[0:00] So we will call the meeting to order.

[0:04] >> Um I will take roll call please.

[0:07] >> Trader here.

[0:09] >> Woric here. Humpkey

[0:10] >> here.

[0:10] >> Canadler

[0:12] >> Angel Robin.

[0:13] >> Gabe Engel

[0:14] >> here.

[0:14] >> Thompson

[0:16] >> here. Cens

[0:25] of the United States to the republic for

[0:28] which it stands. One nation under God

[0:31] indivisible.

[0:36] » Notice of meeting. Ryan, has the meeting

[0:39] been properly noticed?

[0:41] >> Yes, it has.

[0:43] >> Then I will make a motion. So moving

[0:46] >> by Mike, second by Laura. Right. Oh,

[0:49] sorry Robin.

[0:52] All those in favor signify by saying

[0:54] that.

[0:56] >> All right. Approval of the agenda. Any

[0:59] changes to the agenda as

[1:02] >> when we get down to 4.10 4.10 the

[1:06] policies. I did not get those out to the

[1:09] community or you guys as rewritten. So,

[1:12] I just feel like tonight we table those

[1:14] as none of them are urgent. So, I didn't

[1:16] rush those through. Um, and then same

[1:20] thing would be true once we get down to

[1:21] the action items, those same policies,

[1:24] we can wait until January. So, I do

[1:27] apologize that I was not able to get

[1:29] those put out on the dashboard for the

[1:31] community to see. So, I feel like let's

[1:33] table them right now.

[1:37] >> No changes. I'll take a motion to

[1:39] approve the agenda.

[1:41] Second

[1:42] >> motion by Mike, seconded by Mike.

[1:46] All those in favor signify by saying

[1:47] >> I

[1:54] routine action items.

[1:56] First is approval of minutes of regular

[1:59] school board meeting on November 17th,

[2:01] 2025

[2:03] with the motion for

[2:08] » second. Oh, Laura did that.

[2:10] >> Moved by Mike, second by Laura. And a

[2:13] roll call, please.

[2:14] >> Trader,

[2:15] >> yes.

[2:15] >> Woric, yes. Humpy,

[2:17] >> yes.

[2:18] >> Madler,

[2:19] >> yes.

[2:19] >> Angel,

[2:20] >> yes.

[2:20] >> Thompson,

[2:21] >> yes.

[2:21] >> Ozinski,

[2:22] >> yes.

[2:25] >> I need an approval of voucher and

[2:27] payroll checks. um November at

[2:30] expenditures in the amount of

[2:31] $790,895.117

[2:36] and payroll expenditures in the amount

[2:38] of $510,91184

[2:44] for a grand total of 1,31,871.

[2:52] » Motion by Mike,

[2:53] >> second by Randall. And a roll call,

[2:55] please.

[2:56] >> Trader.

[2:57] >> Yes. Wizoric, yes. Humphrey,

[2:59] >> yes.

[2:59] >> Madler,

[3:00] >> yes.

[3:01] >> Engel,

[3:01] >> yes.

[3:02] >> Thompson,

[3:03] >> yes.

[3:03] >> Kosinski,

[3:04] >> yes.

[3:07] >> Okay, we move into public comment and

[3:10] acknowledgements.

[3:13] Lovely ladies over here waiting

[3:15] patiently. So, there's no one for public

[3:17] comments.

[3:19] So, acknowledgement.

[3:21] >> Wait a little bit longer.

[3:25] » I'd say we can just go.

[3:26] >> All right. All right. So, not sure if

[3:29] you guys have gotten a chance to check

[3:31] out the new announcements that are being

[3:35] shared across the Dodge High School. Um,

[3:38] and then also being shared out to the

[3:40] school board. And so, uh, this is a

[3:42] special project I know that Mr. Martin

[3:45] and Kira really were kind of

[3:47] spearheading after we went over and

[3:49] visited the Mineral Point School

[3:50] District as a part of the Iowa County

[3:53] group last March. And at that point it

[3:56] became we need product coming out of the

[3:59] school district here. And so with that

[4:02] initiative there um and Kira's change in

[4:06] her responsibilities. She's now leading

[4:08] this class. And so we want to give her

[4:10] an opportunity to just kind of give us

[4:11] some highlights and then the students

[4:13] recognize them because the videos have

[4:15] been awesome. What's even better is to

[4:18] go in and watch them as they're doing it

[4:20] live.

[4:22] So

[4:22] >> a little nervous happens. Yeah, it was

[4:25] really really cool to see it today. And

[4:27] there's a few more takes that you may

[4:30] want to watch if you gradually get a

[4:31] chance.

[4:33] >> So,

[4:34] >> yeah. So, right now I'm co-eing

[4:36] yearbook. So, these girls were in

[4:38] yearbook class and I'm kind of taking

[4:41] kids out here and there and really

[4:43] because they didn't sign up to be in a

[4:45] video productions or broadcasting class,

[4:47] a lot of it is, you know, if you want to

[4:49] you can. You don't have to. And um we

[4:52] never force anybody to be on air. So,

[4:54] the class is 27 kids and I'd say about 15 of them are really active

[4:59] participants. Um, and the other kids who

[5:02] aren't, they're more focusing on the

[5:03] yearbook. These guys still do have all

[5:05] their responsibilities and assignments

[5:07] as well. Um, but we also have a feature

[5:09] segment. So, they don't have to be live

[5:11] on air. They could film a video and we

[5:13] went through ways where you never have

[5:15] to be on video. You could interview

[5:16] other people. You can take pictures and

[5:17] kind of make it into a collage. Um, so

[5:20] we're we're working on that. So, they're

[5:21] learning some video skills. We also

[5:22] worked with Lisa Spadey. She came in and

[5:24] taught a video editing class to all the

[5:26] students too, which was really nice. But

[5:28] um yeah, so we've kind of been sharing

[5:31] the, you know, the class time. So I

[5:34] think it'd be nice in the future to have

[5:35] more time, like a full class period to

[5:38] do this because unfortunately, you know,

[5:40] these guys are great at filming, but

[5:42] then they leave and we only have 40

[5:44] minutes to get it out, you know,

[5:46] especially with our live segment. So a

[5:47] lot of the editing falls on my um on me.

[5:51] But next semester, Maddie is going to do

[5:53] like an independent class with me. So,

[5:55] she'll do a lot of that work as well.

[5:57] But, um, it's been great. There's after

[5:59] we went on a field trip to Mineral

[6:00] Point, there's been a lot of buy in with

[6:02] this program. A lot of the kids are

[6:03] really excited. Um, it seems like

[6:06] everybody's asking me to request them

[6:07] for Dodger or just to come and hang out

[6:09] and do these videos. So, and I even had

[6:11] people who aren't involved in the class

[6:13] or the program come up to me and say,

[6:15] "Can I record a video to put it out

[6:16] there?" Um, so it's really great. So,

[6:18] we're getting um you know, like somebody

[6:20] from the music or from the play, they're

[6:22] putting a video together that you know,

[6:24] normally we wouldn't have because we

[6:25] don't have anybody in the class who's in

[6:27] the play. So, it's really cool. But I

[6:29] don't know if you guys want to say

[6:30] anything about it.

[6:31] >> Yeah.

[6:32] >> This is Marin and Maddie. Marin's a

[6:33] freshman and Maddie the senior. So, it's

[6:35] really nice that Marin's with me from,

[6:37] you know, the start because then

[6:39] hopefully I can have her for another

[6:40] three, you know, three, four years to

[6:42] build the program. And unfortunately,

[6:43] Maddiey's a senior so this will be the

[6:45] last semester. But

[6:47] >> what do you enjoy about it? If you could

[6:49] share that piece at least.

[6:51] >> I think it's really nice because I feel

[6:53] like I talk to more people than I would

[6:55] just like any other day because being in

[6:57] the videos like they're like, "Oh, you

[6:59] did the weather like the past few days."

[7:00] I'm like, "Oh yeah, that's what I did."

[7:01] And like, "Oh, like do you know what the

[7:03] weather is?" I'm like, "No, I don't know

[7:04] the weather."

[7:06] But it's

[7:07] >> Yeah, it's cold. But it's like a fun way

[7:10] to connect with people. I feel like I

[7:11] wouldn't talk to any other time. Um, I

[7:14] would say I enjoy kind of like the

[7:16] community part when we're filming

[7:17] together and it's we get to like the

[7:19] funny bloopers and stuff. Like we're all

[7:20] bonding over like laughing over the

[7:22] funny stuff and then we're all like in

[7:24] there having these great moments and

[7:25] it's just um we also get to share them

[7:28] with other people when you're watching

[7:29] them in the class and stuff. Um like

[7:31] during the announcements when they're

[7:32] out and then getting to bring other

[7:34] people in is also pretty fun.

[7:36] >> Yeah, that's the one nice thing too is

[7:38] you don't just have to be part of the

[7:39] class. We've been pulling in people for

[7:41] different segments who are just in the

[7:43] library or walking by. So,

[7:46] >> any challenges that you weren't

[7:47] expecting when you first thought about

[7:49] doing this?

[7:52] >> Reading off a teleprompter is a little

[7:53] harder than they thought.

[7:58] >> I don't know. I feel like it's all been

[7:59] like feel like we really planned in

[8:01] advance and like it's all going how we

[8:03] like wanted it to. It's going really

[8:05] smoothly so far.

[8:06] >> And that was a really nice thing too. We

[8:08] had a lot of time to prepare. We

[8:09] visited, we talked about it right away

[8:12] in the beginning and then we visited

[8:13] Mineralpoint in October. And so from

[8:15] October to October and November, we

[8:17] really planned this out. So we had a lot

[8:19] of things in place before we started

[8:21] with business.

[8:23] >> Um I would say maybe like the

[8:25] organization. We're still figuring out

[8:26] how to get a schedule out there so

[8:28] people know when they might be recording

[8:30] or they're building a feature or what

[8:32] segment they're doing. So we're still

[8:34] kind of trying to figure out that. It's

[8:35] a little bit of a challenge, but we're

[8:37] getting there.

[8:38] >> And right now we do most of our sessions

[8:40] are pre-recorded, but we have three

[8:41] things that we record the morning of and

[8:44] then put out. Um, Mineralpoint does a

[8:46] completely live show. They have a couple

[8:47] pre-recorded sessions, but everything is

[8:50] as they're filming it, it's going out.

[8:51] The one nice thing is we record 1A and

[8:53] then I edit during 1B and it comes out

[8:55] the first part of second block. So, if

[8:57] we do have, you know, if we slip up or stumble on our words, we can cut cut

[9:02] that out. So, I think the goal would be

[9:04] to eventually uh next year would be to

[9:06] do a completely live show as well.

[9:10] » Awesome.

[9:14] » Keep sending it to you. So,

[9:15] >> yeah, they've been fun to watch and um I

[9:18] love that the students are driving it.

[9:20] So, it it's you guys are doing an

[9:22] awesome job

[9:24] >> and even though you're a senior, you get

[9:26] to like set it up for for the future.

[9:29] So, that's awesome. Well, thanks for all

[9:31] the work you're putting in, Kira. Thank

[9:33] you.

[9:33] >> Thank

[9:35] you.

[9:36] >> Congratulations on launching it.

[9:38] >> Thank you. And we only have three

[9:40] episodes under our belt, but it's still

[9:42] pretty good.

[9:43] >> I like the blooper idea. And did the

[9:45] superintendent intimidate you at all

[9:47] when he walked in the room? That

[9:49] intimidating?

[9:50] >> He used to have

[9:52] him at all.

[9:52] >> I think the people in front of the

[9:53] camera might have felt a little

[9:54] intimidated.

[9:56] >> Maybe.

[9:56] >> Yeah, these guys weren't filming it.

[9:58] They were doing a game of imposter. So

[10:00] that'll come out later this week.

[10:04] » Just throw them in a video next time.

[10:06] >> Yeah, we should.

[10:07] >> Yeah, we have ideas for Friday for Mr.

[10:09] Martin. So be on the lookout.

[10:12] >> I like it.

[10:13] >> Chef Avery, what's for lunch Friday?

[10:18] » It's awesome. Can't wait to see what

[10:20] else comes comes from it.

[10:25] » Thank you. Congratulations and thank you

[10:27] all.

[10:28] >> Thanks for coming in.

[10:29] >> Thanks.

[10:34] » And then any acknowledgements that you

[10:37] guys had that you want to throw out

[10:38] there?

[10:38] >> Yes. I would like to acknowledge Barb

[10:40] Melum, Jackie Ren, and Abby were for

[10:43] their efforts at the last two middle

[10:45] school boys basketball games. Each of

[10:47] the last two games, there was a once in

[10:50] a career event that took place in each

[10:52] of them. Uh, one, there was a serious

[10:54] injury that took place. They're able to

[10:57] clear the gym, give the respect that was

[11:00] needing, the privacy needed for the

[11:01] student that was injured, and did a very

[11:04] good job on that. The other, there was a

[11:06] physical altercation between a player

[11:08] from another team and a Dodgeville

[11:11] player. Um they did a very good job of

[11:14] helping maintain calmness as well as

[11:19] they could have. Got teams into their

[11:22] locker rooms, had parents exit the gym.

[11:25] Um I wasn't there. I was on the way to

[11:29] Richland Center and I kind of knew

[11:31] something was happening because uh the

[11:33] phone was going off and I could feel in

[11:36] my pocket there was some texts going off

[11:37] and then when it got to the game saw

[11:39] what it was and um

[11:43] but talking there was talking to some

[11:45] parents on Friday very appreciative and

[11:48] one was if you you got to make sure you

[11:51] tell those two ladies at the table that

[11:52] they did an awesome job. So that's just

[11:56] when you hear those things, it's just

[11:57] nice to know everyone's working together

[12:01] for what's best for our students. So I

[12:04] know there were other people that were

[12:05] there, but those three were both um

[12:08] those three were at both of the games or

[12:10] both the events. And um just want to

[12:14] acknowledge them for their time, effort,

[12:16] and commitment.

[12:22] Hopefully they don't have to keep doing

[12:23] that.

[12:24] >> Yeah. Well, hopefully those once in a

[12:25] career now it's hopefully

[12:28] >> that both of those things happen. Is the

[12:30] injured person doing well

[12:32] >> back in school? Yes.

[12:37] Lastly, I know on my end, I know um last

[12:41] week I took some time off, which was

[12:44] great to do, a challenge to do just when

[12:46] you come back to all of the things that

[12:49] you left off your plate for that period

[12:51] of time. But, um, I do want to commend

[12:54] the three people sitting across from me

[12:56] because I know it's not often you get to

[12:59] step away and, um, not worry and not

[13:04] secretly be checking in just to go, is

[13:06] it, is there something that I need to

[13:08] take care of? but to truly let your mind

[13:10] go and know that um these three plus the

[13:14] other three admin who aren't here who

[13:17] just stepped up and we had

[13:20] >> some snow days, we've had some

[13:22] incidents, we had some things that

[13:25] oftentimes I wouldn't prepare the admin

[13:28] team for or things that were once in

[13:30] career opportunities that you don't want

[13:32] to go through but um as a team they

[13:34] stepped up, they each took on roles and

[13:37] for them to truly know I I know they

[13:40] said stay off your email, stay off your

[13:41] text, stay off, stay off, just go. And

[13:44] for them to know I truly got to go and

[13:46] enjoy some time with my wife and get my

[13:49] mind to relax the best that it knows

[13:52] how. Um, and so I thank them. I thank

[13:55] Aaron, Ben, and Jason as well. Um, the

[13:58] board as well. Thanking you guys. Um,

[14:00] you guys all stepped up. I appreciate

[14:02] it. It was felt. It was noticed. And,

[14:05] um, thank you. I hope you enjoyed your

[14:08] time. And I bet Joey called snow day.

[14:12] I could use

[14:16] » I think they worked collectively on that

[14:19] one.

[14:20] >> Weird.

[14:25] » Well, I'm glad you got the time and I

[14:27] appreciate the roles that they played

[14:29] while you were gone.

[14:33] » Awesome.

[14:34] >> Easy, they said.

[14:35] >> Easy. Well, calling a snow day. I don't

[14:37] know. That's a pretty easy call.

[14:41] >> My teens appreciated it.

[14:47] » All right,

[14:49] Joey or Heather, did either of you have

[14:51] anything to

[14:57] awesome. Thank you.

[14:59] Anybody on the board have any

[15:00] acknowledgements they'd like to make?

[15:05] Okay, then we'll move on to information

[15:08] and study and Mr. Angel, you are first.

[15:12] >> Um, so wrestling had an exciting match

[15:15] uh this past month with three of our

[15:16] wrestlers going undefeated. The boys

[15:18] basketball team last Friday was really

[15:21] close to winning their match with a

[15:22] final score 79 to 78. Um, Little Givers

[15:26] Magic Market took place this weekend and

[15:27] was a major success with higher

[15:29] attendance than normal. And many thanks

[15:32] to Lanzen for donating so many winter

[15:34] clothes for our community. Um, a lot of

[15:36] clubs this winter have taken up

[15:38] fundraiser and charity drives to support

[15:40] their activities, trips, and various

[15:42] needs within the community. And the Bane

[15:44] concert went last week went well and

[15:46] everybody sounded great. I have

[15:48] personally noticed that there's been an

[15:49] uptick in attendance at like just

[15:51] basketball and volleyball games

[15:53] throughout the school year, which I

[15:55] think is attributed to rising school

[15:57] spirit and a lot closer scores in the

[16:00] games.

[16:01] And tonight there's going to be a middle

[16:03] school winter concert with many more

[16:05] wrestling matches, volleyball and

[16:07] basketball games coming up. And a lot of

[16:09] students are looking forward to winter

[16:11] break just cuz you know more sleep.

[16:19] » That's it.

[16:21] >> All right. Does anybody have any

[16:22] questions for Dave?

[16:26] I have noticed the increase in

[16:29] attendance, too, and I love it.

[16:31] >> Yeah.

[16:31] >> So,

[16:32] >> really great to see

[16:33] >> it is and and it just makes for a fun

[16:36] environment. So,

[16:37] >> yeah,

[16:37] >> keep it up students.

[16:39] >> All right, next one. If you don't mind

[16:42] me pointing this out, just I tried this

[16:45] month to add to the public comments a

[16:48] connection between our strategic

[16:51] planning strands and the topic as it

[16:55] probably relates the highest. There's

[16:57] many of times it could relate to

[16:58] multiple things, but there are

[17:00] components of this knowing with Gabe or

[17:03] Gab's position here that this is a key

[17:06] component of our communication strand

[17:08] and how we're connecting with the

[17:09] students and trying to build a

[17:11] perspective about what's going on um

[17:13] within the student body. And so I'm

[17:15] going to try to make sure that we have

[17:17] those. I'm also putting the video uh

[17:19] links right into the board docs. So, I

[17:22] might ask us to slow down um just so

[17:24] that I can keep on top of this as well

[17:26] as if there's something that we need to

[17:28] add, let's please make sure we do so.

[17:34] » All right, then we will go into

[17:37] committee reports.

[17:39] >> Right. I'll start out.

[17:41] >> Okay.

[17:42] the curricular co-curricular

[17:44] uh committee met

[17:47] on December 3rd and I think all board

[17:50] members were present that evening. Um

[17:53] first had Jason Canol the administrator

[17:56] of the seeing forward charter school

[17:59] present an update on the status of the

[18:01] charter school and things seem to be uh

[18:05] on track. Applications will be taken in

[18:08] the spring semester for enrollment. It's

[18:11] an application process to enroll in the

[18:13] school. Uh but it's on target to begin

[18:17] in full in the fall.

[18:21] The curriculum which is project based

[18:24] was is being developed.

[18:26] And again the school

[18:28] can enroll as many as 50 students grades

[18:32] it 5 through 12 or 6 through 12.

[18:33] >> 6 through 12. And we can go higher than

[18:35] that. Our goal is to get above 50.

[18:37] >> Yeah. So anyway, that um anyway, it was interesting stuff and I'm sure

[18:42] we'll hear more from Jason as we get

[18:44] closer to the launching.

[18:47] Uh

[18:48] Heather presented a overview on the

[18:51] state report cards, lots of stuff to

[18:53] look over. I'm sure we'll return to some

[18:55] of that material.

[18:57] Um

[18:59] the administrator's reports

[19:01] at at the elementary school, the family

[19:04] math night was very successful.

[19:07] U lots of families came. Um Matt Ren

[19:10] Renwick from CISA 3 came to observe the

[19:13] elementary school and the the

[19:15] collaborating teams working on PLC's.

[19:18] Um and many of the classrooms are

[19:20] celebrating the completion of their

[19:22] individual classroom behavioral goals.

[19:26] Um the middle school had successful

[19:29] parent conferences that Brian had rushed

[19:32] from to be here the evening of that

[19:35] meeting at the high school. The uh

[19:38] hydroponic lettuce growing station has

[19:40] been installed and I've not had a chance

[19:43] to see it but is it we have some lettuce

[19:45] sprouting?

[19:46] >> We do. Yes, we do. Good.

[19:49] Um the latest edition of the Dodger Dig

[19:52] was released and we had talked about um

[19:55] what we just heard about the the the

[19:58] news releases that are now in progress.

[20:01] So was good. Um we saw some samples of

[20:04] the laser engraver

[20:07] and the pickle ball for the community

[20:11] has begun. And in special education, uh

[20:14] there was a family workshop for parents

[20:16] and their children in the high school.

[20:18] And the eel program is full. They have

[20:22] 42 English language learners.

[20:26] And ongoing discussions and

[20:29] investigations into purchasing a van

[20:31] using the grant money that Aaron was

[20:33] awarded with with that grant proposal uh

[20:36] some months ago. Any update on the van?

[20:39] >> We purchased an SUV.

[20:41] >> SUV. So, we have a Chevy Traverse and it

[20:44] should be sitting right outside here.

[20:46] Um, so that we've purchased late last

[20:50] week.

[20:51] >> Okay. And how many people would it hold?

[20:53] >> Uh, seven underdriver.

[20:55] >> Very good. Okay. Great. So, that's an

[20:58] update on my report. So, very good. Any

[21:02] additions? Okay.

[21:06] >> Any questions for Mike? not just

[21:10] >> No, I'll go with policy. We discussed um

[21:13] a bunch of policies in the series 100

[21:16] which is relates to the school district

[21:18] and the school board. Um and many of

[21:22] them didn't need any updating. Um there

[21:24] are a few that we discussed updates to

[21:26] which we'll um vote we'll vote on in

[21:29] January once the drafts are assembled

[21:31] and we get a chance to review them. But

[21:34] in short, um there was a policy on

[21:37] school day definition that included the

[21:38] actual times of the day, which we'll

[21:40] remove and just note that those will be

[21:42] listed in the handbooks. Um there was a

[21:46] policy on the school district legal

[21:48] status, which just needed some

[21:49] rewarding, so it made a it was it read a

[21:51] little smoother. Um and then there were

[21:54] a few policies on the board legal

[21:57] status, the organization of the board, elections, and oath of office.

[22:02] Each of those four were very short and

[22:04] so we talked about combining them into a

[22:06] single policy. Um so we'll have a draft

[22:09] of that to review for January. Um and

[22:12] then there was one policy on board

[22:16] self-evaluation

[22:18] which uh just needed a very minor tweak

[22:20] to remove the timing of our

[22:22] self-evaluation from being tied to uh

[22:25] this district superintendent's

[22:27] evaluation. So all four of those will be

[22:30] talked about again in January and we'll

[22:31] see a draft vote on them. We'll review

[22:34] them all at the policy meeting in

[22:35] January.

[22:37] Um and there were a few other ones that

[22:39] we discussed uh briefly which we'll

[22:42] address in January again. So really in

[22:44] January we'll be reviewing drafts of

[22:46] several of them that time. That was more

[22:51] or less what we discussed in policy. We

[22:55] additions anybody.

[23:00] You want to go next?

[23:01] >> Sure.

[23:01] >> Um yeah, so building and grounds met the

[23:03] same night as all the other committee

[23:05] committees on Wednesday, December 3rd.

[23:07] Um Ryan gave us an update on just some

[23:09] of the building and grounds uh issues.

[23:11] New door seals were installed on the

[23:13] dees uh kitchen and gym doors. Uh DT

[23:17] Honeyskates had their first uh job of

[23:18] clearing snow on that nice snowfall that

[23:21] we had on November 29th. On that

[23:23] Saturday,

[23:24] um we talked about the zero net energy

[23:27] uh discussion and uh Chuck Tennyson is

[23:31] spearheading a fundraising platform to

[23:34] help get a small solar array to help out

[23:36] with uh some of the peak hours like a 10

[23:39] kilowatt system for to start with on the

[23:41] high. So, he is motivated and ready to

[23:45] make this happen. It's pretty exciting.

[23:48] Um, and Ryan said that HSR is compiling

[23:51] information about the status of the

[23:52] school buildings and they will be

[23:54] gathering feedback from administrators

[23:56] and staff and the goal is to have the

[23:58] summary presented to the district by the

[23:59] end of March uh next year.

[24:02] Uh we also looked at the short- range

[24:04] planning document again and it was re uh

[24:08] categorized by committee projects and

[24:12] it's as always just having the

[24:13] administrators and the board continue to

[24:15] review it and uh get the priorities down

[24:18] and then we also Ryan shared with us the

[24:20] dashboard for the communication part and

[24:25] um it is close to being open to the

[24:27] public and it might be now available to

[24:29] the public. Is that right? the after

[24:30] this evening is the goal to send that

[24:32] out.

[24:32] >> Perfect. And that is about all that I

[24:35] had on the short synopsis on the

[24:37] building and grounds. Does anybody have

[24:38] any questions or additions?

[24:42] » I can give just two updates just on the

[24:45] HSR. We've got meetings scheduled for

[24:48] the admin team and some others. Tim is

[24:50] coming down on Friday. So, we will be

[24:53] getting that going this uh calendar

[24:56] year. Okay. Um, and then there is some

[24:58] energy around fundraising, which a

[25:02] proposal was put out. We don't have a

[25:04] location determined, but wanting to

[25:07] start a a $25,000 goal for getting an

[25:11] array put on the high school building

[25:14] somewhat. And so that was um put out in

[25:18] front of you here this evening.

[25:23] » Yeah. And we should probably formally

[25:27] approve that just so that it's on record

[25:30] that we approved it and because it looks

[25:32] like I haven't had a chance to fully

[25:34] read it, but it looks like those funds

[25:35] are going to come directly into the

[25:37] district.

[25:38] >> Yeah.

[25:38] >> So, are we do we have a plan for that?

[25:43] Like we'll probably need to

[25:45] >> I thought we kind of talked about it at

[25:46] the last meeting under your guidance,

[25:48] Ryan. I think said to have the board

[25:50] >> kind of say yes, let's proceed with it.

[25:53] proceed with and I think once we hit

[25:54] this with this dollar amount if it's

[25:56] something we need to put as an action

[25:58] item um then we can put that down as an

[26:02] action item it wouldn't be you know we

[26:04] can't do it tonight.

[26:05] >> So yeah I think I think in the past when

[26:09] we've done a fundraiser like this we've

[26:11] approved the fundraiser so that we

[26:14] didn't have to come back because in

[26:16] policy if it's over a $2500 threshold it

[26:20] has to be board approved. So if someone

[26:22] would choose to donate more than that,

[26:23] if we approve the

[26:27] fundraiser itself, then we wouldn't need

[26:29] to approve those individual donations.

[26:34] So

[26:36] I think it makes sense that we would we

[26:38] would want to

[26:40] formally approve it so that we have a

[26:43] plan in place and that then we're not

[26:45] having to do those. this.

[26:47] >> Well, we could still start the

[26:49] fundraising prior to the middle of

[26:53] approval of that. Until that point, I

[26:56] guess we just individually approve

[26:58] donations. We got

[26:59] >> Well, we it would kind of all come

[27:01] together, right? So, we wouldn't approve

[27:03] any donations until January. So, if we

[27:05] approve the fundraiser and the donations

[27:07] already received, then we wouldn't need

[27:10] to individualize

[27:11] >> the same meeting,

[27:11] >> be the same.

[27:12] >> It formalizes the process. At this

[27:15] point, we don't need to stop, right?

[27:18] This it is this can keep going, but to

[27:20] formalize the process, we can do two for

[27:22] one

[27:23] >> in the January meeting.

[27:24] >> Y and we did a similar thing with the

[27:26] playground. We we approved the

[27:29] fundraising, but in that case, they're

[27:31] holding the money, so that money wasn't

[27:34] coming into us.

[27:36] >> So, because this is coming into us, we

[27:39] would need to approve those individual

[27:41] donations if they exceeded the 2500.

[27:43] Makes sense. So, we'll put it on

[27:46] January.

[27:46] >> That'll come on the January board

[27:48] meeting. Yeah.

[27:48] >> Great.

[27:49] >> Yeah. I mean, I think we were all in

[27:50] agreement that we

[27:52] >> It's a good project.

[27:52] So, it it's not

[27:54] that by any means we don't want this to

[27:56] move forward. It's that we should just

[28:02] » do we know any more on the grant

[28:03] application at all that they were

[28:06] talking about?

[28:07] >> Still getting the on hold. So, we've got

[28:11] time, but I'm I haven't seen anything

[28:13] update. But I I will be fully honest. If

[28:15] an email came in last week, I have not

[28:17] gotten through all my

[28:19] >> Okay.

[28:20] >> And Mike, what you're referring to is

[28:21] that that request for information.

[28:22] >> Yeah. The RFI.

[28:23] >> Yeah.

[28:25] The other thing I would ask, Ryan,

[28:29] you know,

[28:31] just so that we know what the process is

[28:33] when it comes in because it is a

[28:35] taxdeductible donation. So, will those

[28:37] donations be acknowledged?

[28:39] Will we be sending a receipt?

[28:42] >> Yes. And actually I have some receipts

[28:46] from our previous ones so that we do

[28:48] have um so they can claim it on their

[28:50] taxes.

[28:51] >> Right. Yeah. So I just think we need to

[28:53] make sure we have those pieces in place

[28:55] so that we're ready to receive that

[28:56] appropriately.

[28:59] >> Awesome.

[29:01] That's amazing.

[29:04] >> Okay. Finance.

[29:06] >> All right.

[29:08] uh finance first. Uh

[29:11] we did we also talked in finance about

[29:14] the vehicle this special education

[29:16] vehicle that we have the grant for. Also

[29:19] had a note about a grant that dependable

[29:22] solutions has secured for cyber

[29:25] security. I don't know what personally

[29:27] note takingaking or we don't have more

[29:29] info about what that's exactly getting

[29:31] used for but I assume more info will be

[29:34] coming as that moves forward.

[29:37] um current activity. We reviewed our

[29:39] programming and staffing needs for 2627

[29:42] school year because we need to move

[29:44] forward with that. So we were looking at

[29:47] information to be published in the local

[29:49] paper informing community about those

[29:51] needs and that was published. I actually

[29:54] saw the article in the paper um so that

[29:57] we can take those steps to prepare for

[29:59] next year. We reviewed our bills and our

[30:03] operational expense reports. No major

[30:06] anomalies in the bill, but it was noted

[30:09] that we no longer have the Walmart cards

[30:11] available. So, supplies will now show up

[30:15] on other credit card purchases just with

[30:17] the standard credit cards. Um, overall

[30:21] the reports are showing that we're

[30:23] running slightly under although there

[30:25] are some expenses that are trending

[30:26] upward that keeping an eye on.

[30:31] planning standpoint. We reviewed the

[30:33] referendum items and dollar amount as

[30:35] we're work to finalize that information

[30:37] which we is on the agenda tonight for

[30:40] approval so we can be begin

[30:42] communicating with the community about

[30:44] those needs

[30:46] and as part of the communication to the

[30:48] community. We also looked at the

[30:51] dashboard that we're

[30:53] after tonight will be published and the

[30:56] finance information will be out there

[30:57] with that.

[31:00] And that's the notes I have for finance

[31:02] committee. Any questions? Did I miss

[31:04] anything?

[31:06] >> I just have one on the security

[31:07] incident. We we talked about security

[31:09] insurance. What is the what is the

[31:11] incident that happened in Blackville

[31:12] today with them closing down school?

[31:19] Yeah, it was swatting.

[31:21] >> What is squatting?

[31:23] >> It was a prank.

[31:25] >> Oh,

[31:25] >> call that drew in a bunch of

[31:28] >> sends the police to somebody's house

[31:30] where there's no actual crime happening.

[31:33] >> Typically, it's a pretty major threat,

[31:35] too. So, like they typically would be

[31:37] like a bomb threat or something. So,

[31:39] they send in the like

[31:41] >> police.

[31:44] Was their district shut down or just

[31:46] state building? Yeah, they closed today.

[31:47] >> Today

[31:50] was curious what that was. All right,

[31:53] questions.

[31:56] >> Okay, thank you everybody. We'll move on

[31:59] to 4.3 which is school report cards. So,

[32:03] in one of our many reports on

[32:08] mini night, the school report card is a large piece of data on the school

[32:16] district as a whole and then each

[32:18] building. And so, we sent you home with

[32:20] a lot of information on that night and

[32:22] wanted to put it back on here for a

[32:24] level of discussion and then to provide

[32:27] some greater insight. And I I thank

[32:29] Jessica because she shared a pretty good

[32:32] podcast off Spotify that's a district in

[32:37] our state um representative put out some

[32:40] information about the school reporter

[32:41] card and I thought it was helpful in

[32:43] trying to discern the information that's

[32:45] given knowing that these report cards

[32:48] the state keeps changing as they're

[32:50] trying to find this metric that you can

[32:52] compare how your school is doing to

[32:55] other districts. Um, I think the other

[32:58] key goal too is is how are you doing

[33:01] internally? And I think that is the

[33:03] piece that I really think I know our

[33:05] admin team and our staff want to dig

[33:06] deeper into is how are we doing? How are

[33:09] our students performing? Knowing this is

[33:12] a snapshot on a given assessment for a

[33:16] certain group of students. It doesn't

[33:17] test all of our students. It's starting

[33:19] at that grade third third grade on up.

[33:22] Um,

[33:24] and growth right now is the area that

[33:27] we're seeing and this podcast would the

[33:30] representative from the Wawaossa School

[33:32] District would let you know is that's an

[33:33] area where you can truly see how are our

[33:35] students growing and they try to do some

[33:38] leveling where um poverty comes into

[33:42] play. And so

[33:45] take it with a grain of salt is what

[33:46] they also recommend. Or it's a it's a

[33:48] blurry picture about where your district

[33:51] is at. You can't make clear-cut

[33:53] decisions based off of our number says

[33:56] this, so these are going really really

[33:58] bad or our number says this, so we are

[34:00] phenomenal. Don't get caught in that

[34:02] game. And so I I will tell you from a

[34:05] previous superintendent, ride the highs

[34:07] and the lows. Um don't get too excited

[34:10] when you do really well. Don't get too

[34:12] down on yourself when you're doing it

[34:13] poorly. Dig into the data. And that's a

[34:16] piece that I know the teams are working

[34:18] at in the buildings right now. Dig into

[34:20] this data because we now have more

[34:23] information

[34:25] quicker. Um I think that was always the

[34:27] concern we used to have is that you we

[34:30] talk about it as being an autopsy where

[34:32] you'd get it and the students are

[34:34] already gone and you really can't make a

[34:35] lot of decisions. Well, now we're

[34:37] getting this information and it can

[34:39] almost be in this preventative lens

[34:40] because we're getting it in a time that

[34:42] now we can intervene with the actual

[34:44] students while we still have them in

[34:47] school. So, there's more of that

[34:49] preventative component. And so, I just

[34:52] want to throw that back out there is

[34:54] that it's a it's a school report card.

[34:55] It gives us a snapshot. Um, don't get

[34:57] too high, don't get too low. our teams

[35:00] internally are working on this and

[35:02] you're going to be hearing more about it

[35:03] when we start setting our goals in the

[35:05] strategic plan.

[35:07] Jess, anything you want to add about the

[35:09] >> um I I thought it would be so the

[35:12] podcast there are 43 episodes right now

[35:14] and it's the latest one where this guy

[35:17] talks about the school report card and

[35:19] so I could share it with everybody. It's

[35:21] a It's 30 minutes long and the first 10

[35:23] minutes are very specific to Wowsa and

[35:26] don't really are not really excuse me

[35:29] they're not about the report card and

[35:31] not relevant to to us but the last 20

[35:34] minutes really I felt like summarize the

[35:37] things that you can take from it and the

[35:39] things that you can't. Um and so if

[35:43] you're willing to listen to the 20

[35:44] minutes I'll be happy to share it. And

[35:46] for those people that are in the

[35:47] community that might want to listen to

[35:49] it, the podcast is called Referenda.

[35:52] Um it's on Spotify, but it's also on

[35:54] other podcast

[35:58] thing like platforms. Um the guy is a

[36:01] professor of education at Colorado

[36:03] University, the University of Colorado,

[36:05] but he works remotely from Maossa and he

[36:07] also works for school perceptions as

[36:09] well. So, he has a really good um

[36:12] long-term angle on school funding and

[36:16] referenda and uh state report cards

[36:18] because he's seen it in other states as

[36:20] well. Mhm.

[36:21] >> And I just um not to take too much time,

[36:23] but I just wrote a little summary that

[36:26] if you wouldn't mind, I'll just read it

[36:28] out loud because I think um Okay. So,

[36:32] when we talk about the Dodgeville School

[36:33] District,

[36:35] how when we talk about the Dodgeville

[36:36] School District and how we're measured

[36:38] on the state report card, it's important

[36:40] to remember that no school chooses their

[36:42] students. We serve every child who walks

[36:46] through our doors and they all have

[36:48] different backgrounds, different needs,

[36:50] and different starting points. Because

[36:51] of that, the most meaningful question

[36:53] isn't where our students land on a test

[36:55] score, but how much they grow while

[36:57] they're here with us. The state report

[37:00] card looks at test scores, demographics,

[37:03] and attendance to measure things like

[37:04] achievement and growth, but it

[37:06] definitely does not tell the whole

[37:08] story. When too much weight is placed on

[37:10] proficiency and achievement, districts

[37:13] that serve a wide range of learners can

[37:15] be unfairly judged even when our

[37:17] students are making real progress.

[37:20] At the same time, schools with students

[37:23] who are already at or above proficiency

[37:26] can look very strong on the report card

[37:29] without having to show that same level

[37:31] of growth in their students. So when we

[37:33] look at our data and this state report

[37:35] card, we should focus on student growth

[37:38] and how our lowest performing students

[37:40] are doing. We owe our community the very

[37:42] best education that we can muster, no

[37:45] matter which kids walk through our door.

[37:47] At the end of the day, the questions for

[37:49] us as a board are simple. Are we doing

[37:51] everything we can? And are we doing it

[37:53] for every child in Dodgeville? And I

[37:56] think that's where the report card can

[37:57] give us some data as to how much our

[38:00] students are growing because if you had

[38:03] students that were already very

[38:04] proficient and they didn't grow very

[38:06] well, you could score very high on the

[38:07] report card. Um, and if you have kids

[38:09] who grow a lot but none of them are

[38:11] proficient, you could score really low.

[38:13] So, it's not really a fair assessment as

[38:15] to how well you're serving the students.

[38:17] It's more at that point about what your

[38:20] students came to you with because we can

[38:22] only control what we can control. There

[38:24] are a lot of factors outside of the

[38:26] school that we can't control. So, we

[38:27] just have to do the best we can for the

[38:29] students we have. I think that's our

[38:32] main goal. And I think if you view the

[38:34] report card and look at some of the data

[38:36] within there, it's useful. And some of

[38:37] the other data is just not that helpful.

[38:39] Like that that main number that

[38:41] everybody looks at is not that helpful.

[38:44] But that's what everyone focuses on. So,

[38:45] I think when we when we talk about this

[38:48] with our community, it's important to

[38:49] have that perspective. And I think this

[38:52] 20 minute section of this podcast gives

[38:54] a good framework for

[38:56] being able to have those conversations.

[38:58] So I like your summary there Jessica and

[39:01] that was my one thing when Ryan was

[39:02] talking too is that everybody just sees

[39:04] that one score and how do we bring

[39:07] because we on the board and the

[39:09] educators and the admin we understand

[39:11] that fluidity that you know the the

[39:13] highs and lows but how do we communicate

[39:15] that to the public and not to focus on

[39:17] that one score. So, I thought your

[39:19] summary was actually beautifully written

[39:20] and it'd be nice to have that go along

[39:22] with everything that's out there. So,

[39:26] >> yeah,

[39:26] >> I'll send that in the morning so you can

[39:28] have a listen. And

[39:31] >> um I think you know the goal is for kids

[39:34] to learn more and get better and do that

[39:36] should just be our goal all the time and

[39:38] we all know that but I think it's just

[39:39] important to keep saying it out loud,

[39:41] right? So,

[39:44] >> and actually this podcast, the

[39:46] referenda, that's the 43rd episode in

[39:48] the latest one, but it flows through

[39:50] state funding and a lot of referendum

[39:53] related things as well. So, if you have

[39:56] some time to listen to podcasts, it's a

[39:58] good one,

[40:00] relevant.

[40:01] >> Um, I think Watsosa

[40:04] passed a pretty big referendum in April.

[40:06] This past April, so

[40:07] >> they passed Yeah, I think it was last

[40:09] November. they passed a capital and a um

[40:12] operational and the year before they

[40:14] also passed a big one I think of both um

[40:18] capital one. So they've been through a

[40:20] lot.

[40:23] » Thank you. Anything else on that?

[40:27] >> I know Lisa Arnison at 63 does a lot of

[40:30] work with school report cards.

[40:33] We might be able to request her to go

[40:36] through ours if you're looking for

[40:37] information at your level. we uh did

[40:39] bring her in and so we sat down and

[40:41] started digging deeper into wise dash

[40:43] which is the community dash. It's the

[40:45] dashboard. Um everybody public has

[40:47] access to that. We have access to the

[40:50] data behind the data and so she helped

[40:53] us with that and so we'll be continuing

[40:55] to reach out to CS3 as they have um

[40:58] we've purchased some services through

[41:00] them to help us analyze where are we at

[41:02] and setting goals with our staff.

[41:09] As a quick reminder, Robin and I are

[41:11] going to leave in about 10 minutes to go

[41:13] watch the music concert. So, would you

[41:17] Who should I have finish this?

[41:18] >> Oh,

[41:20] >> who wants to finish?

[41:21] >> I could just keep track of who's voting.

[41:24] >> Yeah.

[41:24] Basically,

[41:27] >> I also think

[41:29] >> you get the red one.

[41:33] >> Why the black one?

[41:34] >> Microphones or anything?

[41:36] Thank you.

[41:37] >> Thanks, Dave.

[41:38] >> Yeah. Thank you.

[41:40] >> Thank you.

[41:40] >> All right. Let's move on to strategic

[41:43] plan and community dashboard.

[41:45] >> Yeah. So, we are at a point where we

[41:47] feel like we could

[41:50] release this.

[42:00] Uh this this right now is kind of a big

[42:03] component of our communication and how

[42:05] we're trying to roll this information

[42:06] out. The strategic plan

[42:09] I've printed a copy of kind of the text

[42:13] as written. We can always make

[42:15] modifications to

[42:17] um images, marketing, branding and how

[42:20] that works. But I think the biggest

[42:22] component is that I feel we could move

[42:24] forward with the text as it is written.

[42:28] Um

[42:30] I'll throw out there the disclaimers of

[42:33] okay, how do you get more community

[42:34] involvement? And so one of the pieces

[42:37] that we've talked about is after we met

[42:40] with the large group, inviting them to

[42:42] our committee meetings. We have our

[42:44] staple people who show up to the

[42:46] committee meetings and and they are

[42:48] active contributors and even the ones

[42:50] who if they're not here at the meeting

[42:52] will send me emails will come meet with

[42:54] me individually and get me feedback so

[42:56] that I can help guide us and help us

[42:58] grow. The feedback is starting to

[43:01] dwindle down to minimal if null in the

[43:05] past couple of weeks. Um, one of the

[43:08] ideas was, well, if we send a flyer out

[43:11] to everybody, this might spark more

[43:14] communication.

[43:15] Um, I don't know if it's going to be

[43:17] enough for us to change the strategic

[43:19] plan. So, I'm going to put forward the

[43:21] recommendation that I feel we could move

[43:23] forward with what's written in the

[43:25] strategic plan.

[43:27] We can then and I I do want you to take

[43:30] a look at this flyer because I did

[43:31] update the flyer from

[43:35] um the one you saw at the committee

[43:38] meeting but I didn't get a chance to

[43:39] talk about it. I pulled back some

[43:42] information because well the flyer

[43:45] became inundated with a lot of words and

[43:48] again I don't think people are going to

[43:49] read it. Um the key piece that I feel I

[43:52] want people to see out of this is what

[43:55] is our mission that to ensure every

[43:58] child learns at high levels while

[43:59] developing the skills to being a caring,

[44:02] capable, responsible and self- assured

[44:04] global citizen. Our vision our district

[44:07] will cultivate curiosity and growth in

[44:10] all learners through dynamic, engaging

[44:12] and inclusive environments. And I

[44:14] already know it will be to cultivate

[44:16] curiosity. So I I know there's some word

[44:18] changing. I need to change there that

[44:20] doesn't match. When you start doing too

[44:22] many documents, you got to make sure you

[44:23] change it in all the locations.

[44:26] One of the topics that we talked about

[44:28] is well, can we change our strands to

[44:30] having communityfriendly words?

[44:35] As we do that, it starts to shift. Well,

[44:37] what are people which one are they

[44:38] referencing? and knowing we needed the

[44:41] space, I completely pulled those out

[44:44] because I it'll be go to the website and

[44:46] you can see where our foundations were.

[44:49] What our community wants to know is what

[44:53] will our students experience

[44:55] and that's where we took the overarching

[44:58] ideas from the strategic plan and put

[45:01] those into communityfriendly language.

[45:06] the QR on the bottom will get them to

[45:08] the dashboard. So, that's where that

[45:10] will go. It also talks about the

[45:12] different website um Instagram

[45:18] places that they can get information

[45:20] Facebook so that it it highlights those.

[45:24] Pictures wise, I know I'm going to make

[45:26] a couple changes to the pictures. I want

[45:28] to see all three buildings represented

[45:30] on the front. um on the back side. I

[45:33] think we can get some more pictures on

[45:36] there.

[45:40] And so this is really would be the thing

[45:44] I think goes to every mailbox in the

[45:47] Dodgeville school district.

[45:49] So we would mail this similar to how we

[45:52] did with the operational referendum.

[45:54] This flyer would go to every mailbox.

[45:58] this document that has all of the the

[46:01] meat and potatoes that goes on our

[46:03] website that is embedded in our

[46:06] dashboard. Everybody can get to this by

[46:10] going to this QR code

[46:19] strategic plan. As you look through

[46:22] this, the changes that you might see

[46:24] would be some small word changes where

[46:26] we we called out instead of saying SEAL,

[46:29] we called out social emotional learning.

[46:32] Um just small small little word choices

[46:35] or restructures of sentences so that it

[46:37] was written a little bit cleaner.

[46:40] Specifically, if you go to the

[46:41] communication one um

[46:45] on page six, that one I know was had the

[46:49] most flipping of the sentence where it's

[46:53] now establishing sustained communication

[46:56] strategies that families and community

[46:58] members find effective and accessible.

[47:11] You say this is being mailed to everyone

[47:13] for in the district,

[47:15] >> every address in the Dodgeville school

[47:18] district. So it won't be just our

[47:20] families. This goes to everybody because

[47:22] we need all of our voters,

[47:25] all of our taxpayers to know we have a

[47:28] plan in place. These are the goals we're

[47:31] striving towards.

[47:34] what they can expect students to see

[47:37] where they can find their transparency

[47:39] through our dashboard. Um

[47:43] so that would be the

[47:46] vision for this.

[47:48] >> Will we be sending any information on

[47:50] the referendum with this? Is it just

[47:52] this? That would be I would like this to

[47:55] go out yet this month

[47:57] >> and then referendum we need to talk

[47:59] about when are we going to start our

[48:01] referendum

[48:03] flyers andformationals.

[48:05] So I see them as this is step one

[48:09] referendum would be step two.

[48:13] » Well and they and they are different.

[48:16] >> So you know this is our plan this is our

[48:18] guide. This is what we're going to try

[48:20] to live by.

[48:22] So they are different. So I I think the

[48:24] idea of separating them makes sense.

[48:31] » I think it looks great. Only comment I

[48:33] have is all the all these

[48:36] >> topics are orange except this one.

[48:40] » Maybe we should make a little bit there

[48:42] as well. Yeah,

[48:44] >> minor.

[48:45] If you have any feedback was, you know,

[48:47] we

[48:48] >> cranked on this over the last week and

[48:50] where I tried to stay away. I didn't

[48:52] give feedback on it until today and so

[48:54] then we just made some last minute

[48:56] changes today. So I would if we can get

[48:58] any recommendations by Thursday,

[49:02] then Friday, I want to give the green

[49:04] light to say, "All right, let's get this

[49:06] sent out

[49:08] pending." We approved the strategic plan

[49:10] tonight.

[49:14] Who do you want that communication to go

[49:16] to? You

[49:17] >> send it to me. Y I have access to make

[49:20] these changes. So I will make them.

[49:29] The other pieces with this too is we we

[49:32] need to make sure it folds correctly.

[49:33] But my printing capabilities versus

[49:36] professional printing capabilities will

[49:38] be different. So it will be cleaner.

[49:40] That's what I was just talking about the white down the front folded it.

[49:46] >> Not how I folded it because I folded it

[49:48] right. It it is about shifting that all

[49:52] to this way so you don't have the flight

[49:54] down this way.

[49:55] >> But how do you put a stamp and like

[49:57] address and stuff on put

[50:00] we'll have to move a little bit but I

[50:02] just wanted to make it so you could read

[50:03] it clearly.

[50:05] >> But we're not putting it in something

[50:06] where it's going to arrive like this.

[50:08] it'll arrive as a trifold.

[50:14] » I do think

[50:15] >> it might get a little busy if you're

[50:17] going to try to incorporate three photos

[50:19] on the front. Um, so I'd like to see

[50:23] that actually. But

[50:25] bricks because that what you're saying.

[50:28] >> Well, if we're going to try to put

[50:30] images of all three buildings on the

[50:32] front, that's going to change how the front looks and feels a lot. Oh,

[50:36] were you saying you wanted to show all

[50:37] the buildings on Right?

[50:38] >> I I would if I were gonna show I would

[50:40] rather show all three fronts than one.

[50:43] >> Oh, really?

[50:44] >> But I was also looking at Well, and I

[50:46] think it is one of those I get why we

[50:47] use this photo

[50:49] >> in years past because it was the marquee

[50:53] new front. It doesn't represent the

[50:56] district.

[50:56] >> So, it's not necessarily that to me. I

[50:59] actually think that Dodgeville in the

[51:01] background on the water tower is

[51:03] >> That's nice

[51:03] >> because Yeah,

[51:05] >> I like that. Yeah. So,

[51:09] I I think that this that this image does

[51:13] identify us in many respects because of the whole picture, not just,

[51:17] oh, that's the high school and the

[51:19] library is really pretty. Um,

[51:22] but I I'm afraid that putting three

[51:24] images on the front muddies what the

[51:26] front is.

[51:29] >> I agree.

[51:32] >> Put none and put like a D or something.

[51:34] as we as we look to get the address

[51:36] label on here, it might be that some

[51:38] photos need to go and we have to

[51:41] restructure the way it looks. So,

[51:44] >> yeah,

[51:46] >> but those I think are

[51:50] there'll be some small details and you

[51:51] guys will get a a chance to look at it

[51:54] one more time. Um, I'll just email it

[51:56] out to you saying here's our final

[51:57] draft.

[52:00] give me some feedback if you're

[52:02] particular to um a photo.

[52:07] The one thing that I'd asked was I want

[52:09] a photo that represents that you can see

[52:11] your kid on the fly. You have kids in

[52:15] the district. I want you to be able to

[52:16] see your student in either something

[52:18] they're engaged with, some sort of

[52:21] activity, their age level, somehow see

[52:24] your kid in the in the photo.

[52:28] Yeah, I think that's in the diversity of

[52:31] the other photos is where you represent

[52:34] that. I don't think that's in a

[52:36] building.

[52:38] >> So,

[52:39] >> yeah. Agreed.

[52:42] >> All right, I'm going to head out of

[52:43] here.

[52:43] >> Run, girl. Run.

[52:45] >> Have fun.

[52:47] >> Mike, you were taking over noticing.

[52:51] >> Yep.

[52:54] » Okay. Anything else on that, Ryan?

[52:58] >> Nope.

[53:00] >> Then let's uh move on to the boys hockey

[53:04] co-op.

[53:05] >> Um just a question. Why are we doing

[53:08] this at this meeting and not at a

[53:10] committee meeting?

[53:11] >> Um just to build some traction because

[53:13] it's going to come up quick if we're

[53:15] going to meet some deadlines. And so

[53:16] it's information and study is where this

[53:19] is fitting under because we'll we'll

[53:22] need to keep moving if we're going to

[53:23] make a February

[53:25] um February 1st deadline and wanting to

[53:28] give you guys plenty of time to think

[53:31] about it.

[53:32] >> Okay.

[53:32] >> Before this isn't I don't believe it's

[53:34] up as an action item.

[53:36] >> Not an action item.

[53:37] >> No. So this is just discussion so you

[53:39] guys and the community has full

[53:41] understanding because it's um

[53:44] unfortunately February is going to come

[53:46] quick.

[53:46] >> Okay. But they need it even though it's

[53:49] for 27

[53:52] >> has to be approved. It needs several

[53:54] years,

[53:56] >> right?

[53:57] >> I can explain all that.

[53:58] >> Yeah.

[53:59] >> Okay.

[54:01] >> There's a February Yeah, I'm in. There's

[54:04] a February 1st deadline for uh co-op

[54:06] creations for winter sports, and that's

[54:09] for a year in advance. Okay.

[54:11] >> So, it look like two years. So, it would

[54:13] be the the soonest uh if this becomes a

[54:16] thing, we'd be the 27 28th school year.

[54:21] Um and another reason why we didn't

[54:23] bring it forward to this point, there's

[54:24] been a lot of uh meetings, discussions,

[54:27] there's been um other things prioritized

[54:30] this finding the data, doing the

[54:32] homework, um meeting with the other

[54:35] schools that could be involved in this.

[54:37] Really getting the participation roster

[54:40] from the ice wolves and confirming it

[54:43] with the other schools was very time. Um

[54:46] here we are today. So um

[54:50] yeah.

[54:54] So

[54:56] I think we all got some information on

[55:00] this like early on

[55:02] >> a letter I remember reading a letter

[55:04] from U Kyle Leo.

[55:06] >> Yep. So

[55:09] my one of my questions I guess and I

[55:13] kind of understand the why behind it and

[55:16] that really in looking through the

[55:18] proposal that the numbers are there.

[55:21] I think one of the things I wonder about

[55:24] and maybe you can answer this Joey is

[55:27] does this impact our other winter

[55:29] sports? Do we have any athletes that

[55:31] maybe now

[55:33] do ice wolves and play basketball or

[55:37] wrestle or do something else in a winter

[55:40] sport that we could see a loss the other

[55:42] way?

[55:43] >> Um I don't think you'd have a a

[55:45] short-term impact um not having that

[55:47] roster up on my screen right now. Um I

[55:49] can't answer that exact but I don't

[55:51] think there would be a drastic impact. I

[55:53] mean, we're we're looking at nine total

[55:55] kids for that nine total Dodgeville kids

[55:58] for the 27 28 um season. That's just the

[56:03] boys only that were on that projected

[56:05] roster. Um it would be technically boys

[56:08] hockey. However, we've seen we've had

[56:10] some girls playing in the boys hockey um

[56:13] world, which is totally fine. Just can't

[56:15] do the opposite. Um so there there may

[56:18] or may not be a couple girls that could

[56:20] fall into that picture. Um, we just

[56:22] really don't know. Um, and it's hard to

[56:25] really project to say, are you really

[56:27] going to play hockey or are you going to

[56:28] choose to do basketball, girls

[56:30] wrestling, um, cheering and the other

[56:34] things that we we offer, um,

[56:37] gymnastics. And I can tell you from Kyle

[56:40] Levitzo's perspective, from his work

[56:42] with the athletes that he works with,

[56:44] which would be the Ice Wolves, um not

[56:47] seeing them

[56:50] committing to a different sport

[56:52] is where he was his initial projections

[56:55] were. And that was something that Joey

[56:56] and I discussed. Okay, if if we're going

[56:57] to move forward with something this, we

[56:59] do want to survey these students to find

[57:02] out, hey, what winter sport are you

[57:04] thinking about participating in knowing

[57:06] they could change on us, but we need to

[57:09] run our own data analysis to make sure,

[57:12] do they fully understand you can't play

[57:14] in both? As soon as we take this on, you

[57:18] can't now do club hockey and wrestling,

[57:22] for example. It's you're gonna have to

[57:24] pick one or the other. Um, and Kyle when

[57:27] I talked to him and I think that was

[57:29] kind of the big piece is just trying to

[57:30] get the right people at the table. Kyle

[57:32] looking at the rosters did not feel like

[57:34] it would be um they would lose kids. If

[57:37] anything, it would provide more

[57:38] opportunities for other kids to join.

[57:42] >> Having it up now, if there would not be

[57:44] any any of the kids that would fall in

[57:46] that 27 through 30 range, could you not

[57:51] do a winter sport right now? I like one boy.

[57:56] >> And so in terms of the co-op, Joey, is

[58:00] this a two-year agreement? What kind of

[58:02] >> I believe hockey is a two-year agreement

[58:05] as far as I know. I think gymnastics is

[58:07] still the only one year, but I'm not

[58:09] familiar with the hockey world. That'd

[58:11] be a learning curve for me.

[58:14] >> Exactly.

[58:15] So every two years we could do an

[58:19] assessment of

[58:21] yes, we have this the students or no, we

[58:23] don't or what that co-op makeup is.

[58:26] >> Yep.

[58:28] >> So inside this report um I took

[58:32] everything that I knew uh that I could

[58:34] research. I took um Stoen was a

[58:37] conversation a couple of years ago. if

[58:39] you recall, I was possibly sending um

[58:41] some boys to the Stoen Hockey Co-op. Um

[58:44] and I kind of dissolved um got a lot of

[58:48] my information from them. They kind of

[58:50] be the they kind of seem to be the the

[58:53] knows in the area. So, I I got their

[58:56] co-op contract, uh their budget, their

[58:58] projection cost, the cost per player.

[59:00] So, a lot of the data you find in here

[59:02] is based on their their data. Um, so you

[59:05] can see kind of towards the the end

[59:08] without having ice time, that's the the

[59:10] most costly part of the budget, the

[59:12] practice ice and your game ice time. The

[59:14] ice wolves would absorb that cost by

[59:17] taking the concession and the gate from

[59:19] the school district. So those are

[59:21] typically our only revenue makers unless

[59:23] we host a tournament, you have entry

[59:24] fees or things like that, which in that

[59:26] case are just u expense offset. So there

[59:30] would be no revenue um by doing it this

[59:33] way. However, the rental of the space

[59:35] and ice time would be significant um in

[59:38] the almost $30,000 range. So, um

[59:41] >> what's the thought about where this

[59:43] would take place?

[59:43] >> Be at the Harris Park. Um

[59:45] >> it's a suitable facility.

[59:47] >> Um I'm told. Yes.

[59:52] » It's the only one in the area.

[59:53] >> It's the only one we got. Yeah.

[59:55] >> Right. But it would it would be both for

[59:57] practice and the games.

[59:58] >> Correct.

[59:58] >> Okay. And I think that is kind of the

[1:00:01] next piece is neither Joey or I are

[1:00:03] experts in this. We're leaning on the

[1:00:05] Icewolves. This has been something they

[1:00:07] have been wanting to try to get moving

[1:00:08] for quite some time. Um now's probably

[1:00:12] the the time that they're the most

[1:00:14] passionate about this and willing to

[1:00:17] offset the dollars because there's a

[1:00:20] bulk of kids that are coming back

[1:00:22] through and there's some personal

[1:00:24] connections there for them as well.

[1:00:26] um they've been connecting with quite a

[1:00:29] few different districts in our area to

[1:00:31] get somebody to take on to this so that

[1:00:34] it could get started. Um and I think

[1:00:37] that is the piece that Joey and I have

[1:00:39] really been cautious on is, you know, if

[1:00:41] it's going to be in our community in the

[1:00:43] sense that we run with this. However,

[1:00:46] we're going to have to start talking to

[1:00:48] the other districts about the costs of

[1:00:50] running this program. if we're going to

[1:00:52] do so, we're needing to raise our rates

[1:00:54] of our athletic director's fees. So,

[1:00:57] that's something that's part of this as

[1:00:59] well.

[1:01:00] >> And historically, we we were approached

[1:01:04] about doing this. I don't know how many

[1:01:07] years ago that was, but we were

[1:01:08] approached and the Ice Wolves actually

[1:01:10] didn't want us to do it.

[1:01:12] >> So, that's a different approach now.

[1:01:16] >> Didn't they want any interested kid to

[1:01:18] co-op somewhere else?

[1:01:20] >> They Right. So they they felt it would

[1:01:23] hurt their program if we created our our

[1:01:26] own program, our high school,

[1:01:29] >> but that was different leadership

[1:01:30] through that organization. So it was a

[1:01:33] different group of people.

[1:01:34] >> Um

[1:01:36] >> the number of clubs has gone has

[1:01:37] dwindled to where now a lot of those

[1:01:39] other clubs have now switched over to

[1:01:42] WIA teams, right?

[1:01:43] >> So now they don't have competition

[1:01:45] anymore. So now they're taking routines

[1:01:47] and they're they become traveling teams

[1:01:50] going all over the place. They'd like to

[1:01:52] stay closer.

[1:01:53] >> And what's this going to look like?

[1:01:55] >> Well, I was just going to say and that's

[1:01:56] part of the business decision on their

[1:01:58] end to join with us is they believe they

[1:02:00] can now with having something local. It

[1:02:02] will spark more younger students to join

[1:02:05] their summer programs and that because

[1:02:08] there would be this this local team and

[1:02:11] then would save on some of their travel.

[1:02:13] So yeah, I mean a big piece is I believe

[1:02:15] it was this would be the fourth year, so

[1:02:17] three three and a half years ago. Um

[1:02:19] club teams used to be able to compete

[1:02:21] against WIA teams um until three and a

[1:02:24] half years agoish. Um now they can't. So

[1:02:27] the be a violation for a school program

[1:02:29] to to compete against a club team. Um

[1:02:32] that's why we don't play the driftless

[1:02:34] United soccer team anymore. That was a

[1:02:36] prime reason that the club team you

[1:02:39] can't play them. So then they found so

[1:02:41] the Ice Wolves is finding it harder and

[1:02:43] harder to find opponents to play

[1:02:45] officials that will come over for the

[1:02:47] cost. Um so

[1:02:50] >> so

[1:02:50] >> lots of reasons why it's recycled into

[1:02:52] the school.

[1:02:53] >> Yeah.

[1:02:54] >> So I I know facilitywise the city owns

[1:02:56] the facility. The Ice Wolves rent the

[1:02:58] facility from the city for the duration

[1:03:01] of the winter.

[1:03:03] How does that look to us like from a

[1:03:05] liability perspective?

[1:03:07] Um,

[1:03:09] are we renting from the Icewolves or are

[1:03:13] we renting from the city? Do we need to

[1:03:15] engage with the city in any capacity?

[1:03:18] >> It's a great question. We'd have to

[1:03:20] follow up with the city and exactly I'm

[1:03:23] guessing that's why you're writing that

[1:03:24] down over there.

[1:03:24] >> That's why I'm This is the next piece of

[1:03:26] what are the things that we're maybe

[1:03:29] haven't thought of yet.

[1:03:31] >> I think it would fall similar to when we

[1:03:33] used the Centennial Park, Wilson Park,

[1:03:35] um, Harris Park for cross country. Um,

[1:03:38] we use their building use form um, and

[1:03:41] their liability signatures on the

[1:03:42] bottom. Um,

[1:03:43] >> but but we in this case would be leasing

[1:03:46] through the Ice Wolves.

[1:03:49] >> Not to my knowledge. I believe this

[1:03:51] would be us renting from the city Ice

[1:03:54] Wolves paying the facilities cost.

[1:03:57] >> Assuming the facilities cost would stay

[1:03:59] the same. What's a Is there a facility

[1:04:01] cost for using Wilson Park?

[1:04:03] >> No. No, there is a facilities cost for

[1:04:06] using Harris Park.

[1:04:07] >> Not for us.

[1:04:08] >> So, I'm I'm wondering, you know, that'll

[1:04:10] be the piece is All right. City, because

[1:04:12] I think we would have to rent the space,

[1:04:14] >> but the city has a contract with the Ice

[1:04:16] Wolves from October 1st until March 20

[1:04:21] whatever, the end of March.

[1:04:22] >> Should they have to break? I mean,

[1:04:24] because I think for our liability to

[1:04:26] kick in, we would want I think it's

[1:04:28] going to need to be our name on that

[1:04:30] time frame that we're using the

[1:04:32] facility.

[1:04:35] So, this would be something that we're

[1:04:36] going to, you know, the city, what is

[1:04:39] what are you going to charge us? And it

[1:04:42] might be higher. And then for the ice

[1:04:44] wolves, they're going to have to acrue

[1:04:46] this cost. it. I mean, I think we have

[1:04:49] to work through the insurance aspect of

[1:04:51] this

[1:04:51] >> and that would just be for the team

[1:04:52] because they also are going to have like

[1:04:54] the club ice swaps for the younger

[1:04:55] grades, right?

[1:04:58] >> All the other stuff versus sanctioned W.

[1:05:02] >> That's why I'm saying like they have a

[1:05:04] contract from Xate to Xate. So,

[1:05:08] >> to me it feels like a sub lease. It

[1:05:10] feels like we're subleting, right?

[1:05:12] >> They would say to us, "Hey, you're going

[1:05:14] to get the ice from this time to this

[1:05:15] time only.

[1:05:17] And they would have to keep their

[1:05:19] younger kids off the ice.

[1:05:22] >> Sure.

[1:05:23] >> So my other question then is because the

[1:05:25] ice wolves are covering that practice. I

[1:05:27] mean that's very I mean that's a huge

[1:05:29] chunk of money. So the estimated total

[1:05:31] cost is that $47,000 number because of

[1:05:35] the contribution by the ice wolves it

[1:05:37] brings it down to that 178. So what

[1:05:39] happens in future years? Is it possible

[1:05:41] that we have this WA hockey team and

[1:05:45] then Icewolves withdraws their support?

[1:05:48] Then what happens with that extra

[1:05:50] $50,000? Is the school going to be

[1:05:54] say no hockey or say

[1:05:56] >> great questions probably back to this

[1:05:58] group and

[1:05:58] >> right

[1:06:00] almost have to do the same two-year

[1:06:03] contract with the Ice Wolves that we're

[1:06:06] doing with

[1:06:08] the co-op agreement.

[1:06:10] >> Yep. So you you'd run them

[1:06:13] concurrently so that we don't fall into

[1:06:16] that situation because if we if we did a

[1:06:18] yearbyear with Ice Wolves next year they

[1:06:20] could say no.

[1:06:21] >> Well, even though you run it for two

[1:06:22] years and then you come back to renew it

[1:06:24] in two years and they say well you know

[1:06:26] we don't have those funds or something's

[1:06:28] changed and then withdraw that support.

[1:06:30] >> Then we have the opportunity to say we

[1:06:32] can't manage this anymore. The same if we didn't have the students to

[1:06:37] support it. It's why we renew the the

[1:06:41] co-op contracts because we could be in a

[1:06:43] position where we said this isn't

[1:06:45] working for us anymore.

[1:06:46] >> And so if they weren't running side by

[1:06:50] side, we could risk that.

[1:06:55] » Good questions.

[1:06:56] >> Yeah. Well, that that really is the

[1:06:59] biggest thing because it is very

[1:07:00] generous to the Ice Wolves. I know

[1:07:02] they're super passionate and I love that

[1:07:04] about all of the people involved with

[1:07:06] that organization, but we need to make

[1:07:08] sure that we're protected and and that

[1:07:12] we understand like the position we're

[1:07:14] putting ourselves in because it does

[1:07:15] feel like a sub somewhat to meet

[1:07:17] >> and this the city vacates the building for them.

[1:07:23] It is their building during that

[1:07:25] contracted time.

[1:07:28] >> Right. So, I think those are the other

[1:07:29] pieces that what other things might we

[1:07:31] be missing that we need to dig deeper

[1:07:34] into if we're going to navigate this.

[1:07:36] Um,

[1:07:38] >> I think a couple key pieces to the

[1:07:40] picture are that last page in the 2728

[1:07:43] projections. That's based off the 24 um

[1:07:46] students which is the hard data that

[1:07:47] they gave us confirmed by the other

[1:07:49] schools. Iowa Grant had one student on

[1:07:52] the list. Um, they have backed out and

[1:07:54] would not even want to take it to their

[1:07:55] school board. Um, Mount Forb shows

[1:07:57] caution. Um, they don't want to take it

[1:07:59] to our board unless or to their board

[1:08:01] unless our board is on on board um with

[1:08:05] this because they are their boys go to

[1:08:07] Stoton's co-op and they're happy there.

[1:08:09] Um, each athlete it's about $1,500 per student to participate in the Stoen

[1:08:15] year with the ice time taken away 750.

[1:08:18] So that could soften their budget for

[1:08:19] their six kids I believe is what it

[1:08:22] would be that year.

[1:08:23] >> And Morb is active in the ice wolves.

[1:08:25] Yep.

[1:08:26] >> So, and then all those schools listed

[1:08:29] are are active there. So, it gives you

[1:08:31] kind of a clearer picture. And then if

[1:08:33] you look over to the chart that I put on

[1:08:35] there in the miscellaneous data, those

[1:08:37] the last five years of the actual um um

[1:08:41] co-op costs, the total cost on the right

[1:08:44] um is what we received from the other

[1:08:46] school districts. Um happy to share any

[1:08:49] of that data. Anytime.

[1:08:51] >> Go ahead. So that that chart there Joey

[1:08:53] that is the total cost of the total cost

[1:08:56] that's what we receive from the other

[1:08:58] schools that we combined with.

[1:08:59] >> Okay.

[1:09:01] >> So

[1:09:02] >> and it's based on student participation.

[1:09:04] So depending on how many kids we have

[1:09:05] from school district.

[1:09:11] » So um just so like um just out of

[1:09:14] curiosity like with gymnastics. Okay. So

[1:09:16] for this year that was like about 195.

[1:09:18] So what is the total cost to go ahead

[1:09:20] and run like a gymnastics program?

[1:09:23] >> Expensive.

[1:09:23] >> Yeah. Just to kind of know to compare

[1:09:26] that like to the total cost of the

[1:09:28] hockey and stuff like that.

[1:09:32] » You picked a good one.

[1:09:34] >> Well, the equipment and I know hockey is

[1:09:36] pretty

[1:09:37] >> so many judges when you cost of

[1:09:39] gymnastics last school year was

[1:09:41] $26,716.91.

[1:09:44] just ish.

[1:09:47] >> We're rounded up to the penny.

[1:09:48] >> Okay. So, from a Joey perspective as the

[1:09:52] athletic director, what does this look

[1:09:54] like for you, for your schedule? How do

[1:09:57] you manage this? How do you incorporate

[1:09:59] this into what you're already trying to

[1:10:00] do?

[1:10:01] >> Oh, that's a great question. Um, there's

[1:10:03] a lot of unknowns. Uh, I never been in

[1:10:05] the hockey world. Um, I can skate. I

[1:10:09] don't know what it takes. I I didn't

[1:10:11] realize there was that many

[1:10:12] competitions. That was alarming or not

[1:10:14] alarming but um

[1:10:18] >> those that there was that many more

[1:10:20] events um that alone is obviously a

[1:10:24] significant amount of nights um weekends

[1:10:27] the um there's a lot of unknowns. I

[1:10:30] think it would be extremely taxing to

[1:10:31] add this one unlike uh say girls golf or

[1:10:35] um a swimming co-op with another school

[1:10:38] um where they're the host. the host of a

[1:10:41] hockey co-op seems very taxing to me. Um

[1:10:45] especially with the unknowns like when I

[1:10:47] think we talked uh before you left on

[1:10:49] break like where do we where do we

[1:10:50] stand? Um do I go out on the ice and

[1:10:53] greet the officials? Like there's just

[1:10:54] little things like that that I just

[1:10:56] don't know. Um and would have to go

[1:10:59] observe and watch and

[1:11:02] do my thing. So

[1:11:04] >> you said this had to be approved by

[1:11:06] February.

[1:11:06] >> Yeah. So February 1st would technically

[1:11:09] have to be there's a lot of approvals.

[1:11:11] So with these schools um we would meet

[1:11:13] the Badger conference approval which

[1:11:15] would be the first part of January. SWAL

[1:11:17] would have to approve this. Um Six

[1:11:19] Rivers all of them have early January um

[1:11:22] approval. They're all have it on their

[1:11:24] back burners. Um the ads are ready to

[1:11:26] take it to the supers for board

[1:11:28] approval. So we have to have conference

[1:11:30] approval as well. Um and then we take it

[1:11:32] to the WIA by February 1st.

[1:11:36] So

[1:11:36] >> would it make sense?

[1:11:38] >> It's doable. I mean, it's a check box

[1:11:40] for

[1:11:41] >> have a game manager separately for this.

[1:11:44] >> I think there's many things that we want

[1:11:46] to put into play. And the ice walls are,

[1:11:49] I'd say, very negotiable yet on this.

[1:11:53] And so it was all right, we need to we

[1:11:55] need to move and start getting this in

[1:11:57] front of the board. Start thinking about

[1:11:59] what are the other things that is there

[1:12:00] even an interest in this or we are hard.

[1:12:02] No, we don't want to. and then high

[1:12:05] schools, this isn't an area that we want

[1:12:07] to go to. So, please find a different

[1:12:10] district that wants to host. Um,

[1:12:12] otherwise, Joey and I really need to sit

[1:12:14] down and say, "Yeah, no, there is a

[1:12:15] level of interest that we need to move

[1:12:17] on this and get all these details in

[1:12:20] place."

[1:12:21] >> Well, if we say yes, we're interested.

[1:12:23] Is that a commitment for like a two-year

[1:12:26] from 27 through 29?

[1:12:31] » Technically, yes. um until it gets

[1:12:33] going.

[1:12:35] >> Yeah. I mean, we don't we're in the

[1:12:36] background kind of for the next almost

[1:12:38] two years, but then when 27 hits,

[1:12:42] >> then we're in it for two years.

[1:12:44] >> Yeah.

[1:12:46] It with participation of student

[1:12:48] athletes.

[1:12:48] >> And I think, yeah, I'm going to throw

[1:12:50] this question out here. I know we

[1:12:52] haven't talked about it. So if we were

[1:12:54] to say, "Yeah, we're moving forward with

[1:12:55] it, but then a year from now, we see we

[1:12:57] don't have this athletes to make this

[1:12:58] work." We can back out and say, "Yes,

[1:13:01] ice wolves, we were willing to go

[1:13:02] forward, but we're not,

[1:13:04] >> as you look at this, there is no money

[1:13:06] that we're putting up front.

[1:13:08] >> Equipment, Ice Wolves are taken care

[1:13:10] of." Um,

[1:13:12] it really will be, I think, equipment,

[1:13:15] jerseys, practice time, facilities, all

[1:13:18] of the upfront expense is coming out of

[1:13:20] the ice wolves budget. Um,

[1:13:23] >> you have coaches and transportation.

[1:13:24] That's it.

[1:13:25] >> And coaches and transportation, they

[1:13:27] only get build for once we actually put

[1:13:30] on an event. And so all of that

[1:13:33] out-ofpocket expense for us really isn't

[1:13:35] until two years from now, and if we

[1:13:38] don't have the athletes, we have the

[1:13:39] ability to say, "Guys, we don't have the

[1:13:41] athletes, we're we're not doing this."

[1:13:43] Um, it wouldn't be the direction we want

[1:13:45] to go, but it would be the direction

[1:13:46] based off of what we do with all of the

[1:13:48] programs. I I would say probably the

[1:13:51] biggest concern I see is just how are we

[1:13:56] we've already got our AD overt taxed.

[1:13:59] We're gonna have to look at how do we

[1:14:01] offset some of that cost because either

[1:14:04] Joey's going to have to and I I'm gonna

[1:14:06] say is I don't support Joey's gonna have to learn more about

[1:14:09] this to oversee it but we're going to

[1:14:10] have to reook at hey how are we managing

[1:14:13] all other events so that Joey can offset

[1:14:16] some time to hockey or hey Icewolves

[1:14:19] we're going to need you one of your

[1:14:20] people to really oversee this because

[1:14:25] Joey can do it but that's not where his

[1:14:27] expertise lies and if we want to do this

[1:14:29] well and make it look good. How we want

[1:14:32] this program to sustain.

[1:14:34] We need some support from your

[1:14:36] association.

[1:14:38] >> Just to go back to Mount Horv, they are

[1:14:40] currently co-oping with Stoden.

[1:14:42] >> Yeah.

[1:14:43] >> And why are we thinking they would

[1:14:45] prefer this

[1:14:46] >> cheaper?

[1:14:48] >> Okay. But but is does that mean that the

[1:14:50] students who are participating would

[1:14:51] rather be doing this because they might

[1:14:54] be so it's a more established program? I

[1:14:56] would assume

[1:14:56] >> I would say cheaper and then with your

[1:14:58] buddies that you you played Ice Wolves

[1:14:59] with and the family connections that

[1:15:01] you'd already have.

[1:15:02] >> Okay. So that's a good bet that they

[1:15:04] will go with it

[1:15:05] >> likely because Mount Horb has a pretty

[1:15:08] good participation in Ice Wolves.

[1:15:10] >> Yeah.

[1:15:10] >> Okay. All right.

[1:15:11] >> But you are right. There's no guarantee.

[1:15:13] And so that would be Mount Horb is the

[1:15:15] next largest school producing athletes

[1:15:18] for us.

[1:15:18] >> And I'm just imagining if you have a

[1:15:20] pretty talented kid who goes to school

[1:15:23] at Mount Horb and he wants to be an

[1:15:25] established program, Stoen would

[1:15:27] probably be the one he wants to be with,

[1:15:28] even though it might be more expensive

[1:15:30] for this kid and his family. Um,

[1:15:34] I'm just I'm just thinking out loud.

[1:15:36] >> Ultimately, that would be their school

[1:15:38] board's decision. The district's paying

[1:15:40] that $1,500.

[1:15:42] Yeah. So, they're looking longterm, the

[1:15:44] future.

[1:15:45] >> Yeah. Yeah.

[1:15:46] >> So, what they're looking at is where our

[1:15:48] decision takes us before they can even

[1:15:50] have a conversation.

[1:15:51] >> Yeah.

[1:15:53] >> They look at this, we see a list of the

[1:15:56] financial considerations, but you've

[1:15:58] already talked about what it would add

[1:16:00] to Joey's plate. This all to me this all

[1:16:04] plays into the referendum and what our

[1:16:08] financial situation is going to be in

[1:16:10] 2728 and I I don't know and I don't know

[1:16:14] if we'll have the personnel to manage

[1:16:17] another extracurricular program and

[1:16:20] we're being asked to okay this

[1:16:24] at a point in time where we don't know

[1:16:26] where we're going to be at and I I'm

[1:16:28] struggling with that.

[1:16:29] >> Yeah, me too. Is it possible to get a

[1:16:31] tenative agreement for someone from the

[1:16:33] ISOs to manage? I mean, because they're

[1:16:36] the ones that know, understand the

[1:16:38] program, understand what it takes. Um,

[1:16:42] would they volunteer to do that? Would

[1:16:44] they? I mean, to me, it just makes have

[1:16:47] someone within that organization kind of

[1:16:49] help with that leaison spot.

[1:16:51] >> Yeah.

[1:16:52] >> So,

[1:16:52] >> the event management,

[1:16:54] >> right? Yeah. Yeah.

[1:16:55] And I think going back to that on the

[1:16:57] financial component because I think too

[1:17:00] there's a if our name's on it, I want

[1:17:02] our people as well associated with this

[1:17:06] and so that it becomes is there a way

[1:17:07] that we can offset some of the costs,

[1:17:10] the personnel um or is it something that

[1:17:12] we need to hire and have a mutual

[1:17:14] agreement between who is this person? I

[1:17:17] don't want it just to be they got to

[1:17:19] pick somebody, right? Some level of an

[1:17:21] agreement.

[1:17:22] >> Yeah. because they they still need to

[1:17:24] follow the rules and there's a lot

[1:17:26] expectations. Yeah.

[1:17:27] >> Agreed. In theory, the details of that

[1:17:29] would be complicated to think of what

[1:17:32] Mr. Brown shared tonight and

[1:17:34] acknowledgements. I mean, those things

[1:17:36] that happened. That's an army of people

[1:17:38] that

[1:17:38] >> hockey clean that up

[1:17:39] >> to say the least. Uh involves a little

[1:17:42] uh physical interplay.

[1:17:45] Well,

[1:17:45] >> we're a little aggressive.

[1:17:47] >> We're in our December board meeting.

[1:17:48] We'd have to approve this in the January

[1:17:50] board meeting and

[1:17:53] you know there's so many questions yet I

[1:17:57] >> is it possible some of the questions

[1:17:58] that we raised to bring those back to

[1:18:00] our committee meetings in January to

[1:18:01] have

[1:18:02] >> that would be the goal here it's one of

[1:18:03] the questions that you guys have I want

[1:18:05] to get that those answered um have a

[1:18:07] more in-depth conversation with the

[1:18:09] Icewolves to hear about you know what level of commitments because right

[1:18:14] now financially we're stuck

[1:18:17] >> and we can't at at this point make a

[1:18:19] good faith decision. So, this is one

[1:18:22] that we're going to need to right now my

[1:18:24] thoughts are is we need a stronger level

[1:18:25] of financial break even um before we

[1:18:29] could fully pursue this.

[1:18:31] >> Joey, have the other schools that we're

[1:18:34] talking about, have they seen the the

[1:18:37] numbers and and they're agreeable?

[1:18:40] >> Yeah, there was there was no support um

[1:18:43] with that 469

[1:18:45] number. Um, but after we heard that the

[1:18:48] ice wolves would cover the true

[1:18:50] >> and the ice time was estimated off of

[1:18:52] Stoton's ice time projection. I don't

[1:18:54] think ours is quite that high actual

[1:18:56] numbers, right? Um, but Mount Horb was

[1:18:58] nope, we're happy with going to Stoton.

[1:19:01] Um, and then right there you're talking

[1:19:03] for that projection that's six, I

[1:19:04] believe it was six kids. Um, you would

[1:19:07] you wouldn't even have enough to barely

[1:19:10] just have a varsity team on the ice.

[1:19:12] Yeah. So

[1:19:13] >> and what are the negatives to this if we

[1:19:15] don't do it

[1:19:17] which is side down too. Are there kids

[1:19:19] that will leave

[1:19:21] >> just to play hockey?

[1:19:23] >> Very possible.

[1:19:25] >> I'm just curious.

[1:19:26] >> Do do the ice still have a program if we

[1:19:30] don't move forward with it or is this

[1:19:31] just set them back a bit but they still

[1:19:34] have a program in Dodgeville?

[1:19:39] » There's I mean that's just it. We don't

[1:19:40] know but we can't tell what's featuring

[1:19:43] >> right and that is a hard part because it

[1:19:45] is this number here

[1:19:48] if it's just that number not including

[1:19:50] the 80 time that's one student

[1:19:52] >> right

[1:19:53] >> it's so it's like okay that's one

[1:19:55] student we lose a student well we just

[1:19:57] we could have paid for the program off

[1:19:59] that one student and we would have been

[1:20:01] fine um you add in the cost of AD time

[1:20:06] okay that's probably closer for this

[1:20:08] program alone you might be sitting

[1:20:10] around 16,000. Well, that's a little bit

[1:20:12] more than a student. Um, so but here

[1:20:17] still one and a half students, two

[1:20:20] students, then

[1:20:22] that's pulling together the details and

[1:20:24] then the timing of it. You we add a

[1:20:26] program, the optics are well, you don't

[1:20:28] have money and now you're spending,

[1:20:31] >> you know, it's balancing those pieces

[1:20:33] out. And so, can

[1:20:35] >> we ask Kyle to come back in January?

[1:20:39] Kyle's what? President of Ice Wolves.

[1:20:42] But

[1:20:42] >> what what questions would you want to

[1:20:43] know?

[1:20:44] >> I don't know.

[1:20:45] >> Provide.

[1:20:46] >> He's president of Ice Wolves, correct?

[1:20:48] >> Yes.

[1:20:49] >> Can he talk to the finances of commit to

[1:20:52] what it is that they're willing to

[1:20:53] provide?

[1:20:54] >> Just like as as our board, not not a

[1:20:57] single one of us can commit finances to

[1:20:59] something.

[1:21:00] >> So, I think it's probably something that

[1:21:02] he needs to go back to his board. What I

[1:21:05] would tell you guys is when I sat down

[1:21:07] next to Kyle, it really is what what

[1:21:09] might you guys is is break even the

[1:21:12] number you need to see. What do you need

[1:21:14] to see that I can go back to Kyle?

[1:21:16] Because then Kyle's going to go to his

[1:21:17] board and say, "Yeah, we can do this." I

[1:21:19] mean, right now he's willing to commit,

[1:21:21] you know, as much as he can. Hey, we'll

[1:21:23] do four years of locking in that we're

[1:21:25] not going to raise the rates and we'll

[1:21:27] just keep this partnership. Um, I think

[1:21:29] it's putting together what were the

[1:21:31] questions that you guys might need to

[1:21:32] see and then he went to his board to

[1:21:36] say, "Hey, here's some of the things

[1:21:37] they're thinking about.

[1:21:39] Where are they at?" I'm assuming I heard

[1:21:41] because I heard nothing. I'm assuming,

[1:21:44] yeah, his board is pretty much they want

[1:21:46] to see this up and running. Um, they

[1:21:48] want to build this partnership with the

[1:21:50] school district. So, what are the things

[1:21:52] that we need in order to make that

[1:21:54] happen?

[1:21:56] I'd love to see this happen if they'd

[1:21:58] come talk to me in May.

[1:22:01] Late April.

[1:22:03] I I'm just been I mean,

[1:22:06] >> no, I hear you.

[1:22:07] >> The idea of starting something new with

[1:22:10] a projected cost in in an area that we

[1:22:14] none none of us know much about

[1:22:17] >> seems awful risky to me. And yeah, it's one student with are we going to

[1:22:23] lose a student if we don't have a hockey

[1:22:25] firm? I don't know. Are we going to lose

[1:22:27] a student for something else? Who know

[1:22:30] who knows? You know, we can only deal

[1:22:32] with what's in front of us. And I know

[1:22:35] >> I'm struggling with the timing of this

[1:22:37] as much as anything. I'd love to I'd

[1:22:38] love to do this. I'd love to say we were

[1:22:40] in a position to do this and have have

[1:22:44] some time and get all the answers, but

[1:22:47] >> as of right now, their their commitments

[1:22:50] will

[1:22:52] there'd have to be something to convince

[1:22:54] me to to do this right now.

[1:22:57] >> So, based on Ryan's feedback from Kyle

[1:23:01] saying, "What what are you looking for?

[1:23:03] a net zero?" So if

[1:23:05] we were looking for net zero and they

[1:23:09] committed to a situation where we

[1:23:11] wouldn't be paying anything, would you

[1:23:13] feel differently? Is it about the money

[1:23:16] or is it about

[1:23:17] >> I would say go net zero with hey, we

[1:23:19] have to add in the oversight of this

[1:23:21] program. So, if it's going to cost us a

[1:23:25] an added AD oversight of somebody who's

[1:23:28] going to, you guys are going to have to

[1:23:29] absorb this cost so that we at least for

[1:23:32] two years that gets us to our next for

[1:23:35] the two-year cycle to get up and

[1:23:37] running, we need to operate at net zero.

[1:23:40] >> I think the other part of that though is

[1:23:43] that information is not going to be

[1:23:46] spoken

[1:23:48] on ICC and other places. They're just

[1:23:50] going to talk about, yeah, they're saying they need more money, but

[1:23:53] look, they're starting new programs.

[1:23:55] >> Sure. And I I totally hear what you're

[1:23:57] saying, but but my question is, if it's

[1:24:00] net zero, do you feel differently? And

[1:24:02] you don't have to answer that if you

[1:24:03] don't want to. I'm just curious if that

[1:24:05] does move the needle for you because if

[1:24:08] we're going to go back and and have a

[1:24:10] negotiation with them,

[1:24:14] do we want to negotiate?

[1:24:17] Is it are there terms that we feel like

[1:24:20] need to be different or do we just not

[1:24:24] >> do we just

[1:24:26] >> I personally think it's a bad time to do

[1:24:28] it. I I don't know how Joey feels or how

[1:24:30] Ryan feels if you know it's one of those

[1:24:33] things that I' like I said I'd love to

[1:24:35] do it. I'd love to have that for the

[1:24:38] students.

[1:24:38] >> Yeah.

[1:24:39] >> But the timing of it is just bad in my

[1:24:43] mind.

[1:24:43] >> Yeah. And we can't always be all things

[1:24:45] to to all people. And I understand that

[1:24:47] too.

[1:24:49] >> I mean, one of the things that we take

[1:24:51] pride in is the amount of

[1:24:53] extracurricular and co-curricular things

[1:24:56] we have

[1:24:57] >> and adding to that would be a plus. But

[1:25:02] >> because it as much as a student could

[1:25:05] leave if if something's not offered, it

[1:25:08] could also draw. and the opportunity to

[1:25:11] draw um

[1:25:14] is is good for us. So,

[1:25:17] >> I I totally get what you're saying,

[1:25:20] but to me, if it's a net zero,

[1:25:24] can we get to a net zero? I think that's

[1:25:26] a

[1:25:27] >> that's a conversation I would like to

[1:25:29] hear hear about. Yeah.

[1:25:30] >> If that can happen.

[1:25:32] >> Yeah. And obviously answers to some of

[1:25:35] the questions we had tonight. Can we

[1:25:37] work through some of that and understand

[1:25:38] that better? But if we could get to a

[1:25:41] net zero, I think it's a I think it's a

[1:25:43] positive and that's my opinion.

[1:25:50] » Others that are here

[1:25:53] bring it back up at committee meeting

[1:25:54] and have answers to these questions.

[1:25:56] >> That's a good idea.

[1:25:58] >> Okay.

[1:26:00] As much as you can glean, Joey, from the

[1:26:02] numbers, does it seem like there's

[1:26:04] enough here where there could be both a

[1:26:07] JB and a varsity game on the same?

[1:26:11] I mean, what little I know about hockey,

[1:26:13] you typically have like three lines

[1:26:15] constantly changing. Mhm.

[1:26:17] >> What I can tell you from Levis was no

[1:26:20] that as of right now in the first couple

[1:26:22] of years

[1:26:23] >> just be a variet

[1:26:27] >> we would need some um co-ed support on

[1:26:32] there um given the numbers and the goal

[1:26:34] the hopes would be within four years we

[1:26:36] might have another level.

[1:26:38] >> Okay. But again, there's a lot of

[1:26:40] projections that you just can't.

[1:26:42] >> I'm sure that's very common with the

[1:26:44] growth of new hockey programs, that sort

[1:26:46] of

[1:26:48] >> uh situation.

[1:26:49] >> So, we will get answers to these

[1:26:52] questions. We will know there will be no

[1:26:54] guarantees out of this. It'll be one

[1:26:56] that hey, we can present this

[1:26:57] information and then go from there.

[1:27:00] >> Okay. I do I do have one other question.

[1:27:03] um the equipment that the students use.

[1:27:06] We're not we're not providing the

[1:27:08] equipment. So, what are are we providing

[1:27:12] requirements for the equipment that

[1:27:14] they're going to be using?

[1:27:15] >> Good question. Um I'm guessing there's a

[1:27:19] um like our football equipment, the

[1:27:21] helmet and the shoulder pads have to be

[1:27:23] certified um on a rotation. I believe

[1:27:26] it's every other year. We I believe

[1:27:28] we've done all of our football helmets

[1:27:31] um for the last as long as I've been

[1:27:33] here, we've done a ball um each year to

[1:27:36] get them cleaned and reertified. So, I

[1:27:38] don't know that world. Um I'm guessing

[1:27:40] the helmets and at least the the padding

[1:27:43] would have to be certified um by a

[1:27:45] vendor just like football. Guessing.

[1:27:49] >> Put that down. Yeah.

[1:27:51] >> So, the 750 per per athlete then what

[1:27:56] does that cover?

[1:27:57] transportation and um coaches. Okay. So,

[1:28:00] just those two components.

[1:28:02] >> Okay. So, what happened when the school

[1:28:04] district absorbed the Mustang football

[1:28:06] to the middle school here with

[1:28:08] equipment? So, how did that because I

[1:28:11] assume Mustangs had the equipment and

[1:28:14] then

[1:28:14] >> Yeah, they donated the the helmets and

[1:28:16] the shoulder pads. Um we were able to

[1:28:19] purchase um through fundraising and some school dollars. Um I don't think we

[1:28:24] used fund 80 at all for that first. that

[1:28:26] was before your time. Um, but we

[1:28:29] reconditioned all the helmets and the

[1:28:31] shoulder pads. Those are the the main

[1:28:33] cost. Bought our own uniforms. Um,

[1:28:36] limped through the practice jerseys. We

[1:28:38] ended up with new practice jerseys, I

[1:28:40] believe, um, the second year of it. Um,

[1:28:45] yeah, sounds about that, Joey.

[1:28:47] >> We absorbed all of it.

[1:28:48] >> Yeah.

[1:28:49] >> Uniforms for the team then. I assume

[1:28:51] they would have their own. I mean they

[1:28:53] would design their own but then who

[1:28:55] would purchase the uniforms for the

[1:28:56] hockey team?

[1:28:57] >> They said they would cover it

[1:28:59] >> with our approval.

[1:29:00] >> Yeah. It would be our our design our

[1:29:04] mutually agreed upon design. Um and

[1:29:08] yeah,

[1:29:09] >> which is very typical right now. We

[1:29:10] haven't budgeted for the last two years

[1:29:12] for uniform replacement. So we're

[1:29:14] getting it through fundraiser dollars

[1:29:16] staying on the cycle. Um some of them

[1:29:18] were in the packet here tonight. Girls

[1:29:20] basketball being one of them. um they

[1:29:22] paid for that with fundraiser money

[1:29:26] kind of similar to that I'm guessing do

[1:29:28] their own fundraising and

[1:29:30] so if there's things that you think of

[1:29:32] like oh maybe this is something you need

[1:29:35] to think about get me that information

[1:29:37] send me an email so then um I'm going to

[1:29:40] get a meeting scheduled with loveo and

[1:29:43] see where you ended and see if they can

[1:29:45] come up with a way to

[1:29:48] get us at net zero that includes

[1:29:51] the oversight as well.

[1:29:57] We're willing to provide opportunities.

[1:30:00] It just cannot cost us anything. And I

[1:30:02] think too on the public record will be

[1:30:05] what they're willing to do to make this

[1:30:08] happen so that the district is acrewing

[1:30:10] zero cost very much similar to the

[1:30:13] hydroponic um things that we want to

[1:30:16] provide opportunities for kids. It's

[1:30:17] just we have been fiscally strapped for

[1:30:20] those opportunities.

[1:30:22] >> I think going into a new program, it's good to start out then zero if

[1:30:27] that's possible or as little as possible

[1:30:30] and see what kind of growth there would

[1:30:32] be in your program.

[1:30:40] » Do you anything else?

[1:30:43] All right,

[1:30:46] » safety reports.

[1:30:48] >> So you can see the um

[1:30:52] school safety reports from each

[1:30:53] building. This is required for the CI

[1:30:57] purposes.

[1:30:58] Um you can see where if there was a

[1:31:00] concern, the staff have addressed that.

[1:31:05] Uh I would have had the opportunity to

[1:31:07] experience both the middle school and

[1:31:10] the high school safety drills as those

[1:31:12] were happening. Um

[1:31:16] so it is one it is the time of the it's

[1:31:19] not the only time of the year that we do

[1:31:20] these um but it is the time of the year

[1:31:23] that we have to report on those and then

[1:31:25] also we need to take action on those so

[1:31:27] that we can report it back to DPI.

[1:31:34] Okay, this is an action item.

[1:31:36] >> This will be an action item. Okay.

[1:31:39] >> All right. Any other questions about the

[1:31:42] safety reports?

[1:31:44] >> Not. We'll move on to pupil

[1:31:48] non-discrimination.

[1:31:49] >> Again, this is another DPI compliance.

[1:31:53] Um, that's one thing I've learned more

[1:31:54] and more as I in this role of the number

[1:31:57] of reports that DPI requires you to do.

[1:32:00] Um

[1:32:02] so again compliance report there

[1:32:04] shouldn't be any information in that

[1:32:06] report that is negative for us. We don't

[1:32:09] have anything that we had to report on.

[1:32:12] And so um it is though just again a DPI

[1:32:16] compliance that you guys have seen it

[1:32:18] and you'll take action on that and then

[1:32:20] I will turn around and have this

[1:32:22] reported back out to DPI.

[1:32:25] >> Is there someone that signs that Ryan? I

[1:32:27] see like on here it has carri's required

[1:32:29] signature and on this one at the end

[1:32:31] there was no

[1:32:32] >> no signature on there. I will I need

[1:32:35] meeting minutes is where this will end

[1:32:37] up coming in in to play and then there's

[1:32:41] a website that I have to go in this

[1:32:43] information issues

[1:32:46] or somebody will have to do.

[1:32:50] Okay.

[1:32:52] Wasby board development modules.

[1:33:04] Um I put this back on here just as that

[1:33:07] reminder. Um we had talked about the um

[1:33:11] reflections you guys all did

[1:33:13] individually and gave me a chance to

[1:33:15] look at those and really too as started

[1:33:17] looking at focus on learning as a staff.

[1:33:20] This is one of those components that as

[1:33:22] a school board continuing to look at the

[1:33:24] things that you guys can do to continue

[1:33:26] to learn and provide the very best

[1:33:28] information and the guidance of our

[1:33:30] policies as you guys continue to work

[1:33:33] through policies that gives

[1:33:34] administration the the authority we need

[1:33:37] to go and implement those policies. And

[1:33:39] so it really just is that connection

[1:33:41] about how we're working together to run

[1:33:44] a large system. Um, and so if there was

[1:33:48] any discussions you guys wanted to have,

[1:33:50] I wanted you guys to have that ability

[1:33:51] tonight in information and study. Um,

[1:33:53] was there anything in those committee

[1:33:57] meetings on the WASBY reflections you

[1:34:00] guys had that you wanted to discuss or

[1:34:03] just leave it as a reminder? Make sure

[1:34:06] you're looking at that information

[1:34:07] because we're going to bring you

[1:34:08] bringing that back up at a later date.

[1:34:12] I guess with the self-evaluation, I

[1:34:14] guess I would like more time with the

[1:34:15] board to sit down and kind of come up

[1:34:17] with some ideas and where we can

[1:34:19] improve, what we can discuss to make our

[1:34:22] board stronger and more.

[1:34:25] I don't know if we have enough time

[1:34:26] here.

[1:34:28] >> Well, and I hate to do that without

[1:34:30] everybody here. Without everybody here.

[1:34:32] Yeah. Correct.

[1:34:33] >> Yeah.

[1:34:35] >> But we definitely need

[1:34:39] >> Yeah. take the self-evaluation. The real

[1:34:42] benefit of it comes in is when the

[1:34:44] discussion

[1:34:46] >> did we schedule a date for when we were

[1:34:48] looking to to or is that going to be

[1:34:50] discussed at the January meeting? I

[1:34:52] >> think it's being discussed in the

[1:34:54] future.

[1:34:54] >> Yeah.

[1:34:55] >> And I don't think we picked a date at

[1:34:57] all.

[1:34:57] >> I didn't I couldn't find notes of a date

[1:35:00] that was selected and was hoping it was

[1:35:02] the January meeting. We were going to

[1:35:04] talk about when might be a time that we

[1:35:06] could do um some sort of deeper

[1:35:10] discussion on this.

[1:35:11] >> Yeah, I think that was upcoming.

[1:35:17] » Anybody else have anything on that for

[1:35:19] tonight?

[1:35:20] >> Okay. April 7th, 2026 operational

[1:35:24] referendum.

[1:35:35] All right, I'm going to go to the

[1:35:38] dashboard

[1:35:41] because in here I've started to link.

[1:35:46] What you'll notice on the dashboard is

[1:35:48] there are now photos that should align

[1:35:50] to the items that are either to the left

[1:35:52] or to the right.

[1:35:54] And then starting to put in well adding

[1:35:58] more information. And so the April 7th,

[1:36:03] you can see

[1:36:05] here's the large categories. So we have

[1:36:09] 43% of this operational referendum is

[1:36:12] going to be designated towards

[1:36:14] development, recruitment, and retention

[1:36:15] of staff needed to educate all students.

[1:36:18] So that was looking at the 3.2 million.

[1:36:22] On average, it's about a million a year,

[1:36:24] but that was where 43% of the ask is

[1:36:27] going. Fund balance, being able to

[1:36:30] operate our daily expenses so that we

[1:36:32] aren't short-term borrowing, so that we

[1:36:34] can plan for the programs that we need.

[1:36:37] Um, that was where 21% of the referendum

[1:36:40] ask would be going. Technology for

[1:36:43] students. So, I lumped these all

[1:36:45] together into just larger buckets. That

[1:36:48] was 17% of the ask. Curriculum updates

[1:36:51] 8%. Uh the day-to-day facility

[1:36:54] maintenance repairs and replacements was

[1:36:56] 4%.

[1:36:58] Addressing safety concerns to the

[1:37:00] elementary school playground um so that

[1:37:02] fundraising can update the facilities um

[1:37:06] that was 3%.

[1:37:08] And then the day-to-day instructional

[1:37:10] supplies that was 3%. In total that got

[1:37:14] us to a $7.5 million three-year ask. as

[1:37:19] we're breaking that apart. That's 2.5

[1:37:21] million per year is would be the

[1:37:25] referendum ask

[1:37:27] if you wanted the what happened to that

[1:37:29] detailed report. It is in the next tab.

[1:37:32] So the detailed this is the original

[1:37:34] detailed component. So you can still see

[1:37:36] all the breakdown of what was being

[1:37:38] spent where and how much, what was it

[1:37:41] per year. This is still there for us,

[1:37:44] but I've condensed it down into more of

[1:37:46] a package component. Um,

[1:37:51] so those were those in that slide.

[1:37:54] >> I hate that it comes out even.

[1:37:58] >> Um, well, we did round down.

[1:38:01] >> I know

[1:38:02] >> in that. I mean, if we go back to the

[1:38:04] original,

[1:38:05] I didn't want to say, well, we had it at

[1:38:08] 7515

[1:38:10] dot dot dot dot, but then we chose 7.5.

[1:38:14] I wanted to make sure numbers matched.

[1:38:17] Um but originally yeah we are no we

[1:38:20] didn't go with 71 7.515

[1:38:23] which made this a 2.5 something. Um we

[1:38:27] went with well we're going to go with

[1:38:29] the 2.5.

[1:38:32] >> I think it's good that we have that

[1:38:34] information in there where it's

[1:38:36] not

[1:38:38] having okay 7.5. Well it sounds like you

[1:38:41] just picked a number

[1:38:43] >> there. Yeah,

[1:38:44] >> that's I mean that's the way I when I

[1:38:47] saw that it's like

[1:38:49] >> I'd be much happier with 7.4926 4926

[1:38:55] anything but you know an even number

[1:38:57] just the perception

[1:39:01] but this this chart shows how it's broke

[1:39:03] out each of the three years and it

[1:39:06] >> this shows the breakout and also go and

[1:39:08] I would say is go back to our videos of

[1:39:10] our meetings like guys here's how we got

[1:39:13] to those numbers and and all those files

[1:39:16] still exist um so that people can see

[1:39:19] like yeah we this is where we're at we

[1:39:21] decided to round down versus

[1:39:25] round up to make it a $7.51 million.

[1:39:28] It's

[1:39:29] >> right.

[1:39:31] >> And regardless, we're still in what I

[1:39:35] would say is being fiscally conservative

[1:39:37] in this approach.

[1:39:42] I think it's important that we provide

[1:39:44] you know where the money is going to be

[1:39:46] spent

[1:39:47] >> and people can see that whether they

[1:39:50] look I don't know but

[1:39:53] it's there

[1:39:54] >> on this chart I did break out the bar

[1:39:57] model so that we can see okay our

[1:40:00] referendum ask 2.5 each year our fund

[1:40:04] balance or where our surplus and deficit

[1:40:06] is going to be so if we just apply this

[1:40:09] we're going to have a surplus plus um in

[1:40:12] the first year and the second year, but

[1:40:14] now we're already we're down to a

[1:40:16] deficit in that third year. So, it is

[1:40:19] one of those like we're going to have to be fiscally conservative every

[1:40:24] single year here in order to make these

[1:40:26] numbers stretch as long as we possibly

[1:40:29] can. Where that puts our fund balance,

[1:40:32] we're sitting right around 12% in the

[1:40:34] first year. Get up to 13% and then we're

[1:40:37] right back down to 12%. So there's not a

[1:40:41] lot of cushion here. And you know, one

[1:40:43] of the strategic planning goals was

[1:40:45] strive towards 20%.

[1:40:48] We're going to need some really good

[1:40:52] years in order for us to get above 13%.

[1:40:56] So, you know, that's that continually

[1:40:59] reviewing what might be the right thing

[1:41:01] to do. There's hopes that, hey, does

[1:41:04] solar energy offset some dollars

[1:41:06] somewhere? That is a piece you have to

[1:41:09] be willing to make some investments

[1:41:10] somewhere or take some challenges on so

[1:41:12] that we can invest to draw some money

[1:41:15] back in that'll grow for us. Um so we

[1:41:20] also know we have some opportunities out

[1:41:22] in the future that

[1:41:25] where we can build the fund balance a

[1:41:27] little more. We have that you got to get

[1:41:29] the first one passed because that's the

[1:41:32] big jump,

[1:41:32] >> right?

[1:41:33] >> And once you get that then it's little

[1:41:35] jumps.

[1:41:37] if you have to go up in the future. So

[1:41:40] that on this table we can and I think I

[1:41:42] do need to get a better graph for this

[1:41:45] just it says here you know what is the

[1:41:47] mill going to be so it was 580 565 it'll

[1:41:51] jump to 810

[1:41:53] you bear will caution you even to go

[1:41:56] beyond to be honest this first year is

[1:41:58] going to be really tough because people

[1:41:59] are going oh what's it going to do my

[1:42:00] tax base well we haven't gone through a

[1:42:02] full year of what is um property values

[1:42:06] going to look like and those have not

[1:42:08] gone at the same rate as the past three

[1:42:10] years as they did in the previous 10

[1:42:12] years. So that will impact mill rate

[1:42:14] here some. Um, so we'll it'll be about

[1:42:19] 810, which then is an increase um per

[1:42:23] 100,000 from 565 up to 810,

[1:42:29] which and if you went through a $250,000

[1:42:32] property, that's going to go from 1,400

[1:42:34] up to 2,000.

[1:42:39] So this information I think people will

[1:42:41] want it in a cleaner table than just

[1:42:43] attached in this bar model so that I can work on. I did forecast out here in

[1:42:51] mill rates.

[1:42:52] >> You do have that graph. Yeah.

[1:42:54] >> Um this graph is here

[1:42:57] which you know the last three years are

[1:42:59] with an approved 2.5 million. So, I

[1:43:02] created this assuming we get a

[1:43:04] resolution tonight that's approved.

[1:43:07] I haven't went public with this, but you

[1:43:10] can see over time back to 20112,

[1:43:14] what have we done? And you can see this

[1:43:17] trend that we've

[1:43:20] consistently dropped our mill rate.

[1:43:29] So we would be looking back at levels

[1:43:31] around 22 23.

[1:43:37] » We've never been at the level that we're

[1:43:38] at right now in history. Correct.

[1:43:40] We're at the lowest we've ever

[1:43:43] been

[1:43:44] >> and we're what number two from the

[1:43:47] bottom right now in season

[1:43:50] >> in mill rate? I I don't have that number

[1:43:54] >> of what the mill

[1:43:56] >> comparison. And I know that we're low

[1:43:58] right now compared to our

[1:43:59] >> CISA. We are low. The hard the hard part

[1:44:01] with comparing mill rates across CISA is

[1:44:04] you're talking about property values in

[1:44:07] school districts. And that is

[1:44:11] >> everybody's got different property and

[1:44:12] land valuations, businesses.

[1:44:15] >> Part of the reason it dropped wasn't

[1:44:17] that the year that when all our

[1:44:18] properties got reassessed from 2324 down

[1:44:22] to 2425.

[1:44:24] >> So here there was So reassessments.

[1:44:27] >> Yeah, reassessments. So our values went

[1:44:29] up.

[1:44:29] >> Our values went up

[1:44:30] >> because I know my taxes didn't go down.

[1:44:32] >> Well, don't know what taxes went down.

[1:44:33] >> No.

[1:44:36] >> It'll be interesting to to dig back into

[1:44:37] where what did the school portion of

[1:44:39] your tax bill do and I and that has been

[1:44:42] a conversation of getting more traction

[1:44:44] across the city right now is people are

[1:44:47] seeing with what the city's doing

[1:44:49] >> and they don't have to go and ask, they

[1:44:52] can go and do.

[1:44:53] >> They just did. And people are seeing,

[1:44:55] well, the school, no, they're dropping

[1:44:57] again. It's not the school's tax that's

[1:45:00] hurting us. It is the city's tax that is

[1:45:03] causing the biggest impact. We've

[1:45:05] consistently, if they go back over time,

[1:45:07] they're going to see the school is not

[1:45:09] the one that keeps raising it. And the

[1:45:12] same is true with Southwest Tech. So,

[1:45:15] look at your tax bill. Look and see.

[1:45:17] Don't look at the whole picture because

[1:45:19] no, we haven't saved taxes in total, but

[1:45:22] the school portion has gone down and you

[1:45:25] are investing less and less money into

[1:45:27] your schools. Um, so this is where we're

[1:45:30] saying is we can't keep we can't keep

[1:45:32] functioning that way. We are going to go

[1:45:34] in debt um because we can't cut more

[1:45:37] programs. We have to provide

[1:45:39] sustainability for our students. So get used to if you don't want to pass

[1:45:44] this referendum, get used to seeing our

[1:45:46] debt grow significantly over time.

[1:45:50] >> And that's even

[1:45:53] that's a that you would still be cutting

[1:45:54] programs and the debt still grows.

[1:45:57] >> Yes.

[1:45:58] >> It's it's a double negative, which it

[1:46:01] doesn't make it a positive.

[1:46:04] I know it doesn't math, but

[1:46:08] so this is kind of um this is what's

[1:46:11] currently on the dashboard. So when this

[1:46:12] goes public um it's under the facilities

[1:46:15] and finance.

[1:46:19] I've got our other information and then

[1:46:20] as we get more information, we'll update

[1:46:23] this. We also um I'll share with you

[1:46:27] guys the old referendum landing page so

[1:46:30] you can start to see well what were some

[1:46:31] of the old questions that we answered?

[1:46:34] How do we need to maybe rephrase those

[1:46:36] moving forward? Um

[1:46:39] there's a higher point of emphasis on

[1:46:41] this is a need. Um we can't keep

[1:46:44] operating the way we currently are.

[1:46:52] Anything

[1:46:55] else on that?

[1:46:58] >> All right.

[1:47:00] 4.10.

[1:47:02] We are tableabling the review of those

[1:47:04] board policies. We're going to take care

[1:47:06] of that next month. So, we will move

[1:47:08] into action items.

[1:47:11] So, 5.1 is resignations, retirements,

[1:47:13] and hiring of district personnel. So,

[1:47:16] I'll need a motion to approve the

[1:47:18] following coaching hires. Jonathan Old

[1:47:21] Day as eighth grade girls basketball

[1:47:23] coach. Anne Olamman as the seventh grade

[1:47:26] girls basketball coach. Aa Schultz for

[1:47:29] wrestling cheerleading. Py profit for

[1:47:32] basketball cheerleading. And Taylor

[1:47:34] profit for basketball cheerleading.

[1:47:40] » Motion if there's no other discussion.

[1:47:42] >> And do we have numbers to support all of

[1:47:45] those?

[1:47:46] >> That's why we've waited to this Sorry.

[1:47:48] That's why we waited to this point. um

[1:47:49] just to confirm the participation. So we

[1:47:51] have six girls for wrestling cheer. Um

[1:47:54] there's been seven um basketball

[1:47:57] cheerleaders consistently so far. So

[1:47:59] we've we've been operating already

[1:48:00] without these um coaching stipens

[1:48:03] approved just to make sure we're still

[1:48:04] there. We've been in this situation many

[1:48:06] times in the past few years. Um so this

[1:48:09] time we waited to confirm at this point.

[1:48:12] >> So we're here.

[1:48:13] >> Motion by Mike. You have a second

[1:48:16] >> Randall. Randall second also. All right.

[1:48:19] >> Roll call, please.

[1:48:20] >> All right. Uh, trader.

[1:48:21] >> Yes.

[1:48:29] Absent.

[1:48:32] Absson. Yes. And Kinski.

[1:48:34] >> Yes.

[1:48:35] >> Thank you.

[1:48:36] >> Okay. 5.2. School safety reports. So,

[1:48:39] we'll need a motion to approve the

[1:48:41] school safety reports as presented. And

[1:48:44] motion by Mike.

[1:48:46] >> Second that one as well.

[1:48:48] I heard Laura first, second by Laura.

[1:48:51] And a roll call.

[1:48:52] >> All right. Uh any are we doing

[1:48:55] questions? Are we ready to go?

[1:48:57] >> Well, we've reviewed the reports. Does

[1:48:58] anybody have any questions regarding the

[1:49:00] reports?

[1:49:02] >> No.

[1:49:02] >> All right. Here we go with the roll

[1:49:04] then. Uh Shreder.

[1:49:05] >> Yes.

[1:49:06] >> Uh Humpy.

[1:49:08] >> Yes.

[1:49:11] » Kinski.

[1:49:12] >> Yes.

[1:49:14] >> And Thompson. Yes. Thank you.

[1:49:17] Okay. 53 the 2627 gymnastics co-op

[1:49:21] approval which will be Dodgeville

[1:49:23] Mineral Point Iowa Grant and Highland.

[1:49:26] So we'll need a motion to approve that

[1:49:29] co-op.

[1:49:30] >> I'll make a motion.

[1:49:30] >> Motion by Randall.

[1:49:32] >> Second.

[1:49:32] by Mike and a roll call.

[1:49:35] >> All right. Uh Shrader.

[1:49:36] >> Yes.

[1:49:44] Thompson.

[1:49:45] >> Yes. and close.

[1:49:47] >> Yes.

[1:49:51] » 5.4 is the revision to those board

[1:49:54] policies which we are tableabling.

[1:49:58] >> Um so 5.5 is a motion to approve the

[1:50:02] strategic plan as presented.

[1:50:05] >> Make a motion.

[1:50:06] >> Motion by Randall.

[1:50:07] >> I will second. I want to thank the group

[1:50:09] that came together over the last year in

[1:50:11] order.

[1:50:13] Second by Mike and Ear.

[1:50:16] >> Okay. Uh Shrader.

[1:50:18] >> Yes.

[1:50:25] >> Thompson.

[1:50:26] >> Yes.

[1:50:26] >> And Kinski.

[1:50:28] >> Yes.

[1:50:30] >> 56. Uh need a motion to approve the

[1:50:33] pupil non-discrimination

[1:50:35] report.

[1:50:38] >> Moved by Mike.

[1:50:41] >> Second.

[1:50:41] by and roll call please.

[1:50:44] >> Okay. Shider.

[1:50:46] >> Yes.

[1:50:54] >> Kosinski.

[1:50:55] >> Yes.

[1:50:55] >> Thank you.

[1:50:58] >> Thanks. 57

[1:51:01] re resolution authorizing the school's

[1:51:04] district budget to exceed revenue limit

[1:51:06] by 2,500,000

[1:51:10] per year for three years for

[1:51:12] nonrecurring purposes.

[1:51:14] >> Make a motion.

[1:51:15] >> Motion by handle to approve the

[1:51:17] resolution.

[1:51:18] >> We'll second.

[1:51:19] >> Second by Mike.

[1:51:21] >> Do we have to read a resolution?

[1:51:22] >> I think we do need to read the whole

[1:51:24] resolution, don't we?

[1:51:27] >> That's your job. That is that is

[1:51:30] >> I think I was supposed to remind you. So

[1:51:33] >> good job in our packet.

[1:51:36] >> K's got it.

[1:51:44] » Think is it? It's probably in Bordox.

[1:51:55] » Is it in there?

[1:51:56] >> Yeah. to signals.

[1:51:59] >> Okay. And finally, it is non.

[1:52:04] Be it resolved by the school board of

[1:52:05] the Dodge School District, Iowa County,

[1:52:07] Wisconsin, that the revenues included in

[1:52:10] the school district budget be authorized

[1:52:11] to exceed the revenue limit specified in

[1:52:14] section 121.91

[1:52:17] Wisconsin statutes by 2,500,000

[1:52:21] per year for three years beginning with

[1:52:24] the 2026 2027 school year and ending

[1:52:28] with the 2028 and 2029 school year for

[1:52:33] non non-recurring purposes consisting of

[1:52:35] operational expenses including

[1:52:37] educational program programming, excuse

[1:52:40] me.

[1:52:42] >> Okay, we have a motion in a second.

[1:52:45] >> We have a ready for

[1:52:46] >> in a second.

[1:52:48] >> Yep.

[1:52:48] >> Okay. Trader.

[1:52:50] >> Yes.

[1:52:53] Kosinski.

[1:52:56] >> Yes.

[1:52:56] >> Introduction. Yes. Thank you.

[1:53:09] different than

[1:53:10] >> Yeah. Is that different? Right.

[1:53:12] >> It's a different Yeah. piece of paper.

[1:53:14] >> Okay. Let me find the different piece of

[1:53:16] paper.

[1:53:17] >> Looks like it's up on the screen. It's

[1:53:19] the actual question.

[1:53:21] >> This will be what's on the ballot.

[1:53:22] Correct.

[1:53:22] >> Yeah.

[1:53:35] this whole business.

[1:53:37] >> You can read the question right there on

[1:53:39] the screen up front.

[1:53:40] >> Got it.

[1:53:41] >> Depending on which one's easier to read.

[1:53:43] It's also in board docs too on public

[1:53:45] content. Yep.

[1:53:48] >> Okay. So, shall the Dodgeville School

[1:53:51] District, Iowa County, Wisconsin, be

[1:53:53] authorized to exceed the revenue limit

[1:53:55] specified in section 121-9.91

[1:54:00] Wisconsin statute by $2,500,000

[1:54:04] for the 2026

[1:54:06] 2022 school year by $2,500,000

[1:54:10] or $2,500,000

[1:54:13] for the 2022 school year. and by $2,500,000

[1:54:21] for the 2028 2029 school year for

[1:54:26] nonrecurring purposes consisting of

[1:54:28] operational expenses including

[1:54:31] educational programming.

[1:54:32] >> I'll make a motion. Second

[1:54:34] >> motion by Randall, second by Mike, and a

[1:54:37] roll call.

[1:54:40] >> I said before,

[1:54:42] >> what's that?

[1:54:42] >> Excellent. I said, by the way,

[1:54:44] >> thank God for

[1:54:47] Uh Shredders,

[1:54:49] >> yes.

[1:54:53] » Thompson,

[1:54:54] >> yes.

[1:54:55] >> And

[1:54:56] >> yes.

[1:54:58] >> Okay.

[1:54:58] >> Thank you.

[1:55:02] » All right. 5.9.

[1:55:05] We need a motion to approve donations of

[1:55:08] $7,497

[1:55:11] from Novartis for wrestling and

[1:55:13] athletics and $3,000 for food service.

[1:55:17] >> An additional one as well that just came

[1:55:19] in. Um $5,000 from the Wisconsin

[1:55:22] Finishing Contractors Association for

[1:55:25] High School Athletics.

[1:55:28] >> A general high school athletics.

[1:55:30] >> Yep.

[1:55:31] >> Who is it from? Wisconsin Finishing

[1:55:34] Contractors Association

[1:55:38] annual donation they've been given for

[1:55:41] six, seven years now.

[1:55:45] >> What is what is Novartis?

[1:55:47] >> Nvartist is a pharmaceutical company

[1:55:50] that one of our family members, one of

[1:55:53] our students parents work for.

[1:55:54] >> Oh, okay.

[1:55:55] >> Um that do a two times match to any

[1:55:59] donation.

[1:56:00] >> Okay. And that's specifically for

[1:56:01] wrestling.

[1:56:02] >> Yes.

[1:56:04] >> Okay. So,

[1:56:07] >> did you have a question?

[1:56:10] >> So, with that amendment, it's a motion

[1:56:12] to approve donations of $7,497

[1:56:15] from Noardis for wrestling and athletics

[1:56:18] and $3,000 for food service and $5,000

[1:56:23] from the Wisconsin Finishing Contractors

[1:56:25] Association for athletics. Is the $3,000

[1:56:28] for food service also from Novartis?

[1:56:31] >> No, it's a separate donation. Um, that

[1:56:34] came in anonymous donation.

[1:56:37] >> Okay.

[1:56:38] >> But in order to accept it, I needed to

[1:56:40] make sure it was board approved.

[1:56:41] >> Yeah. Is it the type of donation that

[1:56:43] would pay for uh meals for students

[1:56:46] can't afford it?

[1:56:46] >> Yep. Yep. That was the intent for it.

[1:56:48] >> Okay. Good.

[1:56:49] >> You just want to add anonymous to there.

[1:56:51] People question

[1:56:53] like we did. Was it an artist or

[1:56:55] something like that?

[1:56:55] >> Oh, anonymous. Y like the motion

[1:56:58] >> $3,000 donation. Okay.

[1:57:01] >> Motion by Randall and a second by Mike.

[1:57:03] >> Y

[1:57:04] >> and but just a a further question on the

[1:57:06] 3,000.

[1:57:08] Would it be kind of equally distributed

[1:57:10] in the buildings or Nate?

[1:57:12] >> It has to be equally distributed. Okay.

[1:57:15] >> So, yeah.

[1:57:16] >> Is this a a one time thing

[1:57:18] >> the food service? Yep.

[1:57:20] >> Okay. Mike, you second it.

[1:57:22] >> Yep.

[1:57:23] >> Okay. All right. Then

[1:57:26] >> and a roll call

[1:57:28] is

[1:57:31] >> uh Shreder.

[1:57:32] >> Yes.

[1:57:39] Wasinski.

[1:57:40] >> Yes.

[1:57:41] >> And Thompson.

[1:57:42] >> Yes.

[1:57:42] >> Thank you.

[1:57:44] >> Okay. So number six is executive

[1:57:48] session.

[1:57:50] >> Okay. So 6.1 adjourn to executive

[1:57:53] session for discussion of personal

[1:57:55] information as per Wisconsin state

[1:57:57] statute 19.851C

[1:57:59] and F as described following

[1:58:02] consideration of financial medical

[1:58:04] social and personal information and

[1:58:06] consideration of employment promotion

[1:58:08] compensation and perform performance

[1:58:11] evaluation.

[1:58:12] Need a motion.

[1:58:13] >> Make a motion.

[1:58:14] >> Motion by Mike.

[1:58:17] Second.

[1:58:18] >> Second by Mike to go into executive

[1:58:20] session at 7:29.

[1:58:24] >> Any announcements before closing out?

[1:58:30] » No, not that I can think of.

[1:58:32] >> We also do closings after we roll.

[1:58:37] >> A roll call for close session. Shider.

[1:58:40] >> Yes.

[1:58:41] >> Keer.

[1:58:43] >> Yes. And Thompson.

[1:58:44] >> Yes.

[1:58:45] >> Council Ski.

[1:58:46] >> Yes. All right.

DSD December Regular School Board Meeting

Transcript