001get started here. The time is 7:00. Roll call will show that all five board members and both student board members are present and has this meeting been posted? Yes, it has. All right. We will stand for the Pledge of Allegiance. 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. All right, we'll begin tonight's meeting with the winter student commendations. All right, thank you very much. We have a full audience of people this evening and we're going to start with recognition of robotics. So, I'd like to invite coach Spada to the the podium up here and he's going to tell you about the success that team graffiti experienced this season. Thank you everybody Thank
002you very much everybody. So, I'm one of the coaches here for the robotics team. We've got a wide variety of community mentors and community adults that come together to really help mentor this team and make this team possible. But more importantly that we've got this wonderful group of students here that are with us tonight and I could not be more proud of all the work that these kiddos have put in since our season kicked off in January. So, we have two tournaments in our regular season and our goal at both of those is to make the playoffs and win an adjudged award. I'm so happy to say that in both both of our tournaments so far we did both of that and that's what allowed us earned us the right to go play at the
003state tournament this coming weekend. So, if anybody is excited want to come cheer the team on this weekend Saturday and Sunday at Brookfield East High School. It'll be team graffiti along with 35 other teams from across the state. We're going to be playing for the the big state title. And a trip possibly to the the world championship. And so, I'm going to I guess I'm going to give a big round of applause for all of our kiddos and THEIR HARD WORK. >> [applause] >> DO YOU WANT one of the students to share with us what the task is that your robot has to perform at the competition this weekend? Yeah, who wants to talk? Oh, hi, I'm Jayden. I'm 12 I'm in 12th grade and our robot this year is the goal is it has
004little yellow balls probably about the size of a dodgeball I'd say. And then our goal is to pick up as many as possible and then shoot it in like a big basket. So and our robot also has to climb up this ladder metal ladder thing. Awesome. >> it? So you program it and make it do that. Congratulations on qualifying for state and we'll call the whole team up and we'll take a picture. >> [applause] [applause] >> You guys can come closer here you want parents. You don't have to choose sides. >> [applause] >> Our next board commendations are for two scholarship competitions that are based on test scores. The first is the National Merit Scholarship Program, and the second is the US Presidential Scholar Candidate Program. And I did not There's so many people here
005that I'm not sure I saw them when I came in the room, so I hope they're both They're all three here. Um the National Merit Finalist contest begins with the PSAT during the sophomore year, and the top 1% are invited to apply for the scholarship, which includes additional testing and submission of test scores, as well as a strong academic record. Uh and the the top 1% continue to get um refined until we there are around 16,000 semifinalists, um and 15,000 advance to become a finalist. And that is out of hundreds of thousands of students, so we're talking about the top 0.1% of students. And this year we have one National Merit Finalist and two National Merit Commended students. So, Connor Adams is a National Merit Finalist. Are you here, Connor? >> [applause] >> And then
006Aubrey Cook and Isabella Enter are um commended [clears throat] students. Uh similar process for the Presidential Scholar nominee, and you'll understand that I'm putting them together because both Connor and Isabella were nominated for the US Presidential Scholar Award. So, if they're here, come on up. >> [applause] [applause] >> DO YOU WANT TO SAY ANYTHING ABOUT ALL THOSE SEXY BOOKS? >> [laughter] >> ALL THE sexy books have been changed for the last 13 years. You guys have questions, but do you want to share where you're going to school next year? Um Madison. Madison? Valparaiso. Madison. All right. CONGRATULATIONS. >> [applause] >> OKAY, THE NEXT AWARD is for Battle of the Books. We had a team qualify for state out of the middle school. Is this the middle school? Yes. Um and I do not have much
007information on this and Mrs. Brandon is not here. So, if Sophia, Lucy, and Emily could come forward, you can tell us about the books you read. So, Battle of the Books is a competition in which there are a set of 20 books that are assigned uh and teams then answer trivia questions, comprehension questions about those 20 books in competition during the season. And so, um maybe you can tell us about a couple of the books that you read. The microphone and then Hi, I'm Sophia and in Battle of the Books this year, we had a really fun time reading a collection of stories that were about different people from different places. And in Battle of the Books, it's kind of a way to learn about your surroundings from a different point of view through all
008kinds of different books. And yeah. We had a really fun year. Awesome. And you qualified for state. How did you finish in the state competition? Uh what did we get? Um I think we got like 69 out of 150 or something. Awesome. And there were a lot more teams that competed here locally. So, congratulations. >> [applause] [applause] >> Of course, when I'm trying to type fast, I miss my password, so I can't see. The One moment, please. There we go. All right. Our next commendation is for our forensics state qualifiers. Our forensics team at the middle school has really started to take off, and I'm going to ask Mrs. Wolczek to come to the microphone and share a little bit about them about the season. It's a lot of hardware coming in the room. You
009guys can stand with me, cool. I love Um, hello everybody. Um, thank you for having us this evening. We are so honored to be here. Um, I'm Jackie Woschek Wire and this is my team. And um, these are my co-coaches, Jade Turner and Reese Boquette. And this year we had 30 students compete in forensics and we had 28 state qualifiers. And for those of you who don't know what forensics is is it is a competitive public speaking event. So, each of these students here either worked by themselves or with a partner in a variety of categories from news reporting to poetry to special events to infomercial. Several of them wrote their own pieces and um, we had a lot of success this year. Um, so this year because of the size of our team, we
010were competing in what was called the large schools division. So, that's based on the number of entries. And some of our successes included second place at the Longfellow Invitational in Wauwatosa, first place at our very own second Greendale tournament right here at GMS, third place at Milwaukee Academy of Chinese language, and fifth place overall at state this year. Um, we also had one student be honored at the Storms tournament by um, receiving what we call the Storms character award. So, basically the coaches were able to nominate some students based on sportsmanship, empathy, and all of the other great characteristics that forensic students have. Um, I also want to thank we had a sponsor this year. So, um, we had our first sponsor ever. So, barbecue supply company donated the medals for the tournament at Greendale.
011So, um, we're really grateful to all of the support that the community has given us, especially the parents and the staff at Greendale Middle School. Thank you very much. >> [applause] >> And because we had so many individual qualifiers, we have certificates by name. So, I'm going to need help passing those out and we'll take a picture of the group. All right. All right, come on up. Let's take a picture of I'll play ready. All right, then. Here we go. One, two, three. Look at me. All right, thank you. Thank you. >> [applause] >> All right, Karen. Congratulations. >> [applause] >> All right. Okay. Um the next is our Greendale Palms and the coach sent me something to say, so I will say it for her. Um in recognition of the Greendale Palms winning the
0122025 Midwest Grand Champions Small Varsity, the team faced some very tough competition at the prestigious event held in the Chicago area. Not only did they win two of three team categories in the Small Varsity division, they won first place overall and the coveted title of best in the Midwest. As a result of their accomplishments, the team performed at the halftime of the Milwaukee Bucks game in November and were featured performers in the All-Star Talent Tour Parade of Champions in Disney World in February. Additionally, they competed at the Wisconsin Spirit Championships and they took first in all of their performances this year, correct? Two of three. Two of three. There we go. There you are, Lynn. >> [laughter] >> Do you have anything else you want to share about the team? >> extremely grateful for the
013Greendale School District for recognizing our hard work and accomplishments and really, really extremely proud and honored to be the coach of these 11 outstanding young women. Thank you. Thank you. COME ON UP, PLEASE. >> [applause] [applause] >> AND OUR FINAL RECOGNITION OF THE WEEK OF THE evening are is our state championship Greendale Cheer. And I'm going to give the microphone to Captain Riley Settle. Hi, my name is Riley. I am a senior and I got to be captain of GVC this year. Um so, our season we went to we start in May. So, we went to NCA camp to learn a ton of new skills for our routine um way back during the summer, which I think was just so special for all of us. Um we also had a ton of opportunities throughout the
014year to give back to our community and participate in volunteering with the Lions and running a camp for young girls to learn how to be cheerleaders. Um we had several football games, which we always enjoy because it's the best part of the season. And then we had our competitions from November to January and we were constantly changing and upgrading our routine um with new things that we were learning and new skills that we were all getting which was super exciting. While our Nationals performance did not go as well as we had anticipated and expected, we were the comeback queens and we did push ourselves super hard in the last few weeks of our season to qualify at State Prelims and eventually become back-to-back national champions which finished That's okay, you can be next. >> Back-to-back
015state champions to end our season. Congratulations. >> [applause] [applause] >> All right, come on. All right, let's go guys. >> [applause] >> So emotional, guys. Okay. Oh, okay. Sweet crew. I don't know what to do with it. >> [laughter] >> All right. Thank you, everyone. You can give it a second, yeah. You can start to introduce so that All right. Give it a second. All right. So, next on the agenda, we will be doing Panther Pride at Highland View. I thought they were all here for us, but I guess not. >> [laughter] >> All right. Great. My name is Emily Doe, and I'm the principal at Highland View. I'm going to move this closer. Um it's great being here tonight to share some of the fun things that we're doing at Highland View. Um but
016right now I'm especially proud to be standing up here and to be able to introduce to our to you our sale team. Um these are dedicated group of teachers, leaders who support our our staff and our students. And so, I have Stephanie Bauer, special education teacher. Uh Gina Gatto is part of our team. She's in fifth grade or she's a fifth grade teacher. She could not make it here today. >> [clears throat] >> Excuse me. Um Kristen Martins is our instructional support specialist. I have Lauren Mather, our third grade uh teacher. And Eden Steigerwald is our EL and reading interventionist. Um so this was our first year that we had a school-based SAIL team, which was really exciting for us to have more input from staff um and really kind of get get that feedback.
017And so last year we worked really hard before we left and went to SAIL in June to get that feedback from staff. And through that process, one theme that really came up um loud and clear is that our teachers really wanted that time. Um they wanted meaningful structured time to respond to student needs. And so that or that um feedback really became our Core Connect time. That's how it kind of was created and um I'm really excited for our team to share more about this work with you. Um as Emily said, I'm Lauren Mather. I teach third grade at Highland View. And um what we noticed in the past couple years is that as teachers we had a lot of data from formative assessments and summative assessments and just classroom observations, and we didn't always
018have the time to meet the students' needs with what we were observing. Um due to the rigor of our tier one instruction, we don't um there was not always a lot of small group opportunities where we could meet those students where they were. Um our Core Connect time allows us time to meet with students, especially those that are often pulled during our more structured WIN time for tier three needs, who also need tier one instruction. So that was very helpful for us to be able to have that built-in time to meet the students' needs. Um during Core Connect time, like I said, we use that formative data to immediately meet needs instead of having to wait um days or weeks to meet with students that are struggling with something. Um things that we work on
019is doing quick re-teachings that don't require a large larger intervention, making connections to assess corrections to assessments in a reasonable time frame, and then while we are working with students, other students have the opportunity to do independent reading of books that they enjoy, um getting their green light and reflex, which is math fact fluency, or just catch catching up on some extra work. Hi, I'm Kristen Martins, the instructional support specialist at Highland View. Um this is a picture of our theory of action. So, one of our first tasks when we went to summer the summer SAIL Academy was to think about the things that we have been working on, and also kind of use that as a launch point of what were the next building goals we wanted to set. So, PLC communication and backwards
020design were things that we were already working on, but we wanted to keep them going as we went through this school year. And then formative assessment and targeted instruction for all, again, some things we started to touch on, but we really wanted to be able to respond to the teacher need of having more time to um give students that extra boost of intervention. So, those two yellow um rows are where we really worked this year and where kind of Core Connect falls into. And then another task we had at SAIL when we went back in November was to look at what we things we had in our theory of action, and things we had already done to see what was kind of what was what would be our next step. So, since we had been
021working in PLCs and starting to talk about the formative data, and talk help teachers plan what that could look like during Core Connect time, um as a SAIL team we set a goal that we would come in and see what that actually look like in practice. So, Emily and I went in to all classrooms by March and end of February end of March and 100% of our teachers were using that time to pull small groups, which is what we thought we would see, but we were happy to confirm it. And then during our observations, these are some of the takeaways that Emily and I compiled. Um, as far as tailored and supportive individualized instruction, we saw teachers weren't just offering general help, but it was really focused on what we've been talking about in PLCs
022and what teachers said that students needed more support with. Um, they were like we saw chunking syllables, students getting extra practice with that one-on-one with teachers, working on tricky words or adding multiple three-digit numbers together. Um, kind of matching what they had seen in math instruction, but giving kids that boost when they needed it instead of later. Uh, we also saw student engagement was high. Um, they weren't just passive learners, but also active participants. So, even that the students that were independent, they we saw that their engagement was high. Um, we observed high levels of confidence and willing to take risks. And the independent work was purposeful. Students knew what they needed to do, but teachers were also planning for that time for them. And high-impact instructional strategies, um, we saw teachers mimicking what they've
023done in tier one instruction, like open number lines for math, um, shifting from simple yes/no questions to critical thinking questions and being able to give that immediate feedback to students in the moment. Um, we also had commented on the learning environments we saw that students felt like they were able to share and participate and use that independent time that teachers had set that up for them. And then, overall, it was a focus on the foundational skills. So, the things that we were talking about in PLC was what we saw happening in the classroom. So, with our core connect time, we have all students in the classroom. So, for those of us who are not classroom teachers, what does that look like for us? How can we be intentional with that time? And so, for me
024as a special education teacher, I attend weekly PLC meetings so that I can see where the students I support are placed during core connect and win time. And I can be really intentional about how I use my time and where I go during core connect. So, for example, if I have a student with an IEP goal on independent task completion, and we really want to increase that, and I see that that student isn't in a small group for that core connect time, but rather working on independent work to really solidify some skills, that's a time I'm going to go in there and do some really purposeful data collection and see is what we're doing during our intervention time generalizing into the classroom? And if not, how can I change my instruction during SDI so that
025it's happening in there? And in addition, in being in there for other students who are working on independent work, because I attended that PLC and know the intention of that time, I can be a tool for those kiddos, too, if they have questions or or looking for clarification so that the classroom teacher can keep that small group time really protected and uninterrupted. Throughout the process of implementing our core connect time, we've made sure to seek out teacher feedback to make sure that we are meeting the needs of our building and our students. Here are some things that our teachers had to say. A second grade teacher said, "We like having the core connect time to help reach the kids that may need reteaching from a previous lesson or subject or to go over past assessments
026with them to make sure that they understand the ideas. A first grade teacher mentioned, "It has created more time for me to revisit skills that students need extra support with. I like being able to meet with kids in flexible groups for an intervention or extension based on classroom observations and formative assessment data." And finally, a third grade teacher mentioned, "I appreciate the extra time to pull a group each day for a quick review of a skill that doesn't require a multi-day group. We are also able to use that time to go over assessments with students so that they can correct mistakes in a reasonable time frame of taking that assessment." Um we also thought it was important to bring student voices into our discussion, so we were able to sit down with some of our
027students to talk about Core Connect, and we're excited to share with you the feedback on how they are actually using that time and what they think about it and what they like about it. I choose an art I do a article a day on Read Works, and then Miss V puts the slides up, and then I do a choice of reading. So this was Will, a fourth grader, and he is talking about what he's doing it during independent time. So he's not meeting with a teacher, she has I put a picture of the slide up, so he can see what are the things that I should be doing, and then if I finish that, these are the choices I have afterwards. Thank you. Um Jude, a second grader, said, "I I to read my favorite
028books, and I can't wait to get called up to work with the teacher. During Core Connect time, I use the All the students use the extra time to finish our reflex, and sometimes the teacher pulls up to the carpet to talk about a lesson or any um information that we need to know. And um we get a chance to silent read for our reading challenge. It helps me by doing ReadWorks, and when we do ReadWorks, we'll know what to do. And then when we finish doing the article, we'll know what the article is about because we'll read it first, then we write two or three things more about what we want to remember. And then after that, I go to Miss Like if Miss Bay calls me, and then um I go to her table,
029and then we work on some practices with angles and polygons. And then probably there's more to upcoming month or some or something. And then um when I finish and there's a test on it, I'll know the answers because I had practice on it. I need I think Core Connect time Sorry, one more. I think Core Connect time helps me expand my brain. It helps me get feedback so I can expand uh my choices of working, and I can get more reading minutes in a lot. And I can finish my book and be a better reader and just be a better student in general. Any questions? Mhm. Anyone with any questions? Um, thank you. This is amazing. I love the structure. I think it's it's working really well. You can identify um, issues or concerns with
030kids even before you have formative data. You can interact with each other as a team. What is a learning and a takeaway that you've received in doing this that you did not expect? Like what was a really big aha that you were not expecting? I just think just the conversations that take place in in PLCs and then how we actually um, it was always like what now what and when can we do that and we finally have that answer of we can do it during this time. Um, there's kids like during core connect time no student is being pulled out at all and so all students are accessible in that moment and so I think having that was enlightening as far as like, okay, I we have every student in here and I can go
031through an assignment all together if I need to. I can do a re-teaching if I have to if if some students were really struggling on this, I can pull those kids really quickly. Um, instead of saying, you know, a student needs this win group for eight weeks while maybe a student just needs two two quick core connect times to go over something for them to understand the concept and so I think just seeing that work and seeing it in action um, has been pretty powerful for us. I also think I took the videos with the students that insight that they have was really interesting and um, that they didn't see it as an intervention. It was more of just like a this is what we're doing now because this is our next step. Um, and
032I think like the growth that the students kind of see for it was a just interesting to take away from it. Um, I can add to what Kristen said as a classroom teacher that works with students during Core Connect every day. Seeing them have those aha moments and getting to actually sit down with them one-on-one or in a small group without the chaos of the day is has been really helpful to me and even today I was working with students on correcting math tests and I had a few of them say, "Oh, I get it now." Which is really helpful cuz we take the forward exam tomorrow. So, [laughter] it made me feel better. Perfect time for the light bulb to come on. >> [laughter] >> Kathy. Um, thank you too for this presentation. It
033was great and the student testimonials are always, you know, that's what we're about. So, thank you for that. Um, my question is do you guys um do the times of day for this Core Connect vary throughout the school and what do you find to be the the best time where you can capture these kids cuz I know certain times of the day, especially after lunch, can you know, that can be a lost time sometimes. Do you have a set time of day or is it varied by grade level? It varies by grade level. So, as we are creating the schedule this year, we kind of looked at what time do we have set aside for independent reading and that could be a time that we helped protect for teachers. Um, so it varies by grade
034level and I don't think we see much of a difference. I think the students see it as kind of independent reading time or and then a chance to get another boost on something. We have I don't think we've seen that there's been >> teachers have such structure in place during that time even though it's like an unstructured like unstructured time, they really set it up where the students are in routines at that point and so I think that they're just kind of used to it even if it is in the afternoon, but a lot of them are in the morning. Um, but it just it varies. Thank you. Maddie is um a future educator and so she has an internship this year at Highland View and so she's in the classroom during Core Connect time
035for her grade level. You want to add anything that you've seen? Um I been there since January, I think, and over like the course of that time, I think I've seen like a lot of growth even like day-to-day with all the students. Like they'll be struggling on something on one day, and the next day like they'll start to get it, and like it's really nice to see, and I think that the connect time definitely helps them, so. Thanks. Anyone else? No. All right. Thank you. Thank you. Thank you. You guys have a good night. You too. >> [applause] >> All right, moving on to communications. With all of the presentations this evening, I will limit that to donations. So, College Park received a $450 donation from Eric Stobauer and Haley Joe Geiger Family Enrichment Fund
036to fulfill teacher requests for school supplies. Thank you for filling the classroom needs. Our Park and Rec received a $1,000 anonymous donation for the Greendale Social Club. Thank you to that donor, and the Reading Buddies received a $100 donation in memorial of Greg York George, a former Reading Buddy at College Park from Kathleen Weid Vincent. And that is all I have for communications this evening. All right, thank you. Then we'll move over to the students for student updates. All right. So, more spring sports have had their tryouts and moved in their seasons, namely girls soccer, boys golf, and boys tennis. Um it was already mentioned during the accommodations, but the robotics team competed at the Mukwonago district event, winning the team spirit award for their efforts to spread art inclusion within first and using artistic
037mediums to engage with other teams. With that, the team qualified for the First Wisconsin State Championship at Brookfield East High School this weekend. And then over the spring break, students in orchestra went to New Orleans to explore the cultural identity of the city and learn about the musical history in that area. Juniors who took the ACT through the school have received their scores back and forwarded them to the colleges of their choice. Tomorrow, sophomores will take the Ford exam in social studies. And students interested in boys volleyball are invited to open gyms on April 28th and May 5th. The application to join the Porcupine Mountains camping trip and hiking trip have gone out, and this Friday students have been invited to presentation presentation on nutrition led by the Green Dot School District nurse practitioner. And
038cap and gown distribution for seniors is this Wednesday. All right, thank you. And then, we will move over to or move on to um comments or questions from visitors. I just I just have to read something. Yeah, there's a huge line here. All right, I'll get through this quickly. All right. Uh welcome to all those who will be speaking this evening. We would like to remind you that the school board meetings are for the purpose of carrying on the business of the district. They are official business meetings held in public. Through school board bylaws 0167.3, the board allows citizens to make comments by scheduling two opportunities on the agenda to receive citizen comments. Persons wishing to address the board are asked to come to the podium and state their name and address for the record.
039Comments are limited to only one time. Individuals who will be speaking will be limited to 3 minutes. Citizen comments are limited to a period not to exceed 30 minutes. In accordance with this or with the intent of the open meetings meetings law, please be aware that, although the Board of Education welcomes comments from the public, it cannot discuss debate discuss or debate items brought up during public comments. Board bylaws require that all comments are directed at the presiding officer, who is me. Comments must also refer to items within the legitimate jurisdiction of the board. As the presiding officer, I may interrupt one or terminate comments when the statement is too lengthy, personally directed, abusive, obscene, or irrelevant to the business of the board. If the presiding officer exercises his or her right to terminate comments
040under the above guidelines, written comments may be submitted to the presiding officer instead. With that, I'll turn it over to you. All right. My name's Daniel Miller, 5231 Morning Side Drive. Well, tough act to follow after everything today, but that was really cool. A couple comments I want to drop in. First, Kathy, congratulations on your election. That's awesome to see. Um but what brought me here tonight is just something that I'm not sure if the board knows, but speaking from a parent, is just it seems like every year when we do summer school sign-ups, we always have a tech issue. The system crashes. And this goes this has been an ongoing thing that has started way before Dr. Kim even joined Greendale in her position as well. And so, I wanted to one, first, make
041sure that everybody on the board is aware that this is an annual problem that parents are facing, that anytime we do the big sign-up for summer school classes, the system crashes. And I understand it's not our technology. I understand we pay for a provider, but there's a few things. Everybody is probably familiar with the Ticketmaster crashes when a concert's announced. Everybody floods the site, the system goes down, people get disgruntled, and then there's that fallout. And I'm not sure what the solution is, but it seems like we're doing the same thing here in Greendale. We have this mass sign-up from the elementary, middle school, and high school, and the system goes down. And people schedule their lives around these sign-ups, right? They sign they they they stay late at work, they leave early. It doesn't
042really work on mobile real well, so people are looking for a laptop or PC. And then it crashes and now what? And so then an announcement comes out 20 25 minutes later, "Hey, we're working on it. Come back at 6:00." Well, families are impacted by that. So, I again, this is one of the things where I just really want to make sure that the board understands from a parent standpoint this is an issue. We're better than that as Greendale. And if we can't fix the technology, and I don't know what our arrangement is with Infinite Campus, I don't know if they have tech support standing by, then I do believe it is within our control to control the process. That we have separate dates and times for the different levels so we don't flood this
043site. So again, I'm not here to necessarily fix it and I don't know if we have the right people in the room to do that. But if we could take a look at the process or what other support Infinite Campus or those people can provide us, that's really what I wanted to bring to the to the table tonight. So that's all I got, but um again, proud to be part of Greendale and uh I hope we can take a look at that. I appreciate that we're being compared to a Ticketmaster drop. That's awesome. >> [laughter] >> So um yes, thank you for that feedback. Thank you for that feedback and we will do some work on that uh this year and I might reach out for some additional feedback as we work on the process.
044Thank you. I Have a good night. Thank you. Yep. >> [clears throat] >> All right, so we'll move on to our first action item of the evening, which is personnel. I mean minutes. Yep, that's right. Thanks. I move a I scrolled down too far. Approve the minutes. I move approval of the March 16th, 2026 regular meeting minutes as presented in agenda item 1.1. I second. And we'll do a roll call if there's no questions or concerns. Yes. Yes. Yes. Yes. And I'm yes. Motion passes. Now, we will move on to approving personnel. Uh administration is recommending six action items this evening under personnel. The first being to adjust compensation, which is advancing teachers who are currently within the structure that you approved recently um one step in to advance their compensation for their contracts. Uh
045B and C are renewing contracts for both full-time and part-time teachers. D is the appointment of a new physical education teacher. Um and then E is a retirement request for two uh veteran teachers, one retiring after 35 years of service and one after 37 years of service. And um we will be sad to see them go, but it they are they have uh plans for their future, and that's amazing. And then the final one is to approve uh liquidated damages for breaking a contract. Uh it is important to note that uh once you approve contracts this evening, teachers have until June 15th to return those contracts, and liquidated damages do not take effect. The first um penalty for breaking that contract is starts on July 1st. So, um it is all six of those items
046are recommended for approval by administration. All right, so we're looking for a motion. Uh I move approval of items A, B, C, D, E, and F as presented in agenda item 3.1. I second. All right, if there's no questions, Kathy? Just one question regarding uh the liquidated damages. How is that being communicated to the uh staff? Cuz I'm assuming they'll need to know that it's >> [snorts] >> it it's going to be changed for this year. Yes, it will be in the contract that is issued. Okay. So, it will be directly written on the contract. >> Is >> dollar amount's pretty uh comparable because I know it's >> It's actually low compared to the region. Yeah, as we talk about the the search to find someone to fill those spots actually is usually more than
047that, right? That and other costs that we incur in terms of training and development. Okay. Thank you. All right, if there's no other questions, we'll uh do a a roll call. Yes. Yes. Yes. Yes. And I'm yes, motion passes. And moving on to approving the debt collection services. Uh at the last meeting on the 16th, we presented collection uh with a 6603 agreement with Waukesha County um to collect debts. Uh there is a 28% uh fee for collecting that debt and administration recommends that you approve the contract and authorize us to add a 28% charge when we send it to collections. All right, so we are looking for a motion here. I move approval of the debt collection service proposal as presented in agenda item 3.2. Second. Second. All right, if there's no questions, we
048will do a roll call. I have one quick question just for it. With the debt, do we have any interest accrual or is that just it's just the straight value at the whole time and then we would be adding the 28% when it goes to Correct. Okay. The latter. >> [laughter] >> All right, if there's no other questions, we'll do a roll call. Yes. Yes. Yes. Yes. And I'm yes, motion passes. Moving on to new information, we'll we will start off with the second trimester district scorecard. So, the board has a set of district goals. We have eight goals on the year, and three times a year the schools present. You saw those at the last meeting or the meeting before, I think. Um and three times a year the district office presents their goals.
049There are They're all listed in here, and I'm going to turn it over to Kitty. She is going to share an update on the communications goal for the year. Good evening. So, we have some glows and some grows with our launch of the platform Rooms this year. You will recall that back this summer we redesigned our website, and with that came a new parent guardian engagement platform called Rooms. This is a way that our families and our teachers can stay connected throughout the school day, at the end of the day, with classroom assignments, messages, photos, cool things that are happening in the classrooms. And one of the the great things about Rooms is that it's comes with an app. So, our families and our community themselves can download this app onto their mobile device. And
050then, if you are a school family, you have the opportunity to create a login, so your account connects you directly with your children's teachers. Um one of the amazing glows that we have is that our guardian activation rate in our district is 93%. That means 93% of our school families have at least or of our school students, rather, have at least one parent or guardian who has created an account and is connected to their child's teachers through Rooms. Our guardian and staff engagement is where we have a some some growth to do. So, we had great engagement at the beginning of the year. We had a month that you saw in the report that we had like 2,000 um people were interacting with each other. And we you know, that was that was it was
051new. So, now we've seen kind of a little steady decline, and we did a little dip around the winter holidays and the winter breaks, and now slowly we are inching back up. Um but we are going to be working with our building administrators it over the next few weeks actually to reestablish those expectations with staff for how we want them to be remembering to use rooms to engage with families um and doing some posts. Now, make no mistake, we have some rock stars as you saw in the report. We have had three teachers who posted almost once a day during the month of February, and we don't want to diminish their great work with that. Um and it takes it's there's a little bit of a learning curve, and I hear from staff, "Well, nobody's
052watching it I looking at it." Well, the more you post, the more people are going to know that's the place where they should look for that information. So, that's where that re-teaching and that re-training will come and that resetting of expectations with our teams. Thank you. Kathy? I just had a question about it. We use something called Parent Square. I'm guessing it's similar. Um does this go to their phones like um I get messages through my text now? It goes any way you want it to. So, families have the opportunity to set their notifications, and I have an account where I am um mirroring a administrator's family, so I can get my notifications in a text. I can get my notifications through a pop-up on my phone through the app, or I can even set
053it so that I only get emails and I don't get those other two things. It's all based on what a family's preference is. Awesome. And then question regarding your parent-teacher conferences, especially at the elementary, they properly all set up. Are they able to use rooms to have parents schedule there yet or is that >> That's a little bit of a downside. That's something that's in development from the rooms team, and they we have told them again and again and so have other districts that we would really like that opportunity to do the sign-up genius type of thing. >> amazing. >> It's not available through rooms, so we have to use that that third-party opportunity. Yeah, great. I think it's great. I have heard from parents that are using it, and um like you said the
054more it's used the more people get used to it. So >> Yes. Yes. Thank you. Anybody else? I love it. I love rooms. I I I have two ends of the spectrum, right? So I have a very young elementary and a graduating senior and I can tell the difference between the elementary teachers who are I get pictures every day. I get updates every day. I can text message her real quick about a question or whatever which I I love and then I see some of the drop off in high school. The the teachers are not engaging as much except for the support staff. The support staff on rooms I'm noticing is engaging quite a bit. >> Yes. Um it's really getting people engaged. I love the platform and I think that it has it has
055like taken it to the next step versus some of the other things that we've used in the past. >> Yes, definitely. I did have a question to one of the administrators here at the high school because I have I have rooms too but I rarely get any notifications. I think it was better off than like October and then it fell off um but I was told I should look just if I really wanted to know what was going on I could look in their Google Classroom and that's not I mean as a parent I don't want to have to look in Google Classroom anymore like that just doesn't seem like the correct response. And that returns us to that resetting of expectations. We're going to be working with the teams over the next several weeks
056to reestablish those and and get moving so we're strong for the end of the school year and that we're going to come out of the gate next fall ready to go. One of the things that we do coming out of these cycles as we look at it is we do 15-day challenges. So we'll be setting a 15-day challenge for the schools to have a certain number of posts. >> Well and marching band is starting up again too. So instead of setting everything up on the remind app now is the time to probably snag it because I think they start rehearsals tomorrow night. Indeed. And I think it is very helpful. It's nice to have some of the sports coaches putting messages also through there and utilizing that as well. It's been kind of nice to
057have a place that oh, I need to contact this coach. It's all in one place and they're sending out their messages as well. Whether it's canceling or field changes, it's nice to get those fairly quickly instead of looking at an email or something like that as well. >> Yes. And and the reason behind this was was we're bringing things all under this one platform for ease of use, but also to make sure that we're meeting the open records laws, the federal laws that govern how we can communicate and how we need to store those messages, and making sure that we're using safe platforms for our students. That does bring up a good question with open records. So, and I don't know this for myself even, but if a teacher is using their cell phone and
058those messages are coming through, does that open their personal phone up? >> No, it opens the app. That's what we're storing. >> We're storing everything in the app. >> In the app. Nothing gets stored on someone's personal phone except for that app. >> Okay, perfect. We enjoyed it as well. Thank you. >> Yeah. No, it is nice though too cuz especially for like doctor's appointments and stuff, you can just send just a text directly to the teacher. >> Mhm. Like oh, it's my child has a doctor's appointment at 1:45 and I show up and like she's already coming to the office, so it's very nice. >> Mhm. Okay, thank you. Anyone else? No? All right. Thank you. And moving on to the 2026-2027 fees and meal prices. So, it's for information tonight and you'll be
059asked to take action on it at the next meeting. I'll turn it over to Jonathan. He'll walk you through the fees. Yep. So, included in your packet is background information. We've included the 2026-2027 student fee schedule. At this time, we're not recommending any specific fee increases. So, over the last 3 years, the board has made some adjustments to the student uh material fees, athletic fees, and music instrument rental fees. And so, what's shown here shows no fee increase with the understanding that right now district administration can provide for a balanced preliminary budget when we meet in May without making those changes. Um so, that's the student fee increases. Then we also list the school meal prices and have that conversation each year. We go through an in-depth calculation in terms of what our current costs
060are. So, we're taking a look at labor then trying to spread that out to say like how much is labor per meal and then going through and recalculating food costs. So, we get into like maybe a 2-week menu and then we're checking like the actual items that are being that are being consumed by students and we have to do some calculations of like how what percentage of students take each of those items and we're able to refine that process a little bit tighter than we have in in prior years to get to exacts on what is that food cost per meal and then looking at that at elementary versus middle versus high school. And that's been an area of focus this year. We talked about running a deficit within the meal program in total last
061year and have worked to relieve stabilize where that budget's at and held quite a bit on any equipment replacement while we make sure we get to a balanced budget. So, we provide additional detail in terms of like what's going into assumptions for calculating those meal prices and we show the board a couple options here. One would be keeping the meal prices frozen at the current levels. And then what would an option look like if those meal prices increased by 10%? And so we're looking at is with >> not 10%. Sorry. Thank you. 10 cents per meal for lunch. So if we had an increase if we had an increase of 4% inflation in food costs showing a deficit of about $4,000 at the current prices. And then if you increase to 10 cents per just
062the lunch meals that you could get to a surplus of $5,452.99. We know that the board has made multiple adjustments again over the last few years in terms of those meal prices. And so as we're having the conversation this evening we know that there's a juggle there. And we want to continue to keep per our participation rates at the level that they're at. And so we know that out of about a million dollar budget that this is very close this projection is very close to being in balance. And we would be comfortable in the going into the year keeping those meal prices the same. But wanted to show those options of what that looks like for additional discussion. I apologize. Two of you asked me about this and I said that we are recommending an
063increase. So we're giving the option of an increase. So we we are looking for your feedback. Yep. So those are two two options. Any questions that the board has? What has been the approximate inflation rate cost for the food this past year? Like a Do you know approximately off hand? So cost increase I should say in general. So the the food costs are going to be bid through a cooperative and so that pricing is getting reevaluated each year. So it kind of changes because the district's working with a team of other districts through a cooperative to try and control that trend as much as possible and it varies but like as we've been through these last few years in inflationary times it's been anywhere, you know, between flat and 10% in terms of like what
064that food cost is. Right now what we're utilizing for that inflation rate is at 4% but there's additional like work that's going into the planning right now for next year and those food costs could change a little bit still as we're finalizing you know, our menu and production for next year. Have we had to deal with any added excise taxes or transportation fees added on top post like the contract from the distribution side of it or have we been like is that included in the contract when we So you're talking about just like very recent in terms of like oil prices? I yeah just in general like I know we've had in some purchasing they're adding on excise taxes or transportation taxes yes to kind of cover some of that fluctuation and I don't know
065if they've added that to Yeah. And it's transport company it's not necessarily the product. Yeah, I think that's something that I would go back to our director with to see what those discussions have looked like. I heard that today on the custodial side they're talking about like products that we order like garbage bags the things like that that prices are expected to start to trend up pretty significantly by June but I can't speak to what may happen on the food service side that's something I could follow up on. Well and I'm not sure what the inflationary increase is expected on food cuz it everything I've read is that it's going to get more expensive as the year goes on. Any other questions? Yeah, just a quick one. Is there data if we were to raise
066it 10 cents, for example, is there data about how many students then opt out of the program when we've raised it in the past? Yeah, I know what the question is. I'm thinking about the most efficient way that we could get that that data to try and make that assumption. Um I'd have to think about that a little bit and try to figure out how we could calculate an estimate [clears throat] of what that is. We um You know, you know you know what I'm trying to say. >> We We We know that comparatively the prices that we were proposing last year were high relative to our neighboring districts. So, that was part of the the discussion last year, but that was a price increase that was needed in order to continue to work to
067get um in balance. Mhm. Um Cindy sent me a message. She said on the fuel changes, only pro produce has added a $3.95 fuel charge so far. Okay. So, it's only impacted produce. Um I I can work to figure out a way to estimate that. I don't have a good estimate of that right now, but I know I understand the question. Yeah, that Yeah, that would help. >> Yep. Thanks. Yep. Up until last year, it was quite a while since we had a raise, right? I think we we kind of maintained it for several years. I don't I don't No, there've been multiple increases in recent years There have. to those lunch fees, and part of that is looking at the differential between what that federal reimbursement rate is versus what the price is of
068meal. So, you see some of that comparison on I think that's page two of your background item cuz one of the goals the federal government has is trying to get to price equity. So, whatever you would receive for a fully reimbursed meal, that should be near equal to what you're charging locally for a lunch. So, I mean at $4.73, that would be a significant price increase from where we are today, but the board's made adjustments to try and close what that differential is to be at that between 50 cents and a dollar depending on what level you're at. Last question, do we know what the expected reimbursed like are they going to raise the reimbursement to follow inflation? Do we know any of that yet at That's going to be within CPI numbers. So, we
069use the most current inflationary numbers that we had available to estimate what that reimbursement will go up by and we've already built that into the projection model. So, if inflation's running, you know, between 2.6 and 3% like we've kind of built that in. The final numbers will get later from the USDA probably once the school year started, but we make an assumption that they'll be an indexing of the reimbursement rates. Would you like us to bring back no increase or a 10 cent increase or would you like more information and have the option at the next meeting? An option. I think an option would be good. Okay. Got it. Anyone else with any questions? >> How do we go about we we do communicate this to families as well as soon as that goes into
070place, right? Yep. So, this is the time of year where the support staff at the big buildings will ask these questions. What are meal prices? What are the student fees going to be? Because they put that into end-of-year communications that go out to families. And then, um, Cindy gets this information on the lunch prices, our meal prices in total, posted for families, and we communicate that out multiple channels. What year was the last year that we raised it? Was it last year or Last year. >> Okay. All right. Okay. Anyone else? All right. Thanks, Jonathan. >> Thank you. >> [clears throat] >> All right. And then, moving on, uh, Kathy, if you have a legislative update. See if I can find I don't have my glasses, so I'm going to do my best here. I
071thought I had them. Just skim through it. Uh Do you need a pair? Yeah, thanks. Here we go. Oh, readers, cheaters. I could just make it all up and then see what you guys think. Um, okay. So, I was talking to Dr. Mitzik today. Um Uh, first on the state budget, there's growing talk that Governor Evers and Assembly Speaker Robin Vos may be getting closer to a deal on how to use the state surplus. Um, there is a possibility they're going to be gaveling in tomorrow. Um, so stay tuned to that. We could see Assembly action, as I said, tomorrow. Details are pretty limited still, and it's not clear how involved the Senate has been. But it's also something where uh, that the the uh, WASB is watching closely, and I'm sure school districts are
072as well. Um, second is on the referenda. We didn't have to go to it, but earlier this month, districts across the state went to voters for operational and capital support. There were 75 questions on the ballot, and about 61% of them passed. That's pretty consistent with what we've seen over the past few years, and it continues to reflect a broader trend. Districts are increasingly relying on local referenda because we're not funded properly. Um I just add lib that, but um to maintain programs and balance budgets as state funding hasn't kept pace with cost. And finally, the governor has now taken action on the last set of education bills this session, signing seven and vetoing one. The bills that were signed touch on a range of areas, including curriculum requirements, support for military families, school bus
073safety, technical education, and allowing students to wear tribal regalia at graduation. One bill related to early literacy timelines was vetoed. With that, this legislative assess session is essentially wrapped up from uh an education standpoint. And then that's it. All right, thanks. Um any any committee updates? Um the Greendale Education Foundation is going to be hosting a dine out in Greendale um to uh fundraise for all of the grants and programs um that we helped to pay for. So, it's going to be on Tuesday, April 28th. There are three participating restaurants so far, um Panther Pub, uh Noche, uh and Billy Sims. So, more information's going to be coming out in the weeklies and um to let parents and families know. I know there's going to be a special staff lunch offering as well. Um so,
074look for more information on that as we try to raise additional funds for the Education Foundation. All right, thank you. Anyone else, Kathy? Uh I just want to announce again uh that our Region 11 new board member meeting is going to be hosted right here at Greendale High School on Thursday, April 23rd. I welcome all of you to join me for that. Um it isn't just for new board members, but it's very helpful um to have a seasoned um board members come and share their experiences. And since we're hosting it, I just really love to see everyone there. Uh but that will be from 7:00 until about 9:00 p.m. right here in the Greendale Library. All right, thank you. Uh moving on to professional development. The 23rd, there'll be an event here. >> [laughter] >>
075All right. Thank you. And moving on to the board calendar. Uh a number of things happening over the next 2 weeks. Uh April 14th, NHS induction ceremony at the high school. On April 15th, the district band concert uh from at 6:30. On the 16th, the dick district orchestra concert at 6:30. So, a number of things going on this week. And then next week, in addition to the new board member event hosted here for WASB, we have an in-person equity meeting and in-person equity update on the 21st. Uh and then Highland View STEAM Fest on Friday the 24th and Arab American Heritage Month at Cannon Berry on Thursday the 23rd. So, you might see board members every night of the week for the next 2 weeks. All right. Um no additional comments, so we will adjourn
076and come back on the 27th. Yeah.