Board of Education Regular Meeting 1/29/2018


okay okay good evening everyone I’d like to
get started this is the Madison metropolitan school district regular
Board of Education meeting for Monday January 29th 2018 so welcome everyone to
our meeting this evening we have quite a bit on the agenda so I’d like to get
started and we’ll start off with the recitation of the vision statement which
is every school will be a driving school that prepares every student to graduate
from high school college career and community ready okay to start off our
meeting next item on the agenda will be the recognition resolution and I’ll get
it started it’s simplifying the culture of
excellence embedded in our strategic framework 21 high school students from
across the district completed the high school research internship program
working with mentors from the University of wisconsin-madison over nine weeks
last summer students conducted research and science and engineering and
presented their findings in November at the UW Engineers centers it’s building
now tonight we like to recognize these students for their considerable
accomplishments we like to read a formal resolution to commemorate your work and
ask that those students come to the stage at this time so please come to the
stage thank you it doesn’t harden okay whereas
21 Madison metropolitan districts whereas 21 Madison metropolitan school
district high school students participated the 23rd annual 2017 high
school research internship program whereas through this program each
student was paired with the UW Medicine researcher and over the sub Berg
conducted authentic research spending a minimum of 25 hours a week for nine
weeks developing and researching various questions designing protocols for data
collection and collecting data over the course of the summer
whereas in the fall semester each student intern wrote a formal research
paper designed aside to fit poster and communicated their findings to a larger
audience at a scientific poster session celebrated the completion of the
internship with the Soviets from the University teachers fred’s
and family members whereas upon completing of the suburb research and
fall requirements each student intern earned three-quarters of one high school
science credit as well as one uw-madison credit an independent study in the area
of other scientific field now therefore be it resolved that the Madison
metropolitan school district Board of Education recognizes congratulate and
thanks all the high school research interns for the remarkable achievements
be it FURTHER RESOLVED this state would be permanently imprinted in the Board of
Education minutes for the meeting of January 29th 2018 side by James Howard
president Board of Education okay now at this time I’d like to invite
each student to take the microphone and introduce yourself by state a name the
name of your mentor and your project title I would also like to ask the
audience please hold your applause until all the students have been introduced
appreciate that very much my name is Michaela Friedel I worked
under postdoctoral researcher Antonio Broome and my research concerned the
dietary modulation of pancreatic trypsin chymotrypsin and amylase in northern
bob-whites hi my name is Elia hosokawa I my mentor was fuller Rolo a graduate
student at the UW and my research was the influence of lipid oxidized products
on gastrointestinal innate and acquired immunity thank you
hello everybody my name is Sami partha and I’m currently a junior at James
Madison Memorial High School over the past six months I’ve had the great
opportunity of interning at the Summa Coppola slab and my mentors name was dr.
Michael Johnson it was a pleasure to work with him my research concerned
building a TED on versa kind transgenic Mouse as a tool to study versus the
kinds effect on myeloma hi my name is Erika hosokawa my mentor this summer was
Catherine pain at the heart L live with my professor being Richard Hart L and my
projects name was sucrose crystallization rates in within syrups
using substitutes hi my name is Kerry Weiss and I interned in with under dr.
Robert Hamer’s in the UW Department of Chemistry and my research was on the
electrochemical generation of hydroxyl radicals in the presence of copper and
cerium ions well I think they deserve with the
pardon hand what do you think okay after that wonderful news we’ll see if we can
at least equal that the next item on the agenda will be public appearances and as
usual I’ll call up a speaker you’ll have three minutes and I’ll call up two at a
time so the second speaker please be thinking about moving to the podium upon
the completion of the first speaker so you have three minutes please try to
stay within time because we do have quite a few speakers tonight so first
speaker tonight will be Cynthia albumen and they’ll be followed by Susan
gathered Cynthia followed by Susan good evening everybody my name is Cindy
Elliman I have a student at West Madison High School another one at Cherokee
middle school and lucky me I have a five-year-old at McGill elementary
school so as you can see I’m gonna be with you a long time so here’s the
reason why I am now standing here taking everybody’s time and I will be as brief
as possible I have long had concerns with the
behavioral and disciplinary plans with the school with the implementation of
them from the elementary level and sadly at a high school level in a much more
difficult situation I initially tried to make some steps and talk to people and
reach out and try to figure out what we can do different to either implement the
current policies or change the policies in place I stopped because it seemed to
be a lengthy process and I am a mother of three a full-time employee I recently
quit my job because my freshman my incoming freshman at the time was
harassed the school in the summer of 2016
I was never informed of the issue it continued my daughter has suffered
depression and anxiety for a long time before this she had been doing very good
for a while I’m very excited to go into high school during the cheerleading team
that it would be a good way to go in with a social platform and motivated to
keep her grades up in the fall she started cutting again and I started to
be more concerned about her had no idea where this was coming from in the winter
at a cheerleading game and a game while she was cheerleading there was a police
presence a big issue I still had no idea what was going on in spring to report it
to her principal that she had been sexually assaulted in school grounds
this was before spring break I still had no information on the issue the police
after this happened and we came back from Spring Break I found out through a
friend of mine that my daughter had confided in
I went to the school demanded action spoke to people still didn’t know the
full extent of the situation two days later my daughter told me police came to
talk to her a rape crisis counselor was there with her I still had no
information no idea and it was then that I sat down my daughter and asked for
detailed information everything that had transpired I have been an advocate for
my children for a very long time it is my number one job I quit my job to
ensure that my daughter’s safety was my first concern we’ve been at this since
the summer of 2016 a safety plan was put in place this was done that was on they
talked to the kid every time he broke the safety plan continiously and i’m
sorry to make this a little long but two weeks three weeks ago we had another
issue this was after we came back in this fall and my daughter was put in a
class with this boy again repeatedly the ball was dropped in a lot of ways and I
am now at a point where I tried to handle this within the school I try to
be as reasonable as possible this is a young african-american boy I did not
want something in his record that was going to follow him forever
so I hoped that we would resolve this within the safety plan and the policies
in place and you have to finish it and it hasn’t happened so now my concern to
find this is how do we do better by these kids both of them because if we
don’t end this behavior if we don’t address this behavior now this boy’s
next step is prison now I’m a reasonable adult who is concerned for my daughter’s
safety and I’ve done everything for finish up but something needs to be done
differently and the policies either need to change or need to be enforced better
so that’s my hope and I will continue to follow through with this and continue to
come until I see some change so thank you for your time thank you Susan followed by
Anna divinsky hi my name is Susan get hurt and you’ve seen me before
I have children at Crestwood Elementary and Jefferson middle schools this year
it’s my seventh year in this district I am speaking to you because I am one
among many parents and families who are increasingly concerned about staff
morale and teacher attrition in the schools when I read the strategic
framework on the MMSD website as I have done over and over again I find nothing
to disagree with in that document of course every school needs great teachers
shared leadership high-quality professional development and partnership
with families to succeed you can’t really argue with that but those bullet
points in the strategic framework do not fully reflect what we see not at the
schools where my kids attend and not at other schools where I know other
families and teachers we see teachers who are professionally confined by rigid
schedules and boxed curricula they are frustrated by the lack of opportunity to
engage in meaningful collaboration with their colleagues they are sometimes in
unsafe classrooms because of student behavior and little or no support above
all they are afraid to speak up about any of this because they risk being
labeled as chronic complainers who are opposed to change despite these
conditions we still have many excellent teachers who are making the best of this
situation they are rising to the occasion the best they can and their
students are still learning my own kids have always had positive and welcoming
relationships with teachers and school staff but a lot of them a lot of
teachers are exhausted burnt out and totally frustrated and that’s not good
for it excuse me for anyone we still have them for now but I fear the time is
coming that many will choose to take their talents elsewhere and leave the
district I will speak up I and many other parents in our school community
support Madison teachers I know we can do better
our schools have amazing brilliant capable creative staff with solid
training and expertise we need to recognize and value
that expertise whenever big decisions are coming down the pike about things
like curriculum behavior management allocation for Student Support Services
we need to get meaningful input from staff and that encompasses a whole lot
more than a couple of power questions on a Climate Survey or a listening session
a few times a year with a small Advisory Board I think the key word here is trust
teachers need to know that their families and district leaders trust
their expertise intern teachers need to be able to trust that they can speak
about what they know best creating a learning environment for students that
is engaging responsive enriching and safe without fear of retribution if we
trust teachers to do their best work students will flourish kids know the
difference between being taught and being taught at and they behave
accordingly remember that the learning environment for students and the work
environment for teachers are one in the same if we want to do right by our
students we have to do right by our teachers as well thank you please please
tell your boss is the board meeting please hold applause Anna followed by
Joanne Johanne Genki alright hello my name is
ana Jelinski and i come to you as a former MMSD teacher I left MMSD and
teaching completely this past June for a variety of reasons but I’m only here I’m
here to only touch on the most pressing concerns I don’t want to stand up here
and spew complaint after complaint and I’d rather just share what I think needs
to be fixed so you will continue to not lose teachers like myself first I want
to talk about the lack of staff in our buildings I finished my 10 year career
in MMSD fifth grade at Crestwood where last year we had one time one part-time
psychologist one part-time social worker one behavior support dump from to the
previous year and personally in my classroom where over 1/3 of my students
had IEP s I was only allocated half time support for a cc teacher I had multiple
students with major mental health issues and many who were victims of trauma
there was hardly anyone in our school who was around enough who could give
these students what they needed the most mental health support as I continued to
cry out for help I was continued to be shot down by the district which left me
feeling helpless extremely unsupported and most importantly I felt like I and
my students didn’t matter the priorities in our district seem to be all in the
wrong places which lead me to my next point curriculum stop spending the money
that we could use on more staff on this canned curriculum I understand the want
for some consistency and resources but I feel like we are not using the strongest
resources of them all the teachers the teachers they are smart people they are
creative professionals who can seriously work magic in the classroom do not
mandate that they use these one-size-fits-all boxes of limes to spew
out yeah they can come with great ideas and yeah they can work for some kids and
for some teachers but not all let the teachers have freedom to choose what
works best for them and for their students let them choose this
the implementation process is a slow process not an all-or-nothing give it
time to work continuous change from year to year is not the way to see if
something is working and if it’s the right choice lastly put children in the
center there’s too much emphasis on academics these children have developing
brains and when they are overloaded with information information and has the
adverse effect on learning I currently work at epic as a trainer and I teach
adults and when I started training I was told to always allow them 10 to
15-minute breaks every hour to hour and a half these are adults how can we
expect our children to listen or work for longer than that and piggybacking on
that bring back unstructured recess time give kids time to clear their minds
throughout the day so that they can move on to new learning with the clear head
they need time to play with each other and figure each other out without adults
breathing down their backs and structuring their every move I hope you
take my thoughts and suggestions into consideration I’m scared that you’re
gonna see a lot more teachers like me leaving for the same reasons MMSD cannot
afford to let this happen please take care of your staff and please take care
of those kids Thank You Joanne followed by Kate Marin hello i’m joann yankee mom – a sophomore
at Memorial who is getting college recruitment mail due to her PSAT scores
and a seventh grader at Jefferson who is learning to read with the help of a
fantastic Crosse categorical teacher I am proud of both of them I am also
concerned about my younger daughter who’s increasingly segregated education
setting is an isolating experience but not an isolated experience at MMSD
families like mine have heard a great deal of fine rhetoric in the district
about district commitment to inclusive education for our children with IEP s we
are also seeing an increasing divide between that rhetoric and the reality I
only found out about a consulting agenda item on Friday so my time has been
limited but I do bring expertise both as a librarian and as a policy analyst when
it comes to seeking information and putting together a rapid response and
what I’m seeing is evidence of a divide between the rfp rhetoric and the reality
of Education resource strategies or ers to whom the district is proposing to
award $100,000 consulting contract on resource distribution for special
education in the behavior education plan I’m particularly concerned about a 2010
piece on special education in which ers claimed that schools and staff tend to
over identify students in order to capture extra special education dollars
to their district and then they made these remarkable policy recommendations
the federal government could exercise leadership here by defining placements
over a number 11 or 12 percent for example as not consistent with placing
students in the least restrictive environment possible while very small
districts maybe need to be considered at the state level there is no reason to
expect that the medical incidence of mental retardation varies significantly
across states states too should establish a funding cap a level of
placement and special education above which they refuse to provide more State
dollars for special education placements districts that wish to place more
students in special education can do so but will need to raise local funds to
support these students now one could make the argument that since such caps
are illegal we don’t need to worry about ers coming
in and cost-cutting okay but they are recommending to impose caps and on top
of that I don’t believe that our MMSD staff are over identifying students to
boost the district’s bottom line of course I the IEP process brings
resources to bear to meet a student’s individual needs but state and federal
special education dollars have never met that need and state special education
categorical aid in particular has eroded to down under 626 percent and our staff
know these are smart people here they know that when we obligate the district
to meet the needs of each new student with a disability we’re squeezing a
balloon the money has to come from somewhere within the district so someone
else gets pinched if anything our staff gets this to the point that they feel
pressure to under identify our staff get it ers apparently does not know given
that we’ve got expertise right here in the district see I don’t see I don’t see
a need to suspend our scarce dollars to bring in more out-of-state consultants
let’s do this in-house let’s listen to the folks on the ground who know what’s
going on and then let’s start making the reality match the rhetoric and get to
work on reversing the inclusion slide because our kids really can’t wait for
this for much longer okay paren followed by Chris Kersey hi I’m Kate Moran I’m
the chair of disability pride Madison and so that’s what brings my concerned
here tonight and I’m here because I’ve heard a lot of concerns about ers and I
just want to know why you’re considering spending so much money when I hear that
the schools are so under-resourced on consultants when again as Joann said
there are so many experts here it just doesn’t seem to me to be a good use of
taxpayer money and I hope you could spend that money on something more
valuable to the students like increasing staff thank you thank you
Chris Cruz II followed by Oscar so you’ve probably noticed that a whole
bunch of us are wearing red tonight MMSD parents and staff are wearing red
tonight to show our shared solidarity for our public schools and parents are
also wearing red to show that we support our staff and that we’re concerned about
the issue of staff morale we want our educators to know that we have their
backs I’ve been an MMSD parent for ten and a half years we I know that we have
a lot of really amazing people working in our schools and caring for our
children and I want to thank all of you for the role that you play and
supporting our staff and creating the conditions for excellence here in recent
years however I’ve increasingly heard frustration and fear voiced by our staff
members I share a lot of the concerns you already heard we need to trust our
staff to make decisions about what they teach how they teach it and what they
learn through professional development we’re losing too many exceptional
educators as you develop the budget for next year and the strategic framework I
urge you to take the issue of staff morale seriously
I’m also here to talk about the proposed contract with ers and I urge you to vote
no on this contract ers has questionable expertise in special education and
restorative justice but they have ample expertise and student based budgeting
which is a model where dollars follow the students this is a hallmark of
corporate school reform and the school choice movement and it’s not the right
direction for MMSD student based budgeting can make small
schools untenable and it is commonly paired with reforms like charter schools
online instruction contracting out fine arts instruction and basing staff
accountability increasingly on test scores because student based budgeting
is one of the things that ers does best I’m concerned that contracting with them
will result in a shift to this budget model so I’m going to shift gears for a
moment for a moment um if you’ve seen the movie Lady Bird there’s a really
wonderful moment in that film where there’s a character who equates love
with attention um I’m just one of many MMSD parents and
educators who love our public schools so much that we willingly give up our free
time and a lot of our sleep for them we volunteered to run programs in our
schools and help kids succeed we raise money to equip classrooms build
playgrounds and fix things that are broken
we love our public schools however we are growing weary of watching
our school district federal public funds – consultants who promulgate corporate
reforms under the specious guise of inclusion equity and excellence we love
our public schools we love our staff and we are paying attention thank you for
paying attention to my remarks I urge you to take the issue with staff morale
seriously and a vote no on the ers contract thank you thank you
Oscar Morales followed by Betsy Lawrence had it all figured out and okay two
years ago our Omega school 2015-16 contract was brought up in the middle of
the year I was not invited to come and speak at that meeting if I would have
been here I would have shared that nationwide the GED graduation numbers
for the new 2014 computer-based tests had felt 90% but I’ll also let you know
that the numbers fell ninety percent in Wisconsin in which I was quoted in the
Wisconsin State Journal 90 % in the MATC region in ninety percent at Omega school
as a result of those disappointing numbers and there was probably no one
more disappointed than I and without having a chance to make a presentation
or have or answer any questions that you might have had there was a decision to
cut our program by 50% if I was here I would have reminded you that Omega
schools helped hundreds of students of MMSD fourth year seniors who were
severely credit deficient earn a GED we have dealt with many academic and
non-academic challenges to find success I would have also shared that we had
made several significant steps to address these challenges by providing
free laptop computers using more practice tests to help students
accurately gauge their distance from passing being more clear which students
that were not appropriate to serve to their lower reading levels we focused on
developing critical thinking skills and we added increased attendance hours the
2016-17 results had demonstrated that these interventions had to help turn
things dramatically around in 23rd in 2016-17 we had a smaller contract to
serve 10 students who were expected to have 6 graduates at the end of the last
year we had 14 graduates over 200% increase in graduation rates
I realize tonight is just a formality that the contact will be approved given
the fact that we’ve been providing services for two semesters I am
concerned that once again our contract is done in the middle of the semester
either this means I am being treated as someone very special since I know all of
you here or it means I need to be worried given the district is proposing
a new school that might provide GED services tonight you will hear from two
graduates and Omega school volunteer thank you thank you Betsy Lawrence
followed by Ellie module hi I’m Betsy Lawrence and I’m a
volunteer at Omega school tutoring students studying for the HS IDI GED
tests my background with Omega actually goes back to the 1970s my husband was
one of the first teachers at Omega and I knew people who actually started Omega
so I feel very connected with Omega and I recently retired from my regular work
and s Doster if I could volunteer and he said sure I didn’t know what I was
getting into it’s been a wonderful experience but just let me say that
Omega has been around since the 1970s this is our 45th year and while the
teachers students and volunteers have changed the mission and goals have not
students are people who have for whatever reason been forced to leave
school at some point in their young lives Omega gives them the chance to
finish their schooling and attain an hsed GED diploma that’s giving them the
option of pursuit of higher education the possibility of better jobs and
better lives but most certainly greater self respect and fulfillment there are
all people who want to change their lives and complete an error in their
lives that translates into a determination to work hard at preparing
for the g-h hsed GED tests Omega is an easy place to study and learn it’s quiet
with enough room for students to work by themselves or with a teacher or
volunteer tutor there’s a feeling of quiet determination concentration
respect and affirmation in omegas building but Omega is more than just a
place to study the staff has respect and empathy for the students as people who
have lives that have not had education as an easy opportunity the staff is
consistently as accessible supportive and friendly they are interested in all
of the students and want to see them succeed in this important quest students
are constantly encouraged in their preparation for the tests working
one-on-one with teachers and volunteers since 1973 Omega school has helped
thousands of students achieve the general education diploma
and has become a Madison institution with the support of their friends and
families Omega students have networks of encouragement to keep them going in this
way Omega school has affected the lives of many more people than just those who
have gotten their GED there Omega has provided hsed and GED instructional
services to fourth-year high school students with funding from mm-mm SD this
funding has helped hundreds of students complete an important part of their
lives before moving on to the rest of their lives
MMS D funding for the second year of this two-year agreement is important not
only for Omega school and its students but for the community that Omega
supports by its mission and by extension for Madison itself thank you thank you good evening y’all thank you so much for
your leadership I want to start by thanking the mom who spoke first I think
it’s really essential we owe it to our students to give them the skills to
navigate consensual relationships with on with one another and I thought it
took tremendous courage to come up here and say what she had to say so I hope
that you all reach out to her and and make time to listen to her and then move
forward with an incredible sense of how important it is that our children
understand how to treat one another well I’m speaking on both on behalf of of
Omega and I am hoping that you all renew the contract and understand the
importance of that work I graduated from MMSD at a time when 38%
of african-american students for graduating and there was a joke that
isn’t really a joke that we would that we would say or that folks would kind of
talk about that if you hadn’t graduated by the time you were 19 you would get
your GED in the Dane County Jail students need options outside of
incarceration too it she’ve success and to be recognized
academically and intellectually Omega is an amazing program that offers an
incredible amount of support to its students and the children of its
students there’s a daycare in the facility and that’s an incredible
meaningful opportunity to young folks with children so I urge you all to
support Omega and to renew the contract and to continue to give students options
when when they’re not able to obtain documentation that validates their
intelligence and their academic capacity within our schools which happens far
more often than it should and that’s a reality we have to work together to
address I also want to stress the importance of the fact that Omega is led
by a person of color and that the leadership of people of color has been
serving our community when the leadership of white folks has failed
communities of color over and over and over again so thank you all so much for
your time this evening and thank you so much for your leadership I’ll see you
soon Thank You mr. Cooper hello everyone well I’m definitely here
in support of Omega school I’m not only talking as a graduate but then also as a
board member as well for myself I was one of the ones that in my life I
actually I dropped out of school but I knew that I needed to in order to get
ahead in life I knew I needed to basically get HSC B or even a GED I was
lucky enough to get my HSC D and then continue to go to college from there one
that one of the things is you know and in support of Omega school is the fact
that it’s giving students that opportunity just to kind of give you
just a little snippet about myself as far as when I decided to go to Omega
school I was released from prison from being released to prison and saying you
know when everyone was shutting their doors on me as far as being able for
employment there were certain jobs that said you know I had to have my high
school diploma but yet I knew at that time I didn’t really feel comfortable
and going to like a Madison College or or some other school in order to try to
get my high school diploma but I knew it was necessary I’m not only for myself
but also for my kids to be able to see that their father had their high at
least got a high school diploma because that was something that I knew that they
had to have in order to at least make some type of leap further than their
father so I had to lead by example so I make it quick
so you know I knew that by getting my high school diploma that was gonna give
me at least some type of standing ground to be able to make a better life for now
only for myself but for my family through Omega you know but just having
the smaller classes being able to talk people one-on-one and be able to have
some real conversations and navigate the system it was helpful for me you know
you know now you’re looking at someone in those days I’ve spent 17 about 17
years ago you know now you’re looking at someone who is definitely I’ve been able
to make some changes in the community been able to help other people get their
high school diploma and again not only did I lead by example I have two
students two sons that who graduated from these high school but then also
been able to show other people to be able to lead the way it’s important and
again I would just say the same thing whatever you can do to support or make
the high school I’m sorry Omega school please do thank you thank you and that
concludes our public speakers for tonight thanks to all the speakers and
sharing of the information you have to sign up by six o’clock okay next item on
the agenda is approval of minutes and I’ll move that the Board of Education
approve the minutes from the regular median dated October 3rd of 2017 second
it’s been moved in second any questions comments suggestions
Morton advisory vote please aye all in favor aye in the opposition Kate
are you there I’m here I said aye all right I just
want to make sure mr. Mertz I would like an ask for staff member to
speak to Cynthia the first woman who spoke tonight I expected some one of our
staff members to go check in with her about the communication issue she’s an
experienced and I haven’t seen that happen so I don’t know who would be
appropriate who’s here tonight but I’d like to make that request request is
duly noted and I saw the superintendent nod and affirmative so I’m sure that’ll
be taken care of if not please call me sometimes the best thing to do is to get
in touch with folks so thank you mr. Mertz
okay it’s been moved and seconded and approved the minutes okay next item on
the agenda board presidents announcements and reports Nikki Vander
Molen and anima Fateh recognized as 2018 women to watch congratulations to the
Madison School Board members Nikki Vander Molen and annum often who were
named as 2018 women to watch by Bravo magazine women to watch celebrates Nikki
Anna and 16 other Madison area women who are leading change in 2018 read their
stories at Brava magazine dot-com or pick up the January issue at your local
store Anna and Nikki thank you for your work that you do on behalf of our
students and families congratulations on the well-deserved honor James Madison
Memorial stood receives 2017 Advanced Placement state Scholar Award
congratulations to Memorial senior Christopher Zhu who received the 2017
Advanced Placement AP state Scholar Award the College Board grants the award
annually for student performance on AP exams students are chosen for the award
by earning scores of three or higher on the greatest number of AP AP exams and
then the highest average score at least 3.5 on all AP exams they have taken
well-done Christopher and best of luck in your future the 2018 state education
convention I attended the state education convention last week sponsored
by the Wisconsin association of school boards Wisconsin association of school
district administrators and the Wisconsin association of school business
officials now during the delegate assembly the MMS the amendment to
resolution 18 point oh six regarding per pupil reimbursement for transferred
forties her pupils pass successfully now the
resolution now supports legislation to require the state to fully fund as a
categorical aid the cost to local public school districts of providing
transportation to pupils who attend all public and private schools not simply
those through a taxpayer-funded voucher program thank you to my fellow board
members for your guidance on these resolutions which come from school
districts all over the state actually that’s two years in a row that all of
our suggestions have been taken so we’re batting a thousand so thanks to board
members for your suggestions okay that concludes president’s announcement
reports will continue on to superintendents announcements and
reports thank you board president howard sue gore would you please join me up on
stage and we’ll just give her a minute before we get started all right good evening everyone I’m
looking forward to giving you an update on one critical component of our work as
a school district which focuses on building deeper understanding among all
of our educators about what it means to create racial equity in our schools and
classrooms a journey that I think we’re all excited to be on together as you
know we’ve been working with the national equity project for a few years
now an organization with a rich history of developing what they call equity
consciousness and commitment as well as helping us develop leadership school
skills to put that consciousness into action Heidi Gail I want to point out is
here tonight she’s been working very closely with us for several years I also
wanted to highlight that she is a former teacher from Wright middle school right
here in Madison so she is a true member of the MMSD team our ultimate goal yeah Heidi did you teach at Omega 200 right
Heidi yes oh my god isn’t that unbelievable yeah it is a small world
that’s wonderful and we’re really lucky to have her as a partner
our goal through this ongoing deep work on racial equity is to have a positive
impact on classroom practice and student learning ensuring that every educator no
matter their racial or cultural background is a culturally responsive
educator in other words our goal is beyond just
being able to recognize racial inequities at the systemic or in
visual levels that’s important right we want to be able to recognize them and
disrupt them but we want to become more culturally responsive teachers who can
build deep trust in the classroom with students which enables them to take the
risk that’s necessary to delve into deep learning experiences because we know
learning is all about productive struggle and if you don’t have trust in
the classroom you’re not going to be able to allow yourself to struggle and
come out of it this is not an initiative in our mind this is about all teachers
becoming even better allies to students and particular students of color we
believe that this is a way of educating as you may have heard Gloria
ladson-billings talked recently that this is not work that happens in one
year or two years this is a lifelong project this is about an educator
through their own reflection self actualizing right over the the life of
being in this career we think it is a beautiful part of being a teacher and
it’s an obligation if you are a teacher so we’re committing to this for the long
term you can see that since we started in 1516 working with the racial equity
project we keep going deeper we started with working with a small fairly small
number of leaders principals school based leadership team members some key
central office members really trying to do the inside-out work to understand our
own implicit bias to understand structural racism and the history of
racism in our country we have expanded and deepen this work over the last
couple of years now working with a fairly large cohort of teachers we’re
working with all of the teachers and schools that were to receive intensive
support KAS we’re working with ninth grade teacher teams we’re working
with the entire staff at three schools part of a small cohort that soup will
tell you a little bit more in a moment and we are starting to cultivate a group
of equity leaders called equity fellows that is part of our work to figure out
how to make sure that this work can be sustained over time as much as we love
Heidi the goal was not for ever to need a partner we need to build internal
capacity so we can sustain it so what I’d like to do is pass it over to sue I
want to recognize that Sood gourd is now our executive director professional
learning and leadership she started that job this fall were thrilled that she’s
taken on this position some of you may know sue from her previous work helping
us learn how to provide teachers with better and more effective feedback to
improve their practice as well as principals we’re excited that she’s
leading this work she’s going to be talking about the progress that we’ve
made this year she’s going to point to some promising data this is something
that’s hard to measure and maybe impossible but there are some indicators
that we think are really promising inch of course she’s going to talk about next
steps for the remainder of this year so thanks Jen
I think so yeah just pull it close okay good evening everybody if you hear my
voice quiver is because I am so cold that my teeth are pretty could you tap
your mic I’m not sure it’s on just close forward towards me yeah okay okay
hello yeah um okay so my role tonight is to talk about our progress to date with
the National equity project and we’ve centered the presentation really on four
different themes that encompass the work that we’ve done so far this year or that
builds on work that we’ve done in the prior two years so to start out with
we’re gonna talk a little bit about how we’ve deep in equity focused facilitated
leadership with our principles and s BLTs
this year we purchased the text by Cerreta ham and called culturally
responsive teaching in the brain and we’ve used that text as our anchor text
for professional learning I think this has been a really high leverage way of
using resources in that it is really supporting us and having a common
understanding and a common language around what we mean by culturally
responsive teaching so I think that’s been extremely powerful in doing that
work this year with our principals and SPL T’s we began our work in
in anchoring it around learning partnership and as a part of the
learning partnership a key aspect of that is building meaningful
relationships between students and teachers so that we create that high
trust low stress learning environment an environment where students feel both
validated and affirmed for who they bring to the classroom and what they
bring to the classroom in terms of the student-teacher relationship the the
relationship is really a two-way partnership in that not only does the
student learn from the teacher but the teacher alerts from the student by
studying what is effective by allowing that student voice to share what is
working and what isn’t working and then making adaptations to the instruction
based off that feedback from students so that idea of learning partnership has
been central to our work with principals and RSP lt’s the number two is thinking
about deepening our work around culturally and linguistically responsive
practice focused on some of our teacher groups that are charged with
accelerating student progress particularly for our students of color
in our ninth grade on track leadership teams they focused on developing common
six criteria engagement strategies and
grading practices to increase the predictability of practices necessary to
support knife rate success the national equity project has supported planning
with these teams so that common expectations are designed through a lens
of cultural responsiveness intensive support elementary and middle schools
have engaged in ongoing professional learning focused on research-based
literacy practices that support accelerated literacy proficiency the
national equity project has supported the planning and presentation of these
sessions focusing on relationship building for low stress learning
environments and finally our instructional coaches have worked with
the national equity project to deepen their understanding of what it means to
coach for equity they’ve done this through the use of coaching tools
language scaffolds and opportunities for practicing coaching within their
professional learning that happens monthly I’m sorry what is the language
scaffold they’re like sentence stems that can be used in your coaching based
on where the coaching is in their thank you uh in terms of theme number
three we last year identified a small group called nook cohort schools schools
applied to be in this group where they received more intensive professional
learning and work with the national equity project around deepening their
understanding and practice of culturally and responsive teaching the school’s
Glenn Stevens Orchard Ridge Elementary and Toki middle school were supported in
focused development of their school based leadership team and deepening
their facility europe and their deepening their ability to facilitate
discussions and learning centered on culturally responsive teaching with
small teacher groups within the school so essentially what happened is members
of the school based leadership team and some teacher leaders receive support and
how to facilitate group reflection and discussion so teacher groups across the
school are engaging the cycle of inquiry around their practice where they’re
reflecting on what’s working and what might need adaptation in order to be
culture more culturally responsive at West High School the work is much more
recent and the national equity project is working with their administrative
leadership team around focusing their team and focusing on supporting their
team to lead for equity at West can you clarify the timeline with the Stephen’s
Orchard Ridge Toki middle school you said last year did that start last like
September of 2016 or yeah yes it started September 2016 yeah
so this is your – yeah correct one of the important things I think to
notice about this as well as this would be a strategy for building that internal
capacity and an example of that would be in our February Leadership Institute
we’ll be having a panel of teachers from the cohort schools share with us what
they’ve learned since they’ve done their work with the national equity project
and what they’ve learned about leadership in their school of the world the final theme is very new for us the
development of our equity fellows cohort group and this has been sorry this has
been a very exciting work and again this is aimed at building that internal
capacity where we have identified a diverse group of roles and perspectives
from the disk across the district within the members of the cohort group and we
want to build their capacity to lead the work around racial equity and disrupt
racialized outcomes during the initial meetings the group identified current
systems and root causes for racialized disparities and systemic areas of focus
for their leadership as a equity fellow group next steps in our next meeting
will be to identify the professional learning that that group needs in order
to reach in order to be prepared for that leadership across the district in
terms of who those people are this is a list of our equity fellows identified
this year via that application process on this past Saturday we had our full
daily retreat with this group and I just want to shout out to them they are a
very committed group of educators who are deeply interested in seeing
racialized disparities eliminated in our district
evidenced by the fact that they spent a full Saturday together working on this
college and so as Jen I had said in her introduction this is adaptive work that
we’re doing and so to measure the outcomes to measure its success is is
difficult we have worked with our research office to identify some
indicators that will offer us insight into the progress that we’re making so
we’re going to take a look at a few pieces of reefs of I guess evaluation
data starting with our leadership Institute’s and principal meetings where
we take survey data after each event then we’ll look at some of the climate
survey results for MMSD late leaders and also for our cohort schools that we
mentioned earlier so as you look to the left of the screen you can see each one
of the events that occurred and what the identified outcome was relative to
culturally responsive teaching on the right you can see the survey results on
a rating of one to five you can see that five being strongly agree we have some
very strong results from the survey our aim when we look at professional
learning as we hope for scores that are above a 4.0 when we deliver professional
learning that would mean that our participants either agree or strongly
agree that the learning was effective and so you can see that our results
there have been pretty strong in terms of the climate survey data from
our leadership we know that our our climate survey is just launching for
this year so we’re actually looking at data from 2015 16 and 16 17 we look
forward to sharing with you what we learned this year but as you can see we
can see growth between 15 16 and 16 17 in questions relative to climate and
cult and cultural values of and diversity in terms of our nap cohort
schools our climate survey reflects that our cohort schools are valuing diversity
as compared to the non whole cohort schools as you can see the nut cohort
school showed larger increases in agreement on questions pertaining to
valuing diversity so in the lower right hand corner they’re a plus 14 percent
versus 10 percent additional questions in the Climate Survey for our nap cohort
schools focused on responsive instruction also indicates some
promising results with an increase of 22 percent responding positively about
responding the state of responsive instruction in their school versus 15
percent for our non nap cohort schools these all staff responsive student
responses parent responses those are all staff responses all staff yeah
essentially because we’re focusing on the professional learning aspect of it
for the staff hacked on yeah and so finally in looking ahead our plan
for the remainder of the year is to continue our work with principals and
SPL T’s with a focus on learning partnership and continuing to develop
their ability to create the conditions necessary for learning partnerships to
thrive in their schools our cohort schools will continue to refine their
collaboration processes aimed at reflecting on what they’re learning from
their students about the efficacy of their instruction and making those
adaptations for more responsive instruction and our equity fellows will
actually engage in the professional learning necessary for them to begin to
lead and facilitate some of the work across the district and develop
resources to support that work we will be providing you with an update about
our equity fellows and their work probably somewhere late spring early
summer kind of a timeline and then we’ll develop a plan that considers what kind
of sustainability and so I would just like to point to conclude to a couple of
things I think the work with the cohort schools and the work with the equity
fellows is really aimed at building that internal capacity so over time we will
be less dependent on our consult with the national equity project as they will
have successfully built internal capacity with us around our work on
racial equity and culturally responsive teaching I think at this point you just
will pass it back to you James if we want to thank again Heidi all of the
many people who’ve been helping bring this work to life in our schools racial
equity work and focus on culturally responsive teaching is not a new concept
for many of our teachers I mean when I say his lifelong work it has been
lifelong work but we’re excited that we’re building a common laying
a common way of just being and talking and exploring our practice with one
another that I don’t think is is threatening it’s about as I said at the
beginning of this presentation helping us all become stronger allies to
children of color so I’ll hand it back to you James okay thank you thank you
Jan so I guess we just moved right to questions so the Linea member might have
any questions ana stated that that the equity fellows had worked together and
were identifying root causes was are there any that folks have established
our root causes or systemic barriers that we’re working toward address yeah I
think much of what they’ve talked about is rooted in beliefs about student
capacity and working on the implicit biases that we all have learning to
recognize them and understand the impact that those biases can have on the
learning environment I think that would be one and I think also school-based
folks have identified focus that we need to maybe narrow our focus and they’ve
talked about the school improvement planning goals and streamlining that
that process narrowing those goals so that you know we can focus on a few
things and do it well and really go deep oh I think spent in that well I guess we
would count in their an instructional coach as someone who’s right there are
three classroom teachers I think Amy Amy’s also a social studies teacher at
West I think you might have missed that but nevertheless yeah so yeah so in
answer to that question it first of all it was dependent on who
applied second of all it was dependent on creating a racially diverse group and
the thought of how can we build capacity in folks that can actually be released
without sub time during time to actually support some of the schools to do some
of the work I do think that we have our under conversation right now and how we
want to sustain and expand on the group and I think your point is well-taken
that we need as we do that we need to include more classroom teachers kind of come in this with us one is the
what Klassen teaches on the day of the experience is very
important and I have something yes migrant agreed agree yeah I think
yeah we agree and I think that but the equity fellows cohort I mean I had no
idea how it was going to shape up this first time out I didn’t know who would
apply and but yeah there are a lot of interesting right MSC are is represented
you’ve got an EP I mean this is a real mix of perspectives I think in roles in
a district where we do have a lot of teachers but we also have a lot of
people who play other roles too so and it is sort of interesting when the group
gets together how you know we we bring what we know but we also try to suspend
that idea of role or role authority or any of those things when we come
together and a lot a lot of the folks have some deep personal experiences that
have brought them to the table good well thank you sue thank you soon
yeah all right well continuing with we have
quite a bit in front of us so let’s to continue to move here next item on the
agenda is consent items and I’ll move that the Board of Education adopt and
approve all the motion set forth in Section C of the electronic agenda
prepared for the January 29th 2018 regular school board meeting exactly I
said motions are written now by voting a firmly on the motions of board member
Express assistant her affirmative vote on each of the motions consolidated here
by subject to Express separations that have been made by any member of the
school board because it’s been moved and seconded okay Vicki I move to separate
six point one to six I want to okay six point one five and six point one six yes any others okay it’s good I didn’t think there would be
many laughs tonight any others all right okay so it’s been
moved in a second Martin your advisory vote please
aye all in favor Kate whether that aye I’ll post okay most curious seven zero
okay we’ll try to go in order I think if I have them correctly so the first one
will be Anna at 6.30 kay thank you so I just want to pull 6.3 just for a little
bit of further discussion 6.3 is around shortened day agreements I just want to
express that I continue to have concerns about students being on a shortened day
schedule especially if they’re doing a shortened day so that they can receive
therapy outside of the school I think it has a negative impact on their education
because they’re losing that instructional time and we don’t have a
plan in place to recoup that time so the students that are on shorten days aren’t
falling farther behind I also want to share my concern of just the work that I
do in my day job that I do have concerns around students being placed on
shortened day agreements that are being asked to be on a shortened day because
they have behavioral challenges and so kids and families are being persuaded to
do a shortened day and so I just want us to continue to look at that and make
sure that we’re striving to get every day every child that wants to be on a
full-day program to have a full day program
and just really look at what are the outcomes for our students that are
currently on shortened day programs okay James kind of respond to that and I just
want to agree with you wholeheartedly we’ve been having a fairly thorough
discussion about shortened day agreements ourselves and I just want to
echo your sentiments I think it’s incredibly important okay any other
questions or comments on 6.3 seeing none then I’ll move that the Board of
Education approves request for short day agreements for two students it’s not
going to move in a second second okay from the moon a second any
questions or comments Morton advisory vote please
aye all in favor aye the opposition okay motion carries
seven zero okay next item is 6.8 Dean Mike you strongly believe that having
community partners is a huge benefit to our students and by bringing in partners
that can address a particular need that that we’re not doing so good at so I
guess the one of the questions I have about the Omega contract is is why does
it happen in the middle of the year yeah so just to be clear there is a two-year
MOA with Omega and then the MOA needs a service agreement every year to
expend the funds the service agreement was done for the 1617 school year in
September of 2016 we got the invoice mid-year and the contract manager just
realized that there was no service agreement implementing the MOA for 1718
so we couldn’t pay the invoice so this is just a formal record-keeping to
implement the MOA that has been in place for two years and to make sure that the
cash Trent – the financial transactions can occur to carry out that two-year MLA
so July 1:17 no it will have to happen every year it just needs to be maybe
next year just bringing together instead of doing them staggered like this I mean
is just a convenience thing isn’t it yeah I mean so I we can I’m not actually
sure why it was a one-year I know there were some tweaks and to see how the
one-year went but this literally is just like the financial transaction so that
Omega can get paid for this score if my memory serves me correctly and I Jessica
was here earlier and I don’t think she’s here any longer but my memory serves me
correctly the current structure the contract is based on students served and
hours and things like that and so the invoices can’t have
until those numbers have been produced and I think that that and and therefore
the amount of payment can’t happen so maybe maybe that’s why this is happening
in the in this kind of convoluted fashion maybe not I don’t know that’s my
memory its annual approval to expend the funds and so that is what we’re in is
the technical board approval to expend the funds of greater than twenty
thousand it is not a mid-year contracts until I 117 to June 30th of 18 and we
are working to make sure that contract managers are tickling out their
contracts appropriately well I’d appreciate it if you could combine these
so that things are done at one time instead of two I just think that makes
sense okay Anna I want to agree with what Dean has to say around keeping the
contract I mean I know that’s not a question but I would like to say that
the services that Omega school provides students is necessary because there are
definitely barriers around instructional time that wouldn’t really work with like
our conventional school day and for some of our students they really do require
more one-on-one instruction more support across the day and so I do think it’s a
bit of value to be partnering with organizations that can provide those
services the question I had is what school is the district making is
okay and then in with the other thing I would just say is that what I am
consistently hearing is that we are narrowing options for our students
especially at the high school level for getting out of the traditional
comprehensive high school were we’re pulling some of those programs that we
we’ve historically had in the district and I think that’s a disadvantage I’m
just I’m hearing we have fewer and fewer programs that would meet the needs of
non-traditional learners just as a reminder next Monday we’ll be having it
is an agenda item for the board as part of the instruction workgroup is that
right TV but we’ll be talking about opportunity youth which includes a full
look at all those programs all right thank you and thanks for
raising the concern Dean and couldn’t take this up with mr. berry and make
sure that you know that this actually happens okay
then I’ll move that the Board of Education approve the expenditure for
mega school in the amount of $30,000 for the provision of the high school
equivalency diploma program services used in the 2017 18 capital high
operating budget second been moving to second any final questions or comments
Martin you advisory vote aye all in favor aye the opposition motion
carries seven zero point one one two mmm-hmm I was reading this contract I
was reading the rules in the requests on the consent decrees and looking at it
and I believe HR needs furniture I reckon but understand that and that they
redid it it was the amount of sixty six thousand dollars on furniture I was a
little and I just like a little more
explanation on that so you want expression on the mouth okay sure I
don’t know that I am equipped to give you a full explanation one outside of
what’s on the memo mics you want to talk about the HR
furniture purchase thanks Mike appreciate you there is a description of
the memo and it is funded by the Ted 25 one-time money which we think is a good
use of that money Bell let Mike talk about him more deeply you might recall
this item came up during the 1718 budget adoption back in the spring it’s so
unusual for us to remodel anything at Doyle that it kind of stood out at the
time and HR there’s 2024 FTE about 1.75
million dollars worth of annual leave or working in that space and poorly ventilated poorly lit poorly
organized work area and and so we remodeled it and part of that was
furniture very functional simply a Productivity
issue it’s not about fashion intended to help those people do their jobs and do
them well and it was all being state contract and we got the best pricing we
could get the area is not just one office it’s a second SEC series of
offices throughout the HR area can you uh give just a general budget update on
it that there was two hundred and twenty thousand dollar pieces that out of ten
twenty five months from last year’s budget one from this year’s budget and
with this sixty six thousand dollars where does that put the project budget
yeah I project budget if you went over budget slightly mostly because of the
cost of remodeling a couple of restrooms very expensive to do that the model
restrooms but the slight overage was covered within their building services
by Jake I’m done we resolved that several months ago but that building
services budget is then budget that wasn’t used to repair our schools I mean
that’s having when you say it’s covered from building services that’s not if
that’s a budget that we’ve really struggled to to maintain over the years
and so I just want to say that when you say it’s covered it’s covered by
uncovering something else and yeah it’s not a change about we can yes yeah yes
and you know and to your point this is HR department which is a department that
has saved millions in benefits and workers comp another thing so yeah we’ve
had those discussions internally I thought bottom line it was worth it and
I appreciate your support yeah and I’ve had the opportunity to
visit the remodeled HR and it looks great and I think that we need to have
all of our facilities upgraded if we could afford it I think that we work
better with better facilities and I’m happy to see that we got it done so
we’re in the process of upgrading other facilities as well so I feel good about
the work was done I felt good walking in there and does a huge improvement over
what we’ve had in HR yes Nikki mmm I respect HR I think they do a great job
but until our schools and our classroom schools have what they need
I just cannot agree with such an expenditure and therefore I’m voting
okay any other questions or comments just a comment that if this if this
project had been within budget I would have voted yes but since it’s over
budget and that was not noted in the memo I will be voting no because I don’t
even know how much over budget it was okay I’ll move that the Board of
Education approve a purchase in the amount of 66,000 53.0 61 cents from the
staples for furniture for the human resources department at the doral
administration building with funding from the 2017-18
tax incremental district 25 budget ii been moved and seconded any final
questions or comments seeing none Morton advisory vote nay all in favor aye in opposition
nay okay motion carries five – okay next item on the agenda at 6.15 very both 6.1
five and six point one six I would like to lose myself I have no issue with the
donation but I’m on the board great things so all right thank you so
I’ll move 6.15 that the Board of Education is set with donation in the
amount of twenty eight thousand eight hundred seventy two dollars from Great
Lakes Higher Education guarantee Corp to support more equitable access to
academically linked field trips and other experience experiential learning
opportunities connected to the social-emotional curriculum the purchase
of interpretation equipment to better support communication with all families
and the purchase of cultural and linguistically responsive text for
Blackhawk middle school second removing a second in questions and comments
seeing that Martin advisory vote aye all in favor aye I’m in opposition
motion carried seven zero zero six it’s six zero one zero one okay six point one
six okay donation from Great Lakes higher education Corp I move that the
Board of Education accept the donation in the amount of twenty eight thousand
eight hundred seventy two dollars to support an upgrade of the book room at
Gompers elementary school including new books for all grades headphones and
shelving and storage with funding from a donation from Great Lakes higher
education core ii removed in a second any question of the comments
seeing that martin your visor vote hi all in favor aye any opposition motion
carries six full one okay that concludes all items for the consent agenda tonight
next item on the agenda is seven one yeah seven one I’d like to
move into seven one slowly it’s okay okay next item is under main item seven
it’s out of seven one and it’s the student services equity based resource
distribution model and I’m gonna call on Jan to get us started
alright I appreciate that James I’m gonna ask John Harper
Lisa quiz dad and Mike berry to join me we’d like to share a very short
presentation no slides I promise just words before the discussion and vote and
and in this short period of time we’d like to be attentive to some of the
comments that we’ve heard in the last day or so your back you should have just
stayed up here go settle in alright I’m gonna say a couple words I’m
gonna let Lisa kick it off go for go for at least I’ll just start off just with a couple
statements about conversations over the past from my balcony can you pull the
mic closer right so I want to offer a couple of statements truly from the
heart of a three three member team here that’s worked really hard on this and
really wants to make things better for schools for kids so thank you for
allowing an opportunity for us to speak so I wanted to offer a couple statements
to be really clear about who we are and what we stand for and how we value
giving schools the resources that they need to best serve children we are about
inclusion we are very serious about not cost-cutting in this work we are very
serious about developing a better and more transparent process and model to
support students and getting their needs met and we are serious about wanting to
make things better in saying that we believe that those statements are core
to what we believe in and we believe those are not in conflict with the work
that we are proposing to have ers do for us we want to be sure that we’re letting
you know this is not about handing over the keys to someone to consult around
our beliefs or change how we deliver special ed services or height ever
anything or cut costs we hold the keys we have our values of the
about children and we know the schools have told us that how we’re allocating
resources hasn’t worked for them and we want to be able to make that better so
we feel a responsibility to real children with real needs and we want to
do something that is both stabilizing for schools and also responsive when our
students needed the most so I want to give John an opportunity and make an
opportunity to share a little bit we have been concerned about the tone and
some of the language that’s been used over the past couple of days around this
and we want to be sure that we clarify up any misconceptions and want to be
sure that we’re we know that we’re not asking someone to work with us to tell
us how to do special education we’re really asking someone to work with us
around developing the data and the tools to help us give schools exactly what
they need well good evening thank you for the
opportunity to clarify the purpose the scope and any lingering questions you
may have about the the proposed development of a student services equity
based resource distribution model so while we have an existing process you’re
very well aware of our annual process I just want to say that I’m very committed
to improving that we know that there are limitations to our the current model and
you experience some of the difficulties we had with that in the fall and you
know just want to make sure that we’re moving in a direction that is aligned
with our longer-term goals and vision of this special education plan we’re
seeking a partner to help us develop an equity based resource distribution
process and model and which is aligned to our beliefs and values designed to
ensure our procedural compliance accelerate the learning of our students
with disabilities and improve the social emotional learning and close
opportunities gaps so I I’ll state to just personally like I’ve had the great
fortune of being influenced by and being mentored by Lea Greenwald Jack Jorgenson
and Ann Yalie and I fully intend to carry on the legacy of the work that
they done they were my predecessors in this role and we have a history of being
pioneering in the efforts in the area of special education and particularly
inclusive education and this this belief in our students and included in
integrated environments is absolutely where our heart is and where we want to
lead next the outcomes that we’re striving for
this is to evaluate the strengths and limitations of our current system the
way we operate and to assist the district in determining a new model
which helps us understand and allocate resources at appropriate levels both at
a district level and then at a school-based level for special education
and related services secondly we’re seeking the same type of guidance in in
determining appropriate levels of student services personnel again at a
district level and at a school-based level to implement our behavior
education plan the selection process was lengthy and
fairly elongated and and thorough we think so using the bid net process we
released an RFP request for proposal we had six entities or vendors replied to
that and after evaluating the each of the vendors we we really honed in on for
the top four there were two two vendors that really fail to answer significant
portions of the RFP and essentially by those those emissions that excluded them
from from consideration we checked references of these top
candidates and as I wrote in the the memo all of the references checks were
really positive so it wasn’t as though that really helped us narrow down to to
really hone in on who would be the finalist so we conducted additional
phone or Skype interviews with each of the top four candidates we reviewed work
products and then last week we completed a fairly thorough electronic background
check of what we will of the finalists in this case ers so our
there’s a question here do I do you need a clarifying question at this point now
I just when he’s finished okay let’s just go to fight it appreciate it
alright so actually that that really concludes our my my synthesis here like
I’ve you know we’ve had an already an initial conversation on this and
briefings and so forth and just be open to any questions you have regarding
process or any of the other additional questions yeah okay anything else from a
minute administration or staff here yeah come on that’s alright Nikki um and I
think I just want to reiterate what the team said about the challenges we’ve
faced in this area we are not asking for consultant to help us analyze how
services are delivered and special ed to help us rewrite our special education
plan this is about a process and model on resource allocation and I’m just
different I think those those things have gotten completed basically some
what I’ve been seeing and hearing could you define resource what a resource is
pretty broad so a resource allocation because I really mean we’re really
talking about the the positions that we allocate to schools we’ve talked a lot
about the fact that we have open in a more I hope this is fair to say reactive
mode as opposed to proactive mode which is some of the criticism that we’ve
heard from the board and and we share and and we I mean I visit schools as you
know pretty much a couple times a week and talk to staff and this is the most
recurring theme of any across the years asking for us to have a way of
allocating resources that aren’t that isn’t just about numbers I know
our model now is a little more nuanced than that but moves beyond numbers but
is much more sensitive to the actual needs of real individual children and so
that’s what we’re trying to figure out this is we we have wonderful people
including John on staff who know a ton about special education and a lot of
local people here who can help continue to advise us on how to provide
specialist service as well but we lack sufficient knowledge and skill we hope
to build more of it over time in how to create a more sensitive model for
allocating mainly positions but that house it’s probably something to do with
time and I am so I am asking the board to let us move forward with this work
like I said it is one of the most recurring challenges that we face we
keep bumping up against this problem and we want permission to move ahead I think
that John I want to thank him and the RFP team who have I think on through an
especially strong and thorough process because there have been so many concerns
about which vendor partner we might use we’ve been cognizant of that from the
very beginning which is why we’ve tried to be as thorough as we have and as some
of you have mentioned I mean we are talking about some of the most
vulnerable students in our district this is not just about specialized it’s about
all of student services which includes the resources that we give to
no small thing to the behavior education plan and I we think that moving forward
this work that is about better allocating resources to support the
students who need it most in our district we’re just asking permission to
move ahead okay thank you miss pendimethalin hey is it common
place during rfp’s to often have back and forth with different groups in that
are you talking about an email that was sent at 3:17 25 last night I mean that
yesterday afternoon to Joanne Yankee and Madison partners on how she should
reconsider her views on an ers and that she might be confused or mistaken and I
just want to know if that’s standard practice or not because I have the email
with me sure I responded to her communication yesterday and I believe it
needed to have additional clarification there’s nothing there the secret nothing
there that’s inappropriate in fact it’s much of the same language
that was in the board memo which is public domain so I don’t I’m not sure if
you have any further question I just wanted to ask procedurally yeah it’s regarding a public item of the
board of voting on she sent it out to the Madison partners for inclusive
education of which I’m up I’m on the listserv so I can then respond I respond
to situations where families indicate an area of concern something that I can
specifically address so I I can’t say I do that frequently but I do I have done
that multiple times in the past thank you appreciate that it was more
procedural than anything it wasn’t meant as an insult but a procedure
okay sure other questions mr. mayor let me ask how you would like I’ve got a
couple questions and then a couple statements I’d like to make and would
you like me to I mean ask questions and then see if other people have things to
say and come back to the statements we’re doing all at once it’s it I just
want to ask what you’d prefer us chair okay you had others I have several
questions okay so what I like to do is when you had a floor to go ahead and
you’re done so let’s let Nicky finish her no problem just whatever you prefer
yeah then we’ll go to TJ mm-hmm I understand and respect the board’s work
right pardon me for the made notes but I need to do that but there are some
problems that I have with ers that I think need to be made public one I worry
about their lack of accountability and special that I worry about their work in
Oakland I worry about the work in Cincinnati and I know I know that
experience tells us that actions speak louder than words and that repeated
actions you can tend to predict behavior based on past events I worry about that
I do worry about cuts and special education because immediately after this
in the briefing we discussed how we’re putting possible caps on several special
ed programs such as neatly pania and I worry about how that is not considered a
cut to special education but the thing that bothered me the most
was a piece of material TJ found it but I’m willing to respond to it and yes
it’s from 2010 but are we really willing to partner and I trigger warning to
anyone who’s disabled but are we really willing to partner with someone who uses
the term mentally retarded to discuss our students I’m sorry it was a full
month and a half after the federal law changed it was after disability rights
groups had to stop using the term for years these are our most vulnerable
students and our most important and I really want to know if this is the best
for to make every child successful in community career and college-ready thank
you okay before we move on is there any
administrative comments to Nicky’s comments anyone have any comments do you
want to comment on just the language use there I mean I was anything you didn’t
feel you need to respond yeah I mean that the term mental retardation was a
part of the statute I mean that was a statutory language that was yes it’s now
seems archaic but not that long ago that was a very common term and that was act
with the the statement that you read was actually linked to national like at the
federal level you know the they referred to mental retardation specifically and I
think if they were to do it now they would probably regret that but that was
the term at the time then why didn’t they list the statute number okay any
other administrative comments at this point okay yeah you you’ve concluded
Nicky yep thank you mr. Berger’s and in which would you prefer that just go
forth for that okay go forth um then I want to start out with a couple quick
state very short statements and the short stage first one is that as I
communicated individually to Lisa but also to Mike in general are part of this
team that um though I oppose your recommendation I have respect for the
work you’ve done and the effort you put into it and the sincerity of it and the
second one is that this is not the apocalypse Ted um
this is number $100,000 which is not a huge amount of money
number two is as Lisa and John have made very clear that these people we are not
turning over the keys that do to federal laws federal laws that ers is on record
as opposing but federal laws nonetheless the damage did that that cuts are not
part of the picture because maintenance of effort laws and things like that this
is not the apocalypse these people are not going to destroy our district
however I do think that that they can do subtle damaging more importantly I think
that they can distract and delay a genuine opportunity to address issues
that I think are need to be addressed in my discharge and so those are kind of
the first two statements to begin with and then have a question which also kind
of leads into other things but but the superintendent said that I think we’re
conflating service delivery models with allocation models and I think they
belong conflated I believe that they in that they are interdependent with each
other and that that what our service to what and even the superintendent then
continued by saying that we need to talk about the experiences of the students
and be responsive to the to to what’s going on in the schools and that service
delivery and so I think that they are can quit and one of the things is that
is as I was thinking about this today I went back and looked at the recent
update we had on the special education and what it has to say about what’s
going on with a service debility delivery improvement portion of that
plan is pretty there’s not a lot there I mean it says that you implemented a
collaborative service delivery planning process and so I guess that one of the
things I wanted to do is kind of get a sense from you and Lisa and to the
extent that Mike’s involved an update on how did that process go didn’t include
all the schools is there where their lessons learned what will it look like
next year where are we at in that portion of the special education plan
so again brief because I don’t wanna stretch this out but just kind of some
sense of that I will take them in kind of like about this question release I’m
not just throwing it at you right now so all schools have completed the
service delivery process for students with disabilities it’s actually really
important to do that in the beginning of the year because there’s a high
relationship between the service delivery process staff and student
schedules right so they’re so the one the service delivery process number one
is is developed to help identify professional learning goals help develop
priorities also to map out all services that all student based services whether
that’s speech and language services ot PT especially designed services and in
what environment so we use that as the stepping-stone to cross-reference with
the staffing schedule so that the two are meshed together I I don’t disagree
at all of course the service delivery and the the distribute the resource are
conflated they’re they’re very much related however they’re not exactly the
same and you know they actually don’t take place at the same time and I think
longer-term may be a goal of ours would be to more
greatly sync these two things because of the high relationship between the two so
I think you’re you’re touching on where we’d like to be in the future in terms
of using the service delivery to kind of inform resources but that’s
we actually I’m not exactly sure how to do that yet and so that’s an aspect of
this project that I would love to have more a different set of eyes a different
perspective and two green a greater gain a greater understanding of how to do
just that because I think long-term that’s what we’d love to be hey you know
it’s funny I emailed Lisa last week something along the lines of I think we
are in agreement on a lot of things and what you just said I think we were in
complete agreement on and and I think that that is and that kind of speaks to
and I’m trying to I’m trying to keep this short but the first thing we talked
about is that I think that there’s two pieces that I want to speak to one is
why I don’t think the work is is being defined correctly either in the RFP are
and the response and part of it is that I don’t think it moves us there I think
that if we want to talk about allocations that it has to start from
the bottom up and it has to start with service delivery and and and that’s not
defined by data in the traditional sense that’s defined by things you know I
think my communications with special educators this weekend in parents this
weekend and communications that actually were about kids unmet toilet needs there
were communications about staff and student safety around concussions and
concussion protocols these the communications I had and that is not the
kind of thing that can be captured with the top-down data-driven approach a
comparative approach with other districts which is the claimed area of
expertise for education resource strategies and so you know I wish that
the RFP had been written differently so that that so that that interdependence
was more what was more central to the to the RFP and I wish that the responses
had been better it would have shown about a higher awareness or in the case
that the one that did show that awareness completed the entire
application which they did not but I think that that rather than go down the
other of the road of people I don’t think will help which will be a
distraction the world the way it I would rather wait and and and pursue that
vision the second piece has to do with
you-know-who ers is and it’s beginning this I decided I wasn’t going to talk
about their ideology and their work on behalf of policies and practices that I
think are very very destructive but I will talk about their expertise and they
have no demonstrated expertise in this none I mean they they just don’t they
have generalized resource allocation expertise but when it comes to special
education assessing needs you know they are essentially that that looking at you
know you look at how Cleveland’s formula does and in it and it’s it’s cruder than
our formula for students per needs and Cleveland is there shining district um
they don’t have it if you look at the advice they gave Oakland it’s it is you
have a bunch of choices for how you do this well we knew that I mean and and
and so I don’t see a particular expertise in this area and secondly I
don’t see them as an organization this isn’t about ideology to sivan integrity
I don’t see it as an organization with integrity and I’m going to call two
examples from Oakland one of which is at the very same time that they are
consulting with Oakland on the Oakland School District budget which has been
severely negatively impacted by the fact that approximately 50% of the students
in Oakland now go to charter schools they are on the public payroll doing
this they are simultaneously on the payroll of a charter advocacy group
advising how to move more dollars in kids to charter schools the same exact
team isn’t open doing this these are people I don’t want coming to my house I’m gonna leave it at that all right
thank you administrators have anything you want to
comment at this point okay okay Anna um I just had one thought and I
guess we talked about the salaat and education we have these ideas around
equity versus adequacy and we spend a lot of time I find talking about equity
that we distribute things in an equitable manner we don’t talk so much
about adequacy and whether the amount we have is adequate and so I I get
concerned when I hear discussions about equity without talking about adequacy
because you could equity equitably distribute resources that are inadequate
and it would still be inadequate inequitable and ineffective for our
students and so with that statement I I wanted to find out how the team came up
with the answer that or this is my question and how did we assess whether
it’s a lack of skills that is putting us in a reactive mode around resource
allocation versus as a lack of adequate resources to begin with I actually think
that part of the RFP is to answer that question I mean we proved we give out
and we allocate all of the resources that we have and actually I think you
act I pointed this out earlier I think one time you said like do you know you
have enough you know if you have enough and actually I was probably stammering
because I don’t know if I had a really elegant answer for that and so that’s
actually part of this this RFP is to number one analyze like are we spending
enough I mean I think so but I don’t know for sure and secondly how do we
allocate in an equitable fashion to schools to each school I mean those are
the two really big questions in terms of the special education and student
services at this bizarre like there is yeah I mean that’s the
heart of the the whole RFP it may have been better and may have no in hindsight
as you said that to really say it as clearly as you did adequacy and equity I
mean and but that’s when I reread the RFP descriptively that’s what you come
away with and we certainly have time when we actually meet with whatever you
know with ers or the entity if it’s approved to go down that route I mean
that’s that’s really like what we’re trying to figure out here well comment
though in and I do share concerns that other groups and other folks have shared
today that when you contract out with an organization that historically says less
is adequate that that is concerning to me yeah I know but that in the follow-up
interviews that Lisa John and the team held the there were some very pointed
and probing questions about the issue of cost cutting because that isn’t what we
put in the RFP that is not our intent I just I want to point that out because I
think that is so important Anna we yeah that’s not the intent of the work and we
wanted to make sure that the the possible vendors that we might select
understood that very clearly from the beginning I asked that question
yeah and they can’t debate me like later on in the interview they said
at least if we want to come back to you about that cost-cutting
is that really what you want us for because that’s not what we read in the
RFP and if that’s what you want we’re gonna rethink this they actually
really took that to heart and circle back to us on the interview team when we
asked them yeah okay mr. Loomis yeah thanks I hope is a question and in what
I’m gonna say I have some thoughts and I don’t even know if to statement first
thing is I I appreciate when the staff actually email responses back that the
board gets because one day when they don’t you never know if that person ever
gets their question answered plus there’s sometimes there’s questions that
I don’t know the answer to either so procedural I think it’s a good way to do
that I know it’s been done in the past and I always appreciate when that’s done
so I think it’s a good thing that people weigh in as soon as they can with when
we get emails about people asking questions as this project is ever since
I’ve been on the board I’ve been asking you and mostly you yeah are we doing
this right and what what I know is that we have a low staff to student ratio
that is lower than most of everything in a state from what I for my recall it’s
the lowest one in the state the ratio right so as so that’s good
however we don’t all feel that it’s right yet so and we’re trying to figure
out what’s right and it’s been very difficult so what we don’t what we know
it doesn’t work is anecdotes from Anna who will think left left the school
district after ten years and we get anecdotes like that all the time and
with the best student to staff ratio in the entire state so where we place all
these folks at and we always then we’re it’s a wacom problem happens and then
we’re sending stuff over in reaction all the time when we’re not proactive like
you said earlier and it’s time for us to to try to get ahead of that and flip
that and and that’s what I want to do now I know that if this group comes back
and and suggests some of the recommendations they made in other
school districts weren’t turn it right back to them and say no that’s that’s
not what we’re hiring you for is not what we’re what we want from you do and
we’re not paying you until you do do what we asked you to do here and that’s
helped us figure out the best way to to be proactive and not reactive so my and
I want someone to come in and and help us because we don’t seem to be able to
figure it out ourselves not that that you’re you’re incapable of it but it’s
just complicated so having someone come in that’s just gonna focus on it and say
this is what we’re gonna do this is what we want you to do give us information on
the best way to do this and then we’ll take it from there and it better not be
cutting staff or cutting and me already because they already confirm that that’s
not what what their goal is here if it is we’re just not going to listen to it
and it’s not gonna be what we know it will work here so I mentioned last
Monday and I’m probably going to keep doing this is that that
I don’t think we’re risky enough and I want to take some risks I want some
information I want some information from groups like this and others and I’ll
decide if it works alright or not I’ll listen to you guys and we’ll decide once
we get this report if this thing was something like they’re trying to do it
Oakland or or not as good it is what we were looking for and then we’ll say
we’ll reject it but I want this is an attempt for us to get at this problem
and resolve it and that’s what I want to see and if this we talked to these guys
more lengthy than any in any RFP then I can recall well they understand our
concerns about some of the previous work that they did and how that’s not going
to fly here and so if this is where we’re at I’m okay to take a risk on
these guys knowing full well what what their past history was and also knowing
that what we want from them and we’re gonna hold them to that and I think the
last thing I want to say is that the the people that sent us emails with concerns
about their children perhaps losing services is not going to happen that is
just not gonna happen there’s no way what that this board or
our school is will ever do that what we’re trying to do is make sure that
every child that comes here gets exactly what they need at the appropriate time
and I know that that’s weak it’s not good enough yet and that’s what I’m
trying to get at here so I’m if this is after all the scrutiny we gave this
knowing that we know about some of the past work of these guys knowing that
that that’s not gonna fly here I think I’m okay with this
all right Thank You mr. Loomis mr. Burke well I I don’t think I could say it
better than Dean did I really think that we are hearing from our staff that they
need help in doing better and to turn a deaf ear towards that I think wouldn’t
be doing our jobs and so I’m not going to get into whether ers is the best firm
to do this or not do this we need additional expertise and they went
through the process of course I’m sure ers has been hired by school districts
to cut costs not all school districts have the resources that Madison has so
have they done work around I’m sure they have that’s what they were probably
hired to do but we’re not hiring them to do that and so I I just think we have to
support the administration and as Dean says hey this is it this is in our court
to make the decisions but we should not be afraid of more knowledge and
expertise and it’s for us to make the decisions on doing that but there is a
lot at stake this is about children’s lives and I think we have to we have to
be mindful of looking and finding and learning to see if there are better ways
to meet those needs not cheaper ways better ways and we know right now we are
reactive too often and when we’re reactive those are two people who are
who have reached the breaking point of screaming and eat right when it hits the
board level how many cases are those where needs aren’t doing that
just haven’t heard about it and I believe we need to give our
administration the tools to at least learn and see if there’s better ways so
Thank You Dean that’s okay so I’m gonna call on it and see if Kate has anything
she like to add at this point before it would go for seconds and final time
around Kate do you have any input or anything like that yeah I think thank
you James um look I agree with a lot of what Mary and Dean have just shared
we have heard numerous times about from every stakeholder in the district from
students from staff from families about the in a Grammatik we’ll see if some of
our resourcing and I am certainly open to hearing information that we can make
choices about how to interpret may be the only one piece to add for me the
most exciting piece of this is actually around the behavior education resources
this is a challenge that I think we’ve heard even tonight we’ve heard from some
of our speakers about and I think we need to hear some new thoughts on how to
approach behavior in our schools and so for me this is actually probably the
more important piece of this request from our administration is to understand
how we might invest in resources that genuinely positively affect the student
student health and behavior outcomes in our schools so maybe just to throw that
out there for me I guess in terms of the process here the details matter what
comes back from this group I’m a little bit skeptical about consultants so what
comes back has to represent in a very detailed way our school-based realities
so I expect that our staff will be able to look at what we get back and say yes
that is representative of what is going on in our soils and and the same thing
for families ah so you know
I don’t I don’t expect this will be a top-down kind of numbers exercise I
expected this to reflect the realities of our schools and reflect our values okay thank you Kay Morton I just want to
say before you start Mike that as us oh oh it is that um but as a student a
hundred thousand dollars is quite a bit um that’s pretty daunting from one
student there’s quite a bit yeah but so I guess I am coming into this with a lot
of skepticism but Laura did share with me um some of what mr. Mertz shared and
some of the articles that he posted and there was one from Cleveland comm that
said that from the Cleveland School District its report card with most of
the gains that the district made they were so small that they were not even
considered statistically significant in terms of test scores so when evaluating
ers is that of any concern because I know numbers aren’t always the whole
story but I mean test scores are test scores and they will be looked at by
schools universities employers okay areas and adapting forth
that these games okay Nikki I have a few financial
questions for my fare how much how much blue done hundred thousand dollars
seventy Stas with that fund which is area so we use about 40,000
is the cost of of an SCA on average and is determined to the overall context in
student services we have about 1150 ftv and about about 87 million dollars
annual budget so certainly $100,000 is significant not just students defining
that right balance between rowing and steering is something that we try to do
all the time and no more steering the necessary but some is nice
and just one other trying to defeat it if I may and that is some many schools
this year requested additional SDA is due to that behavior I don’t know if we’ve quantified it by
specifically around behavior issues I think that that’s a we’ve we’ve made
probably 37 allocation adjustments to schools across since the beginning of
the year but I can’t say they’re all around behavior I mean they’re for
students who move in there for students who need additional support students who
transfer from one school to another they’re made for a myriad of reasons
some of which could be behavior but that’s that’s not the norm
that’s clear that’s the exception and not remember we’re using 225 the numbers
to work out I need to see himself yeah it won’t have an impact
okay TJ I’m sorry you’ve done it very important announcement clarify
further and echo it because immediately the conversation went to these people
are cutting and what Anna asked about was these people would recognize unmet
needs to be firing versus asked and I share her concerns that these peoples
track record is is not to recognize disease and so I’m not sure if they can
secondly I was when Dean said Dean said you know that
the people are cutting services that’s what that in our district
well families are fighting for services every day services that are required in
their IEP services to protect those services variety staff are fighting for
their students every day for unmet needs and event services so when we say that’s
not going to happen our district is happening every day and it’s happening
multiple places every day and that’s and I think Mary I’ve got a very short
recognition of that some of the things Mary said about it and if you don’t you
know maybe it to me that’s the sort of history we have to start with the
experiences and outcomes for our students and staff in our buildings and
that start from what University not I’ve made that point the last
this one things very said is that you know that this comes down to how do we
define what the needs are and what and once there I understand that our senior
staff has recommended this and to find the beats in one way but if you think
the needs require a car by our mission and ers is experience is and she made me okay Anna so I I would like to agree
with Morten as well I actually do think $100,000 is a significant amount of
money and if I felt that amount of money was worth the expense was worth the
expertise I would support it but I haven’t seen in that RFP or the response
where we’re seeing the expertise around resource allocation specifically in
regard to special education services my other concern is that in in the three
years I’ve been in the board we’ve approved a number of requests to work
with consultants and in my opinion what we’ve received from the consultants has
not been helpful it many times has really been common-sense things that
we’ve been hearing from our staff and our families over and over and so to
spend a hundred thousand dollars on something that I think will at best do
and replicate that at worst maybe do some damage that I’m not in support of
the contract but I will be very pleasantly surprised if we if it does
move forward and we do get some valuable data and information that’s helpful for
our students and that will help me reconsider moving forward how often
we’re working with outside consultants okay lieutenant alright one last comment
and then I’ll pass it back to you James because I know you’re probably eager to
get this to a vote on consultant use in general it’s interesting I think we’ve
had some great experiences with consultants and you’re right I would
agree that some of our external evaluations have given us
some common-sense feedback right kind of reflecting some of the things confirming
some of the things that we already know which often has happens in my experience
with evaluations I don’t say that to be defensive but we agreed as as a team
that the the three big plans we put put on these three your evaluation cycles
and I think it’s been in those circumstances just to be quite honest
the advanced learner plan special ed plan may be one the y ll plan comes back
around which is up next that we get an external point of view right validate
disagree confirm or not what we think is happening in our district so I want I
don’t think we have to have that conversation tonight but I’d like to
have it with you more because if we don’t think those three-year evaluations
and the the going to an external evaluator is giving us new information
better information that drives our performance and we should reconsider
doing it because you’re right it is expensive so I’ll just say that I think
that’s important James we offered you some language if
you want to use it knowing that the board might like to have some assurances
about the quality of the work that this isn’t about just more or less or
cross-cutting or not but adequacy of resources for our students I’ll just
alert you to the fact that you have that language if you’d like to build that
into the motions appreciate been alerted sometimes things could good by you and
so we’ve had a lot of input and I do think it’s time to move quite a bit of
input a couple of days of a thousand or so emails that I’m sure board members
read and so we’ve gotten quite a bit of input on this topic so a lot to consider
and I’m sure board members have considered all the information so I do
think it’s time to bring it to a close at this moment so I’ll move that the
Board of Education approve a services contract
with education resource strategies ers and the amount not to exceed $100,000
for equity based resource distribution models for student services personnel
with funded from 2017 19 t25 project funds one-time funds and further move
that the board direct the administration to work closely with ers to ensure that
their work be conducted in a manner that is in alignment with a districts deep
commitment to inclusive education a service delivery model that the district
continues to improve in order to ensure that all students with a disability have
their individual needs met through adequate funding and sufficient staffing it’s been moved and seconded
Morton your advisory vote please sorry Mary
abstain you may abstain if you desire to do so all in favor say aye please hi
all opposed motion carries four three and that concludes that item on the
agenda so pardon do do we need a recess I’m afraid to into recess you go ahead okay
we’ll take four minutes at this point we already have a slight break audience could come down
please thank you okay next item on the agenda is a instruction workgroup mr.
Merricks the instruction workgroup met on January 8th we had a deep and I hope
productive discussion of the goals and metrics for the next two strategic
framework this is a continuing conversation that is taking place in not
only at board meetings and committee meetings and retreats but also in venues
in schools and community spots all around the city and I strongly encourage
people to pay attention to it and participate in it because it will be
setting the direction of our district for the next five years in very very
important ways and we had a very brief discussion of the RFP for the student
services allocation model which at that time there we did not have the the
recommendation the date and possible agenda items for the next instruction
workgroup our February 5th we will have an update on the opportunity youth /
at-risk project and a continuing discussion on the goals and metrics core
values of the strategic framework as I said that is an ongoing conversation and
finally I’d also like to alert that immediately after the instruction
workgroup on February 5th there will be a meeting to discuss a donation and
matching district funds around an athletic facility project at East High
School which I don’t believe has been noticed yet but that will be immediately
after the February 5th instructional work group
or at six o’clock whichever comes first all right thank you that concludes
instruction work report and item on the agenda operations workgroup and miss
Burke operations workgroup meeting was held on January 22nd
we had one agenda item really and that was the 2018-19 budget development which
was a high-level overview and look at at the revenue projections and key expense
areas and how that might be broken out and this really starts a long process
that will continue through the final budget development so the next meeting
is February 19th and once again we will have the 2018-19
budget development this will be focused on staffing and priority actions the
second item on the agenda is the employee handbook update and the third
is land attachments / detachments all right thank you Miss Berg next item on
the agenda other reports to the board and that first report is city of Madison
education committee yes we did not have a quorum next meeting is in February
thank you it’s been Dumoulin and we’ll continue on
stooop senate morton so election preparation in Candice’s candidacy is
beginning to start up so any new candidates will be receiving their
election materials soon and the election will be taking place in April or May or
May somewhere around there we have been focusing a little bit on board of
education issues such as the strategic framework budget priorities and in
addition recently addressed the dress code via a letter submitted by the teal
ribbon club from Memorial and since recruitment has been kind of rough this
year we’re going to examine the federated Student
Senate concept where we can robustly recruit representatives from across the
district in addition we’re looking at max Scholars and how that program can be
or possibly be extended into the the entire district and we’re researching
advanced learning we did touch on the thirst project which we might be able to
support and in addition the Wellness Policy review and human growth and
development representation alright thank you to questions from Morton seeing none
we’ll continue on next item on the agenda
Madison school community recreation Msgr advisory committee mr. Loomis yeah
thanks I met with them their committee and one of the things that we discussed
was trying to increase community participation in their advisory
committee so there were ideas about particularly reaching out to the
universe communities and perhaps having meetings at different places where
others could have more easily attend so that’s one of the areas that I think the
advisory committee really needs to work on there’ll be another meeting every
every two months they’re meeting and I’d also like to request that Jacob be asked
to come and give us a presentation perhaps before over the summer before
school starts I think that would be a good time for them to lay out the
program for the next school year and I don’t think the school board’s heard
from someone from Emma C are in a long time so let’s try to get that on our
agenda thank you okay education resource officers all right we met last week and
we brought in all the restorative justice programs that are operating in
our school districts some internal and others
community partners how it fits in with the ero was historically an ero who we
kept this when I got on the board I kept hearing about this guy actually started
the the restorative justice programs and over time there seemed to be a
diminished and almost zero role in restorative justice work that we’re
doing right now in our schools we also then finished off the last of our
committee work reporting and we’re moving that think towards like the last
quarter I think of this of this committee where we’re hoping to at our
next meeting have members bring concrete proposals for recommendations and we’ll
discuss that that will then put on put out to the community and have community
meetings where they’ll be able to advise in on on these recommendations hopefully
then skidding to you bringing the Pope the recommendations to the board I’m
hoping by made so that’s where Abydos all right thank you next meetings third
Wednesday Emily any question no no I was just crossed my finger than we have
recommendations my may that was all that was my fingers crossed
okay waving them at Dean yeah next item on the agenda other business so we move
to other business and I’m just gonna go right to motions and and then we can
deal with it as questions come up I’ll move that the first item is 12:1 and
your capacity for enrollment determination and I’ll move that in
regards to open enrollment application for the 1819 school year the district
not established any space limitations for regular education space it is
further recommended that in regard to open enrollment
applications for it the 2018-19 school year the district determined that no
space is available in the leap neon and school based alternatives and next steps
special education programs all other special education programs and services
will have no space limitations second remove the second question thank you
if we sorry gotta get this if we’re a school that says we’re not doing cuts
we’re not doing caps then we shouldn’t do cuts and we shouldn’t do taps very
simply if we cut neon we do limit numbers in Mia limit numbers and leave
and put apps and recommendations Brooke restrictions on open enrollment what we
are saying is that’s acceptable again those are those programs involve
behavioral mental health and disability yet we just said that we don’t do that
that we provide services equally for everyone this is just more evidence
showing that we don’t miss Burton yeah I have to yeah I have to disagree with
with Nicki here what these are programs that we need to have available for the
students who live in our district and not those have those spaces taken up by
people transferring from other districts specifically for very very high cost
services that other districts don’t provide in an ideal world funding would
be such that that that that you know actually prior to the recent change high
cost special education funding would follow students unfortunately it doesn’t
any longer and and we need those spaces and if we have out of district students
taking those spaces than that then then we literally have no place to put our
students and we can’t afford to expand the number of spaces so I respectfully
disagree with that position and will be supporting caps on leap and neon
and calling for better state policy yeah I think it’s really important to make
sure we understand the context one there’s no cuts being proposed here and
second of all the caps there are no caps for MMSD students and in fact right now
without having those caps we’re preventing MMSD students from enrolling
and I think other districts have to be responsible for the people people choose
their districts and where they’re going to live and and I this is crowding out
our own because we don’t know at the start of the year or when we have to
accept open enrollment as to how many of our own students are going to and many
of those students need spaces during the year to be able to and if we fill up
those spots even we may think it really hurts our own students down the road no
I like to make sure okay sounds good you know my thoughts on this is I do agree
we need to have spaces for our students that that that setting is appropriate a
hundred percent I do have a little bit of a concern though with the argument
that we can’t let other folks in because the spaces are already filled because I
actually believe part of the reason that we don’t have spaces within these
programs is that the district has not made a clear plan for getting students
that have been placed in the program out of the program and so I would feel more
confident about putting caps on if we had really done a deep look at why there
are you know why we don’t have spaces within these programs currently I I
guess it sounds like we’re saying that we don’t have spaces because we have too
many kids from the outside coming in and taking the spaces
I guess I I would like to see that proven a little bit better before
capping these programs I also have concerns that this cap on these programs
serve predominantly students of color with emotional behavioral disabilities
we’ve already put more restrictions in place last year in the special education
plan where now we are currently rerunning kids evaluations that transfer
into our district if they are a student of color that are identified as EBD so I
just think we need to watch what we’re doing as a district and what message
we’re sending to students and I understand a lot of the students the
needs do come with a high cost but I believe every child deserves a great
education regardless of their circumstances and that’s our obligation
for these students my issues this I want our students to be in please don’t get
me wrong at the same point you don’t turn away students at the door we have
open open enrollment by saying we’re not going to open and roll if you will have
certain disabilities and that’s what it virtually is if you would qualify for
this program we don’t take you what that means we’re gonna have more not less
because people are going to drop their services transfer and then apply there
for violating federal law if we do not provide it under the IEP that terrifies
me because we’re setting yourself up for lawsuit well I have a question because
we think this is an important one we always talk about alternative programs
and all did we do any discussion support can really have clarity on this in a
workgroup or anything and what’s our time frame for this hour i mean how
important is it because we haven’t talked about we don’t have anything that
would move back how important is that we proved this tonight I mean versus Rica’s
versus making sure the board had real and good questions that answered on this
one oh let Dylan add to this but I think everyone’s a little bit right on this
issue yeah that there I think that there’s an immediate need to use the
limitation on open enrollment for this subset of special ed alternative
programs because we need to get a handle on it so I think Anna’s right and that
we do need to better understand the goals of these programs the process by
which a student can enter back into the general ed setting these are our most
restrictive programs and we’d like them not to be permanent placements and so
that all makes sense but I think in order for us to have the kind of space
to get a clear picture of the programs what we’ve learned about their quality
their improvements I think this is something we feel like we need to do
because it’s creating a like a new problem
a new challenge so I think with what the team wants is to be able to put this cap
on for now giving us the time and space to think about other changes as well I
think having a meeting at some point on the specifically the special IDI
alternative programs will be important on next Monday with Ricardo’s help we’ll
be talking about the non special at alternative settings what we need to do
there but I think it’s gonna probably beg the question for us to take a look
at those special at alternative settings as well so I think yeah I kind of get
what everyone is saying on this and we feel like we it’s something that we need
to do now in order to get ahead a lot better
do you want to add statutorily the caps have to be set or the I used the word
caps they wrote to myself users not camps but the determination of available
spaces for open enrollment has to occur during the January meeting okay okay so
back to your original comment jan the most board members or all board lives
are pretty much correct so I what I would advise then it says somewhere
either in I assume this was a maybe a instructional work item that that we
have a better discussion here and talked about the concerns that Borglum Zara
raisin and so we will move this forward but you know I’ve heard some very good
concerns around the table here and sounds like we need to talk about this
some more and so let’s make sure that we get this on an instruction workgroup
somewhere and have a discussion about this and some of the changes that needs
to be made so so I think we should move along with with the vote administration
like and but let’s make sure we get this on instruction group for further
discussion okay Martin your visor vote please hi all in favor aye in the
opposition nay okay motion carries c5 – okay all right
administrative retirement plan I move that the Board of Education pursuant to
the terms of the administrators retirement plan which seeks to recognize
the value of a long term commitment to the district approve the three
applications but moving a second or any types of questions or comments in for
this seeing none more than your advisor your service yes indeed really it’s a
short list for us this year but yeah incredibly thankful good people but none
are here tonight so we thank the many yes okay Martin your visor vote sorry I
all in favor aye in opposition motion carries seven zero
employment policy a zero zero five our move that the Board of Education
approved the proposed revisions to the policy eight zero zero five employment
as set forth in the materials prepared for the January 29th 2018 regular median
effective immediately moved and seconded questions or comments seeing none Morton
your visor evil eye all in favor aye any opposition motion carries seven zero
amendment to the 2017-18 budget okay I move that the Board of Education renamed
the first line of the tax incremental district tier 25 scheduled presented to
the board and the appendix of the 2017-18 board approved budget from
long-range planning and evaluation of 4k and early childhood to evaluations and
long-range district strategic planning thereby authorizing the use of the
$100,000 for the purposes named as such moved as second questions or comments
mr. Mertes I appreciate the fact that we were able
to get work done around our early childhood without this expense but I
wonder what this renaming is there an intended use
under the new heading for this for this so it’s kind of a general we might want
to use it and I guess I look at this as we’ve got what six months left in this
budget and so there’s no other intent TJ just so you know yeah I mean this and
and therefore if and any expenses that were spent under this heading would I
guess I was like an assurance that they wouldn’t be done in amounts of $15,000
therefore not coming before the board and that and and that a I would like to
share the understanding that if this money is not spent this year it will
roll over to next year so there’ll be an opportunity for you to see that and
approve it as part of the next budget cycle those are the my areas of concern
and I will I will vote in favor with with having state of those concerns
okay so removed in a second Martin your advisory vote aye
all in favor aye any opposition motion carries 7 0 financial transactions
advance learning consultant project I move that the Board of Education
approved the use of Ted funds for the following one a contract with Scott
Peters PhD through partners in Advanced Education Inc in the amount of thirty
nine thousand nine hundred sixty dollars to an additional allocation of twenty
five thousand nine hundred twenty dollars for it substitute coverage for
teachers and up to four schools participating in the professional
development three and allocation of eight thousand eight hundred dollars for
site rentals and lunch for teachers at each PD session and for a total
amount of 25,000 to be allocated to up to 8 schools for pilots in the area of
leadership and creativity move ii questions or comments Nikita and TJ I
respect Advanced Learner’s I happen to love the Advanced Learner’s program
however I cannot vote on the vote YES on this for willing to cut special ed for
willing to put caps on it then I don’t think we should be able to fund the
others as well I think it’s a priority issue
I am neither opposed nor in favor of this I do however think that it should
have come through the instruction workgroup and I understand that the
common practice is that when we have expenses associated with plans that
things come to come before us in in a similar manner to this came before us
because those expenses have been pre-approved via plan budget plans or
plan budgets in this case I think that with the uncertain status of the
advanced learner plan that you know one was submitted we passed something an
interim basis and said this isn’t good enough essentially then to have a
relatively large and an extensive expenditure in program come before us at
a regular board meeting without any operate without any opportunity to have
exported previously to have asked questions of staff I’ve got you know off
the top I had a half dozen questions and probably some follow-up questions and
what appreciated the opportunity to do that before it came before a vote so um
I would if there is support I would I would I would ask this be referred to
the instructional work group if there’s no support for that then I was just be
voting no I would support that so we’re back to one of those timing issues something needs to be voted on tonight
what’s the urgency here is it something that we should discuss a little more in
the workgroup so both of these actions the professional development for the
advanced learning specialists as well as this idea of doing some innovations
around advanced learning services themselves and both of those came out of
the kind of initial approval of the like the one-year advanced learner plan I
just want to remind you all that we’ve made a decision not to not approve the
advanced learner plan but to let the advanced learner plan begin to get
implemented this year and that we would come back to the spring and add the
additional two years so I’m angry or anything everyone and that’s one year
plan you’re gonna look it up before I get a
chance to I know it but I think that that plan is I recall it was pretty
clear that we were gonna move forward with an advanced learning specialist
role which was kind of an improvement on the prior IRT role and this idea of
trying to do some innovative things this year was also there so I don’t feel like
the concepts are new we’ve been searching for a way to to execute on
them why and I think if we if we waited I mean I just think there’s only half of
the school year left yeah you refresh my memory on your subject so I appreciate
it and I appreciate that you have refresh my memory honor gets late and so
not only do we forget something I forget things anyway now it’s late I forget
even more things I do anything James if it’s all right I do want to be clear
though I’m worried about TJ’s previous comment on the other item that I just
want to be true I was right now the use of 225 and the renaming of that line
that a portion of this proposal is using that remaining line of the 225 funds and
that the mini innovation grants are coming out of the innovation line of the
225 so I just want to be clear that’s where we would be getting the funding
they move forward on those two aspects of the one year advance earner plan that
was approved thank you for your clarification I’m
clear any last questions I just want to say that you know I could I could ask
for someone who is familiar with this pilot to come up here and answer
questions now and I think that’s would be absolutely the wrong way to do things
which means that I’m asked me to vote for $100,000 with met without a real
opportunity to ask questions about the spending there and I find that not a
good way to do business and so again I say that if there’s support to to refer
this to a committee I would favor that if there’s not support for that I will
be voting against it and it’s a required two-thirds vote and I hope others join
me I don’t I don’t know if this is a quite 2/3 first but it says what it says
on the agenda miss Burke has the floor yeah so we talk
a lot about getting you teacher input on innovation and to me this is exactly
what it’s doing you know we have to pay for substitutes we’ve gotta have that
when you bring them together you got to cover the classrooms we have someone who
is local here we’re utilizing that that knowledge and we’re putting aside a
small amount of money when you consider its eight schools to pay for pilots to
get things started in this area of leadership and development so to me this
is aligned so strongly with exactly what the board has been talking about about
innovation utilizing the knowledge of teachers in the classroom getting them
together with with experts to be able to then move forward and start some
implementation in a constructive way but also so we’re learning together I’m with
you TJ yeah of course we would like to hear about these things but sometimes
they need to move and we are if we want to do them and we have new personnel and
I applaud their efforts to get something rolling quickly so we can learn from it
we get that input and it helps inform maybe something else that comes into the
budget okay and so I hope that we support our staff in this type of
initiative and we get this going yeah and I sort of agree with TJ on this also
and I agree with administration for example item for 25,000 at ated for big
schools for leadership and creativity I really would have liked to talk about
that one a little more and so maybe there’s some pieces in here that
probably a little more urgent that we should you know that would have had more
support right now but you know I’m gonna err on the side of the innovation piece
and help move this forward but I think that we do need to make sure we
discuss these things ahead of time before we bring $100,000 finishes one
last comment on the subject nikki van der Meer my comment is this sorry I’m
particular tonight but my comment is my comment is as follows and that if we
allow the administration is wonderful innovation is wonderful going around the
board and this isn’t the first time it’s happened that’s a pattern pattern is
precedent precedent is binding I’m sorry but I can’t vote for it for that reason
okay do you have a comment still wanted to clarify something about
this two-thirds vote we think that might just be a mistake and it says two-thirds
vote oh yeah I know it’s a budget amendment
what is the prior mode so this is spending the budget that you just
amended us it is amendment to the 2017-18 budget this was missed then this
was missing its noticed as a 2/3 vote because it’s under administrative notice
to the board mrs. board was misinformed about about the requirements here and
yeah I would have voted no had I known that the other one was the two-thirds
vote and this was on the previous one and that wasn’t clear at um if you and
the other one does not have the notice that it says two-thirds vote so that was
misplaced I brought this up with Kelly on Thursday in a phone call and she said
she would look into it and make sure it was correct and it’s not correct and so
I’d known this I would have voted no in the previous item so we’re on 12 5 and 12 4 also has leash
and my notice has the 2/3 quote on it what 4 does not have it in mind 12 for does not happen on my mother does yeah so it was this okay so so it was
known enough okay so we’re not to break our record of exceeding the 9 o’clock
time limit if it’s not pardon to – if there aren’t five affirmative votes I
think we should go back to it so I want to be transparent but there was five
affirmative and and that was properly notice it’s this one that was miss
noticed in my mistake on that it was known if they would notice the two
thirds was noticed differently in the two yeah and I was just using no one is
actually now more publicly notice because that’s in the public content and
then the other I appreciate the discussion back on requested more in
your advisory vote aye all in favor all opposed nay okay Kate I
wasn’t it I didn’t hear she was a nice I thought she said well I was an I use the
I okay motion carries 5 – okay next item on the agenda all and new business we
have no opens but we do have some new business would like to take this moment
to say thank you to miss Pauline this is miss Paula’s last meeting guys look in all sincerity is a bit of a
pleasure serving with you you know pleasure having you here in the district
it’s a really really uh I like to say congratulations and thank you guys I
think it’s always great when when we we’re not necessarily folks we want to
relate because sometimes we just get a better opportunity and I think that’s
your case I anytime we get a chance to maybe go home be close to family I think
that’s very understandable so again it’s been a pleasure serving with you it’s
gonna be hard to fill your shoes so I’m saying that to you superintendent just
bring somebody in here that feet are too small and so make sure we get the right
person to to at least try to a replacement for again congratulations on
your new opportunity and it’s been a pleasure
yeah I want to echo those same sentiments Dillon is not only an amazing
member of our team but she is a friend and we’re gonna miss her a lot okay I
understand unless you have something you want to say miss Polly Oh No thank you
very much you’re gonna turn I’ll entertain a motion to adjourn so moved
all in favor aye in the opposition all right we’re doing you

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