and Brian's revenue,

01:35:46.100 --> 01:35:49.100
so we take a look at other pieces of property that we have

01:35:49.100 --> 01:35:54.100
and see if that will also bring in at least some one time revenue.

01:35:54.100 --> 01:35:56.100
I mean, we're taking a look at colic.

01:35:56.100 --> 01:35:58.100
This is a nice building.

01:35:58.100 --> 01:36:03.100
But with the staff that we currently have, could we reallocate ourselves

01:36:03.100 --> 01:36:08.100
until I can build an operation center and disperse those into some of the buildings

01:36:08.100 --> 01:36:10.100
and then put this building up for sale?

01:36:10.100 --> 01:36:11.100
Okay.

01:36:11.100 --> 01:36:20.100
There's no idea off the table that we're looking at.

01:36:20.100 --> 01:36:23.100
Technology and staff, are they already covered in that?

01:36:23.100 --> 01:36:25.100
Lots are covered in that?

01:36:25.100 --> 01:36:31.100
Technology and we dress a little bit?

01:36:31.100 --> 01:36:36.100
Alright, learning SSI students and staff.

01:36:36.100 --> 01:36:38.100
This basically is curriculum materials.

01:36:38.100 --> 01:36:42.100
In other words, when we take a look at the materials we're using in our classroom,

01:36:42.100 --> 01:36:44.100
are there reductions that we can make?

01:36:44.100 --> 01:36:53.100
Are there things that we are using that we don't think that the value we're getting for the product

01:36:53.100 --> 01:36:57.100
isn't less than what we're paying for the product?

01:36:57.100 --> 01:36:59.100
So we're trying to take a look.

01:36:59.100 --> 01:37:02.100
Do we have duplications of some materials?

01:37:02.100 --> 01:37:07.100
You know, some technology that we can say, this works better, we can reduce this.

01:37:07.100 --> 01:37:12.100
So anyway, what we're taking a look at is, what types of things do we have in place

01:37:12.100 --> 01:37:18.100
that we can either reduce or eliminate because we think we can cover it in some other way?

01:37:18.100 --> 01:37:24.100
In Opap, I've mentioned it several times.

01:37:24.100 --> 01:37:28.100
Opap is the dollars that were set aside originally for retirement.

01:37:28.100 --> 01:37:31.100
We have now paid off the required costs.

01:37:31.100 --> 01:37:35.100
The rest of it is money that can be reallocated and used.

01:37:35.100 --> 01:37:42.100
I mean, the suggestion was, since our fund equity is low and we want to put it back in the fund equity,

01:37:42.100 --> 01:37:47.100
to raise that up because right now we're at 12, they would like us to get 15.

01:37:47.100 --> 01:37:55.100
But as of February 28th, we have $4.6 million available that could be used offset costs.

01:37:55.100 --> 01:38:03.100
This is not for this budget, but it is going to have to be for the next one.

01:38:03.100 --> 01:38:09.100
We are going to, we used to have auto shop over by the eclipse center.

01:38:09.100 --> 01:38:11.100
That went away.

01:38:11.100 --> 01:38:23.100
So we are looking at moving it over to the high school, take a look at the building in the archilat to expand that.

01:38:23.100 --> 01:38:32.100
However, that is going to require at least a $500,000 investment the next year that I would have to build into that budget

01:38:32.100 --> 01:38:41.100
or, but after the funding through a referendum, for the program we're going to offer would have to be greatly decreased when we are offering

01:38:41.100 --> 01:38:46.100
because we just want to have the stations.

01:38:46.100 --> 01:38:51.100
Fund 80 is a mention fund 81s before.

01:38:51.100 --> 01:38:53.100
Fund 80 is our community fund.

01:38:53.100 --> 01:38:55.100
I mentioned middle school athletics.

01:38:55.100 --> 01:38:58.100
We opened it up to all students within the district.

01:38:58.100 --> 01:39:03.100
So it would be open to the Lincoln Academy to be open to rock on Christian.

01:39:03.100 --> 01:39:04.100
You can use fund 80.

01:39:04.100 --> 01:39:11.100
Fund 80 are dollars that the whole community is taxed on, but you can take them out of fund 10.

01:39:11.100 --> 01:39:23.100
So it would give you some savings in fund 10 because you're moving somewhere out there.

01:39:23.100 --> 01:39:29.100
I think these are just for elections and taking a look at it when we would do potential referendums.

01:39:29.100 --> 01:39:32.100
One, we could do a referendum in November.

01:39:32.100 --> 01:39:39.100
If we do that our question is already in August, or we could look at a referendum in April 6.

01:39:39.100 --> 01:39:46.100
Then we'd have more time, but those are the dates you're limiting to having a referendum.

01:39:46.100 --> 01:39:47.100
Thank you, Dr. Anderson.

01:39:47.100 --> 01:39:50.100
I really appreciate that.

01:39:50.100 --> 01:39:58.100
Are there any administrators that want to add any information or thoughts to this presentation?

01:39:58.100 --> 01:40:03.100
If not, I will open it up to the board and Tom, you had your hand up first.

01:40:03.100 --> 01:40:05.100
Thank you, Board President.

01:40:05.100 --> 01:40:11.100
I'll have to excuse myself a little early so that I'm happy you got me on.

01:40:11.100 --> 01:40:18.100
Just in general overview on a bunch of proposals.

01:40:18.100 --> 01:40:21.100
To me, it's a hybrid of the three.

01:40:21.100 --> 01:40:25.100
I would not be in favor of choosing A, B, or C.

01:40:25.100 --> 01:40:33.100
I think there's a hybrid mix of all of them that I would be in favor of doing different parts out of one, two, and three.

01:40:33.100 --> 01:40:37.100
So that's just my first comment.

01:40:37.100 --> 01:40:45.100
When you mentioned Mackenna Rounds mentioned Hess, and you kind of covered up for them,

01:40:45.100 --> 01:40:48.100
I think that's extremely disrespectful.

01:40:48.100 --> 01:40:51.100
They are paid to do a service to our district.

01:40:51.100 --> 01:40:53.100
They are a service provider.

01:40:53.100 --> 01:41:02.100
They're doing the job of doing the basics of cleaning up bathroom and providing towels and whatever necessities needed in a bathroom.

01:41:02.100 --> 01:41:04.100
They should be called on the carpet for that.

01:41:04.100 --> 01:41:09.100
That's not a reduction in our services.

01:41:09.100 --> 01:41:13.100
We pay them to do a service that I'm sure it's in their contract.

01:41:13.100 --> 01:41:15.100
I wouldn't pass that off.

01:41:15.100 --> 01:41:21.100
I would get on it and get on Hess to make sure they're doing what they're supposed to be doing, and obviously they're not.

01:41:21.100 --> 01:41:30.100
If Mackenna tells us that, that's why she's on the board to tell us those type of things that we don't know.

01:41:30.100 --> 01:41:36.100
We do meet with Hess on a regular basis to review if there's complaints and all that and try to address those.

01:41:36.100 --> 01:41:41.100
Is this the first time you've heard of that, Dr. Anderson?

01:41:41.100 --> 01:41:43.100
Is this the complaint that Mackenna said tonight?

01:41:43.100 --> 01:41:47.100
I think it's the first time I've heard that they didn't have toilet paper or things like that.

01:41:47.100 --> 01:41:48.100
That's pretty basic.

01:41:48.100 --> 01:41:49.100
Yes.

01:41:49.100 --> 01:41:56.100
If you clean up a bathroom and I've been in the service industry all my life, and that's the first thing you do is make sure your bathrooms are clean.

01:41:56.100 --> 01:42:04.100
I don't want to get into it, but I'm just saying that's disgusting and should not happen in our schools.

01:42:05.100 --> 01:42:08.100
The fund 80 existing balance.

01:42:08.100 --> 01:42:14.100
Stephanie, do you have what we have existing in our fund, or excuse me, fund 80?

01:42:14.100 --> 01:42:17.100
And I know we've taken some money out of it.

01:42:17.100 --> 01:42:20.100
Is she?

01:42:20.100 --> 01:42:22.100
I'll have to get that number to you.

01:42:22.100 --> 01:42:24.100
I'm not sure off the top of my head.

01:42:24.100 --> 01:42:30.100
But I heard today that we took monies out to pay for the Fourth of July from last year.

01:42:30.100 --> 01:42:32.100
We did, but it's very minimal.

01:42:32.100 --> 01:42:33.100
Correct.

01:42:34.100 --> 01:42:45.100
If I remember correctly back, correct me if I'm wrong, which you will, we had like $230,000, $40,000 existing in that fund.

01:42:45.100 --> 01:42:46.100
Let us correct him.

01:42:46.100 --> 01:42:59.100
We did not levy for fund 80 this fiscal year, but the expenses that have been happening are partly some community activities that have happened in 2526, and also the even start program.

01:43:00.100 --> 01:43:02.100
I think the even start program.

01:43:02.100 --> 01:43:03.100
Don't call me in this.

01:43:03.100 --> 01:43:06.100
It's somewhere around 60 or 70,000.

01:43:06.100 --> 01:43:08.100
It's not very much.

01:43:08.100 --> 01:43:19.100
Correct me if I'm wrong, but even start is an expense to our district being at Cunningham, and they're also being a drain on our fund 80.

01:43:19.100 --> 01:43:21.100
Is that then not correct?

01:43:21.100 --> 01:43:28.100
We did move it into fund 80 because it is a community program because it isn't open to anyone in the community that wants to be a part of it.

01:43:29.100 --> 01:43:34.100
But they don't provide any revenue to the district.

01:43:34.100 --> 01:43:35.100
It's just a drain.

01:43:35.100 --> 01:43:37.100
I'm not saying that the program's not good.

01:43:37.100 --> 01:43:38.100
I'm not saying that.

01:43:38.100 --> 01:43:40.100
I'm just saying revenue expenses.

01:43:40.100 --> 01:43:41.100
Yes.

01:43:41.100 --> 01:43:44.100
It is an expense to the district and there is no revenue attached to them.

01:43:44.100 --> 01:43:45.100
Yes.

01:43:45.100 --> 01:43:54.100
So normally would even start be a normal fund 80 tax taxing levy.

01:43:55.100 --> 01:43:57.100
Is that part of it?

01:43:57.100 --> 01:43:58.100
Normal?

01:43:58.100 --> 01:44:01.100
I mean, since we have an existing balance, it just comes off of that.

01:44:01.100 --> 01:44:04.100
But when we have zero balance, then we'll have it.

01:44:04.100 --> 01:44:05.100
Yes.

01:44:05.100 --> 01:44:06.100
That is correct.

01:44:06.100 --> 01:44:10.100
If we didn't have a fund balance and fund 80, we would have to levy for those expenses in there.

01:44:10.100 --> 01:44:11.100
That is correct.

01:44:11.100 --> 01:44:12.100
Okay.

01:44:12.100 --> 01:44:13.100
Thank you.

01:44:13.100 --> 01:44:23.100
Dr. Anderson, you talk about moving things out of Cunningham and then selling it.

01:44:23.100 --> 01:44:29.100
Have you looked at the sale ability of selling Cunningham or any of our buildings?

01:44:29.100 --> 01:44:35.100
And I know this is a long road ahead of us and I certainly know that we're going to have

01:44:35.100 --> 01:44:38.100
to sell some buildings and downsides.

01:44:38.100 --> 01:44:52.100
To me, and I have toured less than a month ago, how well built and a solid building Cunningham is and to shut it down completely makes no sense to me.

01:44:53.100 --> 01:44:58.100
And who's going to buy that building in the middle of a neighborhood?

01:44:58.100 --> 01:45:03.100
My thought and I'm just saying this out loud right now and I've expressed it to you before.

01:45:03.100 --> 01:45:10.100
Selling frozen, which is a marketable place on Milwaukee Road and moving those people around town.

01:45:10.100 --> 01:45:12.100
And we've already broached that.

01:45:12.100 --> 01:45:14.100
We've already moved students.

01:45:14.100 --> 01:45:21.100
You know, let's go back to the West side and make sure that we do that and, you know, piece that side of it.

01:45:21.100 --> 01:45:25.100
But more than that, a business sense would be to sell that marketing.

01:45:25.100 --> 01:45:34.100
I mean, I'm not the expert on marketing, but I do know that Milwaukee Road is a much viable interest space than in townline would be.

01:45:34.100 --> 01:45:37.100
And I think that makes more sense.

01:45:37.100 --> 01:45:40.100
Cunningham was built to be an education center.

01:45:40.100 --> 01:45:43.100
It is an education center, but it's not being utilized properly.

01:45:43.100 --> 01:45:46.100
And we get no revenue from the people that are in there.

01:45:46.100 --> 01:45:50.100
BLA is doing an excellent job and I compliment Dr. Schroeder.

01:45:50.100 --> 01:45:59.100
And I think if we all put our minds together, we could find a good way where to put the programs that are at Cunningham and move forward.

01:45:59.100 --> 01:46:08.100
I don't think that moving everything out and then selling Cunningham is a, I will not be in favor of anything like that, but I'm only one.

01:46:08.100 --> 01:46:11.100
Colac, I think is an excellent suggestion.

01:46:11.100 --> 01:46:13.100
I think we should go forward with that.

01:46:13.100 --> 01:46:17.100
We have downsides impaired in the last three, four years.

01:46:17.100 --> 01:46:23.100
Colac, we have a business ops center, which I think we should keep within our fold.

01:46:23.100 --> 01:46:27.100
It's on our campus as this is, but that's more on our campus.

01:46:27.100 --> 01:46:37.100
You know, how much of Colac we can put in the ops center, how much we can put in the high school or other avenues.

01:46:37.100 --> 01:46:41.100
I think we could view the brain trust, could figure that out.

01:46:41.100 --> 01:46:48.100
And Colac, I think is another, this, I mean, this property, not Colac per se, but this building is very marketable.

01:46:48.100 --> 01:46:55.100
I'm, I'm, and I will, I'm just being very forward and I'm the only one and I know that.

01:46:55.100 --> 01:46:59.100
But those are my thoughts on those things as we move forward.

01:46:59.100 --> 01:47:01.100
But going back to the-

01:47:01.100 --> 01:47:03.100
Can I just ask for a clarification?

01:47:03.100 --> 01:47:04.100
Sure.

01:47:04.100 --> 01:47:05.100
Just for my taking notes.

01:47:05.100 --> 01:47:19.100
So if I heard you right, you would, one of your thoughts would be, I won't call it your recommendation, one of your thoughts would be for us to close frozen.

01:47:19.100 --> 01:47:23.100
Move the students from frozen into Cunningham.

01:47:23.100 --> 01:47:27.100
So we had a middle school on both sides in self-frozen, correct?

01:47:27.100 --> 01:47:33.100
Well, that's kind of the dream overview, but I'm not sure how that all fits.

01:47:33.100 --> 01:47:37.100
I'm just saying that's just a thought, I don't know if that's correct.

01:47:37.100 --> 01:47:38.100
I mean, that's my thought.

01:47:38.100 --> 01:47:40.100
I mean, a thought.

01:47:40.100 --> 01:47:41.100
All right.

01:47:41.100 --> 01:47:43.100
I'm not sure if it works.

01:47:43.100 --> 01:47:50.100
I'm just saying, if you're proposing to close that, I'd say propose selling frozen and close that.

01:47:50.100 --> 01:47:58.100
As I said, since it was mentioned me today, I never realized that frozen was maybe originally intended to be an elementary school.

01:47:58.100 --> 01:47:59.100
Correct.

01:47:59.100 --> 01:48:12.100
It might be better off doing if you did that would be to, if you went to middle school on both sides, move the students, but then use frozen as an elementary school and look at closing a couple of your elementary schools.

01:48:12.100 --> 01:48:16.100
You could probably close multiple elementary and fit them in frozen.

01:48:16.100 --> 01:48:24.100
Now, to do all this by September is going to take someone greater than me.

01:48:25.100 --> 01:48:29.100
Before you go any further, I appreciate what you're saying, and I agree.

01:48:29.100 --> 01:48:35.100
That's why I just want to open up everybody's minds into thinking, so don't get pigeonholed into anything.

01:48:35.100 --> 01:48:49.100
Everything should be on the table, as you said earlier, and I just wanted to make sure I'm on that wavelength of opening our minds to all the buildings in our district and reconfiguring it because we are going to do that.

01:48:49.100 --> 01:48:50.100
Thank you.

01:48:51.100 --> 01:49:03.100
I want to remind everyone that we did get some unfortunate news today about the condition of our high school that was news to me from McKenna, the condition.

01:49:03.100 --> 01:49:07.100
So, there are things that we don't know.

01:49:07.100 --> 01:49:17.100
I doubt that Dr. Anderson has been in any female restroom and the high school, so he probably doesn't know the condition.

01:49:17.100 --> 01:49:21.100
I have been in the male restrooms and all that.

01:49:21.100 --> 01:49:26.100
I wonder, I try to go to all of the buildings.

01:49:26.100 --> 01:49:46.100
My point ultimately is, again, we are here to work together, and I want to make certain that our tone is collaborative, and let's try to avoid using charged words, what may be a financial drain, which I understand that's what you meant, but somebody else may take it

01:49:46.100 --> 01:50:05.100
as a drain on the system where it may be a financial drain, but it may be a lifesaver type of program to a family, and we really should try to keep the compassion and love in our hearts as we're moving through this very difficult time.

01:50:06.100 --> 01:50:11.100
And just another thing for clarification.

01:50:11.100 --> 01:50:33.100
In this proposal, selling Cunningham wasn't part of, it was just shuttering Cunningham at this time because the energy cost per student there is so great, and if those services of the staff members are redundant and can be moved to the high school, there's a cost savings there.

01:50:33.100 --> 01:50:39.100
So, you know, could Cunningham be shuttered this year, and we reap those savings?

01:50:39.100 --> 01:50:44.100
Yes, and then could it be repurposed next year as you're mentioning?

01:50:44.100 --> 01:50:47.100
Yes, absolutely.

01:50:47.100 --> 01:50:58.100
The idea is, a few years ago, for those who don't remember, the school district of Beloit, I'm very short notice, closed two west side middle schools.

01:50:58.100 --> 01:51:09.100
I would hope that we would avoid that again, moving programs out of a building is much easier than saying, oh, the board's making a decision tonight and we're going to close schools.

01:51:09.100 --> 01:51:21.100
I would really hope that we don't do that, but smaller programs that could save us money today to help us over the next fiscal cliff next year.

01:51:21.100 --> 01:51:24.100
I think it's a good discussion to have.

01:51:24.100 --> 01:51:27.100
Thank you, Mr. Hankins.

01:51:27.100 --> 01:51:40.100
I just want to just follow up, and thank you for, I meant no disrespect to Dr. Anderson or anybody in this room about my comments and has, either, I'm just saying that I think Hess could do a better job. Thank you.

01:51:40.100 --> 01:51:46.100
Thank you. Thank you, Mr. Hankins. You know what? We all can do a better job.

01:51:46.100 --> 01:51:50.100
We can, we can, all of it by myself first and foremost.

01:51:50.100 --> 01:51:52.100
Ms. Miller.

01:51:53.100 --> 01:51:54.100
Thank you so much.

01:51:54.100 --> 01:51:58.100
Dr. Anderson, I appreciated how you started out with, with some good news.

01:51:58.100 --> 01:52:06.100
So I would like to first offer some positive feedback and some things that I think make a lot of sense and I really appreciated that I heard this evening and that I've seen throughout.

01:52:06.100 --> 01:52:11.100
Then I have a couple of points of feedback and some question slash request for going forward.

01:52:11.100 --> 01:52:12.100
Good.

01:52:12.100 --> 01:52:13.100
Okay.

01:52:13.100 --> 01:52:19.100
I first want to start by saying, and I know I'm not alone on the board here in saying this.

01:52:20.100 --> 01:52:30.100
The premise of this whole discussion, and I think we're on the same page about this, should be like, what do we want to provide our children? Like, what is the optimal and ideal education look like for them.

01:52:30.100 --> 01:52:42.100
Given that, as you've explained really nicely, we're going to need to, you know, redefine our new normal, like our baseline for enrollment is going to be very different from what it was even last year right over the next several years.

01:52:42.100 --> 01:52:45.100
So that's the context that I'm approaching this from.

01:52:45.100 --> 01:52:47.100
So some positives that I really appreciate.

01:52:47.100 --> 01:52:50.100
First, I thank you so much for bringing us.

01:52:50.100 --> 01:52:55.100
And I'm mostly going to talk about option C, which I think is the one you were more recommending.

01:52:55.100 --> 01:53:02.100
So in the context of option C, I love that we are building in the CPI and no cuts or changes to longevity.

01:53:02.100 --> 01:53:04.100
So yes, please.

01:53:04.100 --> 01:53:06.100
Let's keep that one of seven.

01:53:06.100 --> 01:53:11.100
Another thing that I really appreciate was utilizing fund 80 for middle school sports.

01:53:11.100 --> 01:53:13.100
I think that's a win for everybody.

01:53:13.100 --> 01:53:17.100
And, you know, exploits often thought of it.

01:53:17.100 --> 01:53:18.100
We're big and small.

01:53:18.100 --> 01:53:22.100
I mean, the more kids, you know, relationships to make the better.

01:53:22.100 --> 01:53:23.100
That's wonderful.

01:53:23.100 --> 01:53:24.100
Thank you so much for that.

01:53:24.100 --> 01:53:30.100
I absolutely love hearing that there's a few different options for us to reduce legal costs.

01:53:30.100 --> 01:53:31.100
Tons of sense.

01:53:31.100 --> 01:53:32.100
Thank you so much.

01:53:32.100 --> 01:53:37.100
I know coached a new sent us an email earlier today, and I heard you allude also.

01:53:37.100 --> 01:53:39.100
So thank you for raising that up.

01:53:39.100 --> 01:53:50.100
About just, you know, making sure we're being efficient with our coaching staff and how we do sports and how we staff that so that we can continue to offer as many opportunities as possible to our kids.

01:53:50.100 --> 01:53:51.100
Love that.

01:53:51.100 --> 01:53:52.100
So thank you.

01:53:52.100 --> 01:54:00.100
I was really, really, really excited to hear you describe your vision for the committees, particularly the student enrollment committee.

01:54:00.100 --> 01:54:01.100
I think that's wonderful.

01:54:01.100 --> 01:54:07.100
I know there's already people who are excited to, you know, roll up their sleeves and do this work with us out in the community.

01:54:07.100 --> 01:54:11.100
So thank you for bringing this to us and for that opportunity.

01:54:11.100 --> 01:54:17.100
And I also really appreciate that, you know, we're not being put.

01:54:17.100 --> 01:54:21.100
And I think for President Johnson, just alluded to this a little bit with the comment about West Side Schools.

01:54:21.100 --> 01:54:25.100
Like, thank you for not putting us under the gun and saying, like, we ought to do this right now.

01:54:25.100 --> 01:54:28.100
I think, like, no decisions are made well-enhased.

01:54:28.100 --> 01:54:30.100
So I think that this has been a good process.

01:54:30.100 --> 01:54:33.100
And then the last, like, really good highlight.

01:54:33.100 --> 01:54:39.100
I really wanted to share from my perspective was I really appreciate keeping the deans an option C.

01:54:39.100 --> 01:54:45.100
You know, our kids and teachers really benefit when we have good administration and good administrative teams.

01:54:45.100 --> 01:54:46.100
So thank you.

01:54:46.100 --> 01:54:49.100
So those are my big positives.

01:54:49.100 --> 01:54:52.100
Some concerns that I had.

01:54:52.100 --> 01:54:54.100
I'm going to talk a little bit about DLI.

01:54:54.100 --> 01:54:56.100
In a second, I'm going to skip ahead to the other ones.

01:54:56.100 --> 01:55:02.100
First, I'm not at all in favor of cutting our library media specialist folks down to halftime.

01:55:02.100 --> 01:55:08.100
I love that we're working in a scope of, you know, cutting through attrition.

01:55:08.100 --> 01:55:13.100
But cutting somebody's full-time employment to .5 is essentially not really cutting.

01:55:13.100 --> 01:55:20.100
I mean, if somebody's livelihood is depending on a full-time position, cutting to a .5 is not really cutting through attrition.

01:55:20.100 --> 01:55:22.100
I also think the practicality.

01:55:22.100 --> 01:55:29.100
And I am so, oh, I forgot to mention this in a positive, all in favor of reducing the one-to-one, especially the elementary school.

01:55:29.100 --> 01:55:35.100
At the middle school, while we still have Chromebooks, it is a full-time job in and of itself just to deal with Chromebooks.

01:55:35.100 --> 01:55:38.100
Like my office at work is situated in a library.

01:55:38.100 --> 01:55:43.100
And it is like high traffic Chromebooks like day and night when we're there.

01:55:43.100 --> 01:55:50.100
I don't think it's practical or reasonable to cut at least at the middle school those media specialists down to .5.

01:55:50.100 --> 01:55:54.100
Or, and I'm not quite sure of the details of that.

01:55:54.100 --> 01:55:55.100
Or, remember, we're sharing.

01:55:55.100 --> 01:56:02.100
So, if a person had a full-time job this year, they would have it next year, but they might be in two buildings.

01:56:02.100 --> 01:56:07.100
And I hear that, and I think that that's well thought, oh, there's something happening.

01:56:07.100 --> 01:56:08.100
Sorry, it's well thought out.

01:56:08.100 --> 01:56:14.100
I still think, you know, middle school, the more caring adults that we can consistently get with our kids the better.

01:56:14.100 --> 01:56:23.100
So, in addition, just to the practicality of dealing with like the nightmare of that Chromebook, situations can be having a safe space for kids,

01:56:23.100 --> 01:56:27.100
sometimes comes in the form of, you know, a custodian, a library media specialist.

01:56:27.100 --> 01:56:30.100
It's the more adults we get consistently the better.

01:56:30.100 --> 01:56:34.100
So, that's one piece that I didn't love in option C.

01:56:34.100 --> 01:56:40.100
I know this wasn't in option C, but it just, since I've gotten a couple of emails and some feedback about it already,

01:56:40.100 --> 01:56:46.100
I am in like absolutely no way interested in moving BLA into the Bull 8 Memorial High School.

01:56:46.100 --> 01:56:48.100
I think that it presents a lot of issues.

01:56:48.100 --> 01:56:55.100
And I do know that we're looking at option C this year potentially, but like you said, and you're very wise to say that,

01:56:55.100 --> 01:56:59.100
like next year, we're going to still be doing a lot of like probably drastic reshaping.

01:56:59.100 --> 01:57:06.100
And so, I just like on the record right now, I think that's, it's a bad idea for many reasons, and we don't need to get into it all today.

01:57:06.100 --> 01:57:09.100
Because, you know, we're mostly talking about options anyway.

01:57:09.100 --> 01:57:11.100
I want to talk a little bit about DLI.

01:57:11.100 --> 01:57:16.100
I was a little shocked to see, in option C, and I just want to read off of your side.

01:57:16.100 --> 01:57:17.100
I don't miss quoted.

01:57:17.100 --> 01:57:24.100
It looks like the language has to do with, it's okay, no, I'm not going to find it now.

01:57:24.100 --> 01:57:28.100
But changing the DLI positions to ESL.

01:57:28.100 --> 01:57:31.100
And so, yeah, right.

01:57:31.100 --> 01:57:37.100
And so, I think, you know, Miss Fox actually, you know, when we put together kind of those priorities from the board,

01:57:37.100 --> 01:57:42.100
I know one of the things that we highlighted a couple times on there is wanting to preserve services to students

01:57:42.100 --> 01:57:49.100
that we felt are, you know, needed and necessary, but also could potentially like stabilize, you know, even increase enrollment.

01:57:49.100 --> 01:57:53.100
I feel very passionately that we need to maintain DLI.

01:57:53.100 --> 01:57:59.100
And the reason that when in these previous discussions that we've had talked about like, okay, we need to take a moment

01:57:59.100 --> 01:58:02.100
and reshape some things, right, to kind of figure out staffing.

01:58:02.100 --> 01:58:07.100
That was all in the interest of preserving the DLI program.

01:58:07.100 --> 01:58:16.100
So, I was a little startled to see language about cutting DLI or recategorizing it into an ESL position.

01:58:16.100 --> 01:58:23.100
So, that's something that I really don't want to touch and it makes me, and I've asked a couple times already.

01:58:23.100 --> 01:58:29.100
I'd really like for us to revisit our discussion at a different meeting about DLI and what that looks like.

01:58:29.100 --> 01:58:34.100
Once we get to a point where we have a better understanding more clearly

01:58:34.100 --> 01:58:37.100
about what our budget will look like this next year.

01:58:37.100 --> 01:58:45.100
I mean, DLI, that was a decision made by the board earlier when the recommendation was that we needed to come up with a plan

01:58:45.100 --> 01:58:51.100
that would, you know, be, that we could sustain for three years so that when we have that in there,

01:58:51.100 --> 01:58:55.100
that was based on a decision the board had made at an earlier meeting.

01:58:55.100 --> 01:58:58.100
I'm just going to interrupt this because we need to thank you so much, Mr. Johnson.

01:58:58.100 --> 01:59:00.100
We need to take a motion to esteem the meeting.

01:59:00.100 --> 01:59:09.100
Yes, and as Dr. Anderson pointed out last time, this is in policy, so at eight o'clock to keep the board

01:59:09.100 --> 01:59:19.100
and everybody cognizant of the time and the time of our staff members who are here and this is their hours.

01:59:19.100 --> 01:59:27.100
So this we are using their time and this could be considered inefficient work time that they're here.

01:59:27.100 --> 01:59:32.100
That I do continue to ask that we keep this policy going.

01:59:32.100 --> 01:59:40.100
If a board member would like, I would entertain a motion that we extend the meeting until ten o'clock.

01:59:40.100 --> 01:59:42.100
So second.

01:59:42.100 --> 01:59:43.100
Okay.

01:59:43.100 --> 01:59:44.100
Yeah.

01:59:44.100 --> 01:59:45.100
Object.

01:59:45.100 --> 01:59:46.100
Motion.

01:59:46.100 --> 01:59:53.100
Motion by Bill Johnson to extend the meeting until ten p.m.

01:59:53.100 --> 01:59:56.100
Seconded by Joanne Roo.

01:59:56.100 --> 01:59:59.100
Any discussion? Hearing none, all in favor?

01:59:59.100 --> 02:00:00.100
Aye.

02:00:00.100 --> 02:00:01.100
Aye.

02:00:01.100 --> 02:00:02.100
Aye.

02:00:02.100 --> 02:00:03.100
Any opposed?

02:00:03.100 --> 02:00:05.100
Motion carries unanimously.

02:00:05.100 --> 02:00:07.100
Thank you so much, everybody.

02:00:07.100 --> 02:00:09.100
And then I thank you, Bill, for pointing that out.

02:00:10.100 --> 02:00:17.100
So we don't need to, I understand that that was a board directed thing and it was in the interest of maintaining and sustaining a program.

02:00:17.100 --> 02:00:18.100
That's the gist of it.

02:00:18.100 --> 02:00:19.100
We don't need to, you know, get into it.

02:00:19.100 --> 02:00:25.100
And I think, you know, for the record, I think you've done an outstanding job fighting for, you know, staff and changes.

02:00:25.100 --> 02:00:29.100
I'm excited to hear at a later time how that's going.

02:00:29.100 --> 02:00:30.100
It's been good.

02:00:30.100 --> 02:00:32.100
I mean, we're in a bad situation, right?

02:00:32.100 --> 02:00:37.100
I just, because we're talking about the budget and because it's an item C, or sorry, an option C,

02:00:38.100 --> 02:00:42.100
I'm really not interested in messing further with DLI right now.

02:00:42.100 --> 02:00:47.100
And if anything, I think, which segues actually into a couple of just points of feedback, if it's okay.

02:00:47.100 --> 02:00:54.100
In the spirit of sort of what I think Tom was saying, we definitely want to open up our imaginations.

02:00:54.100 --> 02:00:55.100
I think this is a fan.

02:00:55.100 --> 02:00:57.100
I like option C a lot overall.

02:00:57.100 --> 02:01:00.100
I think it's in the right spirit of where we want to go.

02:01:00.100 --> 02:01:04.100
Like you said, we're going to, we'll kind of tweak and, you know, clean things up.

02:01:05.100 --> 02:01:07.100
I have other word, but we're still have feedback to share.

02:01:07.100 --> 02:01:14.100
So a couple things that I considered was to bring up is in order, you know, in the interest of preserving DLI,

02:01:14.100 --> 02:01:24.100
have we considered, you know, looking at Cunningham, it is, it's a building that was sort of retrofitted to,

02:01:24.100 --> 02:01:27.100
it was used as a four through eight and I don't, I'm not the facilities expert.

02:01:27.100 --> 02:01:29.100
So this might be a really terrible idea.

02:01:29.100 --> 02:01:30.100
I don't know.

02:01:30.100 --> 02:01:38.100
But, you know, if we could do like a DLI magnet school situation where we have the continuous like elementary through eighth grade,

02:01:38.100 --> 02:01:42.100
DLI offerings there, I don't know if that's in it, probably not for next year.

02:01:42.100 --> 02:01:47.100
But if that's something that we could maybe put into orbit as a thought.

02:01:47.100 --> 02:01:50.100
DLI is like a huge straw for the district.

02:01:50.100 --> 02:01:52.100
Yeah, all three of my children are in DLI.

02:01:52.100 --> 02:01:59.100
I am so thankful for the benefits that they've received and it's not, not just, you know, I mean, it's helped my child

02:01:59.100 --> 02:02:04.100
who deeply struggles with reading is like two years in a row now reading and doing math at grade level

02:02:04.100 --> 02:02:06.100
and in the DLI program.

02:02:06.100 --> 02:02:13.100
It is just like we've heard in public comment, phenomenally benefit, a beneficial and it's something that I really want us to keep.

02:02:13.100 --> 02:02:16.100
I also understand that we're in the situation that we're in.

02:02:16.100 --> 02:02:22.100
So being creative about our buildings and kind of like, you know, what he was saying earlier about the configuration is something to think about.

02:02:23.100 --> 02:02:29.100
Another piece of feedback I'd like to give in addition to being creative about how we preserve DLI, which would be our first one.

02:02:29.100 --> 02:02:32.100
My second piece of feedback would be staff retention.

02:02:32.100 --> 02:02:34.100
It includes teacher agency.

02:02:34.100 --> 02:02:36.100
I think like the CPI increase is fantastic.

02:02:36.100 --> 02:02:38.100
The launch of it increases fantastic.

02:02:38.100 --> 02:02:44.100
You know, this whole situation again with DLI that we've been hearing about like with Hackett and not letting teachers like,

02:02:44.100 --> 02:02:46.100
you know, hey, we've got a system that's working for us.

02:02:46.100 --> 02:02:47.100
It's producing results.

02:02:47.100 --> 02:02:58.100
You know, things are going well, but there's decisions being made that take away their voice and being able to do their jobs the way that data supports is going well.

02:02:58.100 --> 02:03:01.100
I think that's something we need to consider when we think about staff retention.

02:03:01.100 --> 02:03:06.100
I would much, much rather spend money on our teachers than on hiring new ones.

02:03:06.100 --> 02:03:10.100
So, you know, there's a lot to be said for institutional knowledge and expertise.

02:03:11.100 --> 02:03:18.100
A third piece of feedback that I have would be just for the, again, for the building reorganization at all costs.

02:03:18.100 --> 02:03:24.100
And I know this might not be totally realistic, but at all costs I would like to preserve our neighborhood elementary schools.

02:03:24.100 --> 02:03:38.100
I think that there's a lot more that elementary schools particularly in neighborhoods offer to our students and families than just the, and I shouldn't say just because it's its own thing.

02:03:38.100 --> 02:03:42.100
Beyond just the K-12 public education that they offer.

02:03:42.100 --> 02:03:48.100
I would like to also, again, bring back to kind of what time was saying, consider Cunningham's potential.

02:03:48.100 --> 02:03:56.100
Whether it's some kind of like, you know, specialized, you know, K-84, K-8 program type piece.

02:03:57.100 --> 02:04:11.100
Or, like, do we keep our, like, even start and, you know, keep even start there as well as, like, repurpose Cunningham back to being a middle school, like a sixth through weight.

02:04:11.100 --> 02:04:18.100
And then, do we make frozen, like, the all debt across grade levels since we were considering doing an elementary school, all debt piece?

02:04:19.100 --> 02:04:21.100
I mean, kids, I have no, I think, frozen's a grade school.

02:04:21.100 --> 02:04:24.100
I've been really happy my daughter's about to graduate in one of the high school for math grade.

02:04:24.100 --> 02:04:26.100
I got a sixth grader going in.

02:04:26.100 --> 02:04:30.100
Nothing bad to say from my perspective about frozen as a parent.

02:04:30.100 --> 02:04:35.100
I think, like, it's facility-wise makes the most sense.

02:04:35.100 --> 02:04:40.100
If we're going to do alternative education, which includes, like, flexibility and schedules and transportation, all those things.

02:04:40.100 --> 02:04:47.100
Localizing in one place that is already suited to be elementary up through higher grades makes sense to me.

02:04:47.100 --> 02:04:51.100
It's just a suggestion, but, like, times like I didn't do, like, deep research on that.

02:04:51.100 --> 02:05:01.100
So, in conclusion, in the spirit of, like, how do we build this around a vision for what we want to do best for kids, which, you know, we're all on the same page about wanting to do.

02:05:01.100 --> 02:05:12.100
Going forward, I would love to see, again, the greatest extent possible, like, a five-year, three to five-year enrollment projection, just so we can kind of figure out what that new normal looks like.

02:05:13.100 --> 02:05:15.100
You've already given us some really good numbers.

02:05:15.100 --> 02:05:21.100
I think just refining that to, like, three, if we could do five years, that would be ideal, so that we can be a little bit more specific.

02:05:21.100 --> 02:05:34.100
I'd like to see a referendum draft that sort of answers that question, like, what does optimal funding look like for that new normal enrollment number, which, like, what does it mean to get our facilities in a much more acceptable state?

02:05:35.100 --> 02:05:40.100
What is it, what would a referendum question that fully funded that vision for that declined enrollment number, right?

02:05:40.100 --> 02:05:43.100
What would that look like?

02:05:43.100 --> 02:05:47.100
I'd love to hear a little bit more about other potential partnerships for Fund 80.

02:05:47.100 --> 02:05:49.100
Like, I know community action comes to mind.

02:05:49.100 --> 02:05:54.100
We already do a lot of partnerships with them, thinking about things like Fresh Start, other programs that have come and gone.

02:05:54.100 --> 02:05:57.100
I'd love to see maybe an update on that one that makes sense.

02:05:58.100 --> 02:06:03.100
And then, yeah, actually, that's, and I think I'd already mentioned the Chromebook piece.

02:06:03.100 --> 02:06:07.100
I'm totally in favor of eliminating one-to-one for elementary school.

02:06:07.100 --> 02:06:13.100
I mean, as soon as possible, if we're able to, and I don't know if we can sell some of those or something.

02:06:13.100 --> 02:06:24.100
And I'd love to see that based on what building principals and teachers have to say, like, phased out with the middle schools and going back to classrooms, like carts or classroom sets.

02:06:25.100 --> 02:06:27.100
Got my notes.

02:06:27.100 --> 02:06:28.100
Thank you.

02:06:28.100 --> 02:06:30.100
Oh, Jillian Ru.

02:06:30.100 --> 02:06:33.100
Yes, thank you.

02:06:33.100 --> 02:06:45.100
So, okay, looking at the three options, there's huge differences in the Colac cuts for each of them.

02:06:46.100 --> 02:06:51.100
And a lot of these are brand new reductions, I believe.

02:06:51.100 --> 02:06:54.100
I don't remember seeing a bunch of this.

02:06:54.100 --> 02:07:13.100
So, like, what does it look like if we reduce the Director of Finance, Director of Careers, Director of Health, Executive Director, TLE, what does that look like?

02:07:13.100 --> 02:07:16.100
Who's doing those things then?

02:07:16.100 --> 02:07:21.100
Right, Director of Finance is that that was Stephanie's position.

02:07:21.100 --> 02:07:24.100
She's been doing interim, she's been doing both roles.

02:07:24.100 --> 02:07:36.100
So, in fact, in a few minutes, I hope, or at least later on tonight, whichever comes last, is that we are recommending Stephanie to be in that position.

02:07:36.100 --> 02:07:40.100
We then eliminate her current position.

02:07:40.100 --> 02:07:44.100
We are looking to hire someone in accounting to help with that.

02:07:44.100 --> 02:07:54.100
If we lose, if you look at A and B, it does talk about losing one of the secretaries, one of my secretaries.

02:07:54.100 --> 02:08:04.100
If that happens, I mean, one of my secretaries deals a lot with the open records requests.

02:08:04.100 --> 02:08:10.100
I mean, it truly is a full-time job, and the bottom line is, I don't know who will do that.

02:08:10.100 --> 02:08:20.100
I can't simply say that the one secretary can do both, but so that we would have to take a look at what's no longer going to be done.

02:08:20.100 --> 02:08:31.100
If we take a look at Director of Alternative Education, there are simply things that are not going to be done.

02:08:31.100 --> 02:08:41.100
I mean, that individual deals a lot with career and tech, which is one of our strong points at the high school.

02:08:41.100 --> 02:08:46.100
There would mean certain grants that he works on right now that bring in money.

02:08:46.100 --> 02:08:49.100
There may not be anybody to do that to bring in the money.

02:08:49.100 --> 02:08:53.100
There are simply going to be things that are not going to be done.

02:08:53.100 --> 02:09:04.100
We knew that every cut would be painful. That's why I have advocated for number C, where it keeps those individuals and gives us a chance to look at potential referendum.

02:09:04.100 --> 02:09:16.100
But, I mean, he deals a lot to program, one that the most common with his CT, if we did, got away with the person who coordinates steam.

02:09:16.100 --> 02:09:22.100
That's the person who goes in to help with the academic achievement, works with other coaches.

02:09:22.100 --> 02:09:28.100
It just means that there's one less body that's going to be able to help direct that.

02:09:28.100 --> 02:09:39.100
If we take away the Director of Nursing Services, that just means that the person who currently coordinates our Medicare and our nursing nurses and our health and resistance.

02:09:39.100 --> 02:09:47.100
That position would be eliminated and we would have to find how could we maybe disperse those duties to nurses.

02:09:47.100 --> 02:09:50.100
I don't have an easy answer for who's going to do the work.

02:09:50.100 --> 02:10:00.100
I'm going to have to tell you that your regards to cuts, there are things that we will have to determine what will no longer be done because you're just not the manpower to do it.

02:10:00.100 --> 02:10:07.100
Okay, and then the Executive Director of TLE, so that one is eliminated in all three of them.

02:10:07.100 --> 02:10:11.100
That is because that position is now the assistant superintendent.

02:10:12.100 --> 02:10:15.100
Okay, so it's not actually, it's just already gone.

02:10:15.100 --> 02:10:19.100
Okay, thank you. I was really confused by that.

02:10:19.100 --> 02:10:33.100
Okay, so then my second question is, so imagine math is listed under curriculum or things that we use in our schools.

02:10:34.100 --> 02:10:46.100
So three that have been mentioned, the NGL school pace and seven mindsets have been mentioned by staff members.

02:10:46.100 --> 02:10:58.100
How, well, one, I can't find anywhere where NGL, how much that costs, our district annually, is seven mindsets?

02:10:59.100 --> 02:11:04.100
Is that an annual cost of $115,000?

02:11:04.100 --> 02:11:10.100
And so, I mean, because we're looking at every dollar again.

02:11:10.100 --> 02:11:16.100
So those are three other things that people mentioned where we could make reductions.

02:11:16.100 --> 02:11:19.100
I have an answer from assistance from my cabinet.

02:11:19.100 --> 02:11:26.100
Maybe can speak more succinctly to this.

02:11:27.100 --> 02:11:29.100
Anyone?

02:11:39.100 --> 02:11:43.100
So, like every other year or every three years.

02:11:43.100 --> 02:11:46.100
So it's $115,000 for three years?

02:11:46.100 --> 02:11:49.100
No, but I will get you that class.

02:11:49.100 --> 02:11:50.100
Okay.

02:11:50.100 --> 02:11:52.100
Okay, thanks.

02:11:52.100 --> 02:11:57.100
The four end jail contract for next year is $29,000.

02:11:57.100 --> 02:12:01.100
I think it's right around $30,000 mark.

02:12:01.100 --> 02:12:06.100
There's a couple of different break down, but this past year was just under 25.

02:12:06.100 --> 02:12:09.100
We took something off and we looked at adding some back.

02:12:09.100 --> 02:12:11.100
So it's right around $30,000 for the year.

02:12:11.100 --> 02:12:13.100
That is an annual contract.

02:12:13.100 --> 02:12:20.100
And then is it possible for us to, again, this is, these are people

02:12:20.100 --> 02:12:23.100
emailing and asking about these things.

02:12:23.100 --> 02:12:28.100
I'm hearing a lot of people saying they don't understand what we are getting in return

02:12:28.100 --> 02:12:30.100
for that investment.

02:12:30.100 --> 02:12:37.100
And so if we could have information about what we're getting for the amount we're paying.

02:12:37.100 --> 02:12:40.100
Yeah, we're going to say from here.

02:12:40.100 --> 02:12:42.100
I don't care.

02:12:42.100 --> 02:12:43.100
Yeah.

02:12:43.100 --> 02:12:49.100
So what that does is we, it provides, we have monthly meetings with our support code

02:12:49.100 --> 02:12:50.100
into it.

02:12:50.100 --> 02:12:54.100
It provides some trainings, links to trainings that we can do.

02:12:54.100 --> 02:12:55.100
We get resources from them.

02:12:55.100 --> 02:12:57.100
We pay for extra professional development.

02:12:57.100 --> 02:12:59.100
I pay for some of those out of my grants.

02:12:59.100 --> 02:13:07.100
For us, we get our buy, our yearly visit and then reflection and feedback for us.

02:13:07.100 --> 02:13:11.100
So, again, it's helpful to provide our structure as we get to the implementation stage.

02:13:11.100 --> 02:13:18.100
Again, I ask, could we absolutely do it without our position where we're to the final stage

02:13:18.100 --> 02:13:23.100
of academies and let Ms. Hells join in a little bit?

02:13:23.100 --> 02:13:26.100
Yes, I would say we absolutely carefully had to.

02:13:26.100 --> 02:13:29.100
I do believe that the services we get for that cost, we have brought it down.

02:13:29.100 --> 02:13:32.100
It was in the $60,000 and $70,000 range.

02:13:32.100 --> 02:13:41.100
And we brought this down to, again, roughly around $30,000.

02:13:41.100 --> 02:13:42.100
Thank you.

02:13:42.100 --> 02:13:45.100
Any other questions, Mrs. Ruben?

02:13:46.100 --> 02:13:49.100
Carol Pucks.

02:13:49.100 --> 02:13:54.100
Okay, I have a bunch of comments and questions on my own.

02:13:54.100 --> 02:14:00.100
I am really not a fan of Plan C, not because it's not a good plan, but because it doesn't

02:14:00.100 --> 02:14:02.100
do enough.

02:14:02.100 --> 02:14:06.100
And I think if you asked us how much OPEP money do you think we should be using?

02:14:06.100 --> 02:14:12.100
And I think given the fact that our fund balance is so low, we need to use as little as possible

02:14:12.100 --> 02:14:13.100
at this point.

02:14:14.100 --> 02:14:18.100
So I think we need to be more aggressive than Plan C.

02:14:18.100 --> 02:14:26.100
And when I look at it, I do see some Title I positions in the AGR, not maybe AGR, but

02:14:26.100 --> 02:14:29.100
Title I positions that doesn't really save us any money.

02:14:29.100 --> 02:14:34.100
So the question is how are we using our grant money and all those kinds of things to help

02:14:34.100 --> 02:14:35.100
us?

02:14:35.100 --> 02:14:42.100
I have an option D because I do think we need to move BLA to the high school.

02:14:43.100 --> 02:14:49.100
If you look at that capacity enrollment, we're under utilizing Cunningham by 794 students,

02:14:49.100 --> 02:14:53.100
and we're under utilizing the high school by 1,300 some students.

02:14:53.100 --> 02:14:58.100
So we're really under utilizing our buildings, and we need to do something different about

02:14:58.100 --> 02:15:02.100
how we're going to use our buildings.

02:15:02.100 --> 02:15:08.100
You know, we can leave Cunningham on occupied for a year until your committee decides how

02:15:08.100 --> 02:15:14.100
we're going to, how we want to use our buildings, but we could at least save some costs on some

02:15:14.100 --> 02:15:19.100
heating and air conditioning and some other kinds of things.

02:15:19.100 --> 02:15:22.100
I think we can do that too because of their older kids.

02:15:22.100 --> 02:15:25.100
Those kids don't need transportation, those kinds of things.

02:15:25.100 --> 02:15:27.100
I really like the idea of an early childhood center.

02:15:27.100 --> 02:15:32.100
I think we need to approach that, but I think at this time of year we haven't approached

02:15:32.100 --> 02:15:33.100
transportation.

02:15:33.100 --> 02:15:36.100
We don't know how that would work.

02:15:36.100 --> 02:15:41.100
It would be moving lots of people around, which is something that we're going to be doing next year.

02:15:41.100 --> 02:15:48.100
So I think moving BLA and getting that piece taken care of, because I think at some point

02:15:48.100 --> 02:15:50.100
that's going to have to happen, right?

02:15:50.100 --> 02:15:54.100
Whether we do it this year, we do it next year, it's going to have to happen.

02:15:54.100 --> 02:16:00.100
You know, we're going to be needing to use Cunningham for other things, so we're going to need to sell it.

02:16:00.100 --> 02:16:05.100
So we might as well bite the bullet, and if we're going to think about moving early childhood

02:16:05.100 --> 02:16:07.100
to Merrill, even start can go to Merrill.

02:16:07.100 --> 02:16:11.100
Now, I don't think there's a problem with doing that.

02:16:11.100 --> 02:16:17.100
I think we need to re-look at what's going on at Colac seriously.

02:16:17.100 --> 02:16:22.100
You know, we talk about combining positions and doing other kinds of things other places,

02:16:22.100 --> 02:16:26.100
but we're not really talking about combining positions and doing things differently at Colac,

02:16:26.100 --> 02:16:28.100
and I think we can.

02:16:28.100 --> 02:16:34.100
And I think, you know, one of our goals was to have the services as close to the students as possible.

02:16:34.100 --> 02:16:41.100
You know, having some of these directors is nice, but that doesn't get us to the students,

02:16:41.100 --> 02:16:45.100
and some of that could be totally redone.

02:16:45.100 --> 02:16:51.100
I mean, I look at, you know, one of the ideas was a combination of an assistant principal

02:16:51.100 --> 02:16:54.100
and an athletic director.

02:16:54.100 --> 02:17:00.100
How about a combination of a CTE person and an athletic director and put them at the high school?

02:17:00.100 --> 02:17:04.100
So we don't totally lose the CTE, but they're at the high school where they belong,

02:17:04.100 --> 02:17:05.100
and they can do some other things.

02:17:05.100 --> 02:17:10.100
I mean, we need to start thinking more creatively about how we use our positions.

02:17:10.100 --> 02:17:17.100
We are, you know, we're approaching a 4,000 school district, and if we lose more,

02:17:17.100 --> 02:17:21.100
we're going to be less than that, and we have to think much smaller.

02:17:21.100 --> 02:17:29.100
I looked up some other 4,000 student districts around, and, you know, they have three elementary schools,

02:17:29.100 --> 02:17:33.100
a middle school and a high school and a very minimal central office.

02:17:33.100 --> 02:17:38.100
And, you know, we got to start thinking that way, because that's kind of what we're going to look like.

02:17:38.100 --> 02:17:45.100
We can look at increasing our enrollment, and we certainly need to look at increasing our enrollment

02:17:45.100 --> 02:17:49.100
and keeping students, keeping with them as much as possible.

02:17:49.100 --> 02:17:53.100
But it's going to be very hard to compete with what's up on the hill.

02:17:53.100 --> 02:17:58.100
So we can pretty much guarantee we're going to lose quite a lot of students up there,

02:17:58.100 --> 02:18:01.100
and we're going to work too hard to keep the ones we can,

02:18:01.100 --> 02:18:05.100
but that competition is very difficult for us at the moment.

02:18:05.100 --> 02:18:07.100
So we got to face some realities.

02:18:07.100 --> 02:18:12.100
I heard you say last week, you know, we have to do pain now or pain later,

02:18:12.100 --> 02:18:16.100
and if we don't do the pain now, the pain later is going to be harder.

02:18:16.100 --> 02:18:23.100
And it's just like, you know, you were not in favor of using OPEB,

02:18:23.100 --> 02:18:25.100
and some of those kinds of things.

02:18:25.100 --> 02:18:28.100
I think we need to come to grips with that.

02:18:28.100 --> 02:18:33.100
And I think we need to use a minimal amount of OPEB money.

02:18:33.100 --> 02:18:37.100
So we're looking at either option D or option A, right?

02:18:37.100 --> 02:18:42.100
We got to do something a little bit more aggressive than I don't think

02:18:42.100 --> 02:18:47.100
that's aggressive enough at this point, especially given what we're facing in the future.

02:18:47.100 --> 02:18:51.100
I'm taking those, but what was option D because I don't want them?

02:18:51.100 --> 02:18:58.100
Option D is to kind of do half of B. It would be moving BLA to the high school.

02:18:58.100 --> 02:19:01.100
But we would leave Merrill Elementary,

02:19:01.100 --> 02:19:05.100
and Merrill would still be in elementary school, but even start would be at Merrill.

02:19:05.100 --> 02:19:08.100
But I don't think we can do the early childhood piece,

02:19:08.100 --> 02:19:10.100
much as I'd like to.

02:19:10.100 --> 02:19:14.100
I don't think we can move 4K kids to Merrill and move all the Merrill kids out

02:19:14.100 --> 02:19:16.100
between now and August.

02:19:16.100 --> 02:19:19.100
I just don't think that's a doable piece.

02:19:19.100 --> 02:19:25.100
I think we can do the BLA piece, and, you know, if it doesn't quite happen,

02:19:25.100 --> 02:19:29.100
you know, I mean, you can move the kids, and if you don't have all the stuff moved

02:19:29.100 --> 02:19:33.100
by August or September, we can continue to work on that.

02:19:33.100 --> 02:19:35.100
I think that's a more doable piece.

02:19:35.100 --> 02:19:37.100
It's not a lovely option.

02:19:37.100 --> 02:19:38.100
Nobody likes it.

02:19:38.100 --> 02:19:43.100
But, you know, we've got to start being a little bit more aggressive.

02:19:43.100 --> 02:19:44.100
All right.

02:19:44.100 --> 02:19:46.100
I just wanted to clarify.

02:19:46.100 --> 02:19:47.100
Thank you, Terrell.

02:19:47.100 --> 02:19:52.100
And none of these are lovely options.

02:19:52.100 --> 02:19:53.100
Yeah.

02:19:53.100 --> 02:19:55.100
But it is the reality.

02:19:55.100 --> 02:19:56.100
Dan Shoe?

02:19:56.100 --> 02:19:58.100
Thank you, Madam Chair.

02:19:58.100 --> 02:19:59.100
Thank you, Dr. Anderson.

02:19:59.100 --> 02:20:03.100
I appreciate your recommendation for, and putting forward option C.

02:20:03.100 --> 02:20:08.100
That's, you know, if we had to vote on something, that would be the one I would support.

02:20:08.100 --> 02:20:10.100
I wouldn't support going farther.

02:20:10.100 --> 02:20:15.100
As I mentioned last week, I really appreciate these committees that you're suggesting,

02:20:15.100 --> 02:20:19.100
and I agree completely that they interact with each other.

02:20:19.100 --> 02:20:22.100
We have to decide what the community wants our schools to be.

02:20:22.100 --> 02:20:26.100
We have to have a conversation with more than the people at this table or in this room,

02:20:26.100 --> 02:20:27.100
but deeper.

02:20:27.100 --> 02:20:31.100
And so these committees that you get at the core issues.

02:20:31.100 --> 02:20:38.100
We're going to then, once those committees help decide what this community wants for their

02:20:38.100 --> 02:20:41.100
schools, what kind of schools do we want here in Valoit?

02:20:41.100 --> 02:20:42.100
What will that cost?

02:20:42.100 --> 02:20:44.100
And, you know, how do we fund it?

02:20:44.100 --> 02:20:47.100
Is it something that can go to a referendum or some other means?

02:20:47.100 --> 02:20:51.100
But the key thing for this table here and for the people in this room,

02:20:51.100 --> 02:20:55.100
and all the people that work for us is when do we shift to a growth mode?

02:20:55.100 --> 02:20:59.100
The work that has been done has been a lot of work, but my colleagues,

02:20:59.100 --> 02:21:04.100
I just got here two weeks ago, but there's been a lot of work here to make pretty

02:21:04.100 --> 02:21:07.100
dramatic changes in how we run the schools.

02:21:07.100 --> 02:21:13.100
We're later today going to hire a search firm or get closer to hiring a search firm

02:21:13.100 --> 02:21:16.100
to hire a permanent replacement, a really key decision.

02:21:16.100 --> 02:21:21.100
But this may be the summer that we need to shift to the growth mode.

02:21:21.100 --> 02:21:28.100
That's the toughest decision a big organization will ever face is when you move

02:21:28.100 --> 02:21:33.100
from cutting expenses to shifting to growth.

02:21:33.100 --> 02:21:41.100
And option C preserves the vast majority, nearly all of our staff.

02:21:41.100 --> 02:21:46.100
Maybe not in perfect ways, but we'll have to tweak around the edges on that.

02:21:46.100 --> 02:21:51.100
But I'm in favor of getting those questions answered as quickly as possible

02:21:51.100 --> 02:21:57.100
to use the resources we have, including OPEB and other things,

02:21:57.100 --> 02:22:03.100
and possible referendums to make this the summer that we shift to this future plan

02:22:03.100 --> 02:22:10.100
and put together three and five year plans we've talked about to really deliver

02:22:10.100 --> 02:22:13.100
that school district, that this wonderful community deserves.

02:22:13.100 --> 02:22:16.100
So thank you.

02:22:16.100 --> 02:22:19.100
Thank you, Mr. Shuf.

02:22:19.100 --> 02:22:21.100
Bill Johnson.

02:22:21.100 --> 02:22:22.100
Yes.

02:22:22.100 --> 02:22:28.100
Being kind of a sports guy, I don't see what the drawback would be of putting,

02:22:28.100 --> 02:22:33.100
opening up the district to fund 80 money for kids to come and play sports.

02:22:33.100 --> 02:22:38.100
I mean, maybe we can get some of them to stay in school here and

02:22:38.100 --> 02:22:39.100
I just think that's good.

02:22:39.100 --> 02:22:46.100
And the other question I have is, is there a reason why we have so many open enrollment requests?

02:22:46.100 --> 02:22:50.100
You mean, are you talking about open enrollment or open records requests?

02:22:50.100 --> 02:22:53.100
Open records, I'm sorry.

02:22:53.100 --> 02:22:58.100
Is there something we're doing wrong that they keep?

02:22:58.100 --> 02:23:00.100
I mean, I don't know that I have a good answer.

02:23:00.100 --> 02:23:05.100
I mean, I'll give you, I'll give you my thoughts, which doesn't make any more than that.

02:23:05.100 --> 02:23:13.100
I think that there is, there's been maybe a lack of trust of what is transparency.

02:23:13.100 --> 02:23:16.100
There's what people perceive as transparency in the district.

02:23:16.100 --> 02:23:26.100
So they want to find records to, to find out is what we told someone, is that true or not true?

02:23:26.100 --> 02:23:34.100
Now, that's just in reading all the records that come across, because I see every record request that comes.

02:23:34.100 --> 02:23:42.100
I would, that is what my assumption is, but that, I don't know that that's factual,

02:23:42.100 --> 02:23:49.100
but I think it's people have, people just want to question whatever is being told them.

02:23:49.100 --> 02:23:59.100
And one way they can do that is by asking for records to, for us to prove, yes, that is truly what we told you that happened.

02:23:59.100 --> 02:24:04.100
Here are the records that prove that what we told you is true.

02:24:04.100 --> 02:24:08.100
Thank you.

02:24:08.100 --> 02:24:14.100
Thank you. Thank you, Bill.

02:24:14.100 --> 02:24:23.100
I was really hoping that we would come up with some concrete actions for you tonight, Dr. Anderson.

02:24:23.100 --> 02:24:35.100
I know we have staff members that are on pins and needles, and I would like to give them peace of mind to know whether or not they should be looking for another job right now,

02:24:35.100 --> 02:24:41.100
because now is the time for educators to, to be in the market.

02:24:41.100 --> 02:24:47.100
And it sounds like we're not there yet. We're kind of all over the place.

02:24:47.100 --> 02:24:53.100
None of it doesn't sound like any of us really embrace any one of these options.

02:24:53.100 --> 02:25:01.100
And there sounds like there's some more information that some members would like to have you come back with.

02:25:01.100 --> 02:25:14.100
But ultimately, the question I have is how are we going to improve academics and behaviors while making these cuts?

02:25:14.100 --> 02:25:28.100
Because if we're going to talk about a growth model or why people are leaving the district, it doesn't take, it doesn't take but a couple open records requests of our emails to see what we're hearing about.

02:25:28.100 --> 02:25:34.100
Behaviors and academics, behaviors, behaviors, behaviors.

02:25:34.100 --> 02:25:47.100
And I think we really need to take a different approach to what we are doing in our buildings, and nothing is different in any of these options.

02:25:47.100 --> 02:25:49.100
It's just reduced.

02:25:49.100 --> 02:25:53.100
What are we going to do differently to make these improvements?

02:25:53.100 --> 02:25:57.100
And that's what I have been encouraging the departments.

02:25:57.100 --> 02:26:04.100
Talk to your staff, find out what we can do better, find out what cuts we can make.

02:26:04.100 --> 02:26:10.100
We need strategic ideas so that we can get to a growth model.

02:26:10.100 --> 02:26:18.100
Unfortunately, I love the idea of a growth model budget, but the reality is it's going to be a few years before we get there.

02:26:18.100 --> 02:26:19.100
It really is.

02:26:19.100 --> 02:26:24.100
As long as we are losing students, it's going to be a while before we can start growing.

02:26:24.100 --> 02:26:30.100
And I think we need to address the issues of behaviors.

02:26:30.100 --> 02:26:41.100
In reference to that, I truly believe if you take the deans, I mean you had assistant principals at the elementary schools, you would reduce them the deans.

02:26:41.100 --> 02:26:46.100
Do you take the deans out?

02:26:46.100 --> 02:26:51.100
I think that's a mistake behavior.

02:26:51.100 --> 02:27:01.100
Dr. Anderson, I agree with you, but there are some other positions here in option C that financially don't make sense to me.

02:27:01.100 --> 02:27:16.100
And I want you and the cabinet to understand, before this board decides to go to referendum, there are seven people in this room that have to be confident that we will go to referendum and it will pass.

02:27:16.100 --> 02:27:31.100
And if we are telling our constituents that we are going to preserve positions at Colac, but not positions elsewhere, that's a real hard sell.

02:27:31.100 --> 02:27:42.100
It's a real hard sell to go to this constituency here in Beloit and say we are going to pass a deficit budget, please give us more money.

02:27:42.100 --> 02:27:50.100
Until we have a solid budget that we can get behind and say this makes sense to us.

02:27:50.100 --> 02:28:08.100
It's going to be hard for me personally to convince my husband on a fixed income and my son, a private business owner, that they should be contributing more money to the school district of Beloit if we're not changing anything.

02:28:08.100 --> 02:28:13.100
And I think we need to make some changes.

02:28:13.100 --> 02:28:23.100
I'd like to know what these plans reflect the changes that will bring about better improvement and better academics.

02:28:23.100 --> 02:28:37.100
I think things that we haven't talked about that are kind of the white elephant in the room, our concept of self-contained classrooms and EBD classrooms.

02:28:37.100 --> 02:28:47.100
In 2008, when I was a substitute teacher at Aldridge, we had an EBD self-contained classroom.

02:28:47.100 --> 02:28:55.100
We had self-contained special ed classroom for sixth grade, seventh grade, eighth grade.

02:28:55.100 --> 02:28:58.100
We had the CDS self-contained classroom.

02:28:59.100 --> 02:29:04.100
Five self-contained classrooms for special services for our students.

02:29:04.100 --> 02:29:12.100
I am all for inclusivity. Don't get me wrong. I love the idea of inclusivity. It's not working.

02:29:12.100 --> 02:29:15.100
It's not working the way it was intended.

02:29:15.100 --> 02:29:19.100
Our teachers are not trained to teach special ed.

02:29:19.100 --> 02:29:27.100
Our teachers are not trained to deal with the behaviors of special ed and EBD students or 504 students.

02:29:28.100 --> 02:29:31.100
It's not working for our district.

02:29:31.100 --> 02:29:37.100
And I think that maybe we should also be looking at making some of those changes there.

02:29:37.100 --> 02:29:40.100
Tonight we heard about the AB schedule.

02:29:40.100 --> 02:29:44.100
This isn't the first time I've heard rumblings about an AB schedule.

02:29:44.100 --> 02:29:49.100
How much loss productivity is there with an AB schedule?

02:29:49.100 --> 02:29:54.100
How much loss learning time is there with an AB schedule?

02:29:54.100 --> 02:29:58.100
Maybe we should consider going back to the old model.

02:29:58.100 --> 02:30:07.100
I think we should also put in this budget more, actually more money for janitorial services.

02:30:07.100 --> 02:30:14.100
When I was on the board in 2009, all of our janitorial services were in-house.

02:30:14.100 --> 02:30:17.100
Maybe that's something we should return to.

02:30:17.100 --> 02:30:22.100
I know some of our legal fees even had to do with janitorial services

02:30:22.100 --> 02:30:27.100
and some hubbub that happened a year or two ago.

02:30:27.100 --> 02:30:33.100
Maybe if we have employees in-house, we can retain them and keep them happier

02:30:33.100 --> 02:30:43.100
because then they are reporting right to us and we can work through whatever issues they're having.

02:30:43.100 --> 02:30:54.100
The websites being blocked by IT, I think the world of TC networks and their staff, but even tonight.

02:30:54.100 --> 02:30:57.100
We're having problems with technology.

02:30:57.100 --> 02:31:02.100
I don't know the last time I've been to a board meeting and we've not had issues with technology.

02:31:02.100 --> 02:31:12.100
I hope that we can stop spinning our wheels because we really need to take a very different look at all of this.

02:31:12.100 --> 02:31:24.100
Mr. Holy said at the last meeting, I can't wait until we have a year when we can actually look at academics.

02:31:24.100 --> 02:31:26.100
Oh my goodness, me too.

02:31:26.100 --> 02:31:27.100
Really?

02:31:27.100 --> 02:31:35.100
I think that's what we need to be doing, but our budget is not being- none of these really jump out at me saying,

02:31:35.100 --> 02:31:40.100
hey, I align with the academic goals of the school district of Illinois.

02:31:40.100 --> 02:31:46.100
Right now, our academic goal is get out of the last place.

02:31:46.100 --> 02:31:49.100
Last place.

02:31:49.100 --> 02:31:51.100
I can't remember last time.

02:31:51.100 --> 02:32:00.100
Well, actually I do, but it's been several years when we were not in the bottom 3% of the state.

02:32:00.100 --> 02:32:04.100
The bottom 3%, we are so much better than that.

02:32:04.100 --> 02:32:09.100
I know we are.

02:32:09.100 --> 02:32:15.100
Public comment spoke of the obituary of the school district of Illinois.

02:32:15.100 --> 02:32:19.100
First, not on my watch.

02:32:19.100 --> 02:32:23.100
We're not here to write the obituary of the school district of Illinois.

02:32:23.100 --> 02:32:25.100
None of us ran for that.

02:32:25.100 --> 02:32:30.100
We are here to make the school district better as it gets smaller.

02:32:30.100 --> 02:32:33.100
That's the reality we're at.

02:32:33.100 --> 02:32:47.100
Dr. Anderson, I am looking to you for recommendations on how you want to proceed.

02:32:48.100 --> 02:32:55.100
First thing is, I'm taking all of your notes to figure out how my- I mean, here's the difficulty I'm in.

02:32:55.100 --> 02:33:03.100
We are seven board members who have- to your true divergence.

02:33:03.100 --> 02:33:13.100
So I'm trying to figure out where do the- so I mean my thought is, what is the majority of board members going to support?

02:33:13.100 --> 02:33:18.100
Because I don't know that I can bring anything to you that seven people are going to have.

02:33:18.100 --> 02:33:23.100
So I'm trying to take a look at, here are the things you have told me.

02:33:23.100 --> 02:33:26.100
How am I going to put that practice?

02:33:26.100 --> 02:33:29.100
And the answer is, I'm going to make you all upset.

02:33:29.100 --> 02:33:33.100
I mean, this is the bottom line because I- because you are so far apart.

02:33:33.100 --> 02:33:36.100
I mean, I will tell you, it was not a secret.

02:33:36.100 --> 02:33:38.100
I told you that last Thursday.

02:33:38.100 --> 02:33:42.100
I would rather go with options C because of preserving the positions.

02:33:42.100 --> 02:33:43.100
Is it optimal?

02:33:43.100 --> 02:33:44.100
No.

02:33:44.100 --> 02:33:54.100
But what it does is it at least gives employees that have a job, a job, and he gives some time to come up with a longer range solution.

02:33:54.100 --> 02:34:05.100
If that's not acceptable, I have to come up with something that's going to be less than that because, you know, I'm saying you're not going to accept more than that.

02:34:05.100 --> 02:34:16.100
But several of you have said I should look at adding more back to which is going to increase the amount of either cuts in other areas or it's going to increase the use of OPEB.

02:34:16.100 --> 02:34:25.100
So I'm going to sit down with my cabinet and we're going to take a look and see what does this mean to all of us and what can we come up with?

02:34:25.100 --> 02:34:28.100
I'm not going to wait until the next board meeting.

02:34:28.100 --> 02:34:39.100
You know, probably as I get them, I'm going to send them out to you and say, all right, here's option D, not Carol's option D.

02:34:39.100 --> 02:34:48.100
Here's my option D. Tell me, you know, until I can get something because eventually we have to make a decision.

02:34:48.100 --> 02:34:53.100
I will implement whatever it is that you asked me to implement.

02:34:53.100 --> 02:34:54.100
All right.

02:34:54.100 --> 02:35:04.100
I am a strong advocate to retain as many people in district as possible to give me some time to come up with a longer range solution.

02:35:04.100 --> 02:35:08.100
That means you use more OPEB dollars now than you will in the future.

02:35:08.100 --> 02:35:10.100
It's going to lessen it.

02:35:10.100 --> 02:35:15.100
I know that that's not popular with everyone, but the bottom line, it gives some time to determine.

02:35:15.100 --> 02:35:21.100
And the big question with referendum.

02:35:21.100 --> 02:35:24.100
First, a referendum has to be a 7-0 vote.

02:35:24.100 --> 02:35:30.100
If you don't all agree, it doesn't make sense to go because you can't win.

02:35:30.100 --> 02:35:47.100
We now, if we're going to go to referendum in November, we have to have a question done in August, which basically means I have June in July, so I have two and a half months to get the final document or to get a document to you.

02:35:47.100 --> 02:35:49.100
Writing the question is easy.

02:35:49.100 --> 02:35:51.100
I can write the question in 10 minutes.

02:35:51.100 --> 02:35:54.100
What that will contain is what it takes all the time.

02:35:54.100 --> 02:35:57.100
And then we have to make sure we tell people to have discussion.

02:35:57.100 --> 02:36:00.100
If a referendum doesn't pass, what does that mean?

02:36:00.100 --> 02:36:04.100
What are you not going to have in the future?

02:36:04.100 --> 02:36:06.100
Because that is going to be key.

02:36:06.100 --> 02:36:14.100
If a referendum doesn't pass to make sure we tell people, here is what you are not going to have.

02:36:15.100 --> 02:36:22.100
The next item on the agenda, and we can probably commingle them, is the committees.

02:36:22.100 --> 02:36:31.100
And I already have emails ready to go out to the staff to look for volunteers in all the buildings and in all different areas.

02:36:31.100 --> 02:36:35.100
My biggest ask is one of the things you always ask me to get, what can I do for you?

02:36:36.100 --> 02:36:49.100
One of the things I would ask for the board is, what are, give me names of people in the community that you think would be good individuals to put on either one of these committees.

02:36:49.100 --> 02:36:52.100
Because they are not going to be on both because they are too much time.

02:36:52.100 --> 02:36:56.100
But what can they be on so we can have those discussions?

02:36:56.100 --> 02:37:04.100
Because as soon as we get this, one of the other things is I am going to start arranging meetings in every one of the buildings for both staff and parents.

02:37:04.100 --> 02:37:11.100
So we can talk about all these things going forward, especially what will the district look like and how are we going to do.

02:37:11.100 --> 02:37:20.100
So, I mean, the committees will give me input from other people's ideas that I can bring back to you.

02:37:20.100 --> 02:37:24.100
But right now, I mean, where to go in the budget?

02:37:24.100 --> 02:37:31.100
I will see if I can take all these ideas and put them into something.

02:37:32.100 --> 02:37:35.100
And I will send it out to you as quick as I can.

02:37:35.100 --> 02:37:37.100
And they are not secret.

02:37:37.100 --> 02:37:40.100
So as soon as you say, Wayne, you can share this with people.

02:37:40.100 --> 02:37:49.100
I will share it out so that by the time we meet next, we have come up with this close to something that will pass a majority of the board.

02:37:49.100 --> 02:37:53.100
Because I do not think I can bring anything to you that is going to be a 7-0 vote.

02:37:53.100 --> 02:37:55.100
I just don't think so.

02:37:55.100 --> 02:37:59.100
So I am going to have to try to figure out what is the majority?

02:37:59.100 --> 02:38:03.100
What can I do to bring it as close to possible?

02:38:03.100 --> 02:38:05.100
But we do have to have a solution.

02:38:05.100 --> 02:38:12.100
As you mentioned, if I have to cut people's jobs, I want to give them as much notice as possible so they can look somewhere else.

02:38:12.100 --> 02:38:15.100
I am doing my best not to do that.

02:38:15.100 --> 02:38:24.100
But if that is the case and that is what we decided to happen, I want to give them as much leave way going forward as feasible.

02:38:24.100 --> 02:38:27.100
So I will take the information you have given.

02:38:27.100 --> 02:38:29.100
I will sit down with my cabinet.

02:38:29.100 --> 02:38:30.100
I will sit down with the principals.

02:38:30.100 --> 02:38:32.100
They will sit down with their staff.

02:38:32.100 --> 02:38:34.100
I am going to staff meeting already tomorrow anyway.

02:38:34.100 --> 02:38:35.100
In fact, a couple.

02:38:35.100 --> 02:38:37.100
I have two staff meetings tomorrow.

02:38:37.100 --> 02:38:46.100
You know, to try to get illicit ideas from staff so that I can bring something to you by next week.

02:38:46.100 --> 02:38:53.100
It will be, you know, we don't have a meeting and maybe we can have a special meeting just to talk about budget again.

02:38:53.100 --> 02:39:06.100
Because it is something that we need to wrap up so that we can get started on next year and then, you know, start working on some of our other big issues.

02:39:06.100 --> 02:39:08.100
So I appreciate all your comments.

02:39:08.100 --> 02:39:21.100
Like I said, the difficulty that I see for us is we have widely divergent opinions and how am I going to put all that together.

02:39:21.100 --> 02:39:26.100
And the answer is, I don't know yet, but I plan on praying a lot tonight.

02:39:26.100 --> 02:39:28.100
Thank you, Dr. Anderson.

02:39:28.100 --> 02:39:38.100
And just to wrap it up, I appreciate your care that you have for our staff and seeing them as individual people.

02:39:38.100 --> 02:39:49.100
As board members, our perspective is a little different because we need to, we have the duty of care and loyalty to the district.

02:39:49.100 --> 02:39:57.100
And so the way I approach it is not to look at it as the person, but as the position.

02:39:57.100 --> 02:40:01.100
What is this position contributing to the district?

02:40:01.100 --> 02:40:06.100
What's the history of this position looking at it and looking at it projecting forward?

02:40:06.100 --> 02:40:11.100
If we keep this position, what's going to happen versus if we cut this position?

02:40:11.100 --> 02:40:13.100
Not the person.

02:40:13.100 --> 02:40:17.100
It's a little bit different than your approach.

02:40:17.100 --> 02:40:19.100
We still care about all of our people.

02:40:19.100 --> 02:40:28.100
We really do, but we have to care about keeping the school district up below a viable entity.

02:40:28.100 --> 02:40:33.100
And how are we going to improve services for our students?

02:40:33.100 --> 02:40:36.100
And lastly, the OPEB.

02:40:36.100 --> 02:40:44.100
One of the reasons I am very reluctant to spend OPEB is because that is an interest bearing account.

02:40:44.100 --> 02:40:50.100
And as you mentioned in March, we have a tale of two budgets.

02:40:50.100 --> 02:40:53.100
This year is the easy year.

02:40:53.100 --> 02:40:55.100
This is the easy year.

02:40:55.100 --> 02:41:05.100
I would rather have OPEB earning interest this year so that next year, well, when the proverbial, okay, yeah.

02:41:05.100 --> 02:41:13.100
When we have to make really, really deep cuts that we have that money to fall back on when it's really, really a rainy, rainy day.

02:41:13.100 --> 02:41:16.100
In the end, we're going to work as a team.

02:41:16.100 --> 02:41:21.100
Yeah, I know if you didn't care about all the people, you wouldn't be sitting up there.

02:41:21.100 --> 02:41:22.100
Thank you.

02:41:22.100 --> 02:41:23.100
Can I just jump on that?

02:41:23.100 --> 02:41:30.100
I'm going to jump in because it's, I don't think we don't want to lose these people.

02:41:30.100 --> 02:41:33.100
I think we need, because we need the work and we need the people.

02:41:33.100 --> 02:41:40.100
But with the positions that they're in, probably need to be gone and they have to be transitioned to something else.

02:41:40.100 --> 02:41:44.100
And we have to figure out where they can do the best work and where they can help us.

02:41:44.100 --> 02:41:51.100
I don't know that anybody needs to lose a position, but we need to, or at least their job.

02:41:51.100 --> 02:41:54.100
They may lose their position, but I don't think they need to lose a job.

02:41:54.100 --> 02:42:01.100
And it might, you know, yeah, reality might be a little less pay, but we should be able to find things for them to do.

02:42:01.100 --> 02:42:07.100
And that's one of the reasons why I keep harping on that, you know, what are we doing with things like Title I and some of these grant money?

02:42:07.100 --> 02:42:12.100
You know, can we finagle some of that, move some of those positions in there?

02:42:12.100 --> 02:42:19.100
Or, you know, re-title or do something different, combine things together, other kinds of jobs.

02:42:19.100 --> 02:42:24.100
But I don't want anybody to lose their position either, okay, or a job.

02:42:24.100 --> 02:42:27.100
But it might be a position, not a job.

02:42:27.100 --> 02:42:30.100
Megan Miller?

02:42:30.100 --> 02:42:31.100
Sorry, thanks.

02:42:31.100 --> 02:42:42.100
So just in the spirit of, I really appreciate what you said, word President Johnson, about trying to, you know, get us closer to consensus so people, you know, right off the bat, I think you said, just get some concrete feedback, right?

02:42:42.100 --> 02:43:00.100
So in the spirit of a little bit of consensus building, I guess, if I could ask my colleagues, is anybody opposed to whatever our next iteration looks like, can we maybe see that aligned to like sort of that academics

02:43:00.100 --> 02:43:02.100
and behaviors piece like you said?

02:43:02.100 --> 02:43:03.100
I mean, I agree with you.

02:43:03.100 --> 02:43:04.100
That should be our goal.

02:43:04.100 --> 02:43:10.100
I think it's a bit of a tall ask to say, we've been here for a really long time, and now next year we need a budget that's going to fit.

02:43:10.100 --> 02:43:19.100
But building toward that, I think kind of satisfies what you were saying, Board President Johnson, and what I think Dan was talking about with the growth mentality.

02:43:19.100 --> 02:43:25.100
So I think like capping off, like, here's the next iteration, you know, here's the feedback.

02:43:25.100 --> 02:43:37.100
This is like what we, the moves that we believe will be in service of increasing academics and in service of better, you know, least putting us on track, right, to better address behaviors.

02:43:37.100 --> 02:43:40.100
Is that, does that characterize where we're at?

02:43:40.100 --> 02:43:43.100
I, yeah, I do agree.

02:43:43.100 --> 02:43:54.100
And actually, I'm glad that you mentioned that because if my recollection is correct, did the board come to a consensus about the Dr. Anderson had asked about the hundred thousand.

02:43:54.100 --> 02:44:12.100
An increase for athletics, and we were in unit, I believe a unanimous consensus that no, no, we're not going to increase the athletic departments budget by a hundred thousand.

02:44:12.100 --> 02:44:18.100
They, we need to make reductions, you know, and, and I guess another question I have, which.

02:44:19.100 --> 02:44:25.100
Maybe Miss, Mrs. Elwood could help, help me understand throughout this week.

02:44:25.100 --> 02:44:38.100
If we can put middle school sports in fund 80, why can't we put high school sports in fund 80 that that would be a huge savings to, but just throwing that out there.

02:44:38.100 --> 02:44:44.100
It's been widely accepted putting middle school because of the age of law.

02:44:44.100 --> 02:44:49.100
Schools have tried to put in the high school portions or at least portions of it.

02:44:49.100 --> 02:44:53.100
And it's always been told by the auditors and DPI you can't do that.

02:44:53.100 --> 02:45:06.100
So just, okay, so like it sounds like we're all on the same page about, you know, to help us move forward to get, you know, get us across the line kind of characterizing like this is how we want to reshape or cut or, you know, whatever.

02:45:06.100 --> 02:45:12.100
And this is kind of the vision. And I think that might help move us toward, you know, some, some consensus.

02:45:12.100 --> 02:45:21.100
And then the other thing is, I just want to ask, I guess my colleagues, are we okay asking then for like that enrollment projection.

02:45:21.100 --> 02:45:26.100
And I could catch your pitch three to five year. I don't want to create a burden, but whatever is reasonable.

02:45:26.100 --> 02:45:30.100
And I know there's certain data out there, right, that like, you don't bear does those kinds of stuff.

02:45:30.100 --> 02:45:37.100
Is that something that we all agree that would be helpful for how we can move forward or is anybody against that?

02:45:37.100 --> 02:45:44.100
No, I think that's actually would be very beneficial.

02:45:44.100 --> 02:45:54.100
And I believe Dr. Anderson even has some idea of how much how many numbers will be losing over the next few years to some of the other local schools.

02:45:55.100 --> 02:46:02.100
No, yeah, I have no doubt these. Is there anything else you want us to respond, Megan? Well, yeah, and I guess that I'm done because I was just going to say like as we wrap up.

02:46:02.100 --> 02:46:06.100
I mean, if there's anything else that people think that we can all kind of just that way, you at least have the.

02:46:06.100 --> 02:46:12.100
Here's where we for sure are in agreement might be helpful to the process. That's all I was after.

02:46:13.100 --> 02:46:25.100
Well, I we already gave Dr. Anderson the board guidance and I think just reading through that that says exactly what we what we want.

02:46:25.100 --> 02:46:36.100
We want to keep class class sizes as close to what they are now and we do have a policy of at the high school.

02:46:37.100 --> 02:46:48.100
It's 15 students. The I forget what the averages are for the other the other levels, but there are it is in policy and that's what we should be striving for.

02:46:48.100 --> 02:47:00.100
Now, doesn't mean we'll actually get there. Maybe not, but I do want to make certain that we're doing our best to preserve the learning environment.

02:47:01.100 --> 02:47:15.100
We did look at that with all the options on, you know, on classes at the high school loan Roman classes to the elimination of those.

02:47:15.100 --> 02:47:23.100
You know, what do we have at our elementary school? So it's not that the options you have. We didn't already look at those. We have.

02:47:23.100 --> 02:47:29.100
Thank you. So Mr. Shuf. Yeah, thank you, Madam Chair. So.

02:47:30.100 --> 02:47:37.100
I really have a lot of respect for the people the table with me tonight and Tom who's helping a family member.

02:47:37.100 --> 02:47:46.100
So one way to be efficient was I agree with Megan that we these projections are going to be really helpful, but.

02:47:47.100 --> 02:48:07.100
Maybe for Stephanie, say her name, so I don't. So here's this. So one way to be efficient would be the things the board is asking for on enrollment projections and things that Stephanie and people at Baird and stuff can help us project for referendums could be the start of briefing documents for those committees.

02:48:07.100 --> 02:48:20.100
So, you know, like we quickly could get some help with our budget to have some projections or updated, you know, from that enrollment report and then some more how you might model.

02:48:20.100 --> 02:48:28.100
How you might model different options for referendum. We're going to need to brief those committees anyway with those type of documents.

02:48:28.100 --> 02:48:39.100
So maybe we could start on some drafts of those because we have these factors that might tell us this is the year to shift to a different mode.

02:48:39.100 --> 02:48:54.100
OPEB, which could help inform shared costs in that formula. We have a referendum. We have an election that has three times as many voters as an April election and there's another one of those for two and a half years after this.

02:48:54.100 --> 02:49:07.100
So there might be some reasons why we want to do exactly what Madam Chair said, which is focus on academic achievement and the culture and behaviors that are in our buildings.

02:49:07.100 --> 02:49:19.100
All those could be part of that question. What do we want in our school district? And it might help us get to a consensus, a budget consensus and help.

02:49:19.100 --> 02:49:24.100
You're going to need to staff those committees and provide documents to those committees.

02:49:24.100 --> 02:49:32.100
So maybe those type of things could really help. They'd help me as a random board member understand what's possible and would help us with budgets.

02:49:32.100 --> 02:49:36.100
And so that would be my suggestion.

02:49:36.100 --> 02:49:41.100
Thank you, Dan. Any last comments?

02:49:41.100 --> 02:49:51.100
Our next agenda item is committee formations. The purpose of this is to share what's that?

02:49:51.100 --> 02:50:08.100
To share with board the board information regarding the two administrative committees, Dr. Anderson suggested forming for reviewing and working on the 2728 budget as well as a possible referendum and a second committee to look at ways to curtail

02:50:08.100 --> 02:50:14.100
students from leaving the district and how to recruit students to or back to the district.

02:50:14.100 --> 02:50:31.100
And this is policy 262, the administrative committees, the superintendent of schools may establish and appoint committees to study, gather data, research and advice on matters relevant to the district, its operations, goals and policies.

02:50:31.100 --> 02:50:38.100
The creation of such committees and its respective charges shall be reported to the Board of Education.

02:50:38.100 --> 02:50:51.100
The superintendent shall have the authority to recruit and select members of any committee or committees they may establish and to determine the duration of any such committee.

02:50:51.100 --> 02:50:57.100
So Dr. Anderson is not here for board action, but just reporting to us.

02:50:58.100 --> 02:51:05.100
And I think you've already talked about this a couple times, so this will be short, is that I'm looking at creating two committees.

02:51:05.100 --> 02:51:11.100
One, as I said, to look at how can we stabilize our basically our student enrollment?

02:51:11.100 --> 02:51:18.100
Why are people leaving? What is it that we can do so that we can start having a stable student population?

02:51:19.100 --> 02:51:28.100
And the second one is what will we do in 27-28 when we need to take a look at how we can probably move around our staff and use our buildings.

02:51:28.100 --> 02:51:33.100
Both of these are going to discuss about referendum, what people support, etc.

02:51:33.100 --> 02:51:39.100
I will end up putting an email out to the staff looking for volunteers tomorrow.

02:51:39.100 --> 02:51:47.100
One of the things I need from the Board is I have made people that I've already met during my time here that I think would be interested.

02:51:47.100 --> 02:51:55.100
But if there are particular people that you think would be beneficial to serve on either of these committees,

02:51:55.100 --> 02:51:59.100
if you would give me their contact information, I will contact them.

02:51:59.100 --> 02:52:06.100
These committees are going to be open so that anybody who wants to attend can attend.

02:52:06.100 --> 02:52:12.100
I'm not looking at any, they're all going to be open, they're all going to be posted.

02:52:12.100 --> 02:52:21.100
I'm not looking at board members serving the committees, but they'll be posted so board members want to come and hear what's being said and discussed.

02:52:21.100 --> 02:52:30.100
They're going to be welcome to that and then I'll try to give reports every month to the board because I'm looking at these committees.

02:52:30.100 --> 02:52:41.100
The one to be done at least by probably the first semester and the second one to be done maybe a little bit into the second semester.

02:52:41.100 --> 02:52:44.100
So we'll be meeting a regular basis, I'll give you updates.

02:52:44.100 --> 02:52:54.100
But basically, this is a chance to start hearing from ideas from others that may help us in decision-making process.

02:52:56.100 --> 02:53:00.100
Do board members have any questions for Dr. Anderson, Carol Fox?

02:53:01.100 --> 02:53:10.100
I just think a short statement summary of the name of the committee, the purpose of the committee, what you expect to come out of the committee,

02:53:10.100 --> 02:53:20.100
and maybe even a suggested of meetings might help before we reach out to people and say are you interested in serving,

02:53:20.100 --> 02:53:27.100
it might make it easier for us to be able to say this committee would be great.

02:53:27.100 --> 02:53:30.100
Here's a description of the committee, are you interested?

02:53:30.100 --> 02:53:35.100
I can have that done and send to you if not tomorrow, Thursday.

02:53:38.100 --> 02:53:41.100
Any other questions or comments for Dr. Anderson?

02:53:42.100 --> 02:53:43.100
Go ahead.

02:53:43.100 --> 02:53:45.100
Yeah, no, I love that we're doing this.

02:53:45.100 --> 02:53:51.100
I think it's a fantastic idea and I'll be excited to hear more about, I guess, just like the different populations and like,

02:53:51.100 --> 02:53:54.100
you know, what constituencies that are able to participate.

02:53:54.100 --> 02:53:55.100
So thank you.

02:53:58.100 --> 02:53:59.100
Any other?

02:54:00.100 --> 02:54:07.100
Okay, our next agenda item is the superintendent search firm selection.

02:54:07.100 --> 02:54:15.100
The purpose of this is to determine which of the search firms will be selected to conduct the superintendent search with the Board of Education.

02:54:15.100 --> 02:54:20.100
Board members interviewed the Ford firms, WSB, WP and so,

02:54:20.100 --> 02:54:33.100
WBWP and associates school exec connect and hazard young atia and associates on April 27th and May 26th.

02:54:34.100 --> 02:54:49.100
The board then did a, the board secretary sent out a poll of the board members and the poll had the reading of hazard young atia and associates at 2.29.

02:54:49.100 --> 02:54:57.100
School exec connect at 2.0 and BWP and associates at 1.17.

02:54:57.100 --> 02:55:01.100
I will open Dan Shuf.

02:55:01.100 --> 02:55:14.100
Yeah, so we talked a little bit about consensus earlier in the night and I think this is, the poll shows that there's a pretty strong consensus around hazard young and atia and associates.

02:55:14.100 --> 02:55:24.100
I was actually one that rated them number two, but, you know, the vast majority, six of us have said that, you know, that's their one or two choice.

02:55:25.100 --> 02:55:36.100
So I think it's, I'm going to move and I'll look for guidance exactly on what the motions to me, but to get the discussion going, I would move that we select hazard young atia and associates.

02:55:36.100 --> 02:55:49.100
You know, there, I would certainly amend my motion to have any pending reference checks by either the board president, vice president or staff, you know, at the district, whatever is appropriate just to, if you, we wanted to do that.

02:55:49.100 --> 02:55:53.100
So I'll, I'll make that motion.

02:55:54.100 --> 02:56:09.100
So a motion that I might suggest would be move approval of moving forward with H Y A and associates to conduct the superintendent search with the board of education.

02:56:09.100 --> 02:56:15.100
And the reason why I'm leaving it a little bit open ended.

02:56:15.100 --> 02:56:22.100
There is in case, as we're finalizing a contract with them or something, there might be some.

02:56:22.100 --> 02:56:30.100
I don't, I don't want to surprise an end surprise after we've already made a motion saying this absolutely is the one we're going to go with.

02:56:30.100 --> 02:56:33.100
So just move, let's maybe a motion moving forward with this.

02:56:33.100 --> 02:56:40.100
And then once the contract, if it, if the contract is over, what is it, 25,000, then it comes back to the board.

02:56:40.100 --> 02:56:41.100
Yep.

02:56:41.100 --> 02:56:42.100
So moved.

02:56:42.100 --> 02:56:43.100
Second.

02:56:44.100 --> 02:56:46.100
Any discussion?

02:56:46.100 --> 02:56:47.100
Hearing none.

02:56:47.100 --> 02:56:48.100
All in favor?

02:56:48.100 --> 02:56:49.100
Aye.

02:56:49.100 --> 02:56:50.100
Aye.

02:56:50.100 --> 02:56:51.100
Aye.

02:56:51.100 --> 02:56:53.100
Any opposed?

02:56:53.100 --> 02:56:55.100
Motion carries unanimously.

02:56:55.100 --> 02:56:56.100
Sorry.

02:56:56.100 --> 02:56:59.100
Could I just clarify was, uh, Mr. the second?

02:56:59.100 --> 02:57:00.100
Miller.

02:57:00.100 --> 02:57:07.100
Thank you.

02:57:07.100 --> 02:57:11.100
Our next agenda item is the consent agenda.

02:57:11.100 --> 02:57:24.100
Typically there is no separate discussion of the items unless a board member so request in which event the item or items will be removed from the general order of business and considered in their normal sequence on the agenda.

02:57:24.100 --> 02:57:29.100
Are there any board members that would like any of these items removed?

02:57:29.100 --> 02:57:31.100
Mr. Schuf?

02:57:31.100 --> 02:57:32.100
No, my.

02:57:32.100 --> 02:57:33.100
Oh, thank you.

02:57:33.100 --> 02:57:34.100
My hand is still up by accident.

02:57:34.100 --> 02:57:35.100
Sorry.

02:57:36.100 --> 02:57:37.100
Members.

02:57:37.100 --> 02:57:40.100
The Medicaid billing stock.

02:57:40.100 --> 02:57:41.100
The Medicaid.

02:57:41.100 --> 02:57:42.100
Okay.

02:57:42.100 --> 02:57:45.100
Any other?

02:57:45.100 --> 02:57:46.100
Okay.

02:57:46.100 --> 02:57:52.100
I will entertain a motion of approval of the consent agenda with removal of B.

02:57:52.100 --> 02:57:53.100
So moved.

02:57:53.100 --> 02:57:54.100
Second.

02:57:54.100 --> 02:57:56.100
Motion by Joanne Roo.

02:57:56.100 --> 02:57:57.100
Seconded by Carol Fox.

02:57:57.100 --> 02:57:58.100
Any discussion?

02:57:58.100 --> 02:57:59.100
Hearing none.

02:57:59.100 --> 02:58:01.100
Mr. Johnson.

02:58:01.100 --> 02:58:02.100
Good.

02:58:02.100 --> 02:58:03.100
Okay.

02:58:03.100 --> 02:58:04.100
All in favor?

02:58:05.100 --> 02:58:06.100
Aye.

02:58:06.100 --> 02:58:07.100
Aye.

02:58:07.100 --> 02:58:08.100
Aye.

02:58:08.100 --> 02:58:09.100
Any opposed?

02:58:09.100 --> 02:58:12.100
Motion carries unanimously.

02:58:12.100 --> 02:58:16.100
We are at item B Medicaid billing and software.

02:58:16.100 --> 02:58:18.100
Joanne Roo.

02:58:18.100 --> 02:58:26.100
I just with all of the discussion we had earlier about making budget cuts.

02:58:26.100 --> 02:58:32.100
I'm just not comfortable with purchasing something that's more expensive.

02:58:32.100 --> 02:58:36.100
The area, school districts, Jamesville included all use compass care.

02:58:36.100 --> 02:58:41.100
So I'm comfortable with keeping them as our provider.

02:58:41.100 --> 02:58:46.100
Any other discussion?

02:58:46.100 --> 02:58:47.100
Mr. Schuf?

02:58:47.100 --> 02:58:56.100
So in the budget, I'm sorry, in the business committee, the chair is not in attendance right now.

02:58:56.100 --> 02:59:01.100
The discussion, we had a special meeting to talk about this issue.

02:59:01.100 --> 02:59:10.100
And essentially, we got guidance from cabinet level folks that there was a change in law

02:59:10.100 --> 02:59:16.100
in the fall last year that allowed us to bill for more things.

02:59:16.100 --> 02:59:25.100
And they're very confident that the streamlining of the new program that they're recommending

02:59:25.100 --> 02:59:36.100
will easily have us bill at least the difference, which is like $10,000, and really very likely

02:59:36.100 --> 02:59:39.100
much more when they streamline the system.

02:59:39.100 --> 02:59:45.100
So I started with the same place you were a member, Roo.

02:59:45.100 --> 02:59:49.100
But we ended up, the committee was unanimous pushing it forward.

02:59:49.100 --> 02:59:54.100
Of course, that doesn't presume board action, but this is why we did it was we were

02:59:54.100 --> 02:59:58.100
the administration felt strongly that that brought efficiencies.

02:59:58.100 --> 03:00:04.100
It was easier to use, especially with the expansion in Medicaid, there was a change in state law.

03:00:04.100 --> 03:00:06.100
So that's why we went forward with that.

03:00:06.100 --> 03:00:08.100
So we asked the same type of questions.

03:00:08.100 --> 03:00:14.100
There had the same sort of preconceived with everything going on, all the moving parts.

03:00:14.100 --> 03:00:22.100
But that's why we ultimately went with the administration, proving the administration's suggestion.

03:00:23.100 --> 03:00:25.100
Just a clarifying question.

03:00:25.100 --> 03:00:30.100
So I'm totally empathetic to where Mr. was coming from.

03:00:30.100 --> 03:00:37.100
And just is this a can you remind me, is this a one year contract that we're doing with the new one?

03:00:37.100 --> 03:00:38.100
It's a three.

03:00:38.100 --> 03:00:39.100
Okay.

03:00:39.100 --> 03:00:45.100
So I mean, I think like as we're, you know, as we're looking at the budget and things like that.

03:00:45.100 --> 03:00:47.100
And I think this came up in that first committee too.

03:00:47.100 --> 03:00:53.100
I mean, I think just like kind of maybe if it makes sense annually, just to kind of say like, hey, like here's our change.

03:00:53.100 --> 03:00:58.100
You know, if any, and like billing and things like that, like I think, you know, that could help.

03:00:58.100 --> 03:01:04.100
I appreciate like, you know, it's a bit, it doesn't sit well, right, to buy something while we're cutting things.

03:01:04.100 --> 03:01:05.100
And I completely feel that.

03:01:05.100 --> 03:01:14.100
But I think like knowing that, you know, community is going to know that we're going to be able to see like whatever returns are on that and just the efficiencies that will take with staff to better utilize.

03:01:14.100 --> 03:01:18.100
I just, I'm comfortable moving forward with it, but I, I'm really glad that you brought that up.

03:01:18.100 --> 03:01:23.100
I think it's important to consider and I appreciate the administration's willingness and sharing that out with us.

03:01:23.100 --> 03:01:33.100
I think it's also important to note that part of those discussions, the committee was that our current providers known about the change in the law for the last several months.

03:01:33.100 --> 03:01:34.100
And yet.

03:01:34.100 --> 03:01:38.100
Has not made the motions to help us get.

03:01:39.100 --> 03:01:43.100
Maybe some of the additional dollars we could have had we had a different system.

03:01:43.100 --> 03:01:56.100
So I think the belief is that if we go with this new system, we will be able to recoup more revenue than the expenditures so that we can have more of a positive revenue stream.

03:01:56.100 --> 03:01:59.100
Thank you, Dr Anderson Carol Fox.

03:01:59.100 --> 03:02:04.100
Yeah, my understanding, this is the one that matches skyward, right?

03:02:04.100 --> 03:02:13.100
It, it, it, it integrates with skyward. So it should take the staff a whole lot less time to input the information and do what they need to do.

03:02:13.100 --> 03:02:22.100
So it would save a lot of money in that way on staff time and allow them to do other things for the, the students in the district.

03:02:22.100 --> 03:02:27.100
Any other questions or discussion?

03:02:27.100 --> 03:02:30.100
Hearing none, is there a motion?

03:02:30.100 --> 03:02:31.100
So moved.

03:02:31.100 --> 03:02:32.100
Second.

03:02:33.100 --> 03:02:39.100
And I'm assuming Mr. Shuf, your motion is approval.

03:02:39.100 --> 03:02:40.100
Yeah. Okay.

03:02:40.100 --> 03:02:41.100
Yes.

03:02:41.100 --> 03:02:42.100
Move approval.

03:02:42.100 --> 03:02:43.100
Okay.

03:02:43.100 --> 03:02:45.100
Okay. Just so we're on the same page.

03:02:45.100 --> 03:02:51.100
And motion by Dan Shuf, seconded by Carol Fox. Any other discussion? Hearing none.

03:02:51.100 --> 03:02:52.100
I.

03:02:52.100 --> 03:02:53.100
I.

03:02:53.100 --> 03:02:54.100
I.

03:02:54.100 --> 03:02:55.100
I.

03:02:55.100 --> 03:02:56.100
Any opposed?

03:02:56.100 --> 03:02:58.100
Motion carries unanimously.

03:02:58.100 --> 03:03:06.100
Our next item is human resources. Are there any open session questions on exhibit A?

03:03:08.100 --> 03:03:11.100
Are there any closed session questions on exhibit A?

03:03:11.100 --> 03:03:13.100
I have a closed session question.

03:03:13.100 --> 03:03:14.100
Okay.

03:03:14.100 --> 03:03:38.100
A motion may be made and a vote taken to convene the Board of Education into closed session pursuant to section 19.85 parent one parent C of the Wisconsin state statutes relative to considering specific personnel recommendations.

03:03:38.100 --> 03:03:41.100
Is there a motion to go into closed session?

03:03:41.100 --> 03:03:42.100
So moved.

03:03:42.100 --> 03:03:43.100
Second.

03:03:44.100 --> 03:03:47.100
Motion by Meghan Miller, seconded by Dan Shuf.

03:03:47.100 --> 03:03:49.100
I mean, I'm sorry, Carol Fox.

03:03:49.100 --> 03:03:51.100
I have to do a roll call.

03:03:51.100 --> 03:03:53.100
Yes, we do have to do a roll call.

03:03:53.100 --> 03:03:56.100
Mr. Shuf.

03:03:56.100 --> 03:04:01.100
Dan Shuf.

03:04:01.100 --> 03:04:03.100
Meghan Miller.

03:04:03.100 --> 03:04:04.100
Aye.

03:04:04.100 --> 03:04:05.100
Carol Fox.

03:04:05.100 --> 03:04:06.100
Aye.

03:04:06.100 --> 03:04:08.100
Joanne Roo.

03:04:08.100 --> 03:04:11.100
Bill Johnson.

03:04:11.100 --> 03:04:12.100
Aye.

03:04:12.100 --> 03:04:14.100
And Tia Jensen.

03:04:14.100 --> 03:04:15.100
Aye.

03:04:15.100 --> 03:04:18.100
Motion carried unanimously.

03:04:18.100 --> 03:04:19.100
Thank you.

03:04:19.100 --> 03:04:29.100
The Board of Education will reconvene in public session in order to take any action on these items discussed in this closed session.

03:04:42.100 --> 03:04:45.100
Thank you.

03:05:12.100 --> 03:05:14.100
Thank you.

03:05:42.100 --> 03:05:44.100
Thank you.

03:06:12.100 --> 03:06:13.100
Thank you.

03:06:42.100 --> 03:06:44.100
Thank you.

03:07:12.100 --> 03:07:13.100
Thank you.

03:07:42.100 --> 03:07:43.100
Thank you.

03:08:12.100 --> 03:08:13.100
Thank you.

03:08:42.100 --> 03:08:43.100
Thank you.

03:09:12.100 --> 03:09:13.100
Thank you.

03:09:42.100 --> 03:09:43.100
Thank you.

03:10:12.100 --> 03:10:13.100
Thank you.

03:10:42.100 --> 03:10:43.100
Thank you.

03:11:12.100 --> 03:11:13.100
Thank you.

03:11:42.100 --> 03:11:43.100
Thank you.

03:12:12.100 --> 03:12:13.100
Thank you.

03:12:42.100 --> 03:12:43.100
Thank you.

03:13:12.100 --> 03:13:13.100
Thank you.

03:13:42.100 --> 03:13:43.100
Thank you.

03:14:12.100 --> 03:14:13.100
Thank you.

03:14:42.100 --> 03:14:43.100
Thank you.

03:15:12.100 --> 03:15:13.100
Thank you.

03:15:42.100 --> 03:15:43.100
Thank you.

03:16:13.100 --> 03:16:14.100
Thank you.

03:16:14.100 --> 03:16:15.100
Thank you.

03:16:15.100 --> 03:16:16.100
Thank you.

03:16:16.100 --> 03:16:17.100
Thank you.

03:16:17.100 --> 03:16:18.100
Thank you.

03:16:18.100 --> 03:16:19.100
Thank you.

03:16:19.100 --> 03:16:20.100
Thank you.

03:16:20.100 --> 03:16:21.100
Thank you.

03:16:21.100 --> 03:16:22.100
Thank you.

03:16:22.100 --> 03:16:23.100
Thank you.

03:16:23.100 --> 03:16:24.100
Thank you.

03:16:24.100 --> 03:16:25.100
Thank you.

03:16:25.100 --> 03:16:26.100
Thank you.

03:16:26.100 --> 03:16:27.100
Thank you.

03:16:27.100 --> 03:16:28.100
Thank you.

03:16:28.100 --> 03:16:29.100
Thank you.

03:16:29.100 --> 03:16:30.100
Thank you.

03:16:30.100 --> 03:16:31.100
Thank you.

03:16:31.100 --> 03:16:32.100
Thank you.

03:16:32.100 --> 03:16:33.100
Thank you.

03:16:33.100 --> 03:16:34.100
Thank you.

03:16:34.100 --> 03:16:35.100
Thank you.

03:16:36.100 --> 03:16:37.100
Thank you.

03:16:37.100 --> 03:16:38.100
Thank you.

03:16:38.100 --> 03:16:39.100
Thank you.

03:16:39.100 --> 03:16:40.100
Thank you.

03:16:40.100 --> 03:16:41.100
Thank you.

03:16:41.100 --> 03:16:42.100
Thank you.

03:16:42.100 --> 03:16:43.100
Thank you.

03:16:43.100 --> 03:16:44.100
Thank you.

03:16:44.100 --> 03:16:45.100
Thank you.

03:16:45.100 --> 03:16:46.100
Thank you.

03:16:46.100 --> 03:16:47.100
Thank you.

03:16:47.100 --> 03:16:48.100
Thank you.

03:16:48.100 --> 03:16:49.100
Thank you.

03:16:49.100 --> 03:16:50.100
Thank you.

03:16:50.100 --> 03:16:51.100
Thank you.

03:16:51.100 --> 03:16:52.100
Thank you.

03:16:52.100 --> 03:16:53.100
Thank you.

03:16:53.100 --> 03:16:54.100
Thank you.

03:16:54.100 --> 03:16:55.100
Thank you.

03:16:55.100 --> 03:16:56.100
Thank you.

03:16:56.100 --> 03:16:57.100
Thank you.

03:16:57.100 --> 03:16:58.100
Thank you.

03:16:58.100 --> 03:16:59.100
Thank you.

03:16:59.100 --> 03:17:00.100
Thank you.

03:17:00.100 --> 03:17:01.100
Thank you.

03:17:01.100 --> 03:17:03.100
Thank you.

03:17:31.100 --> 03:17:33.100
Thank you.

03:18:01.100 --> 03:18:03.100
Thank you.

03:18:31.100 --> 03:18:33.100
Thank you.

03:19:01.100 --> 03:19:03.100
Thank you.

03:19:31.100 --> 03:19:33.100
Thank you.

03:20:01.100 --> 03:20:03.100
Thank you.

03:20:31.100 --> 03:20:33.100
Thank you.

03:21:01.100 --> 03:21:03.100
Thank you.

03:21:31.100 --> 03:21:33.100
Thank you.

03:22:01.100 --> 03:22:03.100
Thank you.

03:22:31.100 --> 03:22:33.100
Thank you.

03:23:01.100 --> 03:23:03.100
Thank you.

03:23:31.100 --> 03:23:33.100
Thank you.

03:24:01.100 --> 03:24:03.100
Thank you.

03:24:31.100 --> 03:24:44.100
Thank you.

03:24:44.100 --> 03:24:45.100
Okay.

03:24:45.100 --> 03:24:46.100
It is 927.

03:24:46.100 --> 03:24:50.100
We are reconvening our open session portion of tonight's meeting.

03:24:50.100 --> 03:24:53.100
Is there a motion for exhibit A?

03:24:53.100 --> 03:24:58.100
I move approval of exhibit A.

03:24:58.100 --> 03:25:00.100
Is there a second?

03:25:01.100 --> 03:25:03.100
Motion by Carol Fox.

03:25:03.100 --> 03:25:05.100
Second by Bill Johnson.

03:25:05.100 --> 03:25:08.100
Any discussion?

03:25:08.100 --> 03:25:09.100
Hearing none.

03:25:09.100 --> 03:25:10.100
All in favor?

03:25:10.100 --> 03:25:11.100
Aye.

03:25:11.100 --> 03:25:12.100
Aye.

03:25:12.100 --> 03:25:13.100
Aye.

03:25:13.100 --> 03:25:14.100
Any opposed?

03:25:14.100 --> 03:25:15.100
Nay.

03:25:15.100 --> 03:25:23.100
Motion carries with one in opposition.

03:25:23.100 --> 03:25:27.100
Our next item is executive session.

03:25:28.100 --> 03:25:44.100
A motion may be made and a vote taken to convene the board of education and closed session pursuant to section 19.85 parent one parent F of the Wisconsin state statutes for the purpose of reviewing the expulsion orders of the independent hearing officer pursuant to section

03:25:45.100 --> 03:26:04.100
120.13 parent one parent E4 dot H dot of the Wisconsin state statutes of the board of education shell upon review approve reverse or modify the orders and

03:26:04.100 --> 03:26:21.100
we're missing something here.

03:26:22.100 --> 03:26:25.100
What is the.

03:26:25.100 --> 03:26:26.100
Okay.

03:26:26.100 --> 03:26:34.100
And section 19.85 parent one parent C of the Wisconsin state statutes considering specific personnel recommendations.

03:26:34.100 --> 03:26:35.100
Thank you.

03:26:35.100 --> 03:26:39.100
Is there a motion to go in a closed session?

03:26:39.100 --> 03:26:40.100
So moved.

03:26:40.100 --> 03:26:41.100
Second.

03:26:41.100 --> 03:26:42.100
Motion by Joanne.

03:26:42.100 --> 03:26:44.100
Ru seconded by Carol Fox.

03:26:44.100 --> 03:26:48.100
Mrs. Schop.

03:26:48.100 --> 03:26:49.100
Carol Fox.

03:26:49.100 --> 03:26:50.100
Aye.

03:26:50.100 --> 03:26:51.100
Aye.

03:26:51.100 --> 03:26:52.100
Aye.

03:26:52.100 --> 03:26:53.100
Aye.

03:26:53.100 --> 03:26:54.100
Aye.

03:26:54.100 --> 03:26:55.100
Aye.

03:26:55.100 --> 03:26:56.100
Aye.

03:26:56.100 --> 03:26:57.100
Aye.

03:26:57.100 --> 03:26:58.100
Aye.

03:26:58.100 --> 03:26:59.100
Aye.

03:26:59.100 --> 03:27:00.100
Aye.

03:27:00.100 --> 03:27:01.100
Aye.

03:27:01.100 --> 03:27:02.100
Motion carried unanimously.

03:27:02.100 --> 03:27:03.100
Thank you.

03:27:03.100 --> 03:27:09.100
The board of education may reconvene in public session in order to take any action if necessary on the items discussed in closed session.

03:27:09.100 --> 03:27:12.100
Otherwise we will adjourn from closed session.

03:27:12.100 --> 03:27:13.100
Thank you.

03:27:13.100 --> 03:27:14.100
Good night.

03:27:20.100 --> 03:27:21.100
Thank you.

03:27:21.100 --> 03:27:22.100
Thank you.

03:27:50.100 --> 03:27:51.100
Thank you.

03:28:20.100 --> 03:28:22.100
Thank you.