GBAPSD Board of Education Meeting: August 19, 2019


Announcer: The views and
opinions in this program are not those of
CESA 7 or Spectrum. (light music) Brenda: I would
like to call the board meeting to order, and first will begin
with roll call. Sandy? Sandy: Becker? Andrew: Here. Sandy: Maloney? Katie: Here. Sandy: McCoy? Laura: Here. Sandy: Shelton? Kristina: Here. Sandy: Vanden Heuvel? Eric: Here. Sandy: Warren? Brenda: Here. Sandy: Sitnikau? Brenda: Excused. We have six board members
present, one excused. And then I will entertain
the first motion. Katie: I move that the board
convene in closed session room 337, pursuant Wisconsin
statute ‘19.85(1)(c), Considering employment,
promotion, compensation, and performance evaluation
data of any public employee over which the governmental
body has jurisdiction, or exercises responsibility. In pursuant to Wisconsin
statue ‘19.85(1)(f), considering financial, medical,
social or personal histories or disciplinary data
of specific persons, preliminary considerations of
specific personnel problems or the investigation of charges
against specific persons except where par. (b) applies
which, if discussed in public, would be likely to have a
substantial adverse effect upon the reputation of
any person referred to in such histories or data, or involved in such
problems or investigations. To wit, administrator hiring, and pursuant of
Wisconsin ‘19.85(1)(e), deliberating or
negotiating the purchasing of public properties,
investing of public funds, or conducting other
specific public business, whenever competitive
or bargaining reasons require a closed session. More specifically to Wit, Oak Learning Contract and Superintendent Search
Consultant Contract. The board will reconvene
in open session at 6 PM, pursuant of
Wisconsin ‘19.85(2), Wisconsin statute
to consider the balance of the agenda
which will include an open forum, system
and monitoring reports, and the Superintendent’s update. The board may
reconvene in closed session after the
conclusion of the regular board meeting
for such reasons noted in this posting, and pursuant to a proper motion. The board may reopen,
return to open session to vote on items discussed
in closed session. Brenda: Is there a second? -Second. -Sandy? Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: McCoy? Laura: Aye. Sandy: Maloney? Katie: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried, 6, 0. We will convene across the hall. Pertaining the motion to reconvene in open session. Katie: I move that the
board reconvene… -Sorry. Katie: I again move that
the board reconvene in open session, pursuant
of Sec. 19.85(2), Wisconsin statues to consider the balance of the agenda. Brenda: Second. All in favor, Aye. All: Aye Brenda: All right, then
before we continue, I’d just like to,
we took roll call before we went into
closed session, but I’d like to
introduce the rest of people at the table. To my left Doctor
Michelle Langenfeld, our Superintendent, to my far right, Hannah Van Pey, who represents the inner
city student council, from Pearl High School, and to my far
left, Sandy Heller, our board secretary. We’ll move on to our agenda, first, please rise for
the pledge of allegiance. ALL: I pledge
allegiance to the flag, of the United States of America, and to the republic
for which it stands, one nation under god, indivisible with liberty
and justice for all. I’ll ask Eric Vanden Heuvel to please read the
mission statement. Eric: We educate
all students to be college career and
community ready, inspired to succeed
in our diverse world. Brenda: Thank you, Eric. And next, I’d like to let the public know that you can view
the board agenda and handouts, as well as minutes from past meetings by visiting the district website
at www.gbaps.org, click on our
district at the top, and then board of
education on the left. On that left menu
you will find a link to agendas and minutes. This link will take
you to a website called Agenda Manager, where all board agendas,
minutes, and handouts from board meetings are housed. Also tonight, the
board will provide our community with two different opportunities to speak
before the board. The first opportunity
is during our open forum, the
second opportunity is during agenda
items where indicated by public comment on our agenda. All speakers must fil out a form indicating their
desire to speak. If you wish to speak
during tonight’s open forum, you may do so with respect to items that are posted on tonight’s agenda,
or any other matter you wish to share
with the board. Please know that
Wisconsin’s open meeting laws prohibit
the board from conducting business on matters brought during this open forum. The board will also
permit public comment during agenda items as noted on the board’s agenda. During this public
participation time, consistent with state
and federal laws, board members may
engage in dialogue with the speakers. In order that all
voices are heard, the board will suspend
engagement until all speakers have had
a chance to speak. The process for
speaking during our agenda item is as follows, the board will first
hear the presentation and discuss the
agenda item before calling on those
from the community who desire to speak. If you want to speak during a specific agenda
item, please fill out a form, and give it
to the board secretary at any point during the meeting. If you desire to
speak and have not yet filled out a
form, just indicate that to one of us
at the board table, or the board
secretary, and you can fill out a form afterwards. The board secretary
will provide the names of those wishing to
speak to the board member conducting that
part of the meeting, and you will be
called upon to speak at the appropriate time. Please keep your
comments to five minutes, prior to starting your comments, please provide your
name and address. So we have one person
that has indicated a desire to speak,
I will call up Noah Vecker. I think you have to turn
on the microphone, Noah. Do you see it? Is it hiding under the… No that’s hooked
into our system. Is your microphone on? Noah: Is it? I think so. Yeah, Okay. All right, Noah Vecker, I live at 1254 Reid
Street, Green Bay. So I’m here tonight
to talk about mathematics at West, again. I originally came
here during the last school year when, if board members remember, it was quite boring
when I first did it, it was basically
me talking about not running, the plan
to not run Pre-Calculus and Algebra II and AP Calculus, and I thought this was resolved, and that there were
no problems any more, after coming back a
couple of other times I figured we were good. And now of course
the next school year is upon us and I find out that’s not really the case. So I, the way it
was explained to me, is that we were going
to run Pre-Calculus and AP Calculus but
it was going to be with distanced learning. I said all right,
that’s fine, I mean, give it a try, at least we get to offer classes,
when I knew the size of the people who
signed up was too small. So I’m like, OK
good compromise , everyone should be
happy with this. And, distanced
learning, we were just informed is going
to be taught at, from a teacher at east. That’s the current plan. As everyone knows, east is on trimester schedules,
so those class periods won’t line
up with any other kids’ in the district, and I… It just seems like after, like, quite a lot of having to talk
to different people and different layers
of administration and everything, it just seems pretty
strange that yet another thing happens two weeks before the school year starts. I guess I don’t,
I understand that there’s a push to
get more kids into IB, and I understand that, and even if I
disagree with that, I think that there’s
definitely good intentions behind that mission. I think that the people that are supporting IB, they think it’s they think it’s a good program and I
don’t even disagree with that, I also think IB is a good program. So, that I understand. I don’t understand
why it so difficult to sign up for something
that is not IB. And, they explained
that, I’ve heard other, these are individual
people’s opinions and I think everyone
should have their own opinions, I’m not trying
to say that’s bad. There are opinions
that eventually there should be a full
IB school at west, and I’m not saying
that it would be wall to wall completely IB, and I’m not saying that’s pushed by any, like, any
specific people, I’m not trying to
go after anyone for having that opinion,
they have the right to have that opinion, even if I disagree with it. And that’s fine,
I have a problem with that being
kind of forced on the students informally, without any board action or without any, there’s no public
record of that, there’s no, so, that’s
why I’m getting, that’s why I get so
annoyed with this, is that, after how
many different layers of trying to force kids into IB, and now the school year starts, and now it, I mean, it’s
pretty obvious I think. So, I would not be
here, and I would not be as upset if it were just me, but there are other people, there’s one guy who wants to be an actuary, he’s a senior, and I said well, you’ll want Calculus
and statistics for that, and shout out to west,
they are offering AP Statistics this year which is a class I pushed
for, so I’m glad that they’re offering that, and he will be in that class, and I said you
should also try to take Calculus so
that when you’re in college you can take
Calc. II and Calc. III, and then be on your way. Well, he doesn’t
have the amount of time that I do to come
to board meetings, to talk to administrators, to talk to everyone, to try to figure this whole mess out. He doesn’t have that, you know, he doesn’t have
the time for this, so he is basically relying on me to get all the
details and forward it to him, and he is
not the only one either, other people are
trying to get into Calculus, and it
is so unbelievably difficult, and it’s like, it can be really frustrating because if you don’t have the amount
of time that I do to constantly try
to figure out what’s going on, it’s, like, impossible to end up in the class you want. I think this is something that the board should look at, because I think
there’s reasonable, you’re going to
have some problems trying to do any new program, or trying to run any
distanced learning, I think, we’re in
a big district, and there are going
to be some layers and hoops that have
to be jumped through and I acknowledge that. But I think that
all of the repeated attempts to try and force more kids into IB should
be looked at, and I think that they
should be considered a little distressing
by everyone here, because really if
west is going to be a full IB school,
the board should embrace it and
just make it known. And if it’s not,
then that should also be known, but this weird limbo of trying to have a
couple subjects be full IB and some subjects not, it just leads to a mess, and it’s hard for
students to try to figure out what’s going on. Thank you. Brenda: Thank you, Noah. Michelle: Noah, can I
ask you a question? Are you OK? Thank you for sharing that, when is the last time you talked to someone at West? Was it just recently? Noah: August 13th. Michelle: August 13th, OK, because I’ve had
some conversation with Mr. Vegas about
the distance learning, so maybe he has some additional information that
might be helpful for you so that it
isn’t as frustrating, so I’m putting that
out there just for the immediate, the distanced
learning piece. Thank you. Brenda: All right,
is there anyone else who would like to
speak before the board? Seeing none, we will move on to our minutes, would
entertain that motion. Eric: So moved? -Second. Brenda: All in favor, All: Aye. Brenda: Opposed, minutes
have been approved. Next is monitoring reports, and I’ll turn that
over to Laura McCoy. Andrew: Does anyone
else have a laptop that still needs
to be plugged in to work, because
I’ll plug one in, and we can just
cycle through them, everyone else is good? Brenda: Yes, we’re all good. Laura: We’re going to
have a presentation I believe about, from Teri? Educator effectiveness. As Teri Willems, our executive director comes from
chief human resource officer at this point in time, comes forward,
Teri actually has served on point for
educator effectiveness, along with Ann
Barsch, and a team of folks who really
have been working hard to ensure
that not only do we have compliance with
educator effectiveness, but even more
importantly, that it is a meaningful and
supportive process of our staff in this
opportunity so, Teri? Teri: Thank you. This presentation was linked or, shared with all of
you in the posting as a PDF, and I am here this evening to provide some history,
our current state, and our desired future state of educator effectiveness, and I appreciate being able to present to all of you on this very important topic. In April of 2000,
a joint committee consisting of teachers
and administrators formed for the purpose
of reviewing what we were doing in our
district for supervision and evaluation, and
made a recommendation to the board of education. At that time, we already had a process in place that included self reflection, goal setting, and then the feedback
loop that was created by the current forms and the current process
that we were using. And at that time
we already had a very collaborative
relationship with out GBEA, and did this
work collaboratively, together. Based on that research, the team decided to recommend using the Charlotte Danielson enhancing the framework for,
enhancing professional practice the framework
for teaching, which had just been
published in 1996. So it was relatively
a new incurrent. In August of 2001, the board approved adopting the
framework for teaching ads our model to base
our formative feedback on the four domains
that are outlined in the framework. And the four domains
were linked also in the presentation. Organized in the four domains, planning and
preparation is domain 1, classroom environment
is domain 2, instruction domain 3, and professional
responsibility domain 4, there are 22 sub
components outlined in each of those four domains. And then each component
would typically have some elements
that would define it, so, for example, the classroom environment actually
contains 5 components, creating an environment
of respect and rapport, and then the elements
would be teacher interaction with students, and student interaction
with other students, as an example. So based upon board approval in August of 2001 there was a pilot year, 2001 and 2002, and because the field test was very successful, we then moved into a three year implementation process and plan. Then, Act 166 happened, and the requirement was
to move to a Wisconsin educator effectiveness system. That system is
comprised of many of the things we were
already doing. You’ll see that it’s
performance based, that it has
continuous improvement system focus, and
that it supports guided individualized,
self determined, professional growth
and development of educators. Aspects within there again, the self reflection
that we talked about, the goal setting
where the individual teachers are able
to use their data to inform what they would like to set in what is
now called an SLO, or an SPO. SLO standing for Student
Learning Objective, and the SPO for the Student Performance Objective, depending on your role. Can also be a school
learning objective if your looking at it from
the principal point of view. Act 166 mandates that
all public schools and two are charter schools use this Educator
Effectiveness System to evaluate teachers
and principals. The state model is the
framework for teaching. Which is the model that
our board had already adapted back in 2001. So it was our
decision at that time to continue to use the
state adopted model which we were all
very familiar with and already implementing. DPI further laid out the roles and how to determine who
needed to be evaluated within that and that
information is found on the DPI website. There’s a whole fancy flow chart so you can see, who’s required, who’s
considered that classroom teacher, who’s considered
that principal. It is not just simply
based on your title. There are certain
components that you look at in making those determinations. Part of this also required
that all evaluators hold an administrative
license in the state of Wisconsin. For an individual to supervise and evaluate the teacher, they must currently hold an
active principal license for example. And they need to be
certified in that framework for teaching. So there’s a process using the Teachscape model where we certify all of our administrators they are expected to
take an evaluation. It is a two-part evaluation that on average takes around
six to eight hours to complete. We use the Frontline
Insights technology platform to support this model. That also is the
State adopted model. We do receive a DPI grant that helps fund the licenses for that program and for that platform. We currently have
three years of data in our Frontline
technology platform. Again that technology
supports the process it is not the process itself. So, Frontline is the
technology platform that we use that supports the feedback
and evaluation cycle. It supports the
self-reflection of the teacher, the student learning objectives and the professional
practice goals as examples. But it is not the
process itself. We do work with the
Wisconsin Center for Educational Research. Who is very involved
at the state level with the Educator
Effectiveness process. And I’ve shared a quote for you on how important it is
that we really focus on the process, and that high-quality
actionable formative feedback is a part of that process
in what we’re using for the growth, and the collaboration that we do. 81% of our teachers, when they completed the
Educator Effectiveness survey sought advice from an
instructional leader which was compared to 73% at the state. So as you can see, our staff are really
seeing the value of being able to collaborate, and receive feedback. We’re really excited
about the information that they’ve
shared, and the data that we are seeing. As part of the Educator
Effectiveness then, the process is laid
out for the teacher and for the principal. Those are the two
required aspects that we currently do. We use a process
for all of our staff in our district. We have modeled the
tools that we use outside of these roles, so that they very much
look like the framework for teaching, and the
principal framework. We have a large number of
roles that are included in the Frontline
technology platform that supports that. And then additionally,
we have other roles that are evaluated outside
of the technology platform. But they all contain
the components and aspects that are outlined
on the screen that you see. They all have that self-review, based on the standards, with
the job responsibilities. They all use data to identify their improvement goals,
both on behalf of students and on behalf of their
own professional practice to move those goals forward. They’re collecting evidence, they’re receiving the feedback through the observations and
professional conversations. And then there is a
closure of some form with the closing of the
year, and the review of the goals, and the
data, and the feedback that’s been provided
throughout the whole process. An example would be occupational
and physical therapists that our state has a tool for. It’s not a required role.
But they are providing a tool state-wide, that’s
available in the system. Wherever the DPI
has provided a tool, our district has been
adopting and using the state tool within
the technology platform. Wherever they have not
provided a specific tool our district has a current
tool that’s in place that we are using, that
contains these components, and would be connected
to the job descriptions, as statute requires. To support the process and make sure that we are
completing the cycle years our school board
adopted policy 538. Each role then has cycles and because our
policy was unique we created five cycle types within the system. The state requires three. The reason for that, is we have an additional
summary cycle year built into our policy for the
first two years of employment. And then they move into
the three year cycle. So you will see with every
role, a new year one, a new year two, and then
what the state calls a summary year, and
then you move into a supporting year one, supporting
year two, summary year. And it does the
three year cycle. We have the additional
two in there, so we can make
sure that they roll for that second year
before they go into that feedback loop of
once every three years. We also follow the
DPI required minimums around what this
looks like at each of those cycle years. And what the process requires. So as you can see
the self-review, would happen regardless
of what cycle year you are on. The student learning
objective, or professional practice goals, would be required,
regardless of the year you are on. The announced observation you would see is not required during the supporting
year one and supporting year two. It is required during
the summary year. We have additional requirements for our new hires. So you could see, that
two announced observations for example in the
first two years, and then for the cycle
years there would be one announced required. These are the minimums. They’re certainly
able to have more. That happened and
often we do have more that occur, but these are
the minimums that are set by the state. The mini-observations
are also there. You can see those are
required regardless. So on the supporting years there are many observations
that are included there at least one. End of cycle summary, and then there is a
cycle evidence summary that’s completed at the end. Would you like to
do questions during? Or would you like to
do them at the end? I’m open to either. Whatever your preference is. Brenda: Go ahead. -Go ahead, Eric. Eric: Yeah? Okay. I’m just curious, anecdotally could you tell me how many observations or how many people a principal obviously,
big schools, small schools assistant-principals– but just to have an
idea of how many people you might be doing this for? So I see like, for each
like supporting year it’s one self-review, one– how many approximate, I know it’s totally random. But, do you have an idea? Teri: We do have this data, and we did lay out and look at what it looks like across to all of our schools elementary all the way through to secondary. It does vary, based on obviously the size of the school, and the number of
administrators. There is a range, that we’re looking
at and I would say, it’s not only the
number of people that they’re responsible for but then it’s which cycle year are they on. So, every principal would have staff that are on, every every year of those five, that we have laid out. So the number of forms for each of those, you’d have to calculate based on how those are laid out. We do try to keep the years balanced. And our principals do work
with their executive directors for communication around then and what that looks like. I would say, on average, there maybe ten to fifteen
that would be on a summary year within the one year cycle. If you’re interested
in that specific data we absolutely can pull that data and bring that back. Then also within the policy we have laid out the time line for
what that looks like. So, as you see all
of those pieces we typically within
a school year have that rhythm of
doing that self-review in the fall. We allow for time
beginning in August when teachers are returning all the way through
to the end of October. To be doing that self-review, and to be looking at their
student learning data, to be looking at their
continuous school
improvement plans and to be reflecting
and thinking about what that will look like, and what will be most meaningful as they differentiate
for themselves on their focus for, what they’d like to do
with their professional practice, and what they
would like to do relative to those goals. We’ve also set out
within that timeline when some of the
mini-observations and when some of
those observations
would need to occur. Time-lined also with
the board meetings and the requirements for what our statues outline relative to requirements that
we would need to use data to inform decision making around the employment process. So, that’s all aligned
and all available within that timeline. That timeline was
updated several years ago to make sure that the
language was the same. So, that the
language that we use in our process, for example within Frontline, is the
same that you will see in the timeline. That’s laid out,
and it’s laid out according to board policy so that all of those pieces for each of the
required cycles are met throughout the school year. We use a lot of data
in addition to the data that’s now found in
our Frontline system. So one of those things,
and I mentioned it earlier. We had a quote earlier
in the presentation. Is the results of the
Wisconsin Educator Development Support and Retention Survey. This is done by the
Wisconsin Center of Educational Research and it is required
for our district to participate as part of the Educator
Effectiveness grant that we receive from
the department of
Public Instruction. A few of the results
are highlighted there on the, the right we have a large
number of data points. I selected data points that I thought you might
find interesting. In particular that
79% working on instructional strategies
with other teachers. That is a really
important strategy as you look at high leverage
improvement strategies. And doing peer observations,
and working with coaches around. Improving our own practice in order to improve outcomes. That is a very high percentage compared to the
average of the state, which was 63%. There was state average was 63% our average was 79%, so significantly higher. As we received those results, we’ve done, I noticed “I Wonder Statements” a fish bone diagram
for root cause analysis and we’ve done a lot
of interesting things with that data. Another piece of
important data that we use related to Educator
Effectiveness, is something that we
started as a result of our Centers Grant, and
collaboration with a school districts involved
in the Centers Grant, specifically Madison
school district has done some planning
with us, collaboratively, and also implemented
Studor Protocol. It’s built on 45 day
improvement cycles. That’s part of a Lean Sigma six, if any of you are familiar
with the research there. Along with Studor and
Best practice on new-hire and what you would do
to support new hires and insure their success. So this protocol is
based on four questions. This is based on
the Studor Research. They’re very simple
questions but their yielding really incredibly awesome
data for us to use in our planning. You’ll see some visual
graphics of the words that stuck out as
high-priority themes and responses from the teachers
to these four questions. We are doing the protocol
with all of our new hires. Last year we completed two
of these 45 day check-ins for everyone. This year our goal
is to complete three. Then we are also
doing this protocol with all of our
student teachers. At the same time, we
are connecting with them to encourage them, to consider Green Bay Area Public
School District as their employer of choice. We are learning from them and their responses
to the answers as well as we’re designing our
systems for recruitment and then support
leading to retention. Lastly, we also implemented last year for the first time working with Dr. Strampp, a nationally research based Teacher Stress Survey. And we gave this
Teacher Stress Survey at the end of the year to all of our new hires that were in our cohort
from last year and their mentors as well. The top three stressors
are identified there for you to see. We have additional
data underneath that. And we are planning
and continuing to plan to do follow-up and
to use this data as again another really
important data point for us. We gave the teacher stress
survey at our new hire orientation dates, with our new hired cohort
just this past week. We had over 100 new hires, joining us for professional
learning and development. Our mentors that
are assigned to them will take that. So well have Fall base line data to work from this year, and then we will have
Spring data again to use in with this data point as well. And we’ll be working with
Dr. Strampp around that. We found the pilot
to be very helpful. The information that
we gleaned from it. So we did decide
that we would try to continue that this
fall and this spring and then we will
make a decision on whether the data is valuable and relevant and if
that’s a practice that we wish to continue. Relative to the large class size, we
continue to work very closely with my new hat in HR. I’m working very closely
with the executive directors of schools and the
associates Superintendent. It is common that we come to
the school board in September with an update on
data and class size and what our current
reality is there. So that’s a very
important data point that we continue
to be engaged with. At this time, I’ll stop. I hope I gave enough information and not too much information. I have lots spinning
around in my head, so I’ll open it for questions. -Go ahead Brenda. Brenda: The top
three stressors data, is that both is it combined mentors
and new teachers? Or is it just new teachers? Teri: That is a great question. We learned from our pilot, so that is combined for that data point. Although we are going
to be identifying — we’ll be combining the data, but we are also we had a new way to collect it so that we could
keep it separate, the new hires and the
mentors moving forward. So we learned from our Spring pilot and we’re organizing
it slightly different this fall but we’ll still
be able to have that comparative data point, so we’re able to
combine them together so we can compare last
year and this years cohort. And how we’ve done some things to impact that data as well. We’ll be able to see. -Go ahead Katie. Katie: Thank you, would there be benefit in giving the teachers
stress survey to not the newest,
or not the mentors? But maybe the five to ten year? Or just kinda see if
some of the stressors are the same? Or if what you’re doing
in the first few years helps to remedy some of that? Just to kinda have a
frame of reference, I’d be curious to see
what the stressors that other teachers are– That is a great question, and I’m, I will need to
confer with Dr. Strampp. Relative to that as well,
at this time I would say yes, and there are multiple
things to consider. So first, we wanted
to make sure that the actual information was valuable and that we were able to
use the data to help inform and do things differently. And I believe that our
pilot, which we learned from this past spring, it was enough
that we wanted to try again this fall to do things a
little bit differently, but basically do the same
survey and then we’ll do that again this spring, and at that point, we would
make our recommendation. There are national data
points for this survey that would include, so
what the data points are, would include experienced
teachers from across the nation, and I think we would have
to look at that with, in light of all of our
surveys, we’re that would fit and how that might go
with the calendaring and making sure
we’re not, you know, having survey fatigue
and participation, and that we would be able
to gather the data in the way that would
be meaningful, and that we would be
able to be responsive to the data would
be very important. So, we would need to take
that under consideration and really be
thoughtful about that. If it continues as we see so far, I do believe that the survey, which is a
relatively short survey, and the responses that
we received, I do believe are valid and are
providing us with really helpful information. So, there would be
more to come on that. -Go ahead, Eric. Eric: I think I know the
answer to this question, but I’ll ask it anyway. So, when somebody hears
evaluation, they might envision someone coming into a classroom,
and sitting in the back, and, you know, making
judgments about their lesson, and then sitting down and
telling them what their feedback is. But I would imagine
that the approach is much more collaborative
in coaching where the principal is working
along side them. Is that correct? -Yes, that would be,
that would be correct. And I believe, and again,
our data is in our system. We have patterns over
time for three years, and we are able to
run reports based on each individual component
within the 22 components. So for example, we have
been able to run data and information
around domain too and managing student behavior, and relatively
very positive data with over 80% of our teachers
demonstrating that they are either proficient or advanced and distinguished in that area. So, we are able to pull the
data to see where our staff are relative to each component, and then, you know,
over time as well. So, there are different
reports that we can run within the system
that would help that. And I think the data
would provide the support that there’s very positive
formative feedback that’s being provided
throughout the cycles. Eric: Oh sorry, I have
just a follow up question. It’s, we can run that data
school and district wide? So principals can
look at see, okay, so. -Correct, and
we just provided a professional
development on the rubric component reporting
tool with Cathy Clarkson, she’s the sixth consultant
that we work with through our peer
mentor review grant that we received from
the Department of
Public Instruction. And all of our administrators,
both last year and now this fall, are receiving
information on how they can run their own reports
and look at that data. That’s new learning
because we didn’t have data in the system really until
like, the first year, there would have been no data. So, last year was really
the first year would we would have the year’s
prior data to even look at, and now this year
we have two years, and now the current year. So. Yes. -Kristina? Kristina: So I have
two questions, Teri. Thank you for this. My first question is,
given you expertise and position now, and this
is a fabulous presentation, but where do you see
some areas of improvement moving forward around the
educator effectiveness, specifically in our district? -We really are
focusing on providing that high quality actionable
formative feedback and what we can do to
increase those opportunities, and additionally, I
highlighted the data. It’s really exciting that
our staff are seeing the value of peer observations and peer feedback and coaching. And those are really, we
know that those are practices that are really meaningful
when you look at turn around school, you look at how to
improve your student learning outcomes in that continuous
school improvement process. Those cycles of inquiry
and using data to help design and inform
your instruction,
and what you’re doing with your doing
with your students, and how you’re responding, and how you’re growing as a
professional to be responsive is really important. And our teachers are telling
us through the data that they’re ready and
they are appreciating
those opportunities, and so we’re really looking
at ways that we are doing that and how we can continue
to expand upon that. We, additionally, know
that we want to make sure we’re providing that initial
support with our new hires, that even really experienced
teachers are asking for that opportunity to have a mentor,
and so we’ve used that data and we’ve expanded our
mentoring program to include any new hire, not just those
that the statute requires that we provide the mentor
for, but we’ve expanded that and opened it
so that anyone that’s
new to the district is able to have that
mentor and we’re receiving really positive feedback
on that as well. Kristina: Thank you, Teri. One more question. So, when I think, personally,
about educator effectiveness, I think about my own
experience as being a physical education teacher
and when I would be observed by my peers
or my principal, and one of the things that
was always frustrating to me as a professional
was that my principal, in my experience, this
was not in the state, was sort of ill-equip
to really observe a physical education teacher, and I remember hearing
that from some of our other highly specialized
subjects, art, music, right. So, what are we doing to
support our evaluators around those specialized topics? Because that’s an area where
I think, just generally, we can always improve. -Yes, and we have
heard the same thing, and our principals ask for
professional development and support, and we designed
a professional development last year that we implemented
for all of our evaluators. We worked with the
leaders of the area. So, for example,
Vicky Sanacroce, with library media specialist. We had the occupational
and physical therapists, the school nurses, all
of those psychologists, social workers, counselors. We worked with the
leaders in the department on some high quality, high
action things to look for, and that the department was
asking for feedback around. And so, we provided professional
development in those areas and in the tools,
and taking time to look at the rubrics and to look at
the performance indicators, and the components, and really
familiarize their selves with the additional information
and background around what that might look like. So, we’ve begun some of
that really important work and there’s more to do,
obviously, in that area, but we’ve received
very positive feedback. And we also had leaders
from the departments doing some of that
presenting themselves, which was also very,
very well received. Kristina: Thanks, Teri. So, If I receive some
feedback from some of those specialized educators this year, because I know I got
some of that last year, I can just elevate
that to you this year and you can connect
with them about how that evaluation is moving
forward from the district, and they can provide
feedback to you? Is that correct? -Absolutely yes. We’re willing and very much
interested in providing that additional resource
and certainly expand what we’ve already put in
place possibly to other roles, other areas, and
look at those pieces. The DPI is also engaging in
some of those pieces as well. So, this year, we are piloting
and the speech language pathology tool that the
state is developing as a state-wide tool,
we’re working with our special education
department and leaders to pilot that, and we’re working
with Dr. Chartier to pilot the coaching one that the
state is also going to be piloting this year. And then, so we’re helping
to inform what the state is doing as well as then helping
our teams to have that information to best utilize
within our district. So, absolutely. Kristina: Thank you. -Anybody else? I think that’s it,
thank you Teri. ALL: Thank you. -Thank you. -All right, next is
superintendent’s update and I’ll turn that over
to Dr. Langenfeld. Michelle: Thank you. I’d like to begin
with the calendar. I know that next week is
back to school open houses, and I know there’s a
banner on our website if people are interested
in learning more. So, there’s a lot of
activity going on, and then the following week, our teachers and staff
are back as well. So, lots getting ready as
we prepare for our students. On September 2nd,
we have Labor Day, and the district buildings
are closed on that day. Followed by September 3rd, mark your calendars, first
day of school for students. Again, September 3rd, we’re
really excited to welcome our students back
for the school year. And some of them have
obviously been really engaged already in various activities
getting ready for the new school year, including
some of our youngest learners. I saw in a piece with our
kinders who are kind of doing couple weeks in, starting
a little bit sooner to just get ready and prepared. September 4th, school start
time task force at CESA 7 at six o’clock, and I did
speak with Jeff Dickard and understand there’s a lot
moving in that agenda so looking forward to
where that’s going, and a lot of great
work going on. So, very much appreciated. September 9th, teaching
and learning work session meeting here, along with
the organizational support work session at six o’clock. Special board meeting on
September 11th at five. September 16th, regular
board meeting at six o’clock. And then September 18th,
the school start task time task force, again CESA 7. And then September 24th is
the special board meeting at 5:30. All of these, of course,
are posted on the website. So that’s the upcoming calendar
for the month of September. The next item I have, I’m
gonna invite Dr. Gwen Strampp, our director of
research and evaluation, to present to the board the
school climate survey results. In addition, when we had the
school perception survey, we also were afforded
the opportunity to engage with the board, and
in those results, and when we did, one of
the questions that came forward was how are
people using the results? What does it look
like in a school? And, what might it look
like in a department? So, when Gwen is
finished with her report, we have with us today
Principal Dan Malmberg from Keller Elementary,
who’s gonna talk about the information he received
in a survey from staff, and families, and whatnot,
and how he actually took action with his team and
what a difference it made. And then, we’re gonna also
hear what happens with the department and what
they do with the data. So, we’re gonna hear from
our executive director for special education,
Claudia Hendrickson. So, I’m gonna turn it
over to Dr. Strampp, and ready to go? -Thank you, thank you for
the opportunity to be here this evening
to bring to you the 2019 Spring School
Climate Survey results. We posted the letter to the
superintendent on the agenda, and I created a few slides
to pull out some of the tables from that to show
for the presentation, to walk through. So, each day, our parents,
students, and staff interact with our
educational learning system, and we measure our
overall experience of our stakeholders to the annual
school climate survey. School climate is defined by The National Center of Safe
Supportive Learning Environments as a broad multi-fasted
concept that involves many aspects of the students
educational experience. A positive school climate
is the product of the school’s attention
to fostering safety, promoting a supportive
academic disciplinary and physical environment, and
encouraging and maintaining respectful, trusting,
and caring relationships throughout the school community. A positive school climate is
evident in effective schools. Our school district climate
model is based on the areas of safety, teaching
and learning practices, relationships, and
environmental resources. Oops. See if I can go back one here. There we go. Our school climate
survey is developed and deployed internally. We don’t outsource the survey. And the survey and the
reporting is delivered through a platform managed by
the research and program evaluation office and
our executive secretary, Mrs. Molly Rosnick. And I would just like to give
a huge thank you to Molly for all of the organization, and keeping all of
the reports together, and getting everything out in such a timely
manner to everyone. So, without Molly, this
would probably be very much impossible to do. Our 2019 participation from
our three stakeholder groups, there was 1,845 school
staff that participated, 7,766 students, and 1,744 parents. In the letter to the
superintendent, we provided comparable information
from the previous years. So, if you wanted to go back
and look and see how that compared, we did have
that information for you. In collaboration with the
distract family engagement team, we continue to work on methods
to increase the feedback from our diverse stakeholders
and our diverse households. Each year we bring to you
some composite index scores, and those are based on
17 parallel statements asked of each of our
stakeholder groups. The results of the statements
comprised of composite index scores, and provide
evidence of the school climate dimensions where there is
agreement and less agreement. The statements of most
agreement in 2019 reflect the results in the statements
that we saw in 2018. Of our families feeling
accepted, respected, of people enjoying attending
and working at our school, achievement is encouraged, people would
recommend the school, and that there is established
behavior and expectations, and physical safety is positive. And many of those same
things, you will find, are also on our staff
satisfaction survey. The school climate
dimension and the statements of less agreement are
also similar to 2018. Where we see that students
would like to feel like important members
of the classroom, social and emotional
learning and the resources for that have been
indicated as a need. We see where parents
would like to be informed of students that, good things
that students are doing. Student kindness, period
of peer, personal property safety, and behavior
consequences being
fair for everyone, once again, came
up this year across all of the stakeholders. Recommendations as we move
forward into the next year, we want to continue to use
and develop this current set of survey statements. We would continue with one
time a year administration. And we’re going to continue
to review the methods to increase stakeholder
participation. And that’s the, that’s
the overview of the several page letter
that was given, which brings out many of the
high points from the survey. Are there any questions? Brenda: I was talking with
some teachers from one of our elementary schools and
they were wondering about having the survey given in mid-fall so that they could
actually respond to the survey within that same
school year as opposed to, in spring, they’re really
responding to last year’s data in terms of when
they have a plan in place. So, I didn’t know if that had
ever come up in conversation. -That’s a good point, and
through our inner process in the action planning for
continuous improvement, there could be components of
that that would be brought out, and at that school, to
further detect what changes need to be made, or where
that particular staff is. Because you’re right, I mean, other staff ended and there’s
been some change over. So, to bring some of
those questions back, particularly those that
maybe didn’t perform as well, or didn’t have
the high agreement, to bring those back and
see where the staff is. That would be good to do. Brenda: So, a school could
do a smaller version of this at any point during the
year if they thought it would help them? -Correct, and even before
when you were asking Teri about the information
for a stressor survey, if there’s something there
that you would want to combine, if human resources found
that would be something that would be beneficial
for educator effectiveness, you could combine questions
in there at that point too to get a baseline. So, yes, we could bring
back a smaller section for that, we would run that
for that school or schools. Brenda: Okay. We would want
to keep, though, the Parent and Student
Input and Teacher Input in the spring because
we look at the overall school climate for all
the stakeholders together. Brenda: Okay, thanks. Oh, sorry, I’m now in charge. Kristina? Kristina: Thank you. And you may have said
this in your presentation, but I was looking
through all of your notes so I apologize. So, according to this document, 66% of parents who took this
survey where white, correct? And 45% of our
families, according to our overall statistics,
correct, are white families. And I know you have
at the very end, Gwen, that one of the pieces
that you want to work on is development of
methods to increase stakeholder participation. So, can you talk specifically
about how you see that moving forward, and what
other ideas you have? Because, obviously
that’s an equity issue and we want to be
capturing all the voices. And as part of that question
I would also like to know if you have any ways
that we are maybe involving those families
in those decision-making so we can better understand how
to meet them where they are. Gwen: Yes, thank you. Good questions. So, what we are currently
doing to promote the survey- so, just to start
with the broader, and then to get to the
point where you’re making about how do we get more of
a diverse representation. First, we introduce the
survey to all of our families. We send home the information
that it’s coming, and along with that, an
opt-out form for the students. And we introduce that we’ll
be sending out information to the parents in
the very near future. This year, we sent a postcard
home to every household, and we also sent out messages
through school messenger in collaboration with our
communications department. That’s where the
postcard was developed and also the school messenger. We ask our schools to attach
information about the survey to their school newsletters. We make use of robocalls. Communications is
placed on the website for the rotator for that
information to go through. We work with our
family engagement team, and ask them for events
where they would be meeting with families. Different things like, as
we get new applications and things, we’ll
put it in there. What we’ve found at
different schools, and each year we gain
more and more experience, so we intentionally
place the Spring Survey around Parent-Teacher
Conference time, and trying to get
the word out there. And we have several
schools that were working with our
Family Engagement Team. That when the parents came in, they greeted them at
the door and said, “Please make sure you fill
this out before you leave.” So we want to keep
encouraging that. We had one school that had
activities in the common area, and kind of funneled
everybody through that. And there, again, they met with the Family Engagement
Coordinators and
filled that out. So, the district overall
response, of course, increases when we have
each school increasing. We also have where we’ve
tried to encourage the schools and tried to do
more participation and ask different
incentives to help out. Title One has now their
annual needs assessment. They support these questions. And for student engagement,
we’re also incorporating through our legal department, we’re going to incorporate
the Title Nine Survey. So, more and more things are
coming to this one survey that I think that will assist. As far as families, we have approximately
15% of our families, in marketing terms, it’s been several years
since I’ve looked into it, but at one point, ten percent
of a response rate back from an audience
was considered good. I think Madison, they
have around 20-25%, so our goal for next
year is around 20%. So, if we could increase it,
I believe that would mean to go up that
extra five percent, we are looking at about
1500 more responses. So, we would have to
keep working on it. (inaudible side conversation) Kristina: So, some of
those, I love those ideas. Reach parents when
they’re there. Are schools sharing
those best practices? How are we communicating
and sort of supporting them to know of these other creative
methods to reach families? Gwen: In the district,
we have what’s called the Weekly
Administrative Updates, and the Researching Program
Evaluation has a page in that. So, we put the
information in there. We give the information
to our Executive Directors who then share that
information out. We worked with our IT Department because there was
the opportunity, through the laptops,
to set up a Kiosk Mode. So, we worked with IT, that
when it was Open House, that the principals could
contact the team there, and they would have that set up. So, just really,
I think this year, we were kind of
gaining ground on it. And to get things
better organized, and next year have a lot
of these ideas up front, and to kind of hit
the ground running. So, I hope we’ll get our
five percent increase, and that would really be nice to come back and
report that next year. -It’s always a work in progress. Gwen: It is, it is. -Thank you, Gwen. Gwen: You’re welcome. Brenda: Michelle. Michelle: Just to add on, one of the schools that
Gwen shared with me, the proof of concept
is really powerful. I think, what did they have? Sullivan, I’m thinking, what
was their participation? (inaudible speaking) Gwen: Yes, Sullivan was, I believe they
were close to 40%, and then Elmore was in the 30%. We even had a really
nice response rate, I believe from Preble,
if I remember correctly. And then many in between were
all doing really good work. And Mrs. Rosnick
will go through, and each week, because
we’re running the survey, we can keep those totals going, so we keep the principals
informed of staff, parents, and student
participation. So, we keep the
totals going for them. Michelle: And I think
what is key in those particular higher percentages, in particular I’m thinking
Preble and Sullivan, is that the Family
Engagement Coordinator whose first language is
not English, Spanish, was able to really
support the families and engage them so they recognize this is
for them, and about them, and improving
opportunity for children. So, I thought that
was really helpful and certainly something we
can continue to build upon. Gwen: And we did
receive feedback from our Family Engagement
Coordinators about, in assisting families and
the length of the survey. So, now that we have developed
those 17 parallel questions, we will make a short
form of the survey to get those key questions. And then we’ll need to
communicate, though, if you would like to fill out
the rest of the information, for example, our School Resource Officer
questions were included, they would be outside
of that 17 questions. So, we’d want them to feel that they have that
opportunity to do that, but we think having a
shorter version of the survey would also assist with that too. Brenda: I think that the
challenge is, is that we have four Family
Engagement Coordinators and Parent-Teacher Conferences
happen simultaneously. Gwen: Yes. Brenda: So, I’m thinking,
if we started thinking in terms of who else could
do that kind of work, that the Family Engagement
Coordinators do, try to help look at systems
where that can happen. Otherwise, we don’t have
enough of them to go around for all the Parent-Teacher
Conferences. Gwen: Yes, and we do
have another survey where we have
videotaped all of the, let’s see… I think we have the
Spanish, Hmong, and Somali, I think that’s the audio portion where we have where the
parents can select that, and then that will
play for them. Brenda: Oh, nice. Gwen: And then, we have,
our hearing impaired, we have an interpreter. And that’s in audio and video
that they can select that. So, we could set
something, work on that. And with the shorter
version of the form, have that available, and they would be able
to go through that. (murmurs) Michelle: Great, very good. So, if I could-
Thank you, Gwen, so much. And thanks, Molly. Invite our principal,
Dan Malmberg, from Keller to talk
about his experience taking information
from the surveys and transforming some
of the work at school. Welcome, Dan. Dan: Thank you. Brenda: Dan, press your,
yeah, Gwen, give him a quick- Dan: Oh, thank you. Gwen: You’re welcome. Dan: You’re so helpful. All right. And, actually, Gwen
was very helpful. Dr. Strampp, really
helped our BLT take a look at our
results and then come up with some really
good goal statements that we could use to
track our progress, and really moving forward, not
only in our Climate Survey, but also our Perception Survey. So, we put those together,
and we’ve come up with student engagement goals,
family engagement goals, and even our climate
in our building. So, I guess the first the
step is really taking a look at what the data says. And that’s where it came
in to be very important to have Gwen come in and
talk to us a little bit about what do the numbers mean. It’s always good to
have a statistical brain in the group leading
us through that. And then, what were we
really looking to do to gain improvement? So, that’s what our BLT
did in August of last year, and set up some goals, and we had some really
great results, I feel. We had some perception data
and some Climate Survey data that showed that
students and staff both did not feel very safe. And so, the BLT, together,
we kind of talked to staff, we talked to students,
and then we developed some social-emotional
learning goals, I think that have
really helped us. We adopted Zones of Regulation, all staff was trained
in Zones of Regulation throughout the school year,
and the students were taught. We opened up a Zen Den,
which was a nice place for students to go
that can get away when they just need
a quick breather. And we had to wait
to open that until, I think it was about end
of December, January, because we were using the
room as our temporary office until the addition
was completed. (laughter) For some reason we didn’t
have a roof for a while. But, it all came together well, and the kids made
good use of it. Myself, the social
worker, and the counselor took kids through class by class and taught them the zones, how to use that room, and
what the purpose was for. I, myself, was privileged
to be there a few times when kids needed
to use that room, and maybe nobody else
was available to go in. And, so, what we always do,
is we log the student in, we ask what zone they’re
in, and they may say “red.” And I’ll offer them
the opportunity, “Do you want to talk about why?” And I had this one
student say, “Nope, I know what I gotta do.” I said, “Okay.” He said, “I gotta bury
myself in pillows.” And he did. The timer went off
at three minutes, and I said, “Do
you need to talk?” He’s like, “Oh, no, I’m great. I’m good to go.” Back to class, and he
wasn’t back again that day. So, I think it really
helps all of the staff see the importance
of giving those kids just that little
chance to reset, and then you don’t have that
escalation throughout the day where the child is
gonna eventually blow. Each of our classrooms
has a safe area as well, and that’s the
student’s first option, but if they really feel
like that’s not enough, they can use the Zen Den. The other thing that we
really looked at too, was making sure that we had
restorative practices in place. So, each of the classrooms
will do a morning gathering, and we’ve found some of
our highest behavioral data came right after recess. So, it’s that unstructured
time, recess and lunch, where kids really
felt out of sorts. They may have been offended,
somebody may have pushed them, or they felt like
they got pushed. So, most classrooms
would get together and do an apologies and
appreciations after lunch. A student could
share an apology, or they could share
an appreciation for somebody who helped
them out at recess. And that really helped as well. Our behavioral data just
turned around completely. I don’t have specifics
in front of me, but at one point, I think
we were down overall almost over 400
referrals in one year. So, really focusing in, our whole main
objective in September was to develop
relationships with kids, and to build a classroom
community culture. And taking that time really
helped our perception data. Gwen helped us decide what
questions to look for, both in the student
and the staff survey. And, I’d have to ask Gwen
again what these numbers mean, but if it’s below three,
it’s not very good. So, with our certified
staff and safety, it was a 2.11, and with
students it was a 2.1. So we set a goal as a BLT
to get both of those up to around a 2.75. We thought that
would really be good. We ended the year,
I believe, with- let me just grab that- certified staff had a 3.09,
and students had a 3.07. So, I think the focus, giving
the teachers the support, and the social-emotional
learning, giving kids a common language
that they could speak with the zones of regulation, letting them know that
school’s a safe place and they have safe
places to go to, that all really helped. Another thing we do at Keller is we include our noon hour
supervisors, and our paras in any of the training
with zones of regulation and any other
restorative practices so that the kids are
getting the same interaction with adults throughout. Brenda: Any questions? Thank you, that really helps to- Dan: Oh, you’re welcome. Brenda: To hear the practical
side of survey results. Kristina? Kristina: Hey, Dan,
I’m so glad you’re here because Keller was one
of my schools last year, and I got to come in, and I think three or four times
with some of your teachers and see exactly what you’re
talking about in action. And I think what
you shared tonight, just really paints a
really great picture of the great work
that you’re doing. And if you can use the
data to really be strategic about where you’re
focusing your time, you can see those
really great results. And I remember, I think it was a first grade
teacher, I was in her class, and just the way that
she spoke about that, and about your staff,
and about your leadership was very positive. So, I just wanted to thank you, and just commend
you on your work, and thanks for
coming here tonight. Dan: Thank you. One of the things I forgot
to mention too is that we open the Zen Den
for the staff as well, and so staff- Brenda: Turn your, sorry,
microphone on again. It goes off when
other people speak. Dan: Okay, so one of the other
things I forgot to mention is we open the Zen Den
to the staff as well, and the staff started
doing Tuesday night yoga. And Beth Heller came in
and taught yoga practices, and then the teachers
could take that back and teach kids as well, but they could also
use it for themselves. And I think that was one
of the most highly attended after-school professional
learning opportunities that staff got involved in. And many of my staff also
wanted to do a book study on Trauma-Sensitive Classroom, so we did that as well
in the second semester and it was well attended. Brenda: Do you
have your hand up? Go ahead. Michelle: Just as a
follow up, I know that our executive directors,
when the data comes in, they meet with
the principals and talk about what
the data are saying, and then many times,
Dr. Strampp comes in and helps set those goals. So, this is a practice
across the entire district in all of our schools, whether they be
elementary or secondary, as part of the Building
Leadership Team
looks at the data. Typically, Dan, correct
me if I’m wrong, but you present it to the
entire staff at some point, you look at all of your data
together as a staff as well. Dan: Sorry, yeah. We do, after the BLT sets goals, and we collect data,
then it is also, we take it to the whole staff. So, in the August meeting
when we’re coming back, we’ll go over our
school perception and our climate survey data, and we’ll discuss with the staff what the BLT has seen as
some good goal statements, and then get their
feedback and input, and we’ll revise the goals. Brenda: Thank you, very much. Michelle: Thanks, Dan. Kudos to your staff,
too, and your students. That’s a good celebration
to come back to this fall. And I’d like to welcome
our executive director for Special Education
to talk about what departments do when they
receive their data, as well. Claudia is looking
for her light. (laughing) Claudia: There you go,
I pressed the mute instead of the one
with the button on it. So, we look at our data
in a different manner because we have
Special Education and Pupil Services
under one umbrella that we call Student Services. We’ve been through a
number of iterations of how we utilize that
starting when we had College Career and
Community under us. And we tried to develop
goals for all of the four strategic directions
in the district. Academics, Engagement,
Personalized Pathways, and Thriving Workforce. As we’ve done this,
cause we’re starting our fourth year of doing
that and looking at all of the data and bringing it
together to determine what goals we would
use as a department. We’re looking at reducing
that and being more targeted around the areas that we know that we can affect. So in the beginning,
as soon as the survey results come out, I
meet with Vicki Bayer. Prior to her I
met with Kim Patlo and then we’d lead the district, or our department, through
a Student Services retreat where we look at
all of the data. The perception data
is a piece of it, but we’re also
looking at academics. We’re looking at attendance. We’re looking at suspensions. And we weigh all of those
so that we can determine where we need to move forward. Then we have a
department retreat and we develop the goals, what we’re going to look at and how we’re going
to measure that. And from there we meet,
we have met in the past every, or three times a year to review where we’re at. With new staff in our
department, came new ideas. So, I think what we’ve decided might work better for us, rather than pulling a whole
large group of our staff out. We’re going to have
a district BLT, so we’ll be like a DLT, right. Which would be
good cause I won’t be getting hungry every
time I say the word. BLT, BLT. So we’re gonna,
we’re doing that. We’ve got department
reps that are going to come in with our
overarching goals, looking at all the data. We’re gonna develop
our department goals. And then we won’t
be meeting monthly so that we can review that. So, I’m gonna give
you some of the topics that we saw some trends, in particular in
the perception data. So this past year,
when we looked at the perception
data, we noticed that the middle school
students themselves did not feel accepted. They did not feel
like they belonged. It was a larger
group of students in middle school then
any of the other areas. So, as we are working
with our social/emotional learning and mental
health grants, we are looking at
targeting and piloting the four main, second
middle schools. So that we can get the
social/emotional learning and the acceptance,
and all of that, into the middle schools, first. Along with that, we are also, we have a behavior
member who is going to be devoted to focusing on middle schools in particular. So, making sure we
have the tier 1, the tier 2, what are really, what does building a
relationship look like? We all want to
believe that we have relationships with students, but, somehow or
another, our students aren’t feeling
those relationships. So, we have to get in
deeper and figure out what we need to do as an adult, what training and
professional learning we need to provide
to our teachers and our other staff members. Second, elementary
did not feel like they were getting enough supports. And this is an
area of Special Ed and Pupil Services. They have smaller numbers of students, student bodies. Therefore, when you
look at the ratios we had to divide them equitably and they were getting
pieces of social work, pieces of counselors, pieces of psychologists. So, we did a two-fold thing. We added additional
counseling time this year for the elementary schools. I think you all have heard that we’re now
going to be ensuring that our school resource
officers are getting more into our
elementary schools. That was a combination,
working with Vicki Bayer, and Chris Collar and
Melissa Thiel-Collar to figure out how we
could make that happen with the police department and the SROs. So, we will have
designated time in the elementaries this year
to give those students preventative strategies
rather than going there and reacting to, after the fact. Additionally, our Special
Education teachers and principals, in particular, were not feeling supported
in the elementaries. We went from a model of
a Program Support Teacher who did evaluations
and support in schools. And was there once, or at least, two or three times a week. Mostly for IEP things, but at least they were
there to answer questions. To a Lead Teacher. And then just super At all the middles
and high schools we had Lead Teachers. And then the elementaries
only had the Supervisors. Thinking that that
would balance. And it hasn’t quite
balanced itself. So, this year,
we’re implementing the Lead Teachers of
all of the secondary schools will now
spend one full day, and we totally, we
highly recommend that that day, not
be the same day. Half a day, one day in the week. And another half of the
day in the afternoon a different day of the week. So that they are
supporting schools on different dates and
times in elementaries. Along with that,
elementary school teachers will have a office
number for where they are located at their middle school or high school, so, they are only
a phone call away. Where the supervisors
were constantly out into the schools, and at meetings, and it was difficult for
them to respond immediately. So, we’re feeling
really good about that. Student behaviors were
mentioned as a concern. I mean, we all know
that that continues to be a concern. So, we, response to
that three years ago created the behavioral
MLSS to compliment the academic MLSS. We shifted from PBIS strictly, to district-wide MLS support. So, you didn’t just get a
Behavioral Support Person for tier 1 and tier 2 if
you were a PBIS school. Now all the schools
have access to them. We also have Behavior
Support Teachers for Special Ed. Two of them. Given the disconnect
that was happening between the regular ed
side of the spectrum and the Special Ed
side of the spectrum. The teachers, the
support teachers, took it upon themselves
to start collaborating and working, so that there’s
a seamless conversation, seamless wording about what is a tier 1
behavior intervention? What is a tier 2? What is a tier 3? And what is a Special
Education intervention? How can we better use
Functional Behavior Assessments and Behavior Plans to be
speaking the same language? And supporting our
students collaboratively. This year we’ve added
our autism focus teachers moving into the school year. Because they’re seeing
that the structures and the routines are really
good for all students. And our autism program
support teachers are very, very well
versed in that. So, along with the
autism support, the behavior support, the regular ed behavior support, and now our
Occupational Therapists, we are all working
together so that we can divide and conquer and
provide more supports for our students
at a younger age. We heard that Special Edu…oh We added more Psych times
at all of the buildings. So, we developed, two years ago, what we’re calling
Evaluation Teams. So, not only four people
are doing the evaluations for school Psychs. Plus, an Early Childhood Team and a Bilingual Team
that speaks Spanish as a first language, or, second language, I mean. Excuse me. But, the Psychs we
added were almost at, we’re NASP, which is
National Association for School Psychologist,
says we should be at. We’re probably better off
than most other districts in what we have
for school support for school psychologists. And they, for your
information, do support regular ed as well
as Special Ed. Finally, Special
Ed and regular ed, there was multiple
comments on about how we’re not on the same page when
it comes to interventions. Nancy got that in her reviews. I got that in my reviews. Nancy Chartier, that is. We came together to have
a meeting of the minds. And now we’re going
to have two of my Academic Program
Support Teachers trained on how to be Literacy Coaches. So that they can speak
the same language as the regular ed
Literacy Coaches. Again, a seamless transition. No more confusion. No more us against them. We’re all on the same page. Those are just a number,
a few of the things. We are constantly
looking at our data. We have to. So, I think I was
pretty long-winded. So if you have any questions,
I will let you ask me. Too thorough. Brenda: Very thorough. Thank you, yeah, it
was very interesting and a lot of good work. Thank you.
-Yes. -Thank you. -Thank you Claudia.
-Thank you. -Thank you very much. Michelle: Thank you
Claudia. As she leaves, I just
wanna, I hope the board has a clear sense now
of, that we take our data seriously as we
look at it carefully and set goals around it. Continuous improvement is,
and will continue to be, at the heart of our work. As we work to serve students. The next agenda item,
I’m gonna invite, our legal counsel Melissa
Thiel-Collar to the table. She has been doing
some background work on behalf of the board. The question was about
posting meetings and minutes, and so I wanna welcome you. And bless whoever sneezed. Melissa: Thank you. I believe at the last
meeting I was left with two questions to come
back to the board with regarding the posting
of meetings on, in our various news print. The first one was “Could
you meet the notice requirements of the
Wisconsin Open Meetings Law by publishing notices
in an online version of a newspaper versus
the print version of the newspaper?” And the short answer is no. That the publication
definition requires a posting in print
media, not just online. So, you will still need
to, if you’re using, print media, as
your way of meeting the posting requirements,
you will still need to continue to
post in print media, not just online with
the news source. The second question was
“Could you use two different news media
publications to publish meeting notices and
meeting minutes?” And that answer is a
little bit less clear in that it depends. If you designate a
newspaper as your official newspaper of the
school district, you have to use that newspaper for all of your
posting requirements. So that would be for
your meeting minutes, and for your notices
of your meetings. Sandy and I have
gone back to look, to find where the
school board designated the Press Gazette as
the official newspaper of the school district. And we can’t find
board meeting minutes, or anything to
that end that would affirmatively demonstrate
that the school board did, in fact, designate
the Press Gazette as the official newspaper
of the school board for the district. So, we don’t know
that’s been done. We don’t know it’s
not been done either. But if you do use two different, so if you don’t
designate a newspaper as your official newspaper
of the school district, you still need to meet
the posting requirements. And, as you know, we
discussed the last time, the posting requirements
for your meeting notices and that it needs
to be 24 hours. And why having a
weekly newspaper, especially now that we
know it can’t be online, probably will not work for
meeting our requirements. For you meeting minutes,
they have to be posted within 45 days of the meeting, not when you approved
the meeting minutes, but 45 days of the meeting. So, Sandy pointed out
that when we get into September and October,
especially with all of those budget meetings, there’s going to be
some meetings where, when you approve
those meeting minutes, if we are using a
weekly newspaper, we’re going to have
to make sure that we’re meeting that 45
day notice requirement. Because, it gets a little
tight at that time of the year. So those are just some of
the things to think about. We also looked, I know we talked
about the number of paid subscriptions
for the Press Times versus the Greenbay
Press Gazette. And we reached out
to both newspapers to get us some numbers. The Press Times reports that
they currently have 1,500 paid subscriptions
for individuals who reside in the Greenbay
area public school district. The Greenbay Press
Gazette indicates that it has paid circulation for the Greenbay area public
school district of 12,127. So, we don’t have
a recommendation. It’s really up to you as to what you would like to do
with this information. And, going forward how to
post those required notices, the board meeting notices, and the posting of
the meeting minutes. Brenda: So the posting of the we do have an option
of a potential decision if we use one newspaper
for posting meetings and one newspaper
for posting minutes? Or, if we designate a paper
as our official paper, they all have to be
in the same place? Melissa: Am I still on? Yeah, if you
designate a newspaper as your official newspaper, it all has to be
in the same place. If you do not, you can use whatever
newsprint sources that are in your jurisdiction. They have to be in
your jurisdiction
governing your area. Brenda: So we’re not
required to designate? Melissa: You’re not
required, correct. Brenda: Okay. Andrew? Andrew: I guess just
given the large, the large differential in cost, what I’d be interested
in trying first, would be to do minutes
in the Press Times while recognizing that
for now, there would probably be too many, it would be difficult
to do the things we know in advance in one, and the things that come
up later in another. That’s not public friendly. So, I would suggest that in the near future we would have an agenda
item to vote on moving the minute’s publication
to the Press Times. But, I think just to
be on the safe side, it’s not an emergency. I’d like to see it go through
the regular meeting cycle. I don’t know that
there’d be a whole lot of lengthy discussion about it. But, I think that’s
the right way to do it. And so, I’d like
to see us, maybe, put that into the
next meeting cycle to change the,
proposal to change, the minutes only,
to the Press Times for a year, for a trial. Brenda: Anybody Else? My concern I guess, and this
potentially will happen, is that we will have to
have a special board meeting to approve minutes if
the timing is such. Andrew: I can handle
that, I mean for, saving tens of
thousands of dollars to have to do a five
minute meeting to approve some minutes because
of how things line up. I’ll, count me in. -Is it tens of thousands? Brenda: Yeah, what is
the cost differential? -It depends. Sandy: I think the
gentleman that said, it would depend on the number
of subscriptions they have. The percentage. So, we don’t know. Brenda: There’s no way
to get cost estimates before we put this on an
agenda for next month? Melissa: We can ask,
but it’s going to depend, I believe what he said,
on the number of lines that you have for
your meeting minutes and then, cause the fees
are set by the state. So, the typeset, the fees, all of that is set by the state, including, and it’s
based on your readership. So, the reason that it’s, I believe he used the
figure of 40 percent less than the Press Gazette, was because they have
such low readership compared to what the Press
Gazette’s readership is. Brenda: Okay, but as
their readership goes up the price will go up then? Melissa: Correct. As the, there’s like
bands that the state sets based on what your
readership is. Brenda: Eric? Eric: Yeah, I think
one of the things that we talked
about last time is, you think about who
those readers are. So, the person
who is subscribing to the Press Times
is interested in hyper-local news, because
that’s all they cover. I don’t know if
anybody, you know, if you’re doing
the Press Gazette, you’re getting a
lot different news. And so, that’s one
of the attractive things for me is that
we’re putting the minutes in front of people who are interested in
seeing our minutes. Brenda: Katie? Katie: I would agree,
and at the very least, it’s the, what were the numbers? 1,000 versus 12,000? 1,500 versus 12,000 1,500 versus 12,000. So at the very, at least
initially, we would be saving some kind of money, I would think, based
on that formula. And then if our stellar
minutes increase the readership, we
might, you know, be paying a little more. But it’s going to take a
while for that to even out. So, I would be interested in… Cause it’s full of local news. And so when you’re
reading local news, you’re going to
pay more attention to what our minutes are saying. Melissa: So my takeback,
Sandy and I will work to find from the Press Times
what an estimate would be on the cost of the
meeting minutes. Brenda: We could probably just, I mean if you have the bands. Melissa: So the difference, the information we have
from our finance department is just the cost of hosting. It doesn’t break out
posting for minutes versus postings
for board meetings versus legal required postings. So we’re not going
to be able to have an apples-to-apples comparison because we don’t know
from what we’re spending on the Press because that’s
exactly how much it’s costing us to post only meeting minutes. Brenda: But if the
line cost is the same because it’s set by the state, then it just depends on
the band of readers, right? Or am I not understanding? Melissa: I’ll have to go
back and look again. Brenda: All right. Eric? Eric: So I mean for me,
the cost savings is nice, but before you go out
and spend all this time on quotes because
that’s going to be real time that you guys
are putting into that. I’m interested in doing just because that’s the readership
and what they’re looking for. So for me, it’s not about “We’re going to
save $100 or $500.” I mean that’s a
nice feature, right? I mean we want to make sure
we’re spending the money wisely. But for me, it’s
about getting it into a place where people are looking for that
kind of information. So we could have it if we
want them to go get quotes. But for me I’m with Andrew. Let’s get this in
the meeting cycle. We’ll just quickly touch on it
at the beginning of September and if we can vote on it at the
second meeting in September. For me personally, I don’t see
the value in them going out to try to get quotes and
match apples-to-oranges. But if we want them to do that,
I guess we can ask for it. Brenda: I mean we
can look at as, we’ll see it as the bills come
in, if it changes in cost. And we can change our
mind at any point. Eric: Because we haven’t
adopted it officially. Brenda: Because we don’t
sign a year long contract to post minutes and things. So it would just
be if things get to the point where
it’s not working, we can change our mind and
go back to something else. Yeah, okay. So yeah, I agree, I don’t think we need
to spend a lot of time pricing out things cause we
know it’s going to save money. Sandy: My only
question would be, where are we going to
post like budget stuff, what newspaper are
you wanting to use to post those kind of things. Brenda: What do you
mean by budget stuff? The budget itself or the
posting of the meetings? Sandy:So we have annual legal
notices we’re required to post. And one of them is
the budget notices and the posting of the budget. We post the actual… I believe there’s a one-page
document that we post. I know Business handles that
part, I’m not exactly sure. And the other legal notices,
like our Child Find, there’s a number of legal
notices we’re required to post as class one legal notices. So where would you like
those class one legal notices in the budget notices? Brenda: Andrew? Andrew: For me, what I’m
asking for is an agenda item for now to put minutes
and only minutes into the Press Times for
a year to see how it goes. Brenda: Eric? Eric: I would take that one
step further and say that anything that isn’t
time sensitive, that’s prohibited because
it’s a weekly newspaper, I would push for all of that to get posted in
the Press Times. As long as it isn’t a barrier because it’s only
printed once a week. Brenda: I’m thinking that to
make Sandy’s life easier, that we make it simple for now and say minutes and
then everything else. Otherwise she’s going to
have to be continually asking probably me what to do with
this notice, that notice, things like that. And so I’m just looking at it
as an efficiency piece too. Eric: Right, but could you
look at it the other way and say “The only thing you post in the Press-Gazette
is meetings. Everything else gets
published in the Press Times.” Brenda: Those legal things
are time sensitive sometimes though too. Like referendum announcements,
there are things that have to be posted
by certain dates. Eric: I see. Brenda: Right? I know the referendum
announcements for sure. Very much, and
the budget is too. So yeah, I’m just a little
concerned with the weekly thing. I’d rather just be
consistent, than say “Oh we can meet that
deadline, we’ll put it here, we can’t meet,
we’ll put it here.” Those kinds of things. And again I think
to make it simpler, we do minutes first, let it
ride, see how it’s going, see what the cost
differentials are, and see what the feedback
is from the community. I have no idea if
people read our minutes in the Press-Gazette. And we can change it in
six months if we want to. Eric: That’s fair. Brenda:Does that
sound good to you? Yeah, okay. Eric: Thanks, Melissa. Brenda: So we’ll be bringing
that for another discussion in September, and then it’ll
come to our work session, and we’ll vote on it at
our regular board meeting. Michelle: The next
item that I have is a draft of a guiding
change document. The purpose of a
guiding change document is to frame a conversation
for the board, in this case, the board being,
just as a point of reference, Melissa just shared
a conversation and an update to the board
regarding meeting postings. That was not done in a
guiding change document, but it could’ve been. So that some of the things
that came out, she could’ve brought it back and talked
about the different nuances about options that the board
might have to consider, moving forward, that came
out in this conversation. Another way to do that
that staff can do this and bring forward to the board is through a guiding
change document. And this particular
document that we’re sharing is a result of what has
changed in this very room. We’ve upgraded the technology
here in the board room. It has provided a
single camera record and a wide view of
the board table. But then the question is does
the board wish to designate a recorded meeting space
as board business space, reserved for board members,
staff, ICSC students, and members of the public who come forward to
speak before the board. And also then a space outside the recorded areas
of public space for the community and media. So what I asked Lori Blakeslee, our Communications
Director, to do is to talk about why this
decision would be something the board might
wish to consider, and in addition to that, what you wouldn’t
think is acceptable. But again, this is
a board document. I can’t stress this enough. This is staff coming
forward and saying “Is this something the board
even wishes to undertake?” And if so, there’s other
reasons you might wish to do so. Now I’m going to
turn it over to Lori and to talk about it. We thought it was also
very critically important to do it within the space, to have this first conversation. Because I have to
share with you, we’ve actually walked
around this space, and tried to look at it in
terms of a board meeting space. Many board rooms right
now have elevated seating, and different spaces
that are so designated that it’s easy to
figure out where to sit, and where the media should go. But this space is not
that conducive to that. So I’m going to ask Lori to kind of walk
through this document. Lori: Good evening, so this
has been a conversation that we’ve thought
about for a while, and decided that it
may be something that once the new technology
was in the room, and we had an idea
of how it worked, and what the room
looked and felt like and would be time to
think about and provide possibly some guidelines, especially for the media. And I think that’s something that they would be
interested in too. You know we have
reporters that turn over, they often don’t know where they’re supposed
to be in the room. So I think having some
clear understanding of where it’s acceptable
to set up a camera, where you may not
want a camera set up, and prior to the
change if you recall, we had a lot of
cameras in the room, and so there were a lot of
visual obstacles behind me. And so for the TV crews, it was really hard to kind
of find positions in the room because they had to
avoid the cameras that were already here. So another piece
that we’ve done is when we installed
the new equipment, we asked to have a
better system for media, especially TV media to
be able to get sound. Then before they would have
to move their microphones and so they’d want to catch
what was said at the head table and they’d want to catch what
the people here were saying. And you know, so I think they
were just as uncomfortable as probably people at the
table with having to try to you know walk in to the meeting to move their
microphones around. So now we’ll have a much
better box at the back where it’s broadcasting splitter
box and called a mold box. And they’ll be able to
plug right into that, and they’ll get the
same quality of sound that we’re getting
recording our own meeting. So I think that’ll be very
beneficial for them as well. And so basically
that that was to, there was some
agreement as far as what maybe made
some sense was then to send them some kind
of information to say, “Here’s the new system.
Here’s how that works for you. Here’s where we
feel are good places for you to be able to
set up your cameras.” You know I watched
the July 15th meeting, and you know one of
the reporters was
sitting on the side and I don’t even know if he
knew he was being recorded through the whole meeting, and I think that’s part
of the concern too. Even though what’s up there
is what’s being recorded. But he still may not
really have recognized that you’re part of the
TV shot, right? And so again, not putting
anybody in a position where they didn’t realize
they were being recorded. And then maybe also
feel uncomfortable
that that happened. So, we had talked about where they’re going
to be plugging in is going to be right under
their side of the folded wall. And so maybe even
designating an area for them, so that when we get our
new seating in the room, actually setting that up
a little bit differently so there’s actually
a space for them. Because I think that’s also
been part of the problem is they didn’t want to
stand up in front of people and obviously block
people’s view of the board. And so again, having a
place where they feel like “Okay, yep, here’s where I
can capture the board meeting. I can get a view
of the speakers.” But not being in the
way of people being able to view the proceedings. So that’s why we
put this together. It’s just some thoughts around what might just be a
way that everybody has the same expectations of how
this space is to be used, and feel comfortable with especially when
they come in and out during the meetings as well so. Brenda: Andrew? Andrew: Yes it seems to me, when I’m looking at it, it makes sense to
have a media table. My suggestion would be that
we do it in a meeting cycle so that if someone… You know, so there’d
be an actual proposal of a diagram of
where it would be. If someone from the media
felt it wasn’t okay, they’d have their
chance to talk about it at a regular meeting. Otherwise, probably
something that would be able to I would hope move
through pretty quickly. Everything looks like
we’re making a place that makes it easier for media. But I can’t speak
for someone who… And I think it would
need to be you know a diagram or a short
presentation of “Here’s where it’s going to
be,” in a regular meeting cycle. I would say we could probably put that in next month as well. Brenda: Does that sound good? I would be interested
in even talking, if you’re comfortable,
just asking as your talking with media
over the next couple weeks, just getting some of their
initial thoughts on it to bring back to that
discussion at our work session. Lori: Sure, I can… Brenda: Just put
your microphone… Lori: A lot of times when
they come they’ll ask me “Well where would you like me?” You know, and we really haven’t
had a place where we’ve said “Here’s the best place
for you to stand.” You know and so we kind of
awkwardly try to figure out you know where was
the best place. And again, we really haven’t
had a situation where we’ve had all the
TV stations here since we’ve had the new system and had the ability
to really test it with all the other
cameras in the room too, just to see what
would work best. So absolutely yeah,
I can talk with some. Brenda: Okay great. Katie? Katie: Just a quick question, I noticed we have the
podium back today. Is that the preferred
means of open forum? I’m just saying that
it visually blocks the view of half the audience. And it’s kind of
a disengagement. Maybe it’s just me. Because I kind of count on I know when somebody says Gwen, they’re going to
ask Gwen something. I already see whether
Gwen is saying yes or no, I’ve got the visual. But I’ve lost that
half of the room. And that’s just me. I just think it’s
kind of inviting to have them come to the table. Brenda: I think what we
experienced is that sometimes they’ll
come to the table, and they have become part
of a half hour conversation, when there’s other people that
came to the table and left. So that was why we brought
the podium in to begin with, was to define that space. Katie: So we could just save
some of the less comfortable chairs for that table? A little less inviting? I don’t know. It’s just a visual thing. Brenda: Yeah, I get
what you’re saying. But that’s why the
podium is there. So it’s a matter of trying
to solve multiple things. Katie: No, that’s true. We’ve seen people move
into the podium too, and stay for 15, 20 minutes. Brenda: Michelle? Michelle: I think that’s
a point of discussion, and I think the board is going
to have to make a decision. I equate it to
different meetings where I’ve been part of. You know, at the legislature, sometimes, depending upon the
room I’m sitting at a table. Sometimes I’m
standing at a podium. Sometimes I’m standing
at a microphone. So again, it really
goes back to, and I know there are board
rooms and I see it on TV, so this is how I know this, they just have a standup
mic, so it doesn’t block. And they stand at
the microphone. And I’ve done that myself, where they just
have a standup mic. So maybe that might be
a possible solution. I think one of the things
that I would offer is this guiding change document
is to frame the conversation, and I absolutely
agree, Mr. Becker. I think it’s a great
idea to bring it back, and gather some
more information. If there’s anything
on here that you know, we’re trying to frame
the conversation. And that’s the intent. We can always do, you know, bring conversations here
without a guiding change, if the board doesn’t find this
document or framing helpful. Because this is meant for you, to guide your
discussion, as a tool. But if that’s not something
the board does find helpful, then it’s just as easy
to present for staff. But sometimes framing
it really helps to start thinking through areas that
maybe you hadn’t considered. So that’s why we would do this. Brenda: So do board members like
having a document like this, to begin conversations with? -Yes.
Michelle: It works. Brenda: Okay.
All right. Michelle: That’s good to know. But a standup mic might be… Brenda: Yeah, I like
that idea, yeah. All right, anything else? Otherwise thank you, Lori. Michelle: Thanks, Lori. Okay, let’s see. Mr. Becker, you
have the next item, placement of new business
items on the agenda. Andrew: Thank you. So I requested this because
it seems like there’s, and the change happened
during the two years I was off the board, and it’s a change that was subtle enough
that I didn’t even know that we were doing it, but it’s important
to get things right. And I think there’s a few
different ways we can do it, but I think we should just
make a decision on it. So when you have an
item that comes up, that does not have time to go through the regular
meeting cycle. So a long time ago, that
either was a special meeting, sometimes a five
minute special meeting at the beginning of a meeting, or it was the
superintendent’s report. And the rationale was to not put it into
a committee report when the committee didn’t meet
on the item two weeks prior. So since then, items
that came late, have gone under the
work session anyways. And the rationale for that was. I believe less confusion so it’s in the
categorically relevant spot but the drawback to
that is that it means that there will be
things that will be in a committee report
that never went through that committee, through
that work session. So an idea that I
had that could maybe make it clear what
things are new but keep it
categorically appropriate would be to have a
new business item in. I suppose it could
end up in either place but in practical terms
it’d probably end up in just work support cause
very rarely would something time sensitive,
and this would be, that way it would be clear what was being added
without a committee meeting it would also be
clear that it’s, the matters where that
happens are routine. It’d be very easy to
look and say oh yep, here’s a rough bid cause
of when the deadline came through and all that. I thought that might be better since there was some confusion that I contributed to
by not even realizing we had changed during the time
I was gone, where items go. So I would think it’d
probably be a decision, I guess decision for the board, it would be probably
just a standing, like a standing rule. Brenda: Or just a
standing process. Andrew: Well, I don’t know Brenda: Are you saying that it
doesn’t need a vote and that– Andrew: No, I’m not saying that, I’m not saying it
doesn’t need a vote. Brenda: Oh okay. Andrew: Our board policies
might say whether or not it’s a board rule
that we need a vote but I think if it’s
a board rule it probably should have a vote, but we could, again that
would be something to that, I wanted to just get the
initial idea out there, maybe people thought
it was terrible and I’m missing something. And then if not
it could probably just go into a
meeting cycle as well. Again would be the third
thing in five minutes, I suggested adding
to the meeting cycle what these are all
probably fairly routine. I think it probably
covers because if you put the concern that could happen, if you had a lot of late items, all going into the
superintendent’s report, if someone could mistakenly
think that you were hiding items because
oh look, nothing in the committee meeting was
20 minutes long last week, and now there’s 11 items. But if they’re in
a separate section, it’s oh, yep they’re new items but it’s a asphalt
bid and it’s hiring because someone left
and that kind of thing. So I guess I would propose
that go on to probably organizational support
and we can just vote on it as a internal rule change. Okay -Okay Thank you -Okay, thanks. Michelle: Want to make
sure the board is good with the proposed budget
dates for the budget cycle and I have them on
something, here they are. We’ve got Monday, October 7th for the board deliberation,
basically to approve the budget. And that doesn’t mean
adopt the budget, it means we have
the budget, right? So that’s Monday, October 7th. And then October
15th, is a Tuesday, that would be later, a
public engagement session. And then October 21st,
which is a Monday at 6 p.m. a public hearing and
special board meeting to adopt the budget,
again to approve to accept the budget on the 7th, and then the 15th
public engagement and October 21st. Are they all at 6 p.m. Sandy? Can you tell me? Sandy: No the 7th is at 4 p.m. Brenda: So is that, usually
we go four to six with that. So then we’d have to either
not have a closed session or count on the closed
session after our meeting Sandy: Correct. Brenda: And then the same with,
sorry, the 15th is also at six, and then the 21st. Sandy: Is at six. Is at six and so what
we’ve done in the past is have that board engagement or adoption of the budget
meeting and then immediately follow will be our
regular board meeting. Sandy: Correct. Brenda: Okay. Sandy: But that one we could
have the closed session. Brenda: Right so we could have
that closed session, okay. Any questions on that? No? Okay. Michelle: The last item I have
is actually success stories. I was gonna have Lori
model the cool new app for the community and I don’t
know how long that will take. Can you do it
relatively quickly? And in the mean time also
just wanted to let you know that Mike Stangel
will be starting at 5:45 a.m. tomorrow
morning to talk and it’s on WLUK, Good Day Wisconsin. And he’ll be talking about
the referendum projects he’ll be over at, in the
dark at Sullivan I think. And then we’re gonna have
the Amy Fisk come on, she’ll be on in various
shots talking about the volunteers because we
have a lot of great work to do and a lot of parents
and family members and community members
wanted to be part of settling our teachers in
as we begin a new school year not only in our schools where there’s been
referendum projects but also across the districts. So, she’ll be talking
about that as well and how you can volunteer. So it’s exciting
tomorrow morning, be sure to watch that as well. You wanna talk about
the app, we’re excited. Lori: Sure so this has been
something that’s been on our wish list to do this
for a couple years. We finally were able
to get some time really get to work on it. So the app is now available it’s very easy to find. It’s both for Android
and Apple products so people can either
go to a website that’s available on our website or go to either
one of the stores and just put in Green
Bay School District, and it’ll pop up. The items included on the app
are those most often visited or searched for on our website, so there was some intentionality about what were the
things that people would find on our app. The app is integrated
with our website so information remains current such as staff directory. When I first started here the district did have an app, I don’t know if you recall that and part of the
problem with it was it did not link to the website and so there was
just not the capacity in my department to
keep both the website and the app current. So this has resolved that issue. One of the reasons we
decided to move to an app was we heard in my
department, anyway, often from day cares,
community members that they would like to be
part of our school messenger notification system for
snow days, things like that. And we just do not have
the ability to do that. That’s what keeps the school
messenger notification system accurate is
the fact that it’s fed through Infinite Campus
with people’s addresses and phone numbers and
for us to try to manage something if people change. Cause the problem
is, is that by law we cannot send information
to phone numbers that we do not have
permission for. And so if somebody drops
their phone number or doesn’t change it,
then we could get fined for sending somebody information
that they didn’t want. So by going to an app system it eliminates all of
those legal issues. And now it’s because now
you are setting it up and saying, yes I
want the notification. And so you can use the app
with or without notifications you don’t have to, you know, have this tap you and
tell you something. It’s when you first pull it up, it asks you to set it up for any of those schools
that you would like. You don’t have to
but if you do sign up for notifications, you will
get the district notifications. And once you sign up for
that you’re not bound to it because you can always
go under settings and make changes to
schools at that time. You want to, so
again as I mentioned, the district notifications
are really to meet those needs for individuals
who were asking us, you know, we really want this
information, immediately. So as we send out those
notifications in the morning at 5:35, 5:45 a.m. we’ll be
pushing these out to the app as well, letting people know
it’s a snow day or late start. And principles will also
have the option to use this. So I’m hoping that
we’ll see them use it for things such as reminders,
a parent teacher conferences and other things that
might be important that they would like to
get out to their families. And then there’s a one
important piece to know is that you don’t want
to go and download and say you want notifications
from every school. Because those both in
the news and the calender will pull in every school’s
informations. (laughs) So be judicious about
which ones you pick. And, but as you can see
from the examples up there, so the first one shows
East High School things are pulled into the calender. So it differentiated
these were East news items versus district news
items or calendar items. And then I use the
Franklin example there it pulls both
the district news items as well as that
school’s news items. And that’s it. So, but we had 100 and
some people download it day one, so they’re excited. -I just wanted…
(group talking together) -Hey, there we go. Michelle: Lori, thank you and I
think what’s really important about this is this isn’t just
for parents and families. This is for a whole
community, so we welcome that. And it will afford folks
who often want to see what’s going on in the
district to just keep updated. So it’s a great opportunity. And I’m assuming that
we’ll monitor carefully how it’s being
used and obviously, make any necessary
changes or improvements as we move along. So that finally concludes our
report tonight, my report. Thank you very much for
all your help with this. Brenda: Alright, let’s see, we have no legal
department update and next is our intercity
student council report. I’ll turn that over
to Hanna and Noah. Okay. -Are you having a
hard time connecting? -Yeah. Brenda: Oh yeah we all did… All right are we good with
going ahead to the next and we’ll come back? We’ll figure out how
to get you online. Okay. -Okay. -There she goes. Brenda: Press the one, the mouth
that has the sound coming up Hanna: Okay so again, there hasn’t been a ton
going on this summer since we haven’t met since May. But we just had registration. The last registration day
is this week for makeups. So that’s pretty fun. And then the dress code is
currently being discussed. And it has been requested for
the September ICSC agenda, which is pretty cool. And other than that
the first football game for all Green Bay district
schools is this Thursday. So if you need something
to do, go to Prebles. (laughing) Michelle: Sometimes
I’m free in the night. Hanna: That’s pretty much it.
Anything else? No Brenda: Have we set the
ICSC board meetings yet? Okay. Laura: Do we have a date for
September at least though? Brenda: Usually we don’t meet
till October, do we? Yeah. Laura: Oh okay. Brenda: It’s usually
our first meetings but it’s nice to get
those on our calendars… Cause they fill up. Alright, oh Andrew Andrew: Is this the right
spot of the board meeting, where like if someone
from the district went to like nationals that
we’d say it now or is that going in
a different spot? Michelle: It’s for students. Brenda: It’s for
students to report out. Andrew: Right but did you
normally report here though or somewhere else? (low talking) After you meet, okay. Brenda: All right,
next is district events if anyone has
anything to announce. I know we’re all
gonna miss Frozen cause we have a
meeting this week. Michelle: I will be
singing on your behalf. Brenda: Oh alright,
alright good. -Make sure you get it on video. Brenda: Let them know
we’ll be very sad about that, they didn’t consult us when
they set the date. (laughs) Any other district events? Alright next, board
member school visits, we’re in the same
boat as the ICSC, not a lot of visits
in the summertime. I know I went to the
Bridge’s house is finished and the woman that was going
to be moving in was there although I was there
later than she was there. And the house
looks beautiful. Andrew you had… Andrew: I had a tour of
the new facility for NEW and John Dewey. And that’s looking really nice, It was a nice tour. Brenda: Good Laura: I spent some
time at Nicolet, which was one of my
schools this year. Got to meet the new principal who is sitting in
the audience tonight, we’ll be talking about her soon. And got to meet a
bunch of the staff and have some lunch and
learn more about the school. So that was really nice. I got a tour of the
new facility out at the Wildlife Sanctuary, that is
beautiful and spectacular. And then I’ve been basically
driving by Baird school couple times a week like a nerd to just watch them
push dirt around. It’s been really fun to
watch the daily progress. So yeah, I just sit out
there and with my window down and watch the people working
on that exterior of the school. Can’t wait to see the
inside, that’s it. Eric Eric: I’m working with, stop Laura: (laughs) Sorry Eric: (laughs) I’m working
with Micheal from Baird, I think on Friday I’m
gonna go and take a tour, of the school so, I set that up. -Did you do that just by asking? Eric: No, I had gone to Baird when they were doing
the closing ceremony and I introduces myself, cause
Baird was one of my schools and I said hey I’d love to
come back and to his credit he remembered, and
emailed and said hey what day this week
works for you, so. I feel like your nerdom
wants to come with me, you’re more than welcome I guess -We’ll talk. (laughing) Brenda: Anybody else? Go ahead. Michelle: I just
want to, I was able to Pete Ross was here, our future
Chief Operations Officer, and Mike Stangel, took Pete
and myself around to many of the construction projects. The new spaces and
places for kids, they’re phenomenal,
they’re phenomenal. And so Laurie’s got plans
to do some open houses and things to get
families and community in. In addition though,
because some of them are so transformational, I think that I know that
she’s working with Bray. I think our architectural
firms too actually, do some photographing as well. The community spaces and I
can’t thank our community enough for supporting community
spaces in our schools. They will be
transformational not only for the oral health
partners and the doctors and the privacy that
it will afford families to be used those spaces,
however, they’re used to support them because
there are offices spaces that are really lovely that
have separate entrances. But also then, to be able to
gather and to bring families and community into our
schools will be a really lovely gift that we can
afford our community now and so we want to thank
them for that as well. So I’m excited about that. Please drive, go and
see because it’s pretty, pretty amazing right
now what’s out there to welcome
our kids back. That’s all. Laura: Michelle,
I have a question. So I’ve had a
couple people ask me what happened to the fish? Is it in storage
somewhere or do we know? Michelle: It’s
still there isn’t it? Laura: No I think
it’s been moved. -No Sturgeon’s been
moved to a new location. Laura: Yeah. -At the Baird school,
it’s at Baird. Laura: It’s been placed? -It’s been moved, it have
to be moved cause of the it’s being restructured but
it’s been moved to a new spot. Laura: Is it it’s
final resting spot? -I’m not sure
there’s enough time. (laughing) Laura: I’m just curious. Okay. Michelle: It might be
in the back (laughing) Where’d they put it? Could you please text us. Eric: Yeah, I’ll provide. Can
we put that as an agenda item? Laura: Yeah, where’s the fish? Our community wants to know. Okay Eric? (cough) Brenda: So September 8th,
at Barid School open house. Michelle: Yup. Brenda: All right. (indistinct chattering) Brenda: So that’s a Sunday? Michelle: It is a Sunday. Brenda: Okay. All right, let’s see. Next we have
teaching and learning and that will be facilitated
by Katie Maloney Katie: Thank you. We have three actions.
I move that the head start program
state grant supplement is presented to be approved. Eric: Second? Brenda: Sandy? Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Brenda: Carried six zero. Katie: I move that the changes
to the head start program guidelines and operational
procedures handbook including selection
criteria for the 2019 2020 program year and
changes to the policy council bylaws for the
2019 to 2020 program year, as presented
to be approved. Eric: Second. Brenda: Sandy? Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Becker? Andrew: Aye. Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Brenda: Carried six zero. Katie: I move that the
admission of enrollment of students in
charter schools policy 433.1 as presented
to be approved. Eric: Second. Brenda: Sandy? Sandy: Becker? Andrew: Aye. Sandy: Maloney? Katie: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Brenda: Carried 6-0. Katie: And that
concludes our report. -All right, next is
organizational support that will be facilitated
by Andrew Becker. (clears throat) Andrew: I move that the
district enter into an agreement with M3 and
Trumps Solutions Inc. For the purpose of
providing benefit brokerage services to the district
as present be approved. -Second. -Go ahead. Andrew: Um, having another
chance to reveal the process and be in on a
final presentation by M3, um, I was assured
and met the person who is their soon to be their full time in-house actuary who is one example
short which was kind of like, kind of like, the
equivalent of education of someone who’s ABD advanced I mean it’s, um,
seven out of the eight requirements are done. The presence of an actuary and the ability to
provide an actuary when asked for without
an additional cost is critical I think to anyone who is going to
be involved in plan design. I don’t believe I believe the motion
that was passed for a some type of
independent actuarially review was not negated by this but overall, they
were the strongest the strongest presenter for to be the continued
benefits walker. Brenda: Sandy? Sandy: Warren? Brenda: Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Maloney? Katie: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Vanden Heuvel? Eric: Aye. Brenda: Carried 6-0. Andrew: I will that the
table of organization should be modified to change
the executive director of teaching and learning elementary twelve months salary group four to executive director
of teaching and learning twelve months salary
to group three as presented to be approved -Second. Brenda: Go ahead. Go ahead. Oh yeah, that’s right,
you’re in charge sir. Andrew: Not tonight. Brenda: Go ahead. Michelle: Thank you, I
just… Thank you. These
modifications in the next few things coming up really are a part of the
response of redesigning that we’ve talked
about we are embedding our executive director
for teaching and learning might freeze our
secondary into two schools in particular Franklin Middle
School as well as Washington Middle School Really it took the
focus in allying with our continuing improvement
and transformational work going on in our schools. We’re really excited about it of course we haven’t
had the proof of concept when Nancy Shauteer went
in as executive director of teaching and learning at Eisenhower and saw significant transformation as well. So, again, this is all
to address those issues and that changes, I guess
not necessarily issues, but really start to
transform our work in our central office
staff and our schools and what I think
what’s really important is this just one piece. This was designed as one
critical piece of teaching and learning as we move
forward, obviously, we’ve also put into
place a number of things between Franklin and Washington focused in on behavior
with the embedding of Dana Hanson from
special education and behavior student services also our “Be Great
Graduate” coaches that are coming in from the
Boys and Girls Club and we’re excited about that and attendants managers in place so a lot of things going on. The goal, you know
I think sometimes I was having
conversation with our neighboring superintendent
who has eight schools and we have 42 soon to be 43 You look at the magnitude
and our goal is to take the work that we
learned this next year in particular and
really expand it across our district and continue this process
of transformation. So I just wanted to
share that with you the folks out there
who might not recognize what this is really
about and I know that the team is sitting
back there and ready to do extraordinary,
continuous, work around teaching and learning,
and ensuring that each child has what they
need for success. Thanks for this as well. Brenda: Sandy? (clears throat) Sandy: Shelton? Kristina: Aye. Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: McCoy? Laura: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried 6-0. (clears throat) Andrew: I move that the
transfer of Nancy Shauteer executive director of teaching
and learning elementary to executive director
of teaching and learning add the salary of
122971 group three pro-rated as listed
effective
of August 20th 2019 as presented here
to be approved. -Second. Brenda: Sandy. Sandy: McCoy? Laura: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Becker? Andrew: Aye. Sandy: Warren? Brenda: Aye. Sandy: Maloney? Katie: Aye. Sandy: Shelton? Kristina: Aye. Brenda: Carried 6-0. I move that to table
of organization be modified to include
the position of associate director of
teaching and learning 12 months salary group nine and that the associate
job description as presented to be approved -Second. Brenda: Sandy? Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried 6-0. Andrew: I move that the
transfer of Eric Conn curriculum developer
at the district office a 191 days to
associate director of teaching and learning 12 months pro-rated as listed
effective August 20th 2019 as presented be approved. -Second. Brenda: Sandy? Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Warren? Brenda: Aye. Sandy: Maloney? Katie: Aye. Brenda: Carried 6-0. And I forgot to point
out that Nancy is here because she’s always here (laughs) and uh, Doctor Shauteer,
Doctor Khan, congratulations. Andrew: I move that the
transfer of Elissa Hoffman curriculum development
at the district office 191 days to associate
director of teaching and learning twelve
months group 986% pro-rated as listed as
of August 20th 2019 as presented be approved. -Second. Brenda: Andrew? Andrew: I just wanted to
point out that here that we’re not we’re not, this
doesn’t represent a bunch of new downtown positions
that are being added. It is some positions
needed to be administrative to
reflect supervisory duties, but we’re not
actually increasing FTE. Brenda: Sandy? Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden
Heuvel? Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Brenda: Carried 6-0. And Elissa also is in the back congratulations. (laughter) (indistinct chattering) Andrew: All right I move that
the table of organization be modified to reflect
the addition of executive assistant to
the executive director of teaching and learning and the executive director
of teaching and learning secondary 12 months
at the district office at an hourly rate of 28.34
per hour as presented be approved. -Second. Brenda: Sandy? Sandy: Becker? Andrew: Aye. Sandy: Maloney? Katie: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Brenda: Carried 6-0. Andrew: I move that the
transfer of Levesah Glover Rehiggin level four teaching
and learning secretary 12 months to an
executive assistant to executive director
of teaching and learning and executive director
of teaching and learning secondary 12 months as
presented be approved. -Second. Brenda: Sandy? Sandy: Warren? Brenda: Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Maloney? Katie: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Vanden Heuvel? Eric: Aye. Brenda: Carried 6-0. Andrew: I move that the
employment of Stephanie
Matthew as middle and high school
activities director 12 months at Washington
and East as presented be approved. -Second. Brenda: Sandy? Sandy: Shelton? Kristina: Aye. Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: McCoy? Laura: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried 6-0. (clears throat) Andrew: All right. I move that the transfer
of Shana Pociask, associate principal of
11 months at Sullivan to principal 12 months Nicolet
as presented be approved. -Second. Brenda: Sandy? Sandy: McCoy? Laura: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Becker? Andrew: Aye. Sandy: Warren? Brenda: Aye. Sandy: Maloney? Katie: Aye. Sandy: Shelton? Kristina: Aye. Brenda: The chair has
been here for a long time congratulations Shana. (applause) Good luck to you in
your new position we are very excited for you so we look forward to
lots of good things Shana: It is an honor. Andrew: I move that a two point
four four percent salary increase for educators
retro active to July 1, 2019. For those who are employed, as of August 19, 2019 as
presented be approved. -Second. Brenda: Sandy? Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Sandy: Vanden Heuvel? Eric: Abstain. Sandy: Shelton? Kristina: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried five
to one abstention. Andrew: I move that 2.14
percent base wage increase for clerical food
service maintenance monitors current professionals in trades retro active
to July 1, 2019 for those employed
as of August 19 2019 as presented be approved. -Second. Brenda: Sandy? Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Becker? Andrew: Aye. Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Brenda: Carried 6-0. Andrew: I move
that 2.44% based increase support for
support staff retro active to July 1, 2019 as
listed be approved. -Second. Brenda: Sandy? Sandy: Becker? Andrew: Aye. Sandy: Maloney? Katie: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Brenda: Carried 6-0. Andrew: I move that a
2.44% salary increase for all Stepsford administrators
retro active as of July 1, 2019 for those who are employed
as of August 2019 as presented be approved. -Second. Brenda: Sandy? Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Warren? Brenda: Aye. Sandy: Maloney? Katie: Aye. Brenda: Carried
6-0. Andrew: I move that 2.44%
salary increase for all Stepsford managers as
listed be approved. -Second. Brenda: Sandy? Sandy: Warren? Brenda: Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Maloney? Katie: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Vanden Heuvel? Eric: Aye. Brenda: Carried 6-0. Andrew: I move the
2.44% base wage increase for executive
assistants as presented be approved? -Second. Brenda: Sandy? Sandy: Shelton? Kristina: Aye. Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: McCoy? Laura: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried 6-0. Andrew: So do we not have,
um, future agenda items is that only at work
session that we have that? Or is that in… I thought… Trying to make
sure I am not missing because I missed it once. Brenda: We talked about it. -I think you skipped Pete. Andrew: Did I skip Pete? -Yeah. -Oh, sorry. Andrew: Okay I move
that a 2.44% salary increase for all Stepsford
technical and professional staff as presented be approved. -Second. Brenda: Sandy? Sandy: Maloney? Katie: Aye. Sandy: Warren? Brenda: Aye. Sandy: McCoy? Laura: Aye. Sandy: Vanden Heuvel? Eric: Aye. Sandy: Shelton? Kristina: Aye. Sandy: Becker? Andrew: Aye. Brenda: Carried 6-0. And yes the setting
future agenda was on the work session two weeks ago. Andrew: So does that only
go on work sessions? Brenda: That’s what we’ve done. Andrew: Is that what
you have been doing? Brenda: We have. I mean, I suppose if you
wanted it every meeting there’s no reason we couldn’t have it on there. Andrew: I guess the probably
more, I mean, I kind of did it anyways by
suggesting certain things. It’s probably always good
to have that placeholder Brenda: Do board members
want to add that to the regular meeting? Also, or are you good with
just having the work session? (indistinct conversation) Okay. Andrew:: Not that it is the
only mechanism, but it’s probably the easiest
mechanism to get something in the agenda. Okay. Then I move that the
consent items as presented be approved. -Second. Brenda: Sandy? Sandy: Maloney? Katie: Aye Sandy: Warren? Brenda: Aye. Sandy: Vanden
Heuvel? Eric: Aye. Sandy: Becker? Andrew: Aye. Sandy: McCoy? Laura: Aye. Sandy: Shelton? Kristina: Aye. Brenda: Carried 6-0. I entertain a motion
for adjournment. Eric: Second. All in favor. All: Aye. Opposed? We are adjourned. ♪♪ Announcer: You have been
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school district’s website, WWW.GBAPS.ORG, to
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