001Hey, how are you? testing. Hello. I'm going to go along with it. Okay, never mind. You got you guys ready? All right, the time is now 7 o'clock and we'll call this meeting to order. Has this meeting been posted? Yes, it has. Roll call will show. All five board members and both student board members are present. And we'll start with the pledge of 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. Due to the weather, we're going to postpone the winter student commendations and Panther Pride until next meeting. So we'll begin today with communications. Um I have been in contact with Dr. Pritzell of Elevated Performance and Dr. Brian Kamers and Dr. Joanne
002Sternkey at Excel Leadership uh looking for proposals on strategic planning once I have proposals from both organizations. I will consult with board members and finalize our next steps for strategic planning. Um, Hollywood actress Jane Casmmer visited the cast and crew of the high school's theater production Chicago last week. Casmmer shared information on her path to success as a television star. She is obviously from Malcolm in the Middle and her experiences as a Greenell student. Media partners from CBS 58 were on hand for an interview which will appear on the station's news later this week. It was an amazing opportunity for our students to meet a professional actor who grew up in their neighborhood. And we have one donation to report. A donation was made to the Greenell High School robotics team fundraiser by Karen and
003Steve Johnson. Thank you for your donation. All right. Thank you. Uh moving on to student updates. Um the first weekend of March, GHS Robotics competed at the first district competition in First Wisconsin's history. They both completed Was Was Was that loud when I was like right up to it or was it good? It was good. Okay. Um, they both completed robotics. They both they completed both robotics tasks with the robot and talked with judges about their team seasonl long progression and community impact. This competition was a huge success with graffiti becoming one of the first three winners of a first Wisconsin district's robotics competition. Plus, they were awarded the creativity award for unique robotic design. Now, they prepare for the Maguano district competition the last weekend of March. The student advocacy board of the student
004council met to reflect on the impact of exam exemptions for the first semester, made suggested changes to the student council bylaws, and made considerations for the back parking lots entry into the school. Uh, and then Greenell Track had their first indoor meet this Saturday, kicking off the spring sports season. March 4th, educators rising students attended the state conference at W. Stevens Point. Students competed in different categories, winning first, second, and third place. The spring musical Chicago opened last Thursday and is preparing for their shows this week, Thursday through Sunday. Upper classmen have a new leadership opportunity, mentoring and helping new high schoolers. There is a representative from Jelly Stone Park returning this year during A lunch and B lunches offering employment for high school students. And the ACT and preACT is tomorrow. All right. Thank
005you. Uh moving on, we need to approve the meeting minutes from the last meeting. Uh, looking for a motion. Uh, I move approval of the March 2nd, 2026 regular meeting minutes as presented in agenda item 1.1. I second. All right, we have a motion and a second. If Are you dead, too? Yes. Yes. Yes. And I'm Yes. Motion passes. Uh, moving on to Jonathan with the financial reports. Included, give you one second. Included in your packet is financial information for the month of January 2026. This was reviewed at the finance committee last week Wednesday. The revenues for the year operational fund shows revenues to date to 44.15%. That's ahead of schedule um from last year. We reviewed other funds. There were no other concerns uh in those funds. We reviewed expenditures as well. Operations show
006expenditures year-to- date to 48.68%. Um that's slightly higher than last year, but that's uh based on a number of different factors, timing of salaries and benefits and accounts payable payments, as well as the fact that the board is targeting ending the year um for $100,000 under um revenues for the year. So, we're getting to that level a little bit quicker. We looked at expenditures from the other funds. There's no significant concerns there. You'll see capital expansion fund is significantly higher. That's just based on timing of projects that have been completed to date. There's about 56% of those expenses so far. Um, with that would be happy to answer any questions the board has about financials for the month of February. Any questions? Kathy? Yes. I just had a question on the attachment. Um, I saw
007something for Summit Commercial Fitness. Are you able to What is that or what is what is that? Um, it's on the second page of our checks and dispersements. So, you're asking about a particular check payment that was to Summit and is there a specific description? It just says Summit Commercial Fitness. So, I think the one payment I can think of that we've made was to do inspections of both the weight room here at the high school and then the fitness room at the middle school. So, they have expertise in like doing that and identifying like here's some belts on some of the equipment that needs to be repaired. here's some like proactive uh maintenance that we need to do to like um lubricate some of the parts like um test them out, make sure they're
008working, replace pedals. There was maybe about um about $1,000 worth of repair work that we had done just to ensure that those spaces are safe, that that equipment safe, and that's been an annual process uh for the last several years. Okay. Thank you. Yep. Any other questions? All right. Thanks, Jonathan. All right. So, we need to approve the checks and dispersements. I'm looking for a motion. I move the approval of checks and dispersements in the amount of $2,726,344.89 as presented. Agenda item 2.2. I second. All right. We'll do a roll call. Yes. Yes. Yes. Yes. And I'm motion passes. Uh, moving on to approving uh personnel. There is a teacher, excuse me, a teacher resignation of Grace Botus at the middle school speech pathologist and a teacher retirement of Miss Lee Burish um at the
009middle school as well. Um we are sad to see them go but recommend approval. All right. So we're looking for a motion. I'll make a motion to approve the teacher resignation in item 4.1A and the teacher retirement in 4.1B. And second, that's right. All right, we have a motion and a second. Kathy, just real quick, I want to say a special thank you to Lee Burish. Um, I had the privilege of teaching with her back in the early 90s. um and she is uh leaving us after 30 years in the district. She was responsible for the splash into science program taking hundreds of our students um down to Florida for several years and um having that type of a I I call it a high adventure experience, but she was an outstanding colleague. I know
010she will be missed and I just want to thank her for her years of service to Greenale. All right. Thank you. So, we'll do a roll call. Yes. Yes. Yes. Yes. And I'm Yes. Motion passes and we need to approve the teacher compensation model that was presented at the last board meeting and by eliminating a bottom step and adding a an additional step to the top. It is about a 4% adjustment to the schedule. All right. Looking for a motion? I'll move approval of the teacher compensation model as uh outlined in agenda item 4.2 for the 2627 school year. I'll second. All right. If there's nothing else to add, we'll do a roll call. Yes. Yes. Yes. Yes. And I'm Yes. Motion passes. Uh moving on to the multilingual learners report. I'm going to turn
011it over to Mrs. Bernett. She's got a couple of reports here and some friends to present. Sounds great. So, tonight we have Amy Melik and Jen Schultz. They're going to come up and help present this report and then we'll have time um for questions. So, we'll invite them up. Hi, I'm Jen Schultz. I work at um College Park as the ML teacher there. And I'm Amy Melik. I work at the high school level. Um and then you have the clicker. Yeah. Perfect. So um we have legal requirements at the federal and state level for multilingual learners. And one of those um requirements is the federal every child succeeded act. Um so this ensures that we provide programming for our ML students and then at the state level we have requirements such as um identifying new
012students doing an annual assessment. What's that? Okay. doing an annual assessment and then making sure that we have programming set up and in place for MLS and then also um monitoring MLS as they move through our program. So um how do we screen and identify students? We do that through this flowchart. The first um the first step is that we provide a home language survey for all new families enrolling in the district. And based on that home language survey, we can um reach out to families if we need a bit of additional information. But then we provide a screener for students. Um once we've screened students, we notify the parents of what programming and services that they will receive. And then we have an annual assessment that we monitor student progress. So the home language
013survey is put in place. Again, all families have to fill this out as they enroll. And it just um lets us know if a significant amount of receptive or productive language in some other language other than English is present in the household. Um, some students do speak English in their households, but depending if they receive child care in their early formative years in another language, then that could also be a potential for um for screening. Then we'll look uh on wisdash to see if the student came from another district that did provide the access test and if they have an access test um language proficiency level but if they don't then we um use the WEDA screener and the WEDA screener can be given at any time of the year whereas our annual assessment is
014only given in December or January. Um, and then that kind of creates a placeholder for where that student is performing language-wise and helps us determine programming. So, we have levels one through six uh of English proficiency. And a level one student would be considered like a newcomer. They're probably newly arrived to the country or they're just starting in an English school. um those kids have very limited English. Um a level three will a student at a level three will kind of present that they know English. However, they have a lot of social language and they're still developing their academic language. And then at a level five or six, the state of Wisconsin considers a student English proficient and um they would exit out of the program, but we would still monitor them for two years
015after that. Um so we test in four language domains and then those four language domains create a composite score to determine where students are performing on that one through six level. Um we have two productive language domains and that's writing and speaking and then two receptive language domains listening and reading that make that composite. So now I'll talk a little bit about the WEDA um ELD framework. You want to switch? Sure. And so what we have here u WEDA has provided us a framework for our English language development. It starts in the middle with our proficiency level descriptors. That gives us our language levels and what they are capable of doing at each language level. Then it goes into language expectations. And then it goes further into language uses and uh EL standard statements. And
016the last two I'll go over in the next two slides. So these standards um connect between language development and academic content learning. there's a um a connection and a marriage there. And so the first one is language for social and emotional social and instructional purposes and that's the language of school. And then the other uh languages are language arts, mathematics, science and social studies more focused on the content areas. And then we have our key language uses that are also um part of the framework. And these represent the different ways that language is used across the disciplines. These are the most prominent ways. You have narrate, inform, explain, and argue. So these key language uses help prioritize and organize curricular planning for content and language integration. All right, we're going to talk a little bit
017about our staff, students, and then our service delivery model. So, currently, whoops. Oh, I have my I can click myself now. Thank you, though. I was like, whoa. Um, so we have 111 students that are multilingual learners. And some of you may be wondering, um, why does the the terminology terminology change for how we're labeling these students? And I'm not exactly sure, but it seems to consistently change. So currently rather than calling students English language learners or English learners, we um are using the current guidance and referring to students as multilingual learners, acknowledging that they are learning more than one language. So in Greenale, we have families and students that speak over 23 languages. So obviously English is our number one language but then we have our the next four um most often spoken languages
018would be Arabic, Spanish, Hakachin and Serbian. And currently we have an FTE of 6.2 for our ML teachers. So we have um teachers in all of our schools and in some cases we have teachers um in more than one building. So we have flexible programming within the district and within our model. And so we can provide newcomer uh resources and that would either be delivered in um like a resource hour or English one at the secondary level at the elementary level. um newcomer programming would be delivered during our win time. So students would be getting English services every single day as a newcomer and they would be getting 30 to 50 minutes a day at a minimum. Then we also have contentbased ESL and so at the secondary level this might be like a supported
019study hall. Um, at the elementary level, again, this would be delivered during wind time. And this could be like pre-eaching uh vocabulary or sentence frames that would help the student be more um more ready in their content area classrooms. Or it could also be reteing in those situations. I would say that probably about 60% of the students that we're servicing across the district are getting an integrated model and that's usually through the form of co-eing. So the ML teacher will push into the regular classroom setting and then they either might be like parallelly or parallel delivering a u mini lesson or they might be um having the content teacher deliver that mini lesson while they're like coaching the content teacher um professionally to integrate best practices for MLS. Um and then when that mini lesson
020is over, we would probably pull a small group to work a little more closely with them. And again, we do monitor all um students even after they've exited the program. There's still a two-year monitoring window so that we can keep track that they're still on track academically along with their peers. So when we think about the access, we have that accountable or accountability um to show English proficiency growth for our students. So in 20123 24 we had 121 students that took the access assessment and then last school year 111. So we um are really involved in our DAP meetings and having all staff members um really at the table looking at progress for students. So our ML teachers are also at those meetings and we're really thinking a lot about the overall growth that our
021students are showing. So for access we have really it's a very similar um score 73% in both years of students that are either in that high range of growth or in that typical range of growth. So obviously we want to continue to decrease that achievement gap and have our students be proficient but it's good to see this consistency over time. And then when we take a look at all of the different types of assessments, so the forward, the DM, which is the dynamic learning maps for our students that are on alternate achievement standards, as well as preACT and ACT. We can look um that first box is percent of all students proficient in advance. So this includes all students in the district. So that's at 61 or 68.1% in the area of ELA. And then
022when we look at our multi-ingual learners, they um are proficient in advanced at 46.4%. Then again when we look at math for all students within the district that are taking those assessments, 68.7% are proficient. And then we also have um 48.1% specifically in the area of our students that are multi-ingual learners. So, I think that this is important information as we work with our families and we work with our students. We also, and we'll talk about this in the special education report, we have students that are on alternate achievement standards. Some of those students may also be students that are multilingual learners and those scores are in here as well. And we are really doing a lot of work this year with staff to increase our students scores that are taking the dynamic learning maps
023also known as the DLM and Amy's going to talk a little bit about our continued improvement. So as a department we're continuously working to see what we can do to improve and change based on the needs and of our students and families. And so one of the things we're doing uh is that we have created a multilingual learn a multilingual learners community handbook. This is now on the GSD website. There's 10 chapters. A few highlights would be we have a mission and vision. We have an identification section, assessment section, programming and instruction, and then family engagement as well. We engage our families in multiple different ways. Um, and that would include sharing our screening results, assessment results, and our individualized language plans. We also historically have had two events, one in September, a back to
024school event, and then one in April, um, our summer school signup event. And this year, we're continually again looking at how we can engage our families in authentic ways in addition to these two events. So we can open it up for questions for our multilingual learner department. Any questions? I have two. First one on the summary of the languages for the district. It's listed as 003%. Is that 003 or 3% or like Arabic? Yeah, the 0.03% would be less than a person if I'm doing it correctly than 3%. Yes, I made a mistake. Thank you. I was just checking to clarify. Yes, in the report. Yes. And then second one, have we seen a decrease in the amount of languages that are identified because I know parents that have expressed that they've said they not
025going to mark that they speak different languages on their forms for any sort of identification. So, yes, we have. So two years ago we had 25 languages that were identified. And when I examined the list from two years ago and the current list, we've just seen some switches between one language versus another. But yes, I think you make a good point. We do have some families that are selecting to not identify that they speak another language at their home. And I think our ML teachers are aware of families and we encourage them to get involved and we want to support them. But that of course that is a choice of the family to disclose that or not. Can do we follow up with the children no matter what like kind of adjust them into the
026pathway if they aren't if they're not selfidentified or if they are not selfidentified family does not identify as a multilingual that is their that is their choice. So we reach out to families and we give them that option but that is the choice of the family to share that. I know that we've had conversations about going back to families and having some more conversations with that family, but ultimately the family decides what they feel comfortable with. And Jen and Amy, if you have more to add. I could add that our department and in fact I'm at the high school level so I can only speak for the high school level but u our our entire school staff the secretaries and everyone in our office area and the teachers are really good at coming to us
027and saying you know I know they didn't say another language but there's you know some Arabic writing on their notes or you know things like that and they're struggling a little bit can you talk to them and so that is a really good way that we um are kind of all-encompassing and encircling of our needs of our students and then we'll reach out to the families and see more information. I think as we continue to enhance our family engagement, our hope is that other families will hear about those opportunities and feel comfortable sharing that another language is spoken at their home when they see that those resources. And as a community, we want to support their learners and their families. What would be the difference between like the multilingual versus like somebody who's just struggling
028in math by themselves? Like why would that need the family engagement versus just general education? I guess separation. Well, I I think family engagement is important. Well, yeah. For everyone, obviously. Yes. And we encourage it. So, Title 3 requires that we plan family engagement activities. So that's really part of that focus that that we have to do. So we have to show how are we engaging families that are multilingual learners in our community and helping to promote their English capacity. Overall the district I think has many things in place to enhance family engagement and it's something that we're always thinking about like what else can we do? I think like the seat is another example of finding ways um to increase family engagement. So I think within the district office staff there are multiple people
029that are working on that and then of course our principles are doing that too. Did I answer that or do you have more? It was just more kind of going like why is there a need for the family to say yes for like the secondary language support versus like if they just have if they're struggling in math there's still parental consent required for any kind of programming. So if there's programming a special education plan they have to consent to receiving services. So this is a service that families are required to consent to. Okay. That's what I was trying to figure out. Thanks. Just like you have to consent to be treated at the doctor. Do you have to consent to services in schools? With whom, picking, picking off of what Brian said, with whom is
030this information shared? The the names and families who are speaking multiple languages at home. Who has access that to that information? Well, those of us that have access to our CIS systems, we are able to see um what languages families have selected that they speak at home. Typically, we are able to determine that our teachers are as they interact with families. And I think that's another reason why we've increased some of our systems so that we have our ability with rooms to communicate in multiple languages. So, let me ask it another way. But the student information system communicates with the state of Wisconsin through the Wisconsin locator, the Wisconsin student locator system. And that is um for all testing and data collection. So it is collected by the department of public instruction. But is that
031information open to the public? No, but it is shared with the state of Wisconsin. I had something similar um that Brian mentioned because I've been on the board for several years now and I thought at one point we were over 30 languages and we were at one point. So um I you kind of touched on it. Is there do we see a decline or like what what's the reason for that? Some of some of the languages that we had was one family. Okay. And so if that family moves or graduates, we lose a language and it hasn't been replaced by another family that speaks another language. So um we're just seeing a greater compaction of the students. We also used to have closer to 150 students that were being tested on access. though we've also
032just seen a an overall decline in the number of students who ident are identified. Um and at the same time some of that is that they become English proficient and graduated. I'd also like to add that although Arabic is our, you know, one of our top languages in the Arabic language, just me personally, I have students from Tunisia, I have a student from Egypt, I have a student from Palestine and Iraq. Okay. And so that's very diverse if you look at gathering information the country origin. So that's another way to look at the diversity. And I I would just say just um like letting you know through our publications and so forth. I think it's important for the community to understand that we do have multiple languages being spoken in our schools because a lot
033of times people think it's Greenale, you know, there, you know, it's everyone speaks the same language. But, you know, I think that's an important factor as we talk about test results and everything else. There's a lot that goes into that. So, and I know we have had these conversations before. So, I think that's important. Um, a question I had was about the co-planning. I was looking at this um report here. Um, the co-planning and co-eing. It it said that um that ML teachers do co-plan and co-e. If you have 6.2, two which is not a lot and these kids are spread amongst there's 111 so there how does that work where do they find the time to do the planning or is it more a case that the regular ed teacher is doing the planning
034but informing the ML teacher um it can be a little bit of both so um I'm part of my school's PLC's each week so I'm kind of a consultant at those meetings if if teachers are looking for strategy ies to help their MLS then I can offer those at that time. I do also meet with teachers during some of their instructional planning so that we can um co-serve students in that capacity as well. So the majority of the instruction is happening in the the full classroom. There is some pull out I'm guessing as well. Right. We try to keep students with their peers as much as we possibly can. So the pull out's going to happen with a level one or two. So like a newcomer type situation, they are still with their classmates for
035the majority of the day, but then for at least 30 minutes a day, they'll be pulled out to give to be given specific English instruction. And then there'll also be times later in the day that the ML teacher would go in and push into their class to help support. And um as far as the regular ed teachers, is there reporting on their part? I know in my case in my classroom we have something called elevate. Are they using something like that for them to give their input as well as the ML teachers? Um so we don't have elevate in this district. Um they're but again being part of the DAT meetings as well then we're able to disagregate that data and and we have wind cycle um data meetings as well. So, we're constantly looking
036at how all students are performing in the classroom and then our voice is there if we feel like our students need more support than what they're getting. Okay. Thank you. Any other questions? All right. Thank you. All right. So, we'll be moving on to the special education report. All right. Thank you for coming in tonight, Amy and Jen. So Nikki will have you come on up. So Nikki Ortloff is one of our program support specialists. So when we think about special education, we are thinking about how do we meet the needs of all learners. We know that our district focuses cultivating excellence in every student and we want all students to learn, belong, and grow. So when we think about federal law, IDA is celebrating its 50th year this year. So this has been around
037for some time and we have an obligation to provide a free and appropriate public education to our students. When we think about students in Greenale at this time, we have 13.5% students with IEPs. What that means that is that students have met at least one of the 12 disability impairment areas and in some cases students meet more than one. So for example, a student could have a speech and language impairment or they could have a speech and language impairment and autism for example. So we are really thinking a lot about our data and how we close that achievement gap for all students. So again, we are looking at our ELA scores for forward DM, which is the dynamic learning maps, PEACT and ACT. So again, we're at 68.1% um for all students in the district.
038And then our students with special education services are proficient or advanced at 24.1%. So like I said earlier, we really are on focusing Tracy Flater has been extremely helpful and we so Nikki, Jana, and Katie have also been meeting with our teachers that work with students with significant disabilities that have met criteria for alternate achievement standards. and we have done a lot of professional development this year to help prepare those teachers so that they can prepare their students to take those assessments. So, we're hoping um by increasing those DLM scores along with all of our other scores that we can um increase the percentage of students that are proficient and advanced. And then in the area of math, overall the district has 68.7% proficient and advanced and students with special education needs are at that
03924.6%. So we continue to think about that at our DAT meetings and how do we um provide specially designed instruction to increase our students performance. We then also have our special education continuum which we've had for some time. So we have an obligation to look at the least restrictive environment for students and we know that that can be different for every student. So obviously the goal is that students spend their entire day in the general ed classroom, but we know that sometimes we have special education teachers um pushing in to that environment. Sometimes we have students coming out into a special education environment. We also have specialized programming like Reset, ASA, um Summit Place. We don't have students in our Summit Place programming. So, our 18 to 21 programming this year, but we will continue
040to have students in the next coming years. And then we sometimes also have to look at off-site programming. So, that could be um a school like Richardson or CISA 1 or something like that or students that are homebound due to their medical needs. So, I'm going to talk to you a little bit about reset. As Denise mentioned, reset is part of our special education continuum. So we have a reset program 1 through 8 which is housed at the middle school and 9 through 9 through 12 which is here within the high school. And really what it is it's specialized programming for our students that have diverse social emotional needs that might just need something a little bit different for some of their educational career. I spend a lot of time at our 18 Reset. Last
041year I was able to um teach and be part of our 912 reset. I have a lot of um really big feelings about it because it's really great that we have something like this for our students. This is not something that a lot of districts have. Um sometimes, like I said, our students need something different. We have amazing staff that work with our students to really um teach those social emotional skills while still working on grade level academic standards. Um the intent is always for our students to have that connection with their homeschool which is not always the case if we do have to look at an outofd district placement. So again, it is really I think we're really fortunate here in Greenale to have an in district option for students that just require something
042a little bit more a little bit different for um their education. And like I said, we've got teachers and staff that work in our specialized program that really love what they do. It's very evident if you um see or talk with them. Both um our 1A and 912 programs. Um there's we have teachers very passionate about um this program. So I think again we're very fortunate to have it. Okay. So moving on um ability awareness and bullying prevention. This is something we've been doing for a few years now. Um what we have done in the past. So in the fall we have an all district readaloud that really the theme is about different abilities being kind um having that understanding that we are all different and so this year's book we used be kind um
043and so all K4 through fifth grade teachers um participated in this readaloud. We have fifth grade students at all of our elementaryaries narrate the book. It's a video that I helped create and then there was a lesson that went along with that. So, everybody elementary um wide heard the book and then did the lesson and then we do follow up assemblies on anti-bullying. So, that was our book this year. And there is just some pictures of some of the elementary um followup from the book. And then I believe the bottom is at the high school level um their pledge for inclusion. The high school also um will be using be kind this spring for part of their inclusion week as well. Intouch is a newsletter that our program support collaborates around and puts out to
044our special education staff. So, special education teachers, pupil services, administration. So, every month at the beginning of that month, this goes out. Some of the highlights in our newsletter, we have um a a monthly behavior tip. We have um procedural guidance. that section will sometimes give some IEP guidance um some new guidance um or things coming up kind of how-tos resources lots of links within this newsletter for teachers um just to help build their capacity. We have an important dates and then um not on this slide with those two pictures, it's three pages for our intouch and then we have district highlights. So, some of the things that we highlight are like our seat events, um our sensory friendly spaces, um sometimes it's something building specific about celebrating, you know, a student or um lots
045of different things going into our district highlights. So, and then we have a resource section um that gives staff resources for things like our behavior intervention plans or functional behavioral assessments or anything really related to special education. What we just started in December is our parap post. So we saw um the need for sending out information to our paras as well. So this just started in December. Again, our program support team collaborate. So Katie, Jana, and I and Denise um we look at kind of the needs of our paras and our staff and we have a one page for our paras. Um, and then just we add different tools. So, we have just kind of a district spotlight, things that are coming up, dates, um, different ability awareness, um, topics. We also put in an
046instructional strategy each month for paras as well as that behavior tip. Sometimes they're the same as in touch, sometimes they're different. And, um, like resources. And I think on this one there is a um a picture that might be from our seed event or I don't know I can't see that close. Um but again this just started in December. So every month we send this out to our paras as well which is I think a really nice little addition to help them build their toolbox as well. So the district created calm kits with the help of community alliance and stronger connections. We got a lot of input from our special education staff to see what types of items promote regulation. And what we found is that not only do students like these tools, but our
047staff like them too. So, I think it's good to model regulation and that it's okay to use tools and it's good to see um just overall acceptance um for everyone that sometimes you need a little bit more. We also want to talk about Teresa Birdie. So, she is our family engagement leazison. her and I have a chance to meet monthly and parents have the ability to reach out to her with concerns or questions or wonderings about what are the next steps for my child. So, her and I are really able to do some problem solving together. She's involved in SEAT with us and she brings a good perspective and allows us to really think about concerns that families have because they feel comfortable sharing those with her and then she's able to bring um those
048concerns anonymously to me and then we can problem solve from there. So Katie Kee wasn't able to be with us tonight. she was going to talk a bit about transition. So transition starts for our students at age 14 and Katie has been instrumental in really promoting transition for the district and helping to meet the needs of all of our learners. So she is very involved with having DVR services be part of our school district. She's working with students for interview preparation, um the youth apprenticeship program. She sets up college tours. The Beyond 18 programming is something that she um is very involved with. She's also working with ASA and Reset to help those students um meet their needs and thinking about a college accommodation. So, we know that we have students that will be transitioning
049to either two-year or four-year programming and then helping them to understand what those accommodations look like and that need for them to advocate for themselves. Because once you go to college, your parent can no longer be your advocate. You as a student have to be able to say what you need and why. We also have a special education transition website. So at IEP meetings, we are sharing this with families. This also goes out to families on several times a year reminding them um for the resources that will really benefit them. And it really starts with that early childhood age student all the way through 21. It gives parents um information on sensory events that are out in happening in our community and beyond. It talks about um the waiver program for students, additional resources for
050respit and depending on where a family is experiencing that moment with their student, they have different needs. So, we thought this was a great tool so that families can continue to go back to it and Katie updates it regularly so it has up-to-date information. And then the last thing we wanted to talk a little bit about is our special education advisory team. So Katie Kee brought in some great resources to talk about transition for families so they could learn about DVR. They could learn about um the long-term waiver supports. It was a great evening where families could feel comfortable asking those questions and getting what they need. The district also belongs to parents united which gives um free professional development to families and teachers or really anyone who would find it beneficial on a variety
051of topics related to special education. All right. So that is a summary of special education. Do you have any questions for us? Any questions? I'll just make a comment. I appreciate the work that you guys are doing in this area. It's a a very important aspect obviously of our schools, but the the fact that you're including the inclusion part and getting other students to be aware that not all students learn the same is um I think really important. And um the seat committee itself um I think that are they responsible for those sensory events or who puts those on because I think we've the district has done a phenomenal job with those. I've attended a few of them and um they're very meaningful to the participants. So want to thank you for that. Thank you.
052All right. Thank you. All right. We'll be moving on to the second trimester district scorecard. These are the schools uh short cycles. So I have Emily Doe is joining us online to present the Highland View short cycle report which was intended to be part of the larger program. But um Jonathan, are you able to project? There you go. Thank you. So Emily, I'm going to let you share the Highland View short cycle goals. All right. Great. Hi everyone. Hello. Hello. All right. Jonathan, are you presenting? Yes. Okay. Okay. Perfect. Um, if you want to just go to the next slide, that'd be great. So, um, our elementary team has is really falling underneath that district priority number one. Um, as you can see, our building goals in both ELA and in math that we want
053to make sure that we have 80% of students will achieve proficiency on our unit assessments. Um, or a 10% increase for the number of students reaching that proficiency. And then for math um we are looking at we want 80% of students to achieve proficiency with a score of 75% or higher or also to see that 10% increase. So we as an elementary team really started out kind of broad looking at um our unit assessments and how are our students performing on those unit assessments in both ELA and math. Um and but then we really wanted to see and dig in to what formative assessments um or dipsticks that we can kind of look at for essential standards um on those unit assessments to provide students with more opportunities or at bats to practice those standards.
054Um so that was the work that we really did in this last two cycles um at the building or at the elementary level and to look and see what then you know we give these students those formatives. We give those students those quick checks and then how are we going to give that feedback to the students and then also um how can we see and and group students based off of what or how they performed. Um, so we really then utilize that time in PLC's to really look into that work um, and really look into how are the students performing on those formative assessments and then how can we group the students and so that was the work that we did this last cycle. Um, we really tried to redefined and and communicate the purpose
055of PLC's within our building. Um, and then our teams of teachers when we got feedback really wanted to look and see like the grade above and the grade below. So, we worked on some vertical alignment work at some of our staff meetings where the students or the teachers um got to meet with grade levels be below them and then above them. They had time to look and see some of the formatives, some of the standards that are being addressed in both CK or ELA and in math. Um just to really see like what are the students coming in at and what do I need to get them ready for um for the following school year. And that went over really well. Um and so we're going to do some more of that coming up. Um,
056in the next two slides, if Jonathan, you can go to our ELA slide. Um, in slide number three, this just shows um how we're doing overall. And in our ELA assessments, as you can see, we have some really strong areas and some um strong points that and celebrations. Um we do have some areas that we are still if you look at like our fourth and fifth grade that we're not well in third grade as well but we're not at that 80% yet but we are making the growth and we are moving students. Um and we're just really working on that and focusing on maybe like are those formative assessments that we're giving that give us the best information? um you know re reassessing that and looking to see if we need to um look at
057different or provide different opportunities and really dig into that data of what that looks like. But again, we're we're pretty happy with like how we are moving kids and where we started from like last year to this year. And then similarly um if you go to slide four or the next slide um similar to math and just what that looks like is or that we're looking at again um the broad picture with us being in curriculum review um we haven't dug in too much of that but we are still using formative assessments and really looking at like units or one unit at a time um to plan and and with the teams and kind of dig into um what areas and standards they're struggling with and what areas are we really showing good growth on
058um and so we're working you know we did work on that with math but again with the curriculum review um that's just been a little bit different with this last pilot um part of the short cycle if you um or part of the one this last 100 day plans our sale team um was given a challenge that we had to do a 15-day challenge um and part of that work that we wanted to look at is just how are our how are our teachers taking what we did or what we're doing in PLC's um and putting that into practice. And so we have something that's called core connect time um which is 20 minutes of uninterrupted time. I don't want to get into too specific of that because that is our Highland View um Panther
059Pride moment that we're going to have our whole sale team come and kind of share that and some and some student voices with that. But um we have we plan for core connect time and we plan for win time in our PLC's and and as we look at some of that data. And so with that being said, one of our challenges there was a 15-day challenge um that focus on intentional small groupoup instruction during those during those times. Um and we Kristen Martins and I um went into every single wind time and every single core connect class to provide feedback and to see kind of what what are the teachers doing and are they taking what we are talking about in PLC's and are they putting that into practice. Um we didn't have any doubt
060that they weren't doing that but we just wanted to make sure that we were correct in that um correct in that thinking. And as you can see 100% of our students were pulling small groups. were doing something with students that were that were um a direct reflection of what we kind of talked about in PLC's and did that work. And then um our next steps um is really just to kind of dig in further um obviously, you know, just to make sure that we're finishing out the year strong um supporting that goal of that 80% or that in 10% increase. Um we really want to make sure that we're prioritizing those instructional gaps during this final school year. Um and then just strengthening and working on that the PLC time to plan targeted small group
061instruction. So during that win time, during the core connect time, u make sure that we're really providing that direct um instruction with students and and giving them what they need um based off of the data that they're showing us. Um and then just to use using our time um as intentional as possible and then just supporting those grade levels in moving students closer to proficiency before the end of the school year. So that's kind of what we worked on this year or this uh last cycle. But I'm open to any questions. Any questions? Um I don't have a question but just a comment. Um, Misto, when you were showing the results from the the ELA results in particular from the third, fourth, and fifth graders, um, it's interesting because those were the, um, the early
062childhood COVID kids and more research is showing that those are the ones who were most affected by the social isolation, isolation, and not having those um, the structured uh, pre-K, kindergarten, first grade experiences. So, as it will be interesting to see as we continue on and these kids move forward in their grades if those scores continue to improve now that they've had more interventions and more training. But it's it's just phenomenal to me to see how those kids, you know, the the the three-year-olds back in CO, the four-year-olds back when we first shut down are now continuing to have some of those delays now. Yeah, absolutely. And I think that we are seeing I mean like I said it's not um that's why we kind of shifted our goal to make sure that to have
063that in 10% increase because this like the change from second to third grade is um pretty significant for our ELA especially and just the assessments that are given. Um, but we are starting to see just that progress. Like we've had CKA now. This is their third year. And so we're starting to see our scores increase um, now that we have had more practice that they're in and they're used to, um, just how how and what's being taught. Um, and they're kind of build we're really building that background knowledge and so um, they're taking that and and I think that putting that into, you know, practice and we're seeing more of that growth. Um, but we're just seeing slower growth. Yeah, I think it's a great focus. Anyone else? Thank you. U Miss Doe, just a
064Mrs. Doe, just a question regarding the core connect. Um so are are you saying you have win and core connect and how does that that core connect um is it an extension of those um ELA math? I guess I was just a little confused with that. Yeah, like I said, um I I can touch base about that and that's that is something that we were going to um or that is our Highland View Panther Pride, but we um took our schedule and our um our teachers kind of gave a lot of feedback and just you know we had a lot of little like gaps of schedules or like 15 minutes here, 10 minutes here. Um so we really focus on trying to get that a 20 minute solid block where no student is being pulled
065for anything. Um and so that we just it is just used for tier one instruction because a lot of our students are pulled out for during wind time like if they're in tier three they're pulled out and but yet they still need access to the teacher and some of the other work and so that core connect time um is given is that time for the teachers to connect with kids. Okay. Thank you. You're welcome. Anyone else? All right. I'm not seeing any. Thank you. Thank you. Thank you everyone. Thanks Emily. There are reports from the other schools too. So if you had a questions about the other schools, um Maggie is online to help us with those. Anyone with any questions? I just have a one question with the middle school math comparison. It had
066data from spring 2025 and saying they were talking about how it's comparing to the fall 26. Was that sixth grade the fifth graders or was that sixth grade fall that's now seventh graders? Just trying to track the data just to see like data points for where they're at. Let me um yeah, I I I didn't know which questions you guys were going to which ones you were going to look at, so I was trying to open them all. Um but then my computer was moving really slow. So um so what they're looking at is the last year um they were looking at for that seventh grade that is um that is this that's the sixth graders that you're asking about Brian. Mhm. Yeah. The sixth grade spring 2025 would be seventh graders. Yeah. So those
067are the kids who were sixth graders in 2025. we kind of look and then now they're seventh graders. So the um so that that would be they would have gone from 63% down to 41 in that um for that beginning of the year. There's two ways we look at um overall data. One is looking at it through a curricular lens which is through the grade level regardless of the cohort of kids and then we also look cohort to cohort. So those um spring of sixth grade um those would be the current seventh graders. Thank you. Did that answer your question? Yeah, it did. I just was trying to see if like they they were taking a fifth grade exam or something and kind of comparison or if it was just moving class to class. So
068thank you. Any other questions? All right. All right, I'm not seeing any. Thank you. Have a good night. All right. So, we'll move on to the uh debt collection services. Yep. So, included in your packet is a background item talking about a potential partnership for assistance with debt collection services. In the report, we talked about um areas where we're collecting on overdue fees. So whether that's student fees, whether those are like higher education class fees through the CAP program or CCHS, um whether those are meal balances, so breakfast and lunch, uh meal debt that um has not been collected, or they can be um adult fees for liquidated damages or district equipment. So, in the district, we go through a process where we're utilizing direct mailings via US mail, phone call, email, um, and going
069through the cycle to try and make connection with families. Um, try to resolve overdue fees. Um, and, uh, those fees will stay at the building level or department level. when they are lower and when um families are unresponsive, they get referred to the business office and we'll go through similar strategies. So, trying to make contact letter, phone call, email, and there's still times where the district's unable to come to resolution or like there could be a resolution, the family's trying to get into place and there just isn't follow through regarding repayment of fees. So you think about um uh this we had some conversation with the citizen finance team about the concept of uh additional support for debt collection services. And so there is a a governmental program through Wacaaw County that exists where they
070step in as that third party rather than a school district hiring a private entity um to collect those fees. So, um, we're bringing this forward as consideration, uh, because this is one way that we could get additional support and resources to ensure that we're collecting on those fees. And, um, uh, Wauaaw County has done this for a number of years. Through the success of that program, they've been able to lower the fee um that they would charge from it was originally 40% when they started their program down to 28%. Um and we did talk to a couple school districts in the area, Wawaossa and Elbrook. Um and they gave positive feedback of partnerships that they have. and in particular Watsa said that they it's helped them with collecting unpaid uh debts because of some of
071the additional strategies that the county has. So this is a significant shift for the district. So we provided this information in the background but really wanted to have additional conversation with the board to understand the um board's um feelings on this. We talked to the citizen finance team and they suggested that we bring this forward. Um, and we would continue to pursue a shared service agreement with Walka County if um the board uh recommended that we do that. In the packet, we got the sample agreement from Oak Creek School District who recently entered into this partnership. And so the agreement would um likely be, you know, essentially identical to that. And we wanted to have the conversation and get board feedback, find out questions, and if interested, bring it back in April. Thoughts? So yeah,
072I have thoughts on this. Um you mentioned Wawaossa and Elbrook. Are they using Wacaawa County Shared Services? You said yes, they're utilizing this program. So, they get to a point where they've been trying to collect these debts internally and then they end their steps in their process and they hand that over and so they have the experience of like going through the process and seeing, you know, some of that money collected. So, my comment I guess would be bandwidth wise for our staff. This takes a lot of time for your staff or whomever is doing this, right? So, this would this would free up some of that time that you guys are spending trying to collect these debts. Yes, this would free up bandwidth because we get to a point that there aren't additional steps
073that I can take. Um, that would be like the idea of like tax intercepts. like we're not set up to engage in that type of activity, but that's something that Walka County has as part of like their program. So, my thought with this because they're taking 28% as a fee. Um, and it does say that we could do fee recovery options. You know, I would like to see us be able to get that 100%. I don't know what the rest of you think with that, but I, you know, like right now, we're not getting any. Right. Yeah. I think there was one thing that was brought up in discussion. I can't remember if it was after during, but they mentioned like their final notice would be something like here's your amount after this point it'll
074be this plus 28%. Right? So like whatever as we refer automatically that's kind of part of the penalty part of it and then it's going on to the next step. So they can reach out set that payment plan or do whatever ahead of time. Otherwise it goes up that 28% and then they would pursue it pursue it after and annually. Dr. Midzik, how how much did you say we are um Jonathan, how much are we looking at in debt each year? I mean at any one point there's tens of thousands of dollars in debt, right? But that's fluctuating and there's fee payments that are going to be paid. I would say an example is we've got about 20 students right now that have over $500 in meal debt. Um so as an example, right, those
075are families where we're trying to come to resolution on that because that's not like just a small amount. That's a chronic like deficit. And so if we're not getting to resolution on those, that's a big portion of all of the negative balances that exist like as a percentage. That's a big portion. So, I think um we are still like meal balances alone. That would be over $10,000 in terms of like chronic issues. We may be I can get I can get a better number for the board, but it's probably going to be tens of thousands because we're probably up to 20 when we figure fees on that as well. I'm good. Would you like us to bring this back for a intergovernmental agreement because that would require board approval? Yes. Yes. Okay. Okay. Thank you.
076All right. Thanks, Jonathan. All right. Moving on. Uh Kathy, legislative update. All right. I don't want to take the whole night on this, but um just going to start with five points. So the first one is just new bills that were introduced affecting teachers and staffing. Uh a new assembly proposal AB1104 was introduced that would require school boards to compensate teachers for time spent on non-classroom duties such as meetings or supervisory responsibilities. This bill was introduced March 13th and referred to the Assembly Education Committee. Legislators have also continued discussions around the policies that affect teacher workforce issues including substitute teacher eligibility and staffing flexibility which have been recurring topics in the legislative in this legislative session. Um se second area was literacy policy proposals moving through the legislator legislature. Uh, a bill SB972 would require
077the Council on Early Literacy to regularly recommend approved literacy curricula and instructional materials with with DPI then issuing statewide recommendations. The goal is to further standardize reading instruction under Wisconsin's broader science of reading efforts. I will say that I finished my F20 training on Friday. I'm super excited about that. Um, number three is recent legislation signed by the governor. In early March, Governor Tony Iver signed several bills including measures affecting schools such as requirements for school districts to adopt policies governing communication between staff, volunteers, and students and additional professional development opportunities for science teachers. Um, you probably have heard about the cell phone discussion, um, and the policy there. The state's law requires districts to adopt policies limiting student cell phone use during instructional time. And this continues to draw legislative attention. And finally, in
078that area, districts must implement policies by July 1st, 2026, and lawmakers are discussing whether the restriction should be expanded. And then finally uh the category of school funding and session activity. The legislature recently adjourned without passing additional changes to K12 funding levels leaving the existing state aid framework largely unchanged for now. And then finally funding equity and public first versus choice school funding remain active. policy debates heading into the remainder of the legislative session and upcoming elections. And that's all I have. So, but the legis the assembly is adjourned for the year barring a special session and the Senate's last day is tomorrow. So, the bills that you mentioned, are they just going to have to be reintroduced in the next session in 2027? I believe that's the case. Yes. So, does that include like
079no increase then for the special ed? I believe that's the case, Jonathan. there's the possibility of coming back as a special session. I think the legisl some of the legislative leadership has mentioned that that they would be open if there was a compromise reached that they would come back outside of the normal session to get that done. Is that additional like lobbying we need to be doing as a school board and administration to our lawmakers? Uh, yep. So, yes. the the the there's agreement on $200 million for additional special education to ensure that the 42% and 45% reimbursement rates in the state budget are fully funded for the bienium. We've shared that with Representative Donovan and um Senator Van Wangard and um we know that the legislative leaders and governor agree to that, but that's
080being held as part of a tax package. Um so we're we're open to additional feedback that the board would want to give Kim or I regarding uh communication with legislators. Um or the board could do communication uh um as a board entity to our legislators. That be like in the form of a resolution maybe could be a resolution or letter. Yes. I think is also advocating right now for this as well. I mean, yeah, I'm fine with that. I don't know if it's going to matter. We have to try. Yeah. I think if we put a letter out kind of just stating what our goal and intention for it and just kind of say, you know, we'd like to we're held account everybody's held accountable. Let's hold, you know, let's support our kids. Yeah, that's
081fine. Do you want to assign someone to draft it? Kathy. Okay. All right. I'll come up with a letter. I'm gonna ask Jonathan for help with that. Yep. That's fine. I can support with that. And I'm assuming we will incorporate our strategic priorities into that letter. I think that's what authorizes you to write. Good luck. Um, does anyone have any board committee updates? All right. And board professional development. I don't think you've had any training. So, there's a new new board member meeting is coming up on April 23rd. Um, it's going to be hosted right here in Greenale High School. You are all welcome even though you're not new board members. Um, it is open to administration and um, school board members to part of that and since we're hosting it um it's from 7
082till 9 on the 23rd and board calendar. There's a lot going on before your next meeting on April 13th. Um this f this Thursday is senior night at the theater where we'll be welcoming um over 200 members of our community and um putting on dinner and a show. Friday is Canterbury's Jubilee celebration. So that is 60 years since it opened. Um they will be featuring prominent alumni including myself. Um and then wow. So they've asked for they've asked for a number of things. So, um board members may also be present next week at the um 7th annual family wellness event which is hosted um by the community alliance and it will be here on Tuesday the 24th in the evening. I know that middle school students will also be presenting their health projects. Um, and
083then there's it the soundtracks concert is on Thursday the 26th. Spring break is the week of March 30th. Students return to class on the 7th. Hence why we reordered the upcoming meetings and I believe that is all the major events. So, the musical. Thank you. Um, senior night at the theater is one performance and then there's two additional performances of the musical on the 20th and the 21st. All right. Thank you. Uh, we'll adjourn and then come back on April 13th. Bye guys. Have a good one. Drive safe.