001board members are present. Uh Tasha Hughes is excused and both student board members are present. And we'll begin with the pledge of >> allegiance. United States of America and to the for it stands one nation for all. >> All right. And we'll kick it off with commendations. The first commendation we have this evening is for Mr. John Kaziki, a physics and science teacher science teacher at the high school. This year he was selected as a Cole fellow. Uh the Cole award is a rigorous selection process that requires nomination. uh the teacher must be nominated and then they have letters of recommendation and um essays that they write uh focused around student impact, leadership, instructional innovation and equity. Um Mr. Kaziki has been actively involved and a leader in project lead the way um serving in
002our school and working beyond. Uh he's also been instrumental in bringing computer science to the classrooms in our schools and this year he was selected as a coal award winner. you have received a personal grant and the school received a grant. So I am confident that that money will likely be invested in project lead the way resources. So like to recognize John Kosiki locally. Oh, you >> Yeah, last time I came, I didn't even read my words and I kind of just went off the the top, but I think this time I'm going to I'm going to read everything. So, thank you for giving me the opportunity to speak to you tonight. Uh, I'm incredibly honored to stand before you as a recipient of the Coal Education Foundation Fellowship Award. This wouldn't have been possible
003without the combined efforts of support of my family, students, colleagues, and our school district. When I look back at what I've accomplished, what we have accomplished together, I'm most proud of our collective efforts to make learning more equitable and accessible. Our computer science program has grown from zero courses to three, uh, two of which offer college credit opportunity through AP and Project Lead the Way. In the same time, we have seen our student demographics more closely match our school's overall population. We have improved from having only one female student in our computer science to female student making up nearly 20% of our enrollment. A large part of this success is due to our school's computer science student equity team making diverse cultures visible and welcoming to all of our students. Next year, I hope to
004bring forward a proposal to offer a new AI course through Project Lead the Way, and I hope to have your continued support. Physics has also experienced a lot of positive change. It is now a course that nearly all GHS students take. where honors topics are embedded for all students to access. The transition to a co-eing uh has also facilitated more differentiated instruction enabling students to receive reteing while others focus on more advanced topics. I hope the board will continue to invest in these opportunities as the results have shown a 46% increase in the number of students earning honors credit on their transcripts. I'm thankful for all the support in allowing us to bring real life experiences to our students. Whether it's physics, boat, riata, or field trips to places like Rockwell Automation. I truly appreciate
005the administration's willingness to listen uh to our suggestions and try new approaches to best support our students needs. When I was a young overconfident teacher, I always thought that would make a huge sweeping changes to physics and re revolutionize the world. Now see, it's all the little interactions that we have with each other that build into positive changes we see each day. When I first joined the staff, I always thought I'd be someone who would be here for my life. And I'm proud to say that today I believe that still holds true. Thank you for supporting uh everyone in this community, uh students, parents, colleagues, administrators, and school board. And then I was going to say thank you all. May the fourth be with you. You can see why he was selected. quite an impact.
006Okay. And because it is teacher appreciation week and we're recognizing all staff, but we thought it was important to commend educators this week. So, uh, our next commendations are for our participants in educators rising. Um, we have a number of national qualifiers this year. Greenell Educators Rising traveled to the state conference at W Stevens Point on March 4th this year. Greenell had two teams qualify for nationals in the area of children's literature. In their first time competing at the state level, Lexi Elhorn and Camden Schilling scored third place in the state of Wisconsin and earned a top score that qualified them for nationals in the area of children's literature. They wrote an illustrated co a book called Listen. Congratulations to Lexi and Camden. And then we have another team for the second year in a
007row. Maline Madson, who you know well, and Leah Roberts wrote and illustrated a children's book and presented it to a panel of judges this year. Leah and Maddie scored first place in the state of Wisconsin and qualified to attend nationals. Their book, Comeback, Ducky, was a sequel to the book they wrote and illustrated last year. They are the top score in the state of Wisconsin. So, congratulations to Lean Maddie. Dr. Midstick, the uh students have their book with them tonight. So, if we could invite them up to the podium to just tell us a little bit about the books that you wrote. Um, and then we'll have you come up for some pictures with your commendations. >> Um, as you already know, our book is called Listen. And >> um so throughout the book we
008just compared different instruments to animal sounds or sounds that are found in nature. >> And for a while we didn't know what to write about something that we wanted to find something that we were both interested in knew a lot about and something that we think that kids would like. And we finally came to music. It was it was fun to write about. Yeah. Thank you so much. >> Um, as you guys said, this is a sequel to our first book that we did last year. Um, we modeled our book off of our friendship, which we have been friends since we were five. So, um, our first book was about being kind to your friends. And then this book is about being okay with your friends having other friends, which we think are important messages
009for kids to have. >> So I have medals for the students that in the past they have awarded at the state conference, but this year they sent them to us. So you get your I'm not sure. Uh nationals are in June. Our teams are uh have chosen not to attend this year. >> All right. And then um we our educators rising has a pledge to prosper. >> We do. I have a couple um slides on our chapter highlights from this year. So, we'll go through those quickly and then we'll invite our seniors up for the pledge to prosper. Um, so this first slide is our 2025 teacher appreciation breakfast. We are um having that again this week, Thursday morning. Each of the students invite a teacher of their choice um to recognize them um and
010share their inspiration and what made them want to become a teacher. Last year at the end of the school year, we did a uh service project, a school supply drive where we collected unused supplies from middle school students. And as you can see, we had I was thinking three totes would be enough. And we ended up needing eight, nine, 10 totes um to collect all of the materials. And then many of them went to our caring closet here at the high school for families in need. This fall we did a future educator field trip to W Milwaukee and then a second one to Moskego High School where we partnered and collaborated with um New Berlin and Moskego to talk about the state competitions um prepare for those and then obviously had some great outcomes from
011that preparation that we had there. In January, we invited last year's seniors, our graduates, in for an alumni panel to talk about their experiences in education at the college level. And the students were excited to see them return. This spring, we did a service project um related to the National Educator Rising uh drive related to hygiene products. So, we raised over $485 and collected over 340 hygiene items that we were then able to donate to street angels organization and also uh some to the caring closet here at the high school. And then the state conference that we talked about that happened in March. We had 10 students attend this year. Six of them competed and did very very well at the state level. And with that, we will move into our seniors. So, Camden and
012Grace, if you two would like to come up and sit at the table, um the pledge to prosper is an event that we do each spring to offer the opportunity to interview with Greenell School District for our seniors that are going on to major in education. So, um in front of them, they have their graduation cords recognizing their time in educators rising. and Lily uh was unable to join us this evening, but she is planning to attend Concordia University majoring in occupational therapy. Camden will be attending W Lacrosse, majoring in music education and musical theater. Um his favorite memory of uh Educators Rising is the state competition and had fun uh presenting his book there. And Grace will be attending W Stevens Point major in elementary education. Grace is one of three, I'm sorry, four
013students this year that are doing an internship at the schools here in Greenale. So, um, almost every afternoon she goes and spends time in a kindergarten classroom and supports the kindergarteners as they participate in specials at Highland View Elementary, which is the school that she attended here in Greenale. So, congratulations to our seniors. You can go ahead and open up your folders and sign and then we will take some pictures. >> Do they have the right Do they have the right ones? Is it in the right chair? I don't think though there are no more commendations. >> All right. >> Then we're on to communications. >> Yep. We will move on to communications. Congrats. >> Thank you. Um, we had the senior officers or representatives had a meeting with Mr. Lotus and I to begin
014planning for graduation. Uh, so we are on our way there. There is the process for a new student board member. Since Noah will be participating in graduation, we will have someone from the class of 2028 that will be interviewing for the student the new student board member process. Um, Maddie, Mr. Kobalesca, and I, and Mr. Lotus will be working to interview new student board member candidates. And last week, Thursday, I had the opportunity to travel to WMadison and see Dr. Olsen defend her dissertation. And so, she will be graduating from the University of Wisconsin this week, Friday. And I'd like to congratulate her on her new title. And that concludes my communications. >> All right. Thank you. Uh and then we'll move over to student updates. >> Uh today began the two weeks of AP
015exams with AP bio and AP Euro. Today students can communicate with their guidance counselors about what the next two weeks will look like in school if they have an exam or not. Last Friday, Greenale Boys golf hosted the morning star invite. The robotics team has begun preparations for their year-end banquet. On Wednesday, May 20th, DECA released officer interest forms for non- seniors who want to take up either a president or vice president position with said forms due this Wednesday. And then the student equity team has started to distribute materials spreading awareness for Asian-American and Pacific Islander Month. >> Prom court has been selected and voting for king and queen is due tomorrow. A spirit week has also been announced for the week before prom. The blood drive last Wednesday invited students over 16 in faculty
016to donate in the upper gym. Girls soccer had a game on the 29th against New Berlin West, winning three to zero. Last week, Palms had an open gym for 9th to 11th graders interested in joining next year. The spring band concert took place last Wednesday featuring pieces from the jazz band, percussion concert band, and Woodwind Ensemble. Tickets are on sale for the Panther Rumble event on May 29th. >> All right. Thank you. And then uh looks like we can skip um comments from visitors. So we'll move on to approving the meeting minutes from the April 27th meeting. Looking for a motion. >> I move approval of the uh board meeting minutes from um April 27th. >> I'll second. >> All right, we have a motion and a second. We'll do a roll call. >> Yes.
017Yes. >> And I'm yes. Motion passes. Uh moving on to new business. We'll start off with approving the CISA 1 agreement. Did we even make the adjustment for the project success yet or no? >> We've not made any um modification in there yet. >> Okay. Uh so we are looking CISA is the cooperative educational services um agreement with a group of 45 districts. This is an annual approval. There is a seat at project success in the services to be approved, but we expect that we will be taking that out. So, we're looking for approval as written, but we will be able to take back the seat. We currently have a student occupying that, and we do not expect to have a student in that seat next year. >> All right. So, we're looking for a
018motion. >> I move the approval of the 2627 CISA 1 contract services agreements as presented. Agenda item 3.1. I'll second. >> All right, we have a motion and a second. We'll do a roll call. >> Yes. Yes. >> I'm Yes. Motion passes. Uh moving on to approving personnel. >> Uh given that we are talking about staffing, I would be remiss not to acknowledge that this is sta teacher appreciation week and I'd like to recognize all staff. Um we appreciate their services and the quality of um educational opportunities that they provide to our students. Uh this week there are celebrations throughout the schools. Uh administration will be providing staff with a card to DIA for a cup of coffee or a beverage of their choosing in the month of May. Uh the board has sent treats
019to the schools. And I know that the PTO's and administrations at each of the buildings are filling the week with celebrations. And I also believe that there are some kids surprises on the way. So, um it is an exciting week where we're recognizing teachers and with that there are a number of uh resignations and appointments as well as compensation for the Greenell Education Association educational support personnel um on the agenda and administration recommends approval. >> All right. So, we're looking for a motion to approve. I'll move approval of the teacher resignation, occupational therapist resignation, speech pathologist appointment, and the 202627 agreement with the Greenale Education Association for Educational Support Personnel as presented in agenda items 3.2 A, B, C, and D. >> A second. >> All right, we have a motion and a second and
020we'll do a roll call. >> Yes. and I'm yes. Motion passes. And moving on to approving the math curriculum uh K5. >> This was presented last week and tabled for a decision. The uh request was to have opportunity to get feedback from teachers. So I'm going to turn it over to Dr. Olsen to share uh just a little bit more about the process by which the teachers came to this recommendation and recommend approval. >> Thank you so much. >> Oh, sorry. And hold on. I think I just wanted to go through the consensus billing building um tool that we used with all of our teachers um and the recommendation team. So the way this works is when we um when we talk with the teachers, we have over 30 teachers that pilot the materials. Teachers
021tend to like the materials that they pilot because they have invested, they've done the work, they have seen um the success or some of the challenges. It's very um usually they leave either loving or hating the pilot that they finished. Um it's very rare that they're me. So um part of what we do is that we have a rubric that we use. Um we also um review research. We also choose all green rated curriculum to pilot. And then we work with our piloters and we have them keep a journal that we continue to go over at every PLC meeting with their principal and ISS. And then we have a midyear check-in and the end of um pilot check-in where we go over rubric scores and they make big posters that are like three things that
022are the most successful things about this curriculum, two that are the um least successful and one question. And then we have a gallery walk so everyone can kind of see everyone else's. at elementary because of the number of teachers. We do not have teachers um pilot more than one curriculum material in middle and high school. They they um they pilot both. So that is a different experience. So um we talk about who makes this decision at the end of the day. It is your decision as the school board and I inform them of that. I make the recommendation to the board, which is what I did. Um, which is out of the norm that I would have this curriculum review come earlier than June. is because of a fiscal situation where we have $130,000 available
023to us this budget cycle and we wanted to utilize those funds and because bridges was the consensus we wanted our um to be able to access those funds and we made that decision in the beginning of April. So I don't make this recommendation um by myself at all. I wasn't part of the team that used the consensus tool. I facilitated the tool. So I didn't have a vote. It's not really a vote, but a kind of walk through what a consensus looks like. Consensus means building majority opinion and a general agreement. I am not part neither is Tracy as part of that role of the group. We are just facilitating that conversation. So what we used to build consensus was evidence from the pilot teachers not opinions but their their rubrics their scores and we
024have them all around the um conference room and then we used our consensus building protocol from um I was going to say Christina Aguilera but that is not correct. It is Lisa Aguilar who is an educational um uh she is educational um consultant and works with um around leadership and building teams different than Christina Aguilera. So this is the tool then which she uses and this is I'm going to kind of fast forward these two and walk us through the exact slide deck that we went through. We named the topic. We're selecting ma instructional materials and then we took time to share all the known facts to create shared understanding of our current understanding. So we um took time to talk about that. We also talked about the potential courses of action. We can adopt
025bridges 2. We could look at kdum I am or desmos amplify. I also let them know that there are nuclear options. That's what happened during our ELA consensus building. It was a shock to me that they decided they wanted to pilot a whole other curriculum. That is not what I would ever choose, but we did it cuz that was the goal of the group. And I listened to them and we ended up actually adopting that curriculum material. So, we used evidence to sort through the ideas. So they looked at the math rubric and evidence and then after um we had time individually they used criteria to sort through these ideas and they took 5 minutes to analyze all data reflect and then each person in the room which was the three um instructional support specialists
026the three principles and the three math interventionists um and be on the recommendation team because they've been part of all the PLC's and they've been in every single classroom of the schools that piloting so they have a a bigger view unlike the pilot teachers who are just piloting one curriculum. So everyone had to make an individual a clear statement about that decision. My example is silly. It is we should adopt Cookie Monster math for K3. I gave that example because I wanted something that could not I didn't want anyone to think I was having any say or swaying anyone's opinion for one curriculum or another. So then what happened is everyone jotted down what their decision would be if they themselves were to make that decision. Then we take all the different post-it notes and
027um and we put them on the board and I see the will of the group and make a statement of what the will of the group is which was adopt bridges um K4 through fifth grade. And then we asked the team members to privately share their thoughts using a fist of five. So we had several people that were fives. Like I 100% agree with this. There are some people that were threes. There were some people that were twos. Um and if you are a two, you have to say what would you three? And then we work together. Um there's all the people that were chosen. People go back and forth sometimes. Um some people go from two to five and some people go we were at three then we heard somebody like no I'm at
028two. This process can take up to 4 hours. Um it can also be done in less than an hour depending on the role of the group. Um and this recommendation is um made um by that team once we all higher. And then um we acknowledge that without struggle there's no progress. people don't always walk out of that room um like feeling like that five like yes this is exactly what I want but we all we don't leave that room until we've conducted a email to all staff so we leave as united front that's really important so then we co-create a email that we send out to the whole staff so that they know what the will of the group was and then we move united um to um uh consensus recommendation to you all typically
029we'll be coming June 1st to share the more in detail but because bridges was a curriculum that we had adopted earlier and um I'm just going to also share this um and has had a lot of success around our math proficiency um at all >> it's anymore anymore. This is an old slide. Um but this is um uh so a lot of our grades have as up to almost 90% proficiency and this is all using bridges. Um so the three things that really were highlighted around choosing bridges was our continued success in um bridges even without the new implementation. The second thing was the intervention suite and then lastly it is a very affordable option and I'm would love to take any questions. >> Does anyone have any questions? >> Um first of all thanks
030for um giving us a space in the week to table it and and um talk to some people and I appreciate you sharing the >> pilot teachers that had gone through this process. So, I took some time and reached out to them um individually, teachers from various grade levels who um and each of the different pilots to get their feedback. Um and get some of those what did you like, what needed to be fixed, that sort of thing. Um obvious the ones who piloted their programs loved it, thought it was great. Um shiny new object, right? Cool. Um the um can you show the scores again? >> Yes. >> Okay. So the um the consistent feedback that I got um was even even from the teachers who had piloted bridges. Bridges is fine. It's fine.
031But there wasn't like a this is our direction. We have to go this way. There wasn't this five from the teachers I spoke to, even the ones who piloted bridges about bridges. It's fine. It it does the job. Um, and I think that at least with one of the Bridges teachers I had spoken to, there was um they wish they had been able to pilot one of the others because they had heard such positive things about that one. >> Um, so and in in in looking at these scores, I see yeah, there has been, you know, some improvement, but there's also been some dips. And I just um and I just have I I I understand why we have to do this this year. I wish we didn't. I wish we had more time to
032um to get all of the teachers in a room and get more information. Um I I mean I agree, my son uses bridges. His teacher was able to pilot decimals. She loved it. Um uh but it was just there wasn't like this bridges that I was looking for even from the bridges people. Um and then one of the teachers brought up um uh thinking classroom >> a book >> building thinking classrooms. >> Okay. Can you explain how that is going to tie into the new bridges program next year? >> Yeah. So there's several things that um we are working on. and I actually met with the elementary math team this morning. Um, one of them is making sure that we have a full um, adoption implementation because we have found that there are some schools
033who have really stuck to the implementation and are using all parts of bridges and those are the schools that are doing having more success. So, we definitely know that there needs to be more professional development and we're that it's part of what we met with um, this morning. um building thinking classrooms just as when when we adopted CKLA we wanted to give some professional development and have a grounded text. So building thinking classrooms is our grounded text that we're going to be offering to teachers as our book study for next year while we um adopt um bridges. >> How does thinking classroom integrate with Bridges? >> Very well. Like we're still working on the plan. Um, Bridges also has um they have separate professional developments that align to thinking classroom building thinking classrooms and building
034thinking classrooms is well aligned to the math practices and we're also getting math um PD on the on May 22nd is this date? Yeah, May 22nd um from Mary Mooney around mathematical practice um math identity for all the elementary teachers to start building that expertise for themselves. >> And just to clarify the all three had both a mix of digital component of math and paper and pen component of math. Bridges is way more pen paper than Desmos Amplify or um IM. Desmos Amplify and um KDM IM were very technology based. >> Right. But they but all three had had the technology option. >> Bridges does not >> at all and their intervention. One of the things that some people said who wanted to move towards amplified desmos was they wanted to continue using bridges intervention
035and that's because the intervention suite for um Burgess is so strong and some of those other um some of the other curriculums are three times more expensive as well. I'm good. >> All right. Thank you for that presentation. Uh first of all, thank you for the work that goes into this. There is a lot that goes into curriculum adoptions and as you see, we have the cycle of different uh subject areas every year. Um math being a very important one obviously to the district. Um you mentioned something about green. Green what? >> Oh yeah. >> Um that's a great question. So we use ED reports as a guide for which um curriculum items have are are aligned to the standards. Um so there is a a rubric that Ed reports uses that speaks to teachability
036and also um alignment to standards to the math practices. So be we will not even pilot a curriculum that isn't green rated because we want to make sure that we have that like standards align curriculum for the students that we serve. >> Okay. And and that was good. I I was trying to look it up here a little bit too. I I haven't heard that exact terminology, but um so with all of these um there there's been piloting that's gone on. Um number of staff that were part of that. Do you have a number for how many actually piloted in the district? >> Yeah, I think it's 30. >> Was it 30? Okay. And then what percentage, if I may ask, is that of our actual teachers? Do we have >> twothirds of your classroom?
037Elementary classes. >> So twothirds. So that's a a pretty good sampling as districts go through. Um it's never possible to do 100% obviously. You want to explain why not 100% of the teachers pilot? >> Well, because it is an extra ask. It is more planning they have to really focus on during PLC's they use it only for math there's also after school meetings there's you have to keep your journal there's there's a added but then you get to have your voice as part of the decision- making the other thing that to um Kristen really to your point around every every curriculum has no curriculum is perfect or everyone would just adopt it right so um our job is to see what would be best fit for our students, our teachers, and our context. >> And
038I was going to add to that. Um obviously we're looking for a good fit for Greenale schools in that process. Is there looking at other schools? Did they go out to other schools to observe um any >> we did we have done that in the past. We did not do that. This >> did not do that. Um do we know what of our benchmark districts are using? Yes, we shared um and if you guys are curious about that, I can share that as well. >> I can put that in district update. >> I don't have individual teachers I've spoken with this. As somebody who's using bridges currently, I do see a lot of um strengths to that particular programming. I'm not even a math teacher and um it it is something that um new teachers
039coming in can really pick up and learn, I think, pretty easily. Would you say that is the case? Yeah, I think there is work to be done around um onboarding new teachers around all the different aspects of Bridges. There are and with the update of Bridges 3, there's some things that are more integrated. So they the nice thing about bridge is they're really good about taking feedback from teachers um and implementing that and it's a curriculum that's been proven where Kdum IM and Amplified Desmos are still in their first couple years of implementation. >> What does uh professional development look like then in terms will there be summer professional development? Is it going on now? Oh, so we have professional development on May 22nd that we're getting um Mary Mooney from DPI coming and building
040some knowledge for all of our teachers. We're also have um a full day training with the bridges um facilitators and it will be split by grade level. Um and then um that is going to be our focus for next year around fidelity and implementation. We actually were working on uh our fidelity um walkthrough that similarly that we did for CKLA. >> So we have reps that will come in and work with our staff next as well. Okay. >> And that's part of the u money I asked for too um for the in-person. we could have done um the team really wanted in-person professional development and they wanted to have a full implementation not just a transition so that we could have that full experience that was also part of the consensus building that that was
041going to be uh a need >> and they Kathy they did a really good job of making sure that each elementary was represented I think maybe college park wasn't an IM or one of them >> yeah we we try to shoulder tap se we really try hard to have at least every grade level covered, every grade level um every school have different people so it doesn't seem like everybody at College Park wants I am or whatever so that we have a really representative. We really try hard for that. Um and sometimes people just say no thank you and we have to honor that. >> Yeah, I really appreciated the diversity of the teachers. You had new teachers, you had seasoned teachers, you had different grade levels, different schools. It was it was a really good
042cross representation of the 30 to give uh feedback. >> Yeah. And they are um they're part of the creation of the rubric in which we use as well. So I think that's important too. >> Christie you asked a good question and it's slipping me right now but um in ter oh oh the the um like uh online capabilities with bridges. So do we have other options as well because kids will be taking forward exams some that those things are online. So obviously exposure is going to be important and that was a good question that you asked that um do we still do those kind or elementary even doing? >> Yeah so that's one of the things that we're going to be talking about um because we just wanted to focus on the bridges adoption this
043because that's where the financials are. So we are going to be talking about the automaticity and work that we do with reflex and the importance of that. Um we've seen a lot of increase of fluency and automaticity for kids and the new um the part of the reason we do uh curriculum adoption every six years is because research changes. So there's the two big things around math research that has come out is one around automaticity and it's really around um if kids are focusing so much brain um work to do the simple calculations it's hard for them to reach the more um rigorous standards. So really making that auto automatic and there's been a lot of research around that. And then the second one is really around mathematical discourses and the mathematical practice language practices
044which are embedded in um bridges as well. And then some of the work with building thinking classrooms like those are the big research pieces. So um making sure that um we're incorporating all of that um with teachers can easily put bridges online like assessments online to practice. like that's not a hard thing to to happen and um and the team um could easily do that. >> They have the workbooks, right? >> Correct. We do. Yep. That's part of the adoption. >> Again, I want to just thank you for the work that went into it and thank the staff out there as well. >> They're so great. We're so lucky. >> Pilot piloting is not an easy thing. Um you're learning as you're going and there's a lot of moving pieces. So, I do thank those
045staff that did pilot. That was obviously extra work on their part. >> Thank you. >> And extra work on theirs, too. Yeah. Thank you. >> Do you guys have anything else to add? >> I do like the idea of less screen time. >> Like I think math is designed to learn pencil to paper writing things out. I understand the technology aspect at certain times. I mean, I grew up playing number munchers, so that was >> it's a great game. It's a great game. >> Number Munchers was great. But, um, explaining your problems, like explaining out loud how you got to your answer, pen, pencil, and paper. Like, to me, I think that's how you learn math best. >> Yeah. And that's one of the things that building thinking classrooms really speaks to is having whiteboards
046instead of like so that they can show their thinking and they're able to be standing up and they're talking and they have a problem that they can come to um together and work through it. So that's and you can use any um curricular material to implement that. Um it's but and we're seeing our building thinking classrooms work. We're really seeing that shine um sixth through 8th grade. they've really been implementing that. So, it's been really great. >> So, I I have a question. One of the pieces of feedback I got both from the other pilot teachers and from the bridges pilot teachers was that there's a lot more talking at kids with bridges versus the other two where there was a lot more student sharing coming up to the cl front of the class collaborative
047um how did we come to this and I think that is a misconception with what we understand now about with the new implementation with bridges 3 they'll be talking about how you shouldn't just be doing your workbook pages. How can we make that engaging while using building thinking classrooms and using the mathematical models? Because I agree like sitting git is not going to move the needle for our kids around mathematics. >> But the bridges three teachers that piloted didn't mention anything about >> the yes because they just got a quick transition like quick their like uh training where we're doing the full implementation. and we will see that. And then also they didn't have the book study. There were many things that were missing from that. >> Anyone else? So we are looking for a
048motion to approve. I'll move approval. Um if I can just make a quick comment to I I actually have seen the interaction in place with uh teachers. Um, so, so I'm not sure where that piece maybe is missing with staff, but but there there is interaction with students in Bridges. I I've seen it firsthand. Um, but I will move approval of the adoption of Bridges program as our primary elementary math curriculum and authorize the use of current budget year funds for the purchase as presented in agenda item 3.3. >> I'll second the motion. All right, we have a motion and a second. There's nothing to add. We'll do a roll call. >> Yes. >> I appreciate your work, but I'm voting no. >> Yes. >> I'll vote yes. Motion passes. And that brings us to
049our last approval uh for budget amendments. >> Included in your uh board packet is information regarding proposed budget amendments. These were reviewed by the board finance committee on April 23rd. It includes updates to adjust for federal grant awards, the district technology budget. There's an additional contribution to the fund 73 which is for other postemployment benefits based on the number of current year retirements. Um there are accounting code classifications to update for our state reporting within the special education fund fund 27. um as well as adjustments within fund 80 the community service fund for the project to um update the pool surge tank room renovation. I did note in there that with that adjustment in particular the additional transfer in fund 10 for the other postemployment benefit fund that transfer between funds will take the projected
050operational fund surplus below the $400,000 target. Um, so we know that that continues to be a priority for the board as we make decisions here the last two months of the budget year. Um, but with this uh update, that surplus amount would um be adjusted down to $362,383 within the operational fund. So with that, happy to take any questions that the board has about budget amendments for this um year 2526. So just to be clear, this is accounting adjustments for the 2526 budget. Um that is that your auditors recommend you do more frequently than we had done in previous years. So that is why it's coming forward. Now >> any questions for Jonathan? >> Just uh Jonathan in regards to the fund balance. Um so it said we're still going to meet that target. Where
051are we at 15%. So when the final audit was completed, we were just at the 15% number. And when we built the budget, we believed we were going to be just below that board threshold. Um so the board Yeah, the board continued to set that target. We kept going with that even though through the audit we learned that we were the the board was still at the 15% number for this year. >> Okay, good with that. >> All right. So then we're looking for a motion. I move the approval of the 2526 budget amendments as presented agenda item 3.4. >> I'll second. >> All right, we have a motion in a second. We'll do a roll call. >> Yes. Hold on. >> Sorry. I just want to thank Jonathan for all of your work on
052this. There's a lot that goes into this. You make it look simple for us, but thank you for all you've done. >> Sure. Thank you. >> Now we'll do roll. >> Sorry. >> Yes. >> And I'm Yes. Motion passes and we are moving on to the legislative update if there is one. Brian, is that you know or is it Kathy? >> It is Brian. >> I don't have any at this time >> and I didn't look it up. >> It's all on the WASBY site. >> We're good. >> Yeah, there's >> Yeah, we're good. >> All right. So then if anyone has any board committee updates, >> when does policy meet again? Well, that's a calendar meet again. Not for a little bit yet. We'll have an update on that. >> Yeah. >> Um I
053don't have anything right now. No park and rock, no village board stuff. So I will just say the summer leadership conference is coming up for um this July. So you'll probably be getting information about that. That's not a committee, but is our inservicing if you're interested. >> Um I think so. I should have that. There's there's also um the national um conference is actually going to be in Madison in June I think. So there's that option as well. >> Um >> yeah, I'll tell you then. It's not. >> It's actually Oh, that's the national is the week of June 2, weekend of June 26th and 7th >> and the WASBY is July 10th and 11th. >> All right. Thanks. And then uh did you have anything for board professional development? >> Nope. Um no. >>
054And then we'll move to board calendar. There are um a couple of things happening. I don't think the board will be traveling to Madison for graduation on Friday. Um Maggie will be hooded. Um and then next week we have a number of community events that you might choose to attend. Art gallery night at the middle school and the middle school musical is on May 13th, 14th, and looks like that's it. Wednesday. It's a Wednesday, Thursday. So, that is coming up. And then, um, board finance committee will be meeting on May 13th as well. >> And there's a STEM night at Canterbury on Friday the 15th. >> And the Highland View Picnic on the 15th as well. >> All right. Thank you. >> I was just going to um throw it out there now. We still
055have a little time, but I would be happy to coordinate our group to assist the Lions Club again this summer for the July 4th festival. If uh people are interested, I'll get that information. Um the sooner we sign up, the the easier it is for them to do their calendar. >> I can You want me just to text Shelly? >> Yeah. All right. A dollar. >> Have it taken care of in a minute. All right. So, that'll be it for tonight and we'll be back May 18th.