 At 5 o'clock, we'll call the order of the regular board of the case meeting tonight at the request of 15 minutes to join me on the pledge of allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. In number three, on both the agenda, I'm seeking a motion to approve the agenda posted. So moved. Second. Moving seconded. Any discussion? Hearing none, all those in favor say aye. Aye. Any opposed? Motion carries. The roll call finds itself present with the absence of President Guiani, who will speak for a medical procedure. She's here. On item number five, approval of the minutes, I'm seeking a motion to approve the regular board of education meeting minutes to September 28th, 2021 in the closed session meeting minutes by October 12th, 2020. So moved. Is there a second? Second. Moving second. Any discussion? Hearing none, all those in favor say aye. Aye. Any opposed? Motion carries. Item number six, student representatives for Jones Night by Sylvia Greene, the North High, and Nicholas Bicklemore. And Nicholas is on her way up, so she'll be right here. So I think Sylvia can surely start us off. All right. Sounds great. Hello, board members. I'm Sylvia Greene, a current senior at North High School this year. This is such a treat to be in person. I've been sitting in my bedroom the past year. So it's super nice. For those of you who do not know me, I am one of three children in my family. I have an older sister, Madeline, at the University of Wisconsin-Madison. And a younger brother, Gada Hoon, at Urban Middle School, who's in seventh grade. I'm super grateful for the opportunity to speak to you a little bit about how the past two months at North have looked. And please feel free to interrupt me with any questions or comments. Starting with some of the academics being back to school has been awesome. Just face-to-face is so refreshing and being able to build those connections with my teachers. And just being able to trust each other and go to them for help, and vice versa. Looking at this year compared to last year, one of the biggest differences I've noticed was masking. I would say in the beginning of the school year, roughly 30% of the student body was masked. And now I would say roughly 10 to 15% are masked. And for teachers, I would say it stayed pretty consistent around 50%. Being in the classroom five days a week has been a major positive for me. It's just another day of organization. And now what Wednesdays are actually really set for parent-student activity contact time, as well as clubs. As president of student council, we really are trying to generate that school spirit on Wednesday. So after school, we'll be like, hey, come join student council, see what's going on. And that kind of fun stuff. So student and extracurricular engagement is also so much higher than last year. So many students are wanting to get involved, which is great. And then finally, off-campus lunch and raider time is back in action, which allows for students to have a lot more independence, which I think is great. They can kind of choose and pick where they want to spend their time, if it means going to a teacher they need to find help, or even just at lunch getting out of the school for like half an hour makes a big difference. Looking at some of the sports and clubs at North High, things have opened up a lot. As a student who's very involved, I just fuel off of being back in school and having all these clubs up and running. I'm part of the dance program, track, student council, Delta, Blue Crew and Expo, just to name a few of them. And I'm super engaged and love the school spirit. Participation at events is through the roof this year. At our North-South homecoming football game, we had roughly 800 students there, which is the most I've ever seen in the past. So that includes like the students playing football, the dancers, cheers, band members, and then just the student section. And out of all my four years so far, I can say this is by far the largest number of students we've had. And then at our homecoming dance, we had about 1,000 students there. So for student council, we've raised a ton of money, which we're super excited to give back to the school and community. Another exciting new change to North High is our new Start Change Club. So, Clis, I know you've been actually very involved in a club. I think, correct me if I'm wrong, is it We Rise? Yep. Yeah, so it's very similar to that. And I've reached out to the advisor this week to kind of get a little bit more information on what the club is about. And she shared that their goal is to kind of evaluate student voices in the name of equity, justice, and inclusion, just to kind of help improve the community at North High. They see their goal attainable through research-based discussions and implements to create presentations and panel discussions just to kind of educate the staff, students, and even the community. Right now, they have approximately 20 students in their club, but they're looking to expand this. Sometimes during rate or time, they'll offer a session where they'll get maybe 25 to 30 students. So people are kind of just testing the waters with the club, and hopefully it's something that can just grow over time. So then, looking at school-wide events, last week, North opened up its COVID testing site for students and staff. And this week, we actually opened it up to the community on Thursday, October 28th. So this week, Thursday, we will be hosting a community volunteer fair called All Hands On Deck. So over 40 organizations from around Sheboygan will be hands-on discussions for volunteerism with students and community members. And talking to a friend at school, she was like, I wanted to sign up, but they're actually so full already. So that's exciting because a lot of students are interested in this, and we need volunteers all over the community right now. And then on Monday, November 8th and Tuesday, November 9th, all sophomores will be participating in the respect retreat put on by the Youth Frontiers Organization. And then the freshmen will be doing this in the spring. I did this as a freshman, and it was a super neat experience. We kind of got to know our grade level a little bit more, which especially is important for freshman sophomores who haven't had that exposure to other students in their grade. And it just kind of boosts self-esteem a little bit, which is all great. And then on Thursday, November 11th, North will be partnering with Area Veterans Association to Honor Veterans at Ceremony in the Field House. So there's lots of exciting events happening at North to better our school and community, so I'm really excited to see where that goes and more events are to come, which is also great. As for me, a student at North, I'm staying super involved through various clubs as I said before, and as a co-president of Student Council, we're very busy with just always finding new ways to engage the school. Also, as a senior, I actually just finished sending off my college application, so the first two months of my senior year were looking into colleges and researching, so it's finally good to kind of get that off my chest and taking a little break before scholarships, which is nice. But I'm super motivated to keep up the energy at the school. It's been great so far this year, and I just feel like I continue to meet and get to know more staff and students. That's awesome, but thank you so much for listening, and I'd be happy to answer any questions. Probably UW-Madison right now. That's one of them too. That's up there for sure. Something in healthcare for sure. I know I want to work with people, but yeah, healthcare probably. Thank you. It's so nice. Awesome. Thank you so much for having me. I'll go right into starting to talk about our schedule here itself. We went right back into FlexMod, so that was kind of new since our seniors are actually the only class right now at South that have had a full-year FlexMod. I think things have been going really well. We kind of switched up with the freshmen a little bit just to keep them a little bit more organized, so they're instead of scheduled into the commons. So we have usually, if you have a study hall, you go into the commons. They have assigned resources, so I think that helps keep them organized and on top of their schoolwork. And I think it helps with upperclassmen and sophomores just to not have too much hectic kids running around. We have this thing. It's called Conflict, so it's usually two or it could be three classes overlap. And so with that, we do have student-managed resolutions. I personally took the student-managed route because it could be dependent on if I need to take this class one day and then I'll come to another class late and just talk about it with my teachers. So we do have that in our schedule. I think students are handling that really well. Our school has had a few altercations between students. I think it was on the underclassmen side, but I think overall everyone's getting back into the swing of things. So I think it's going really good. For the athletics, we actually have a lot of good highlights this year. For homecoming, we had 700 kids, which again with North as well, that's our biggest turnout, since five years. And the dance was really good. Our DJ was actually decent this time, so that was good. Yeah, so that was really good. For volleyball, our senior, Maddie Ignacific, was voted player of the year in the RCC. And also our coach, Abby Sigler, earned the FRCC Coach of the Year honors, so that was really exciting. We had in cross-country two members, Alex, Daphne and Riley Brock, both qualified for state and will compete this Saturday at the state meet. And then for south golfing, Ava Woodstock was in the WIAA regional and sectional champion and finished 17 at state out of 78 golfers and she earned third team all state honors. So that's very exciting. I think athletics have been going great. I think students have that mindset of it's been like almost a year off now, you know, let's get back into it. You know, and I personally, part of being part of cheer and then being part of like aside from athletics, student council and red team, which red team is where we have upperclassmen kind of help around the school. We got to help with freshman orientation. I think everyone has that mindset of like making this year really good comeback year. So I think we all are doing really good with that. And of course, my favorite, we rise. I sadly would like to state that we did lose a member. Monce Cabrera was had passed away and it was right after her press interview, but she was able to be honored. Sorry, honored in the newspaper. So a good diamond to junior year. But we've been keeping up with the meetings. I think our momentum has kind of shifted with that, but we've been gaining new members and really pushing to continue her hope for that. I'm going into it. We also have a musical, which is a combined between North and South, and it's Mamma Mia, which I absolutely love. The sets look really good. They've been working hard on that. Opening night is November 9th. No, it's not. Yeah, it's November 9th. And if you guys want to see it, you can come actually during the school day at 945. So it'd be really nice if we could get as many people there, because I think it's new for a lot of our students here, and I think it'd be really good to get a good audience for them. And some personal observations I've had is that just overall, I think students are really able to come back with a healthier mindset. I think when it was virtual, it was a lot harder to see where everyone was at, but coming back to it, I think students are having better relationships with teachers. We have a lot of new staff on the board, and they're a lot younger. So I think that kind of impacts the relationship with students. I personally have helped hire some of these staff, and they've done really good, and I think I've seen really good interactions with them. So that's really good to see on my side. We've been having a longer advisory time, so our lunchtime kind of shifted. And I think that hasn't changed too much with how the usual school day is run. We go over regular announcements, and I think for upperclassmen, we're pretty much okay with that. I took the ECCP for just prepping for usual or later tests, and I think that went really good too. But I think that's good. Any questions? Sorry, I kind of ran through that. Where did you take that? Or where did you take it? Did you take it online? No, I took it in the building. We took it in just one of our gyms, and it was run last week Wednesday. So that's a good prep for a year. Yeah, I did it sophomore year, so it was nicer to just have it a little bit more organized in person. And was there a fee for that? Was there a fee? Did you have to pay for that? Yes, we did have to pay for it. I think it was $18. Okay. And we paid for it just before. Okay. Yeah. This year goes good. I'm about to get accepted into colleges of my choice and go into a lot of business classes. I'm taking a class right now at the Shibulton campus on business and environment, and I love the professor, and the class is really good. So I hope to keep up with that. I think senior year I should be focusing a lot on my early college credit program classes, because most of my credits are already taken. So do you have a profession after high school? Yeah, I want to be a real estate agent slash investor, and I want to kind of go into that. I've always had a fascination with that, and I also want to take law school, kind of as like a finisher. And so, yeah. A little bit more ambitious. Yeah, a lot of money is like, what am I saying? Yeah, whatever works. Yeah, any other questions? Yeah, so you mentioned there's kind of like a shift in focus, but we ride. And I was a growing, I was a conversation progressing, but you had a chance to meet with some local legislators at some point in the programming schools. Yeah, we have a meeting with Mandela Barnes again on November 9th, so I'm really excited for that. It's going to be a person in our first meeting. It went amazing, and we're all really happy. So I think that's going to really push our momentum because it's kind of slowed down. I know, like, I have a lot of student council meetings on the days where we're supposed to meet. And so, along with being virtual, I actually had time set aside for that. But I think we've split up into committees, so we're trying to achieve as much as we can. I think we might have spread ourselves a little bit too wide, so we are reconvening and thinking like maybe every other week would be the best. But I think overall, with getting new members, things are going to get more back on track. And we've, of course, focused on education and seeing if we can reach out again to the sixth grade. We worked with Mr. Renzelman on that. So seeing if we can touch back based on him with the curriculum. And then we're also going to focus more on our own district and our own school. So talking with, again, with all the staff, I think I remember mentioning that we did have an all staff meeting. So I want to kind of reconvene with the staff again and just mention, like, what are the changes that you're seeing after our meeting? Or what else can we talk about? And again, we have a really young staff. So I think just mentioning things like that is going to be really good focus for the group. Other questions for Melissa? We'll use the rest of your night. Whatever you'd like. Thank you. Thank you so much. Thank you. Thank you so much. Thank you so much. Thank you so much. We're going to item number seven, which is community input. Is there anybody here tonight? Here to address the board? Compared to address the board? Last call, anyone in the room who's here to address the board? If there are none, is there anyone online? Check right now. OK. Then we'll move on to item number eight, which is a superintendent report. Thank you. Good evening again. It's nice to be back in our normal meeting space and location. Just a couple of things. We have a local education paper that gets distributed across the state. Red Raider Manufacturing had an article that was highlighted pertaining to the manufacturing process in the fall edition of what we call manufacturing today, which is a subset of the statewide education newspaper where they highlighted a variety of school districts and what they're doing around technical and career education, especially around manufacturing, obviously, since it's called manufacturing today. We really highlighted the commitment to the flexible options for students, the career and college pathways, the resources that they can get both high school and college credit for, the ability to be able to go out and do job co-ops and work in our community to build those skills so that we can overcome a skills gap, but also right now the employment market, as everybody knows, is extremely competitive and extremely hot and needing workers for our local industries. So I want to thank Jason Duff and all of the teachers that work with Red Raider Manufacturing for maintaining such a quality program. Callista, excuse me, mentioned the North-South Musical, the student day where they're going to be able to see it is the ninth. The public performances start on the fifth, sixth, and seventh, and then there's the following weekend, the 11th, 12th, and 13th. That's Callista mentioned. It's in the South High Auditorium. You certainly can purchase tickets online at the North or South web pages. One of the things if you've been by the south side where a host construction project is going on, the walls are up. I should say three of the walls are up. The goal is to be fully enclosed, refined by Thanksgiving break so that they can start the interior work and then they'll work over the winter but they want to have it enclosed, refined by Thanksgiving break. And so they're well on their way. There's only two houses in process, and SASD is the walls are up, where the other house is, which is a Warner model, just has the foundation board. So it's very nice to see that. Speaking of relocating, moving, et cetera, you might have seen when you came in, boxes in our hallways, the first group will be moving to the new administrative services building. That will be the superintendent's office, business services, and our information technology department. We will be moving Monday and Tuesday. Two weeks later, we'll be followed by HR and Community Rec, and then two weeks after that will be Jake and the SNI team so that by mid-December we'll have all of the departments that are moving out on-site at our new building. I want to thank our current facilities and maintenance team, Dave Albright, and all of his team for doing the cleanup, the work, the minor renovations, working with the contractors as we had to install the fiber and change the door locks. All of those customary things you do when you purchase a new building, work with the town of Wilson, the DNR on our wells, all of those processes. And Mark's been facilitating that process and also all of the move in logistics for George E. Miller and then all of the technology side with Wayne Eschen. So that administrative team's been working and meeting regularly on that. So thank you to those individuals. Our anticipated first board meeting out there would be in early January at our first board meeting. We'll keep you posted as a board. We'll also be doing community information throughout. And with that, we'll open house or pre-meeting where people can tour and see the building. So we're working on those plans. Right now, some logistics, some of the equipment like we have in this room that we'll be putting in that room, as well as the furniture. That was one area where the furniture, we were not able to secure that furniture. A lot of those items are well behind the supply chain. But we are shooting to have that meeting in January. We'll keep you updated over the next month. I want to congratulate Ryan back on October the 5th. Ryan and I attended the WASP Regional 8 meeting and as for the public and those in the audience that as board members attend events serve on various committees. They earn various points and there's a level system of celebrations one through five, level one, two, three, four, five. And so you keep going up as your years of service and your participation. So Ryan was awarded the level four award for his work, especially around the policy committee and those things. So thank you, Ryan. I appreciate all of those. Thank you. We're short for enough generators to give you an award. That's really what it is. Thank you. And then a couple of community partnerships. One of the things we talk about on my goals is that internal external relationships. So we continue to meet and we have various teams this afternoon. For example, Kevin from SELF and Nick Collins, Mark and I met with Shoreline Metro to problem solve around some of our student transportation concerns and how we use our Shoreline Metro contract. We work hand in hand with the chamber on Saturday, October 30th. The chamber will be hosting their community and business expo. The previously has been at Blue Harbor or other venues. They're trying to get it out of the hospitality sector and into a family-oriented fund activity to get families engaged in what are community resources and opportunities. That will be taking place from 10 a.m. to 4 p.m. right at South High. One of the special treats is SELF that has in their clubs and activities. In this case, the South High culinary students will actually be working, selling delicious snacks and be able to gain a little resources for their endeavors as well. So thank you Kevin and your team for wanting to host. Their hope is that they would trade off between North and South on an annual basis if this goes well. So again, a way to utilize our community resources for our community. So that ends my report. Any questions? What kind of issues have you been having with the shoreline metro? Is this the first that I've heard that there's been any potential friction points or trouble? You know, Ryan, we meet regularly with people that we have and groups that we have contracts with and we work with. In this case, we did have a few student-based issues. Obviously, you heard the both Sylvia and Kalista talking about kids are excited to be back with their friends and socializing. We've had some of our students because we do provide unlimited access to our students as part of our contract. Unfortunately, we've had some students that have taken advantage of that and we'll ride around town, we'll hang out at the transfer station and so it's good for us to talk about if there's problems arise. Let's address those and tackle those before they become serious issues. So again, I think we've really pride ourselves to work with our agencies and governmental bodies to provide the best services for our students. Thank you. We'll move on to Miscellaneous Item A. Before we start this agenda here, I just want to make everybody aware that tonight is also our budget period which is posted at 7 p.m. So regardless of where we are in the agenda, we will stop at 7 p.m. and open up for the hearings. If we get ahead of it, if we clear all the miscellaneous and it's about 9 p.m. we're going to jump down and then zoom in afterward but just be aware that at 7 p.m. we are going to fill in our budget period. But Item 9, this one says A, is our safety drill update. Yeah, just real quick and simple the dates of the drills. It's a state mandate that we report this to you within 30 dates of the drills. So this is a date that each campus held its Alice drill school safety drill and then the link at the bottom is the Google sheet where you can click in and read any comments of principles left as to how the drill went what it was, etc. But this is your notification as amended by state law. Any questions? Which is the third finding role of the court? With returning back to here we are going to be presenting a few of the reports up on the screen and access on your computer. I think probably the easiest way to handle this is just for you to interrupt. If you have any questions I'll go through these slides pretty quickly and hit on a couple that I think are probably more important than others. So third Friday right is our total FDEs. The way that we calculate third Friday for a student is they can either attend on third Friday or if they have to attend a day prior or a day after. So literally a kid could attend the first day of school and the last day of school and we could count them. But for third Friday we have to set that cutoff date and then as some of you may know you end up, I think Mark is the one that signs off on it. We'll do addendums throughout the year if we add kids who were maybe truant or out for that period of time. So I think we added two or three already since doing this PowerPoint. So our enrollment came in at $9,592 a little lower than where we were last year and we'll kind of talk through what that looks like here. So it was about I had actually projected a little less than this. Our numbers overall I would say are fine with the exception of what concerns me is 4k and kindergarten, right? Those are pretty small classes and have obviously been much larger in the past. Kindergarten last year was I want to say around 550 as well. It's hard to know we can't just say we went from 550 to 618 so we added 68 kids. There's a whole lot of movement within those numbers so our third grade maybe got five kids but we probably see 35 third graders move out and 30 move in type things. So there's a lot of movement within these numbers but those younger ages being low that's obviously going to set off a chain of events if that continues and I think that's what we're seeing throughout the state. We're a little better than most districts our size when you look at what they've done with enrollment but even districts that were really growing sun prairies of the world, things like that have put a break on some things because of the decline so trends are what they are but here you can kind of see the differences between 2021 by schools so you're not seeing much of a difference there at our high schools north and south hold in their own Warners obviously up a little bit and they continue to grow as kids want that kind of line option our middle schools our middle schools are down but they're down a lot less than we thought they would we've gone a number of years where we used to figure in about 20 additional kids in sixth grade we were down to 3 year average of really there being no difference between fifth and sixth grade and this year we saw again a bump in sixth grade so we were up about 20 kids more than we thought in sixth grade we were spot on for seventh and eighth grade the numbers are lower just because that sixth grade class is lower than the eighth grade class that left so that was that piece and then our elementary schools pretty normal to see them bounce within 10 to 20 kids and they are where they are again it's just that those YLC numbers are not not the best so there's our elementary sitting at 4563 kids school at 1964 and then our high schools at 3065 yeah you're just seeing those small classes yeah yeah it's I talk with a lot of districts about this and the one thing that you can do is you can hire a firm to come in and give you some projections and they've all said the people that have used them if you really got to do something if you have to give your board something go do it but good luck I certainly wouldn't bet on those numbers and it's because of the reasons you say everyone throws stuff against the wall our birth rates are down there's nowhere to build within Sheboygan there's tons of building going on in coal where Sheboygan falls open enrollment how much they're going to take the variables are just right through the roof and then you throw COVID in there and some people are mad that we weren't masking some people were mad that we were I look at every single one of those forms and their rationale that the parents give there just isn't they're all one-offs right before I came into my role I remember Mark Holtzman we paid secretary of time extra to go through and kind of do in exit surveys and what came from it was exactly that it was just a bunch of one-off stuff and no real strong themes as to where where parents were going or why it's a lot of it just works better with where I work it works better because of sports it works better for this or that so we can always do that we're happy to do that but I think we kind of get the general picture here race ethnicity about the same white population up a little bit I believe our Asian and our Hispanic population were down to touch third Friday enrollments for introduced lunch held steady so that was nice to see we had been on a pretty steady increase right 49-54 55-59 we were really hoping to not see a 62-63 percent up there and we're not I think if you talk with our staff poverty is probably the biggest barrier to education right are you determining the free and reduced lunches because aren't we providing free meals for all the kids yeah the kids still do the paperwork and they still get there's direct certification and there's a number of ways they a lot of different reasons title buildings get credited for essentially having those kids so buildings really push for that paperwork to get filled out but you could be right that number could be artificially low but we've had direct cert schools for 3-4 years now where they've been 100 percent served and things of that nature but generally speaking those principals really want that title money third Friday enrollment for open enrollments you can see a net of 48 which is kind of gets us back to the pre-COVID levels this is another one where I think again we could have conversation around this if this was something that we wanted to address I think the number is 3-4 one we're losing students to other districts we understand that two we cut enrollment of special ed students right and we did that about four or five years ago and that law changed so if we reopen for special ed that would we could get that number down probably 15-20 kids unfortunately we can't hire enough special ed teachers and EA's to help students that we already have so I don't think that's a wise idea but it helps explain some of that gap and then obviously Mark can explain the financial part to it if anyone has questions about that but it isn't really a financial hit to our district necessarily either so we're always interested when families leave as to why but I don't know that that number is a huge, huge deal to us given the variables within it so there's our state open enrollment in 233 coming in you can see the sizes of the different classes and what that looks like you know it's just you can't make these numbers just surprise me so much this year because you look at 4K where our numbers are low but it's our biggest class of open enrollment in other than what we're going to graduate in 12th grade this year so it just doesn't make a heck of a lot of sense and it's just so many variables there open enrollment out didn't lose a ton in 4K I expected that number to be huge and wasn't so that's a decent deal if you look at that you know 26 to 30 but in that negative 4 for 4K not a head place to be in I think we're probably about even now because we've added some 4Kers as well and then you can see the other grades usually between 30 and 50 this is where they go and where they come from so these are the ends Sheboygan Falls is always the biggest for us but we draw from a number of different districts and then our which colors always are our biggest out I don't know if the clearings is going to help us out there at all if families will stop or if color will stop accepting open enrollment there was rumors of that for a while that's their new subdivision to clearings yeah sorry so we'll see but we just keep plugging along there and then the non-public schools obviously Christians got a new campus and we figured that they would see a boost this year and they did so this is probably the slide that helps most with that they went from 3-7 to 4-19 with their net at some kids the vouchers continue to to play a role there and Mark can talk about that from a financial standpoint Jake we know out of those that did transfer those that increased from Lutheran and from Christian do we have any idea whether or not we're SASD students or SASD families that have been or these families from outside the county they can be from anywhere we're still trying to get the numbers specific to the schools and I think we're close to having those and I can certainly bring that back to the board at some point in time Jake it would really be around those factors if we went into the district and she was at school it could be open and roll or coming from another district outside of us or it could be from us that would have come from those differences that 4-19 could be kids that live in Mantua right no I get it knowing that that was always one of that's been one of the things that we would hear I think well I'll go to Christian I'll go to Lutheran because of the masking issue and I'm just curious if that would prove or disprove that theory yeah I mean obviously we didn't mask this here I think they're looking at it do they have anything? yeah and they keep raising those you'll see in the budget and Mark will be able to address that in the budget presentation start and interrupt when I feel appropriate okay so I want to thank you for giving me the opportunity to share these results with you as you know me being new to this position I'm going to do my best to talk through what we're seeing right now in relationship to our assessment data and we're going to compare it back to previous assessment data that we have access to we're going to touch on why we're going to use caution on with that but I do have to say I look forward to sharing also our district and our school report card from the state we're hoping for those to be released in middle of November and then putting that on the agenda to share out with you as well and then we're also going to share out our secondary level panorama SEL survey data it was an optional fall window so any of our schools could participate but our secondary took us up on that so we'll talk through those results as well and see where our students are at as they return to school let's see here how about these bullet points that I pulled directly from our DPI wanting us to just have an awareness of our state assessment so as you know our state assessment tools are meant to be a common measure of achievement across students in our state we do see an impact as a result of COVID on our assessment scores both in our district and across the state something is to consider we were required from the state to proctor those assessments on site so there wasn't a virtual or an option for students to take those elsewhere they had to come into the building to take those assessments so if they were a family that had chosen to do virtual instruction for the school year we made arrangements with them to come in but it was their choice to opt out so keep that in mind and then another piece here that you're going to see pop up throughout the presentation is just kind of a cautionary tale of this data is really hard to compare to past year's data and somebody had asked to be real clear on kind of that why so I'm just going to touch on a couple of pieces before we get into the data so recall that in 2020 the U.S. Department of Ed said that districts did not have to administer an assessment in spring because of the closures across the country so what's that impact that impact looks a lot like students not having an opportunity to have that testing experience and we know testing experiences bode well for future testing experiences so they're not becoming familiar if they're a new third grader first taking that level of assessment or it's not reinforcing the assessment that they've taken in the past another thing that we should think about when we're looking at the data is there has been some version variation and what I mean by that is our forward exams last year they eliminated the text dependent analysis which is the long writing part of the assessment so by removing that the assessment is not identical to past assessments that we're comparing this data to another thing fewer students took the tests this probably is the factor that they want us really really to think about when we're looking at this assessment data because it's going to influence the validity and comparability to state test data so the amount of students we had participate comparing to students that tested in another district when we get to that point when we're looking at other district data again those reasons for why that happened well in person testing only a lot of parent choice not to send students into buildings to participate just an example to paint you a picture for the forward exam there are 835 Yale students that could have tested in third through eighth grade 258 of them or 30% of our students chose not to test so when we look at that data it is not representative of our whole district how was that compared to previous years so that's a very good question so in previous years we talk about more like 5 to 13% on average just depending on the circumstance but more likely we have as a district whole 95% of our students participating in assessments during a normal year another piece here is when we're looking at this sample in this case the students who took the test comparable to our whole district population statistically speaking when you compare data kind of to that point you are looking for that 90 to 95% participation rate to consider the assessment a valid representation of your district a good example again for our ACT our economically disadvantaged students make up 63% of the students who could have tested but only 47% of the students took the test of that group of that subgroup so again just keep those pieces in mind as we're walking through this data you know I think we've done a good job as a team to share with you what we're doing to address these these significant assessment concerns as we shared in our plans last spring in September we're triangulating data that means as we're looking at multiple measures we have from our assessments this data being one piece of that to meet our students where they're at while moving forward with grade level content instruction so we're doing a balancing act in classrooms where we are looking at where our students are at and intervening there while also giving them their grade level instruction to keep us moving forward we're also looking at general patterns from this data looking for areas of greatest need to help us best direct our federal funding for recovery and finally our teachers are working hard creating flexible groupings in the areas of math and reading specifically while considering the strands of the assessment data that seem weak they are using frequent checks like the quizzes of the past but new versions of that to understand our students need and to move forward so with that we'll move on to ACT I'm going to jump in Kelly just before you get into the numbers and just kind of give you a general understanding of where we are with this so we we didn't we never want to paint a picture that tries to make it look like we're trying to do any fuzzy math but what you need to understand is when you start comparing this why it's so difficult this year is participation across the state was down right so you have a district like MPS that is tested about 50% of their kids right and that's 80,000 kids so 40,000 kids didn't test they don't get put into that state average so the state average becomes a really difficult piece to hold yourself to because it's not the normal group of students that you compare yourself to so we always like to say year over year what happened in comparison to the state because the test can get scored differently every single year right that's the one balancing act is to always say well yeah whoever's scoring it can change from year to year what they look at can change but the difference between what we score and what the state scores is a pretty pretty good indicator of how we're doing that's out of whack this year the other thing is you can look at district to the north of us and they got 95% test participation rate and they have like 22% of their kids advanced proficient something like that right if they tested those other five they could possibly come up from 22 a little bit you know maybe a percentage if they all you know are advanced proficient we're at 30 you know in the mid 30s depending on the test but we got 20% that didn't participate when we're dividing right when they're doing that number they're literally taking the number of kids advanced proficient and dividing it by the total number of kids eligible so if the 20% of the kids that didn't take it if if one passed it would help us right like it's not like they all and if it kind of stayed at the same ratio of essentially advanced proficient to basic minimal that would push our numbers up you know 38, 39, 40% we can want to throw that up there because we don't know and what we do know is some kids did online and they opted to go online for the whole year and it was about 30 32% of our population and they did well online other kids really struggled to go online but they stayed online they didn't do the hybrid approach and when we look at our tests and we can pull certain groups of kids those are the kids that are really struggling this year so they're targeted you know interventions to help those kids but that's the difficulty of the data this year. Looking at ACT we have again you're going to see this just I'm copying and pasting it right from the dashboard that I get my data from so again just for us to use caution when we're looking at this for ACT in particular 13.5% of our students did not participate within our district compared to the state of 11.7 when we look here we do see that there was a significant drop in our ELA scores those are in relation to what the DPI considers advanced or proficient so they chose a cut score and they utilized that information to determine the number of students proficient so we did see a drop in ELA however we did not see as significant of a drop in math in comparison to our in comparison to the district you mentioned cut scores did they change how did they remain the same remain the same yeah and we never in past just for past board members we never really cared about the advanced or proficient part of the ELA or math we always look at the scores right so that's the that's the the two pieces here the state has to put advanced or proficient because it works with every board guard but it's much more telling to look at the individual scores in each of the content areas to get a feel for where we're at right so when so this is the data jakes talking about that is is important to us to glean information from so the drops are comparable to the state in both math and English the district is slightly better fear slightly better in the area of reading as far as again the significance of those drops as I said drops across the board statewide a larger drop in the area of science and our composite scores for for those areas so again this slide advanced and proficient they're going to be dividing right by the number of kids who were in the population so we're going to get dinged there a little bit this slide they're not doing that with the scores you're just getting the scores for the kids who test it that our scores are probably a little better than they would be had we tested everyone for the composite they're probably a little bit worse than they would have been on the percentage of advanced or proficient so for a spire it was one of the tests that we did not administer in 2020 because of the closure so then again they have this up here for you to read specific to that the district here different from ACT had 26.7 percent of our students opt out so one of the things that could have attributed to that was the time frame of the assessment possibly ACT happens earlier in the year but yes 26.7 percent of our students did not participate in a spire compared to the state at 21.4 looking at this data the state saw a drop of 10.5 the district saw a drop of 12.4 in the area of math for ELA the state saw a drop of 8.5 the district saw a more significant drop of 13.7 percent of students that are proficient just kind of a side note with this spire so as the state has used a spire as their ninth and tenth grade assessment they have seen that it is not a strong indicator of student success beyond beyond high school so the DPI is currently reviewing that state contract for the ninth and tenth grade assessment it should be shared that to address this disproportionate impact of COVID-19 we are making a new tool available to all students in grades nine through eleven during a scheduled school day this tool is the pre ACT we're giving students an experience with the format of ACT along with retired ACT questions to prepare to meet the college and career readiness standards so this is a shift this is something we are doing as a way to make college or who's not college but ACT prep available in the test experience itself and we're looking at some further things to do with our students so that they're better prepared for the ACT in the spring. This is cool just so you know when we talked about this we asked I think for like $50,000 to be funneled in this direction knowing that this would likely be the case so all our freshman sophomores and juniors will get to take the pre ACT this spring it's like 15 bucks a kid and what comes from that is they keep the booklet which has all the questions in it and then they'll get return the scoring and it'll tell them exactly what questions they got right and the ones they got wrong so they can go back in they can look at the questions they can ask their teachers teachers love looking at it because they understand what BCT means rather than just looking at a standard they can actually look at the questions and then they can obviously improve upon it so there's a really nice piece there it tells them their projected score that's like within a 98, 99% accuracy depending on how many years out they are and it also gives them that chance to sit down and take that test with a paper and pencil and get some of that anxiety out before they walk in and take it for real so that's a nice piece that we're doing for our kids there and we appreciate you allowing us to allocate funds there for an exam another assessment that wasn't administered in 2020 for us in 2021 we had 20% of our students participate district-wide within the state they had 13% participate as a whole for forward exams we did see drops across the board in proficiency again in the areas of math and reading as did the state and those numbers they're pretty comparable between the state and our district we did break out our elementary school results that advanced and proficient level if you look again 1819 is there for you to review next to 2021 and we also added the star 360 assessment that we administer to our students for both math and reading this year you might remember we added first grade and up so prior to that we were doing that with second grade and up but when we look at the student growth percentile range we're looking for students to land in that 35 to 50 range the state would say that that is reflecting good growth of our students and if you look there we see our students are landing within that range so again when we're looking at that triangulation of data between forward and our star scores and for example the elementary or fontis and penel data we get a more clear picture of where our students are at looking to the middle school level broke those out as well and you can see similar types of things you know I think if I were to kind of summarize you know I do understand that these results are sobering certainly you know our recovery requires some extraordinary effort the resources like we spoke to how we're utilizing some of those today and of course we're going to have to be really innovative over the next couple years to really take in what this means and to support our students where they're at today questions on that and remember just for new board members that star SGP is really a neat number because what it does is it takes a kid who tests in third grade and scores a 150 puts that student in a cohort with other kids that test within two weeks of that in third grade and also scored 150 and then it compares that cohort across the year right so you know how they're doing compared to their peers so that 35 to 50 we like to see it closer to 50 than 35 obviously but that's a very concrete number as to how they're doing against their peers and allows us to understand how we're doing how we have time going fast for the panorama survey results just want to touch on that over 1500 districts utilize the survey across the nation all 50 states over 12 million students participate in the survey again remember that we said our 6th through 8th and our 9th through 12th grade schools participated in this if you look at the data there you'll see both a percentage of the results of answering favorably at that middle column and then you'll see how that information compares to the you want to skip back one there you go you'll see how that district compares nationally so you can see we have some positive results an example of a question for emotional regulation when things go wrong for you how come are you able to remain we did see an increase in a favorable response for that type of question or like self-management how often did you get your work done right away instead of waiting until last minute we hope that's an impact of being back in school working more closely with teachers but we did see an increase in a response rate for that one as well this is something that our schools are able to dig into and get more information about how our students are answering similarly in 9th through 12th grade our schools are able to look at this data drill down to where our students are at and then actually go into panorama that has built in strategies and lessons that teachers can use the other surveys there's two surveys embedded here the other one is student support and environment and you can see that 6th through 8th grade is broken down by climate sense of belonging and teacher-student relationships positive note our teacher-student relationships are up for placing us in the 60th to 79th percentile compared to others nationally in 9th through 12th grade our school climate is up for compared to and then in comparison though while we love to celebrate that growth we still are landing in the 20th to 39th percentile for that area so that is something that our high schools are aware of and as you have heard from Sylvia and Calista they're excited and they're working on those kinds of things building back that climate in their schools I did include a slide here just about why this matters so by knowing where our students are at we can develop the skills so that these pieces can be met so a big celebration of a student feels connected to their teacher more likely to use the ideas from their class in their daily life all of those pieces are celebrations that our SEL surveys help us to build that student capacity and build those connections back to school finally last slide because I know I'm over my time we did keep our raise our hand feature it asks this specific question would you like to talk privately with the teacher counselor or other adult from your school about how you're doing or for extra support so both at our 6th through 8th grade level and our 9th through 12th grade level 10% of the students who participated in the survey said yes and what that means is a school counselor or building principal was shared their name and that adult circled back with the student in a very quick manner and had that conversation about what kinds of supports do you need so we want to do that for our students because it's another avenue for students to advocate for themselves so that's why we thought it important to leave that optional question in our survey thank you Kelly and for the first go round it's a lot of information and we'll look forward to hearing from you on the state and district report cards so thank you Kelly thank you Jay for your expertise as well I just wanted to well Mark's getting started I just want to alert the board so that you know if you were paying attention to the screen there I was doing some things for some reason the meeting the zoom call online did not start the way it was supposed to start and so I was troubleshooting finally now operational and starting so I just wanted to know but just a reminder for those people who are now logging in and for you as board members because this is our end of the month meeting it's also recorded and put out on TV20 so that we have changed that practice as well but just to get some feedback somebody says I wasn't able to log on right away that's why we have some technical difficulties I don't know in result alright presentation of our budget we do the bulk of our budget work and building in the spring we come to the board in June so that we have gone through all the additions of subtractions to the budget and we pass the preliminary budget in June for the start of our fiscal year on July 1st the reason we don't officially approve the budget of course is because we don't have our pupil count numbers until October and we don't have our general state aid numbers till October and we don't have the equalized value of our school district until October so we wait for all those items to come October 15th and then we're able to put together our tax levy and items like that this presentation will be you'll see a lot about how enrollment affects revenue, how state aid affects our revenue and then we'll get into some other items like our debt service how the private school vouchers have affected our tax levy etc so again just stop me along the way if you have questions or you can go back to so again we're under state imposed revenue caps and that really limits the amount of revenue the district can have from two main sources general state aid and tax levy and those revenue caps are calculated on a three year resident enrollment average so when Jake talks about enrollment numbers he's talking about kids in the seats we talk about enrollment numbers it's kids that live within our district whether they go open enroll out or if they're here in our district we don't count kids that open enroll in from other districts so you can see up here our shaboying area school district enrollment average is 9,829 and then that amount is calculated by our per pupil state and that's $10,791 and again there was no increase in that amount for this fiscal year the state does allow for a declining enrollment exemption if your three year average is less than the previous year and since we are in a declining enrollment we have that exemption again for this year how long can you extend that? 4 years in a row is an exemption every year it's always an exemption equal to the previous three year average so as long as your three year average is less than the previous three year average exemption Mark, you just want to address a little bit about what happens on the flip side as you gain students so when you gain students because you've had that exemption you aren't always getting the $10,000 for each new student you add because you're crawling out of that three year average so it takes a while to get out of a declining enrollment exemption too so it takes several years of adding resident students to get out of the declining enrollment and we'll have a chart later it kind of shows what we've been doing the last three years so you can see 3rd Friday student count around 72 students that's less than 1% our summer school though you can see really rebounded this past summer so 2021 all we had to offer was the virtual summer school program it took quite a hit on the FTE but it rebounded nicely this year so that was up 33 FTE and there's a formula of the state which is based on hours classroom hours and then it converts that into a full time equivalency so we had way more than 58 kids we had hundreds of kids involved in that but that's just a full time equivalency number so the total FTE was down 39 and then our three year membership average was down 139 this year and again that is why we qualified for the declining enrollment exemption the amount of revenue we get per student did not change for this year and at one point there was some categorical state aid put into place where you were paid per student in this aid it was not part of the revenue limit formula that's at 742 per student and that has not been added to either so for this year we had 0% revenue limit per student increase and in the biennial budget there will be no increase again for next year's slots going to make it extremely difficult for districts around the state especially when you look at inflation consumer price index increase during last July to this July it was 3.68% and it's only gone up since then so we're in a high inflation period with 0% revenue increase very difficult here's just a graph showing our FTE enrollment trend and then this is our three year average for the last three years so for next year 0.223 you'll see that the 2019 enrollment will come off so in order for our revenue, our three year average to go up we'd have to have more than the 10.032 next year which would be quite a jump from our current 0.9708 so general state aid is an important factor in our tax levy and that really is determined by your property value per student so our equalized property value went up 3.2% so that's the property value within our district boundaries so it did go up but it was below the statewide average increase of 7% our aid general state aid did increase 3.6% this year and then another aid that we get is for districts that was reduced for this year and that one would remain the same for next year that's always a two year number that you get from the state so that was decreased and here's just a graph showing our equalized property value so you can see after years of declining property value we've now had six years of increase in property value within the district and then our general state aid trend so usually you see when you have state aid go up for a district their tax levy will come down that's generally the case but the last couple of years we've not seen that because of private state vouchers that we have to tax for this year we did see our levy go down even with an increase in vouchers because the state aid increase was quite a bit more than previous years you can see about 3 million dollars there we're heavily funded through general state aid 73% of our funding is from state aid 27% under the revenue cap is from local tax levy and we're more heavily state aided since our first student is below the state average it's important to remember that when we get as this year we got 3 million dollars more in state aid that does not result in any more dollars to our budget it strictly reduces our property tax levy so when the state sets a revenue cap for us this year was 113 million what we do is we wait for much state aid we're going to receive the 82 million and then we levy for the balance so increases or decreases in state aid don't result in more or less money for us and that's a general misconception we've even seen press articles written about district receives 3 million more dollars that's not the case we receive more state aid and then we have to reduce our levy so just an important thing as you're out in the community if that question comes up you can see our tax levy and I've broken this out for the levy that is used for the SASD budget that was decreased by 8.6% this year but the tax levy that is on our tax bill for private school voucher programs increased 28 0.3% so it's almost a million dollar increasing in this year that we will have to levy we levy for it that amount is taken out of our equalized state aid so keep saying we have to we don't have to we could reduce our budget by a million we have to pay that to the state we're still choosing because the law allows us to reduce our tax because that was withheld from us but we could certainly choose to cut that out of the budget in order to because of this money that's not coming into us correct I think at the flip side of that remark what $4.3 million do we have to spare what staff are we cutting on building and we should I got $3 million in post retirement benefits that would go a long way to cover it then those are funded well if we didn't have what we would be and I guess the other clarification just for public's knowledge is that this $4 million isn't covering vouchers just within should weigh them it's just our students in our area for the vouchers in our area it's just in our district family they thought that was always taken out of the state percentage if you want to address that Mark just how they calculate that they look at students that come from our district boundaries and then they take the voucher amount that they're receiving from the state and then they allow us they take that out of our state aid they basically pull that out of there and then allow you to levy back up to where you would have been to make you own so we get a listing of the kids that qualify for the vouchers currently the way the voucher program is set up each year the floor of what the family could make has been increasing so let's start out with you had to be at the poverty the fruongest lunch poverty level it's currently at 300% of the poverty level families apply one time when they would like a voucher so if they wanted a voucher for their student this year they would apply that school who's accepting vouchers they apply they need to submit their income verification once they are approved there is never an income check or verification after that that's the way the state law is written so they parents have to approve that one time that income level 300% poverty level will be going away every year it's been going up it will then go to unlimited income for the families to qualify for the voucher that money goes then directly withheld from our state aid payment and then it's redistributed to the schools here in the Sheboygan area school district boundary of kids to do that some of our schools locally have 30% of their kids are receiving vouchers and some of it's 100% of their kids are receiving vouchers to attend there from a public school standpoint I do have some concerns about some of the laws that apply to public schools in terms of transparency of funding the way that we need to present budgets and documents and so forth that do not or are not applied to our voucher schools so the voucher schools don't have to have these same types of budget discussions and the transparency of money even though it is coming from the same property source currently we have tried and tried to work with our legislature legislators also on some transparency around that dollar number so that on our tax bill it says the Sheboygan area school district tax level is blank it doesn't discriminate between what we're levying for the district versus what's being levied as a part of the voucher program so that's a misnomer out there as well but that's the way the program works we've seen that across the state in terms of the pool of money so the money is coming from the same pot of dollars that are all the public schools and now all the voucher money is coming from the same pot of money at the state level just two questions on that one is there a deadline for a parent to apply for that voucher and two when does it go unlimited as far as income it goes unlimited in a 24-25 school year in terms of application there's an application process you fill out through on the DEPI website and do you know what their deadline is so let's say the day before the school starts they decide to apply they send their child to a private school they could still get the voucher right to believe the third Friday is the deadline to apply so it's worth noting that they move their child back into a public school really particularly in the 20th to 2018-2019 they give two and a half times the funding for child but they're still not required to be able to see my future parents that we are we're still known for meeting those federal mandates and then a lot of times they don't support for those kids sending them back to public school to keep all those dollars that were taken how does that work let's say right so they've gone to the private school up to 8th grade and now the child comes to the public school for 9-12 then it's just we count them as any other student in part of our budget process but then they're out of that voucher program correct they can always reenter but that's just some concerns we have just around the state funding formula and how that goes I don't want to be little or be great the whole process because I believe in parent choice stability and we care very much a choice district we've talked about that often I just get concerned when the when the way that the dollars are calculated and the expectations and the rules that we need to play with are not on the same level playing field that causes some concern and I think there's just not enough public knowledge just about how the program in general works in terms of the accountability measures that Kelly was talking about versus the funding mechanisms and the whole everything in between so I don't want to sidetrack I guess Mark your presentation for us but that's just a point we're going into private school tax levy I think it's important just because there is no transparency on the tax bill and that's kind of why I included on here because I think people need to understand that our tax levy this year fortunately is going down on the overall tax levy you'll see there's going down 5.3% but we've had years where our levy for our budget has gone down but we've had to have a tax levy bill as well with an increase but yet there's nothing on that bill that explains that part of that is not for our budget so just to get a better understanding of this number though the four million dollars for the voucher program what roughly is that per pupil what's that amount per pupil they're getting it roughly I think it's like 8,000 something now per pupil it's a little slightly different for high school so it is less elementary it is less per pupil than what we're getting in our 10,000 but also services such as transportation that we're required to provide special education services we're providing and services to the dollars that are like our title one dollars those private schools who are in the voucher program get all those services that all come through us without additional dollars coming to us so there is a difference in the dollar amount but the services they're getting more paying for many services so in essence though we're still at least retaining the $3,000 difference for those kids being counted within our district no we don't get to count those kids we only count them if they open a role to another public school so nobody is getting that amount we're putting the whole bill and there are special and the last thing on that slide is just our mill rates so that's our tax levy per $1,000 property value and that is a 74 cent increase which is good and that's a result of our levy being reduced and the property value within the district right now so it's kind of a combination of those two things so here's our levy history broken down by our different funds that we levy for so we levy for our general education fund and then you can see the private school vouchers levy and you see how that's really grown back when that was introduced in 1617 our general fund levy was 27 million private school was less than half a million and now it's over 4 million for private schools and 22 million for our general fund we also levy for our debt service you'll see that increased quite a bit this year that's because we've had a reduction in our OPEV expenses in our general fund and now we're using that money this year and next year to pay off the OPEV borrow that we did so both that debt service that was for the OPEV that was non referendum debt which counts under your revenue cap so you'll see a decrease in our general fund expense but an increase now in our debt service fund capital expansion we had no increase this year for that again our goal is to get that to 2 million dollars because that's what we need every year to keep our buildings repaired and maintained community service recreation fund no change to that levy and then you'll see our total tax levy again down 5.3% again here we're just comparing the levy used for the SASD budget compared to private school vouchers you can see our SASD levy has decreased narrowly the previous four years quite a bit this year you can see again how that private voucher levy has increased dramatically over that same time period here's our tax levy trend over the last 10 years again the big drop this year was due mostly to the increase in general state aid here's our mill rate trend over the last 10 years you can see the property values within the district have gone up our mill rates decreased with the zero increase in state aid do we anticipate that share of property levy has increased in the coming years well general state aid it's flat yearly so we're expecting that to increase our tax levy it depends on how our equalized value compares to the rest of the state next year whether that general state aid will go up or not so it's hard to tell I was a little surprised with all the construction you see that we were below the state average this year because last year we were up like 9% so it slowed down a little bit now so it'll be interesting to see where our property values go next year here's just a summary again of all our different funds that we have you'll see the total budget number up there that you'll be passing the total levy amount and the total budget amount in item K in the agenda here you can see special project funds that's a lot of our donation funds things like that there's no levy for that fund and then our food service fund there's no levy for that it's self-sufficient and then the next couple slides are just a copy of the budget adoption sheet that will show how you would adopt the budget for next year expenses by functions that's basically what purpose the funds are allocated for 58% instruction 31% support 11% non-program transactions things like open enrollment and some of those other expenses and then expense budget by object that's what we're spending it on see the bulk of our expenses our salaries and benefits purchase services is next and then a little bit for supplies and equipment and then the 1% is other and like our liability property insurance some of the highlights from the budget that we passed back in June so we're maintaining 11 teacher positions using the S or 2 grant funds these positions can help lower our class size this year and kind of help with some of the remediation efforts needed due to the pandemic we also added 3 additional virtual elementary teachers using those S or 2 grants and then one of the reasons why we were able to balance this budget is that the overall increase in per pupil revenue from the state was that we had no medical insurance premium increase for 2022 so as a lot of districts struggle with anywhere from 7% to 15% medical premium increases that's a big portion of their budget so for us to be able to hold steady on that is a big plus we're self-funded and having a very robust wellness program here and certainly our employees buy into that and we have a great program again it's a model across the state that people try to follow what we've done here and we're pretty excited that we can go with a 0% for 2022 and we're really an all-blier across the state they don't have enough employees to be self-funded so it's very hard for them but even some bigger districts that are self-funded have not seen these low premium increases because I think they just don't have the robust wellness program or the buy-in to get people involved so we're very fortunate here depending on what the expenses are at the end depending on how many people sign up for a high enough health plan those premiums could actually decrease if you have enough people signing up for the HDHD it's important to know it's a no premium increase and that's with the same plan we haven't changed the plan because that's what districts do they're hit with a 20% premium increase they changed the plan so the employees aren't getting as nice of a plan so salary increases these are all group increases for teachers for example teachers lower in the pay scale get a higher percent raise than those at the top but overall for the teacher group there was a 2% increase the administrative group was a 2% increase and the support group was a 3.16% increase and then the total education fund budget from last year's budget was an increase of 1.9% some of that was due to the ESSER funds that were made available to us district debt service so we currently have 7 bonds they're scheduled through 20 37 42.4 million remaining in long term debt so state statute allows for debt up to 10% of the equalized value of your district so you can see that we're using our debt service is at 42.4 million but the total capacity is 430 so just using about 10% of our debt capacity which you would never want to get close to to that number but it just shows what our debt services is in a medium or low compared to other districts in the state and then our Moody's rating is 282 which is a very good rating so just the last slide here some key points again the state budget includes no per student revenue increases for both this year and next year our state aid was increased by 3.6% that doesn't increase the amount of revenue we have but it does decrease the amount of tax levies so our tax levy is decreasing over 5% mill rate is decreasing and then the 4.3 million of the levies used for the private school voucher 28% increase from last year and then just some of the enrollment numbers from the voucher program last year the program these were our local private schools that are in the voucher program the total enrollment of 1234 with 40% of those students receiving vouchers this year that private school enrollment is up 139 students with 113 more students receiving vouchers so that means that 44% of those attending private schools are on the voucher program do we know that if those students that we've seen the voucher do they still have to pay any additional tuition do you know no so if somebody would get it yeah like I know from Luther and Hyde the voucher amount is higher than their tuition amount any other questions regarding the budget we've always had a balanced budget we haven't had to dip into our general fund to you know make ends meet so to speak how do we compare well I know they struggle a lot more with their budget especially because of their premium health premium increases a big factor so it's we've heard from other at least from local superintendents here what a struggle it's going to be next year a lot of them have used all their their COVID funds this year and they've used some of those funds for ongoing costs so now they have to cover that next year if it's an ongoing cost I don't know how they're going to do step increases salary increase with $0 added to the revenue it's going to be very difficult I think you guys have always done a great at what's best for our community and our taxpayers and even when you're thrown at the vouchers and among what's best for our district like buying a new building as I came out of the blue we thought it was going to be closer it was $2 million and all furnished and we can bring classes back into this building which gets them all together I think you're just really smart when you're looking at making financial investments for our community and our district and I just wish there was a billboard we could take note over and send you to say all the great things that you know this is a business and I think this board has always been very fiscally responsible so you know a lot of the things that we're experiencing now are decisions previous boards have made and that's what I always try to you know I think this board has always done a good job like what's not best for us today but what's best for the next people see they're on the table so they I think the board is responsible for a lot of that these definitely has benefited from that I tried I was one of them that was a teacher by Christian but the classes that needed were full and I would have qualified for the board have been very helpful for us so I vouch for the board but how does that work I don't know if you know Seth but I know the state the DPI website has a whole section on the application process and that would probably be best just to get that information directly from that from them but schools themselves may only open up so many voucher seats too that's possible you know based on their classroom size or teachers so is the total amount of board then like do you know what I'm saying number of students are the dollar amount yes it's slightly different for high school age but statewide it's in the Wisconsin state dodge board is the same for each school and it's just to clarify like the so the total amount those dollars follow the children so Lincoln Urban was supposed to get ten thousand dollars allotted for this one student and then that child gets accepted into a different school in the district but school choice that money just follows that student to the yeah it's not the same dollar amount but you're correct that we wouldn't be able to count that student so we wouldn't get any funding for that student but then the state would fund the voucher amount just so it's essentially still no matter what school the student goes to that money wouldn't have been theirs anyway it's just following over to a different school that's not necessarily the amount of thirty five million all is in favor of that alright we'll move back up to thank you Mark thank you this one is item B so D, E and F we can lump these together I just got a question but I think it's it's it's addressed at all three of the what I think so um throughout the updates and these policies talk about needing to get the express written consent I don't want to say national football but the express written consent of the district administrator when it comes to using school names, school levels, class and whatnot how would that work if somebody is renting a facility at a private ed school and they want to say we are meeting at North, I think Chevalier North High School does that mean that you have to then sign off on every contract saying it's okay for you to say we're meeting at Chevalier North when we use our rec department process to go through and request the use of and pay that dollars as part of that paperwork process it does contain the information about what they can and cannot do while out there getting it especially with the Chevalier group it's really when they put out their flyers or put out their advertisements saying this is done at the Chevalier area school so can they throw our logo on or make it appear as if it's a school district sponsor so we'll rent facilities to different groups in this case that we may not it we're fine renting it it's fine but it's not a program of the SASD and that's what this is really preventing is that people are misrepresenting if you will or the potential to misrepresent that the district is sponsoring the activity so to then address like a little bit more controversial positions something like meet at the pole the national day of prayer gathering at schools they would say that they have that they're having an event at again at North High School would that require you to sign off I'm looking at 8800 religion it's just one one word choice thing in here but it bothers me because I think we need to come up with something more inclusive if you go down at the end of that second sentence it says under the first and 14th amendment to the Constitution this remains the inviolate process of the individual and the church of his or her choice I would I would just like to make a point that we have families and students who don't attend church but they have religious observations in a synagogue or a temple or a mosque and I think they're working on that it's under that the first real paragraph under 880 8800 it's at the end of the second sentence okay I know the first and 14th where it just says that the church of his or her choice that doesn't include other kids as the parent of two Jewish kids kind of jumps up what? we have we have students who are riding different religions and have different houses of worship and also those that don't believe in anything but they express their non-belief as well I don't know how to change it but I think it should be one of the things we can do is we need to take action if you don't want to on this specific policy we can bring back an amended version with a different language and look at what are some other word choices and options to consider and consult that way that's probably the easiest way I'd rather get some revised language entries on the same page as opposed to trying to wordsmith it now I'd rather just come back with a revised this isn't the policy that we're implementing because from the standpoint of we have a policy in place we're asking for some revision so why not bring it back next month if that's acceptable to use or do we want to move to first reading and then just have it up for the second reading at the next time? I'd rather come back if it's up to you approving it and then having different languages changes second time around just to track that revised I appreciate that we'll close item D so I'm seeking a motion to approve item E and F we'll move to first reading sorry we'll move to second it and then further discussion I'm going to suggest E and F and D we're going to bring back all in favor say aye we vote we're now on to second reading which is item G, H, and I I'm seeking a motion to approve the second reading item B, H, and I we'll move to second we'll move to second it any further discussion we're now all in favor say aye we vote motion carries on to item 10 which is the report is committed the first step is curriculum and structure which is myself a member school report as noted earlier we had quite a bit of a rebound in the summer school with that year the the students were excited and engaged with the overall presentation on AODA grant projects and some work that's going on in the school all of our class I don't think we could agree we'll move to the second I I've never been so excited of David's slide shows in a very long time. It was good to see him back. That was really the main item on the agenda. It was kind of giving an update as far as what we're doing with the salt, the salt shed, the work shed, some of the upgrades in sidewalks and roads around or span, and also some of the renovations that are going on at the Administrative Services Center. That was really the bulk of the discussion. I did have a chance to speak with John Kehler the other day. John was not able to make it today due to his health issues, and you wanted me just to let you guys know that they are getting close to interviewing and hiring people for the Schwodinger Recreation, the STC Schwodinger Theater Company position, and also for the replacement for Jeff's Sallie as well. So they're moving on with that and hopefully we'll have some information by this time next month. And that's it. On to finance and budget with market check. One through four were all that are ordered to be completed, so I encourage everyone to, because they don't have it at my fingertips, the fund balance designation. There was a presentation of what the fund balance designation is gonna look like. It's the undisigated funds. I think we're at about $25 million right now, Mark, please. And we try to keep that down to what, about $18, or $18 to 20% or something? Yeah, I'm trying to stick to that. The report policy says 15 to 24% if you're in. 18 to five, last year. So we've got some money to spend down. There was a nice presentation and executive summary of what's been identified as major items. There's been on the capital fund, so please go back and take a look at that attachment from the finance committee, because I just don't have it at my fingertips here to discuss. Good notes on there, but you're not getting an idea of what's being presented. It'll be presented to the finance committee again in November, and it'll be moved on to the full board in Google. But to be prepared for that, to look at those items to give it any importance, would be wise to do. It's all good stuff, updates to athletic fields and things like that. And our practice the past several years has been to bring that to finance twice. So we bring the recommendations and then we lessen the input from the committee. And then the administrative team takes that input and makes any tweaks we feel or a result of those remarks. And then we come back a second time to the committee to take action. There was some upgrades to like fiber optics and things like that. Where's the easiest place to find that one? You can just go back to the committee meetings night. From last month? Or two weeks ago? Two weeks ago. And then there'll be an executive summary on the finance committee that was in attachment. Thank you. And if any board members who do not sit out of finance want to give suggestions or thoughts or have questions, you can bring them to myself or Mark since we chair the culture as well. But it is kind of a big deal. There's a lot of significant amounts of money so I just wanted people to be prepared and not be surprised or prepared or something else that would like to see tweaked on that to give us a feedback. So something like the Mark Bansal baseball field that's going to be on there? I just want lights. Okay. I just want to name the lights after me. He has one place to play baseball in the dark. So that's it for item number five. Item number six and gifts. We have one gift that needs approval and it was $2,500 for the sergeant. It took us way to the second. We've been seconded and we've got to bring it on. All those are favorite staff. All right. Nothing to report for the committee to hold on the special board committee assignments. We have our legislative breakfast and then we'll have Ryan, Seth, and Mark for your time. Well, it was very much a continuation of what happened last month though a lot. It's still some continued discussion about the CRT but more importantly, the whole idea of transparency, you know, Seth mentioned earlier when we were talking about vouchers and transparency was brought up to our legislators that those that are in voucher schools don't have the same reporting requirements that we do in the SESG for a number of different, a number of different items. And, you know, I'm talking about transparency of more state legislators. Like, what are you doing in regards to education? What do you guys do with education bills? You know, it was brought up about the assembly bill that a critical fan of CRT, our critical race theory and our legislators were asked the day before goal where we're going to stand on it and one of the legislators said, well, I have thousands of bills, I haven't read them. And then that very day, that next day when the vote happened, that all of a sudden, you know, you had a fairly lengthy press release, you know, supporting the bill. And that was interesting. And saying, you know, if we really didn't work together, let us know, give us an honest assessment. You're in favor of it, let us know so we can have a discussion. If you're against it, let us know so we can have an honest discussion. And the response from our legislators was disheartening. One legislator said, well, we're just gonna have, well, why don't we just have all this for everybody? Which was not really how the talk was. And the other two legislators didn't say boom. And, you know, and it's frustrating when you're really trying to come to a common ground and that you have, you know, I have a party, and I'm not talking political party, I'm talking one organization that has been made it clear that they said that our opinions are valued, but when we ask for their opinions, their opinions, it's, we don't get much response. And that's, that doesn't help us in trying to plan. And I don't think it helps them either, but that's my own personal opinion. I don't know where you are with that set, that I was a, it's a landmark, that's a fairly fair read of what happened during the meeting, but that's just my own personal opinion now. The bulk of the meeting, as you discussed, Ryan was wrong, AB 411, which was, it's been pegged as the critical race theory bill that it's, it's, that's not the concern from our standpoint of our county school districts and on our school district, and the fact that we're not teaching critical race theory. The concern was the author of the bill put in some terms that would make in concepts that we would not be able to discuss in school, which I think are critical for our community, for the words inclusion around our special ed community, around any number of community members, that's a term and a concept we would not be able to teach if that bill would become law. Equity was not a word or a concept we'd be able to talk or teach about. Social-emotional learning, we just heard a presentation about self-regulation, mental health, but the word social-emotional learning is attached to that bill. And so the concern is there's some words there that just aren't, aren't in line with what critical race theory is. We're not here to talk about critical race theory from a standpoint of saying we're not teaching critical race theory, but there are many concepts that we're teaching that are necessary that we need to talk about that we currently weren't able to do. I don't know what it would do to our special education and our English language learners in terms of saying that word inclusion isn't a word that we can utilize. So those are some of the conversations we were trying to have. Our legislators admitted that they did not see that testimony from the author, that they did not understand that. Right now we were told that that bill and assembly did pass. Senator Lemony who said it's not gonna be up for vote anytime soon in the Senate. Took that as a good news. But again, as Ryan said, I think that we're just heartening trying to engage in a conversation. Help us understand what the concerns are and we can help educate you as well as what we are or aren't doing in our schools from the Sheboygan County. And that's the piece that we've kind of lost. So we're really trying to be condescent as superintendents and others that attend. There's board members like Ryan and their board work from Keel attends on a regular basis of just saying let's have some honest open dialogue. And I don't expect that they're gonna hand up from every different group whether it's medical, law enforcement, business, whatever they're not gonna stand top of every bill but when we meet once a month let's really talk about issues around education and how do we work collaboratively to ensure that we've got the best education system in Wisconsin. Yeah, right. And I can't cross. So that's really the point of it. So we'll see what the next month brings so we'll be back at the table in a couple weeks. I just want some clarification. So when you're talking about the word inclusion, how is that word going to change special ed students? Like how does that affect them that you're using a different word? Because I don't know when it changed because it was always equality in education and then it changed to equity. Equality is also a word on a list that we would not be able to use. So. There's about 70 minutes. Yeah, but I mean, if you change the wording then how is that going to, I mean use the words use. So here's an example of when we talk about the word inclusive and we talk about how do we include others and be inclusive? That we can, how do we include others just in a sense of we're in a class, we're in a gym class, we're in a core class. Let's talk about inclusive. Let's make sure that we're including everybody. That notion and understanding what that means to include everybody regardless of their gender, regardless of their age. That concept in and of itself would be prohibited from us to be teaching kids and working through that in a school setting. That's what that law would do if that would become law. And also too, there are some federal grants and programs that specifically use those words, inclusion, restorative justice, which is a lot of it is, having working restorative justice is, you broke the window, you pay for the window that you broke and you talk to the guy who's the window you broke. And it's those kinds of things that are concerning. Certainly I understand the other point of view personally, but it is tied into funding. It is also, it does hamstring the language, which can really make things difficult. So that's, at least that's how I see it. It's not trying to get into an argument about where we stand on this. I think that argument may become later, but not tonight. It's more, some of it is tied into funding. Is there been any discussion with them? And I don't know, maybe this is a topic for WASV too. As far as looking at the requirements for becoming a school bus driver, because right now, my understanding is you have to get a full blown CDL. If there's such a shortage of this, why aren't we talking to our legislatures to say, let's just get a straight up school bus driver, driver's license. I think that's the way it used to be. And we can maybe address that shortage. And I mean, to me, that's something that should be brought up at this legislative breath that's going in. And or with WASV, I'm not going to spearhead, I'm not quite that ambitious. You don't want it, you don't want to know about work. Two things, I'll turn over Mark, but we did, the meeting prior, we did spend the bulk of the time talking about staffing shortages. We talked about the East Coast, some of the states in the East Coast, that they use the National Guard to provide some immediate relief. Some of those processes, I know Mark, the bus association and others that lobby really are to get that changed. I just haven't heard that brought up with them in this room before, it just seems like it should be automatic. I mean, their federal requirements are local legislators other than growth men really have no say so in that, but I know our visit at WASV, the School Bus Association, they have all lobbied for several years to change that. So I don't know how bad it has to get before someone understands there's a simple solution to that. So we'll continue to do that and reach out to the growth men and- And you thought of me that it was a federal regulation, yeah, yeah. Yeah, and I think WASV has, but I'll put a check on that with you on it. It was just a good talk to myself. I think Ryan and I covered this topic in-depth about what this month was about and we'll update you on next month and next month's meeting. Thank you. Citizens Facility Advisory Committee, Mark. So the committee met last week Monday over at Longfellow Elementary. We did not have a quorum of voting members there so we didn't take action including what's approved in the minutes from the previous meeting. So we'll approve those at the next meeting in November. Well, we met there just to tour Longfellow. So one of the options that was presented to the committee was to kind of add on to Longfellow and take that in middle school. So we took a tour to show all the things that could work or might not work within that option. And next month when we meet, we'll be concentrating on how each of those different options for the two middle schools best meet the criteria that was set forth by the board and that criteria. The committee has already weighted that criteria so which of those are more important compared to each other and now we're gonna go through each piece of criteria and decide which options best meet those. So I'm guessing that'll take several meetings but then after that we're hoping we can come back to the, they can come back to the board with some recommendation. What about the education foundation? The minutes are there for you to read. Just I know you received this week and all in for education for the November 5th event. That's their big fundraiser for the year and we've had some task board members that have done really well. So it's a good time. It's that location has changed. I was at the pole for many, many years since I had Pine Hills. So a new location. There's got always great grapple prizes and winners and losers prizes if you will called the loser lounge or second chance I should say. But they also have a silent auction that a lot of people will bid on items that could be used for maybe an upcoming holiday gift or a birthday or special anniversary. Always some unique baskets if you will that I put together. So good times always hand by all. So if you haven't bought a raffle ticket or if you know somebody needs some, I have some raffle tickets. It's an autographed books jersey. It's a grand prize. Communication is a very good information. Each meeting we are back to meeting the whole on the 9th and then on the 23rd. With that I am looking for a motion to adjourn. To move. To second. Hey.