[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.