1-26-2026 School Board Meeting

001Yes, it has. >> All right. Roll call will show that all five board members and uh both student board members are present. And we will start today's meeting with the pledge of allegiance. >> 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. First up on the agenda tonight is Panther Pride, which is College Park tonight. >> Good evening. Whoa. Do you see that? Got to back up. So, uh, my name is Michael Brock. I'm the proud principal at College Park. Um, and we're really excited to be able to present to you this evening. um when we got together and started talking about what we were going to share, um we've been sharing some things at school and uh

002so I reached out to the people behind me. Um and there's a lot of different ways to lead. You can lead from the front or the rear. Um and last year, last not this past summer, the summer before, I was really looking at shared leadership and I tried some shared leadership strategies last year. Some of them worked out great, some of them didn't. Um, but I am blessed to work in a building that I have tons and tons of leaders. Um, and when I asked if they wanted to present, I didn't really ask. I kind of volunte but they I I asked them and they they they jumped at the chance. Um, and so last year I presented solo and this year you're going to hear very little from me. I don't know if that's

003good or bad, but you can decide that. But the team here is going to be presenting um some high leverage strategies and they're amazing. So um here we have Sarah Kronowski. We have Britney who was Britney Schultz who actually her favorite teacher was Sarah Kronowski when she attended College Park and now she works next to her. This is Dan Johnson. These are third grade teachers. Britney is a fourth grade teacher. This is Jesse Bayer. She's our math instructional support person. And this is Dr. Sharice Croner and she is our instructor support specialist. And without further ado, I'm going to turn it over to our outstanding College Park team. >> Tell me how it goes. >> Yes. I'm sorry. Our Greenale missions are to make sure all students feel a sense of belonging. They're empowered and

004they learn and they grow and they are engaged and part of a global community. And that's really important in today's day and age. Um the next slide. Our why, all students will grow and achieve mastery of grade level literacy standards through tier one instruction. Inside the classroom is where we're going to educate kids. We are not going to remediate our way through an education. We need to have students in class >> and math. I'm sorry we didn't put math in there. Maypa and next uh slide. Yes. And to start, teacher leadership is a lifeboat to to a better and stronger school from Education Weekly. A quote in Education Weekly. Um they do lead they lead in the classroom. They lead our students and uh they're going to lead you here tonight. Is that a better

005introduction? >> Yeah, >> this might be yours, too. >> That's you. >> Oh, I'm >> okay. Today's objectives we are going to uh Dr. Dr. Cron is going to review uh John Hattie's effect size. We talk about it a lot, but to really go back into it and really understand what the how what the research says and then we're going to be examining some high leverage instructional strategies. Um we're going to have uh some information about problem solving teaching and we're going to be taking a look at deliberate practice and then we're going to finally wrap up with summarization. I'm not leaving >> now. I can. >> Okay. >> All right. Good evening everybody. Um, as Mr. Brock said, my name is Dr. Croner. I work um, at College Park. Um, one of the things

006um, I wanted to just quickly highlight tonight is we talk about John Hadtie's research a lot. Um, and I just wanted to like recap really what it is and why we keep talking about it. Um, and one thing that our school is doing really well is taking the amazing instructional resources that um, the board has provided like our new ELA curriculum that's standards aligned and being able to really use our high lever instructional strategies as a result of a lot of our PLC conversations and bring the learning to life within the classroom. So, that's really what we're going to be highlighting tonight. Um the reason Hadtie's research is so powerful is it's a metaanalysis of metaanalyses. So he took um let's say for example all of the research on um student impact from small groups

007and small group instruction. So he looked at all the metaanalyses that were done on that which is all the combined results of all the research on student impact of meta of um small groupoup instruction and then he combined all of that research together. So in all of the things that he analyzes he has 2100 metaanalyses which include 130,000 studies um and includes 400 million students worldwide. So he takes um different aspects of things that can impact students and then he researches the research on them and comes up with an effect size. Uh that effect size is based on um the average and the difference between like a control group average and then that creates an effect size. And what he found is anything with point uh point4 is his hinge point. So anything greater than

008that has a positive student impact. So we're going to look at some of the different instructional strategies that we weave in at College Park and talk about how it impacts our students. Okay. Hi. So the first um strategy is problem solving teaching. So in this strategy it has a 61 effect size. So pretty high. And in that strategy, teachers um are helping students become independent problem solvers, not just thinking that they have to always go to the teacher for the answer, that the teacher is the only one that can have the correct answer. And it's also helping students understand how to learn versus exactly just what to learn. So students are you know going through tasks through inquiry um based approach and then also balancing feedback collaborating with other um students to reach a solution

009as well. So Sarah and Dan will share how they use that in their classroom. >> Hi. Um a group of us a couple years ago we decided we wanted to do a book study. So we My mo is asking for money for books, but hint keep giving us money. Um, but one of the books that we read was building a thinking classroom because we don't just want students who are just going to be able to just plug in numbers to algorithms. Yes, that's important. We still teach algorithms, but we also want to build kids that are thinkers. And so through this book and a lot of the other books that we've read, um, we found the importance of problem solving and giving children open-ended problems where there's more than one entry point, more than one

010strategy you can use to try to solve the problem. And if you go to the next slide and also the importance of collaboration. Um, so this is just one example of something that we did. If you want to show it was how many different ways are there to make a dollar using only nickels, dimes, and quarters. These are very short videos. Um, if you'd play just the first one real quick. >> I think we might need a >> Oh, okay. Well, I don't know if I have that. >> When I I tested it when we came in and it worked for me. So, I don't know if it's not. >> Is there any way that I can share it with >> just anyone who >> Well, I can just tell you. I'll just tell you

011about it. I'm not >> It's It's only like 15 20 seconds long. I can tell you what it is. All right. So, the students will The gist of it is the kids are standing up at the wall in groups of threes because collaboration is so important. Um and they're finding out different ways of all the different um combinations that you could possibly This is just one example of different ways that you could make this. And it's just amazing watching the kids in the groups because they're all trying different things. Some are drawing pictures, some are making organized graphs. And then the next important part is having them talk about Oh, it's up there now. >> I'm going to go back and $10. >> Yeah, because 10 diamonds and 10. Oh, wait. Yeah, that's >> Oh,

012yeah. >> And then >> you'll notice that there's like a card up there. We don't play poker. That card is actually for picking groups because in the book they talk about the importance of randomized groups on pro for some of the problem solving. So they each would pick a card and get together with that group. So you can see that they're working it out together trying different strategies. Can you talk through your thinking with your partner? What are you thinking? >> 20 * 5= >> Can you record that on here? I'd like to see all your thinking. not giving them the answers, but having them come up with their answers and leading them, but not giving them the answers. If you wanted to play the second video, you can see this group here. Please explain

013to me what you did. >> So, like these are the penny, dimes, nickels, and quarters. >> You can say they made a graph or a chart. >> Like a 100 pennies equals a dollar. So, like below all these, all of them has to equal a dollar. Like five pennies, Three dimes, three nickels, and two quarters equals a dollar. And it's like that. Like 100 pennies equals a dollar. 10 dimes equals a dollar. Four quarters equals a dollar. And like it just it's kind of like that. >> Thank you. Um and please explain to me what you did. >> Oh, you can. Yeah. Um, part of the beauty of it too is just them listening to each other and then we have like some conversations about which one seemed the most efficient, which one took the

014least amount of time, which one what like they just talk and they go around and they look at everybody's and they ask each other questions and it builds a deeper understanding. And if you look at those are our math results um from those are from the forward exam, correct? >> Yep. And so my favorite thing about that is if you notice the light blue the number of kids who went to advanced. So I think this really helps all students to understand but it's a great way of helping to get your students to move from meeting expectation to the advanced group. Yeah, we uh we also read another book last year uh by Joe Bowler um who's a Stanford professor who studies education and one of the uh things that she had found in one of

015her studies was that um all kids reported to her that they appreciated when they got to have a chance to participate in some of the challenging work. So some of the kids who are used to maybe going through like extra support and interventions um when they got a chance to also take on some of the challenge work it like boosted their sense of self-efficacy and in math and then that led to further growth as well. So uh just including everybody and letting them go through that process of productive struggle trying to find their way through it. Um, even if they didn't all find like the correct number of combinations that would add up to a dollar, just the process of them going through it was beneficial. >> Yeah. >> Um, so the next strategy is

016deliberate practice. In this strategy, the goal is mastery. So students um are really focusing on particular skills. They will receive feedback and then it requires a lot of energy and attention and focus and repeated practice and they can also self-monitor then their success using particular criteria criteria um and to see their progress. >> Hi. So, in fourth grade math, we use this program called. It's a website um that students have access to for English language arts and they also have access to it for math. Um so, when I first began teaching in Greenale four years ago, I was like, "Okay, I know we really need to prepare for this forward exam. I wonder what resources we already have that could really help students, all students, succeed on this." Um, so I was looking around in

017because the students really like it's fun. you can turn it into kind of a game with your class. And so I was like, okay, what could we find? And I found that they have a built-in skill plan. So in the built-in skill plan, they have linked various curriculum. So they link it to Amplify CLA, our ELA curriculum. They also link it to Bridges, our current math curriculum. Um, they even link it to the curriculum I'm piloting in a couple weeks, so I'm excited about that. Um, but also, um, they link it to the Common Core Standards and the Wisconsin State Forward exam for all grade levels. So, I went into the fourth grade forward plan and I was able to get practice questions for every single skill that's on the forward test in ELA and

018math. I was like, and I love data. So, I was like, "This is amazing." So, then I sent all of those to all of the fourth grade students and told them to practice. Oh, yep. You can go to the next one. Okay. So, um what we began doing after the first year, we're like, "Hey, I think this really boosted their scores. Let's do this every year." So my teaching partner and I, we send this to the kids in January just to kind of see, okay, where are we in preparation for the forward exam? So this is last year's class for the reading skills in January. So January, we've done no test prep. We're halfway through our curriculum and we see that 20 out of 42 kids um are in the zone where they're likely going

019to pass the forward test without any test prep. So, um, we thought that those results looked pretty good for January, but we obviously know the kids can do better. Through our practice with this every year, we've been able to kind of correlate, um, the cut scores on the LL quiz to if a child is going to pass or not. So, about a 16 or a 17 out of 24 on the reading um, practice quiz shows that they are ready to earn proficiency on the Wisconsin Forward exam. And then we also have cut score. So we've kind of discovered roughly for about what advanced would be um through doing this over the past four years. You go to the next one. Okay. So then over here I also have really good data from LL. So we

020really appreciate um in our classrooms because we're able to then sort quiz results by standard and then by how many kids are proficient. Um, so this is just a screenshot, but if I hover over any skill, I can see what students got that skill right, what students got that skill wrong, and I can even dive into it and see what were their wrong answers and how much time they spent on the quiz, which is all super helpful information. So then what we do is we do a feature on called group jams where if there's a skill where I'm like, okay, so reading drama, we haven't done that yet. We haven't read really a play yet and gone into those details. that's more of like a fun thing that comes towards the end of the year.

021So, we need to teach them that now. So, then what I might do is take that group jam and give it to the whole class and see how they perform. Um, and then the skills that they're not as proficient at yet, I will send it to them in little quizzes. So, this is the same group of students, but it's just my home room and it's in March. So, it's two months later after really deliberate practice, practicing the skills that most students struggle with in tier one whole group and then pulling individual and small groups for skills that most kids already mastered, but those students still need that boost. And we go from having only 20 kids proficient in the whole grade to almost 20 kids proficient in one home room. So, we saw a very

022big increase. And then we could see that on average two weeks before the forward test, they're earning 17 out of 25 points. I saw EXL updated and added one more skill, so I had to throw that in there. So, there's one more skill on this, but um so it looks like, hey, most of the classes ready to go. And then those that maybe aren't ready yet, we now have new data in the next two weeks where we can continue to pull them before they take the test to further support them. And then, um we can also look at okay, what skills are still have um what skills are more than half the class still getting incorrect. So then um we had a list of like eight skills before and then now we've narrowed it down

023to three skills. So those are things we could really hone in on. We realized, oh yeah, we haven't we focused on summarizing a lot at the beginning of the year. We need to brush up on that. Um and then point of view could still use a little work. Um even though it's gone up a little bit. Um an order of events could work. So then we still pull students individually. Students who understand may help a student who doesn't. And then we work during our PLC weekly meetings to really dissect these skills further and decide, okay, what else could we adjust in our tier one instruction to make sure the kids are prepared? So that's we use. >> I don't. >> Okay. >> And yet another book uh a group of us read this one this

024past summer. Uh the writing revolution. It really focused on um building up writing skills like from a sentence level up through paragraphs and then multiparagraph essays. Uh but a lot of the the work also applies to like building reading comprehension. Um the the sentences that you see alongside um were generated by Sarah's class in math the other day. They were talking about um just area and perimeter and then trying to to sort out the differences between them. >> And these are just some of the examples of what they wrote. We've really tried to weave writing into all of our subjects. Um but it in this case it was into math. So I just gave them the beginning area is and then they had to use a we call them and but or so statement. So

025area is the inside of a shape. So you multiply to find it and you could get a lot of information from just a few sentences that you have your kids write to see who has a really good understanding of the math concept and who does not really understand what it is. So you can pull them in small groups and work with them >> and the and button. So um was one of the like one of the strategies that it had um detailed in the book. It is intended to like help the kids understand the difference in like the conjunctions and which would be appropriate in which sentence. But then when you use it in like the context of a subject matter, it also forces them to like dig a little bit into the finer points

026and um like we used it earlier in the year with and buttons. So, um comparing some of the ideas in our forces unit and they could say like magnetic or um you know a magnet exudes a force because and then the same uh sentence starter but and so um and then they can try to figure out how they would complete each of the sentences. We adapted it a little bit to math uh replaced so with and uh just because it seemed more appropriate. Um but in our our geometry unit we're looking at classifying quadrilaterals and for the kids to be able to explain like today we were working on a different one but it's you know this shape is a quadrilateral because uh the shape is a quadrilateral butt and the kids having to use

027the words from the word bank and try to apply them and understand uh like how could I use um acute angles to maybe explain explain why this um you know particular uh quadrilateral is different than a different one. >> And the great thing about the writing revolution book is we got to we had almost every grade represented most teachers this summer. And so the kids are seeing this now. They're going to be seeing it in every year they're going to see and it builds on upon each other. So it's nice that the kids are going to get some of the same language as they move up through the grades. And then we >> Oh, go. >> Okay. So, um, that one, the writing revolution, kind of speaks to summarization. And what we were really trying

028to do, um, is figure out a way to help our students comprehend on a deeper level um, and really start to incorporate a little bit more writing into all content areas. So, uh, summarization, um, is built in through that entire book. And like they said, we spent the summer, um, reading chapters and discussing the chapters from that book. And now we bring that book into PLC's every week, um, both for math and ELA and use it when we're discussing different strategies that we can use with our students. So, that um, has a high effect size of the 79. Did somebody want to talk about the summary sentence? >> Yeah. And this this is just a a way of helping scaffold the students into writing uh summary sentences. Um we've used it quite a bit with

029um small groups when we're reading together, read a passage and then answering the like who and what and when, where. Um, and then once they've been able to compile all the uh details about the passage, then how do we write that into a single sentence that would summarize what we just read? Um, and um, oftentimes the one that really prompts a lot of the thinking is the the did or will do. for them kids to have to try to narrow down like in the whole passage that we read, what was like the main thing that the characters were doing or what was the main topic of like a non-fiction passage. Um, and then once they have that, then they're usually able to to write the summary sentence pretty quickly. Um, but that's the part that

030usually prompts a lot of the thinking. Um, so just to follow up on that, um, this is just, uh, third grade who has a entire spreadsheet of different, um, writing revolution activities that they've made alongside the CKLA curriculum, looking at how that has impacted their student growth from fall to winter. So, you'll notice um we no longer have anybody in the red area below the 15th percentile at all in fifth grade. Um I think one or two students in below the 25th. Um and then everyone else is either um above the 90th percentile or meeting grade level expectations. So, we are currently in a curriculum review and they're going to be starting piloting um a number of different programs really soon. Here's a sample of them. Um we're excited about the pilots and to to

031just see if there's anything better than what we have out there. Um >> um we we're going to open up for any questions that you had. Um, I appreciated seeing the videos and seeing the kids in action and that graph was really interesting. What else have you seen? What else has the feedback been from the kids in terms of their response? Are things clicking in a different way for them? like how has how have you witnessed them experiencing this >> with the math the problem solving they beg for it. Do we get to do more of that? Do we get to do more of that? Kids also love to talk to with each other and so that collaboration and walking around and just asking questions. They love it. They're constantly asking to do more. Um

032and with the writing I haven't had a single complaint. They like they love like I have one win group where I have students who are struggling with writing and um lately we've been I take out like I have funny pictures so I pull out a picture and then they have to write a simple sentence. Okay, let's take this simple sentence and let's make it a little bit more advanced. Let's make it a compound sentence. And they're always asking, do we have to stop? Can we keep doing this? And they enjoy it. So the kids are really seeming to enjoy it. And I know, they love. They love. >> And I'd also say on a like on a side note, um like before we do some of these collaborative activities, we'll talk with the kids about

033like how to effectively work with a group, especially when they're randomized and they're not getting to choose to work with the friends. and like talk about the goal is that the group is able to solve the problem and like strategies for how do we include other people like can you ask them a question instead of like telling them that they have to do something and so um see that especially reminding them right beforehand they're they are practicing pretty good collaborative skills while they're doing those. So, you're seeing these soft skills translate into other classes, into other areas of study, into interpersonal relationships as well. >> We're working on it. >> That's good. You're working on it. >> I would also note like fifth grade just started using some of the stuff from the writing revolution.

034um specifically like the single paragraph outlines and their students have been doing some pretty heavy writing within the CKLA curriculum and having a researchbased outline to use um to support that work has been the teachers have said that students have been like relieved like it has been very helpful and it has made it feel very clear to them. >> Any other questions? >> Um thank you. Uh first of all, I just want to thank all of you for coming here after hours to be with us tonight. That's an extra commitment on your part. So, thank you for that. Um your uh I was looking at the 400 million students that this was based on. I mean, I don't know if people understand, but that's a pretty good um sampling of students. You don't usually hear

035that. Um what I wanted to ask you is I I hear you're doing your book studies in the summer and so forth. So tell maybe a little bit about your professional opportunities that way. Are you guys doing this on your own? Is the district supporting that? Um I'm assuming not everyone's doing it. So how do you bring them up to speed? >> So I feel really lucky to be working at College Park where even in the summer we're thinking what could we do to further help these kids. So um we were meeting at um coffee shops. people came to my house and we were just planning every few weeks in the summer we would read a section of the book and then we would meet together and we would talk about okay what does this

036look like in first grade what does this look like in fourth grade and how are we going to weave that into our curriculum that we currently have and so I think it was a really cool opportunity and even like within our fourth grade team like from Couch Park Canterbury and Highland View we even have shared some of this stuff with them like we're seeing this these results with our kids on this lengthy writing assignment because we've practiced at the sentence level like every morning during our morning meeting for the last like month like instead of just having a community circle where students are sharing like what did you do this weekend? I did this. I did that. And it's like okay let's stretch that out. Let's write down what you did and then turn it

037into a compound sentence. And so being able to take like something we already do and then amplify it better. Um I love it. So >> yeah. And then I just wanted to mention um the district allows um or gives us the opportunity for the math team and um some other individuals to participate in the uh math leaders network. And so that is where I became aware of building thinking classrooms. everyone in that was part of that network was reading that book and then I shared it with some other teachers and um Dan and Sarah and some others were really interested in learning more about it and so then they were reading it too and we've just gotten together to discuss it more um as well as other math books we'll ask Mike hey can we

038get this book um yes so it's been a great you know opportunity to just learn more um and then share ideas with each other and collaborate Anyone else? >> We want to thank you for your time. Um, I wish this is a regular microphone because it needs to be dropped here. We have amazing team here. Um, you can teach a student a lesson for a day, but you can teach him to learn by creating curiosity. He will continue the learning uh process as long as he lives. I think what you heard tonight like and and what you saw demonstrated tonight is passionate people educating children. Like when we try to educate kids in mass, um when we do large group pieces, usually if you really want to do it well, you have to split it

039up and you have to do exactly what you as the board have tasked us with is making sure every student gets what they need. Um I'm I'm very fortunate to work with this team to be the main support person at College Park to support the work they do. Um, and in the question section, you see the the the team we have where people are jumping up to talk on the microphone and tell their work that they do um rather than shying away. So, thank you for your time this evening. We appreciate it. Um, we appreciate your support and have a great night. Thanks, guys. >> Thanks for coming in. Jonathan, thank you for helping with the technology. All right, we will move on to communications. >> Um, I don't want to steal Mattiey's thunder, but

040Educators Rising has a hygiene drive going on right now. Greenell High School Educators Rising is collecting hygiene and toiletry items for people in need in our community. Contributions will be donated to local community organizations and Greenell's own caring closet to help families in need. We are collecting full and travel-sized toiletry items. Uh items can be dropped off at each of the school offices through uh February 9th and a don or a donation can be made via class immunity to support this drive. All funds will be used to purchase hygiene items for those in need. Greenell High School marching band was recognized with a proclamation from the state Wisconsin state legislature for their 20th consecutive marching band championship and their representation in two Macy's Thanksgiving Day parades and two rose parades in the last decade. Wisconsin

041Public Radio recently ran a story on the band reflecting this recognition. Last Friday, Greenell High School inducted three new members into the Hall of Fame. Student athletes Mary Pospahala Reer and Ben Ericson. Um, and friend of Greenell Athletics athletic trainer Chris McKenzie were inducted at an event on Friday, January 23rd, during which temps outside were well below zero, and the love and respect in the room were definitely warm and cozy. The athletic hall of fame is located at the athletic entrance next to the gym and we welcome everyone to visit and learn about our amazing contributors to Greenell athletics. Uh and donations. Greenell High School Robotics received the following donations. $2,626.30 from the Greenell Lions Club, $1,500 from the American Legion Post 416, and $500 from MSOE. And in the interest of um the visitors

042that we have to the board meeting, I recommend that the board reorder the agenda to take item 4.2 and 4.4 immediately following comments or questions from visitors. >> Do you want us to reorder now or can we do it after? >> I think you can reorder now. Uh 4.2 and 4.4 need to move up. >> All right. So, we're looking for a motion to move uh agenda agenda items 4.2, the financial audit review, and 4.4, the middle school schedule update. Um, after citizen comments, >> I will make a motion to approve uh reordering the agenda to move item 4.2, which is the 2024-25 financial audit review, and 4.4, four, which is the middle school schedule update to follow directly after citizen comments. >> Look for a second. >> Second. >> All right, we have a

043motion and a second. Unless anyone has anything to add, we will do a roll call. >> Yes. Yes. >> Yes. >> Um, yes. Motion passes. So, the >> student updates. >> Yep. So, we will move ahead with the agenda going with the student updates. >> All right. Um, so next Tuesday, February 3rd, there's a blood drive run by the student council throughout the school day through uh Versity Blood Center that students can sign up for via the QR code on their social media posts or throughout resources in the school. As robotics continues into their second week of the build season, they are continuing to prototype the robot, develop the competition field structures, and submit for district and state recognized awards for community service and outreach. Greenale TV released another video during ACP today raising awareness

044for extracurricular programs throughout the high school. This week's snowball spirit week themes are as follows. Pajamas today. Tuesday is iced out which is wearing chains. Um Wednesday is buffers versus quarter zips. Thursdays is sweaters and Friday is red and white candy cane. Uh chess, Bible study, and debate club are all back to weekly schedules on Wednesdays, Thursdays, and Mondays respectively. uh cheers getting prepared for their national competition in Florida and will be gone Thursday and Friday this week. >> The band ended its 2025 2026 season last Wednesday with the band banquet giving thanks to volunteers, students, and staff. The banquet included an awards section recognizing students who stood out and showing the season's documentary. Preparing for next year, freshman, sophomores, and juniors had a meeting during their advisory period to discuss next year's classes, which

045included new classes like AP African-American studies. Juniors who are interested in dual enrollment have been invited to WCTC or MATC to discuss the next steps and apply for the 2026 2027 school year. The math practice ACTs were moved to after school on Friday on February 11th and 24th, and the ACT prep course offered through the school was also reintroduced to juniors. An art essay contest was announced to honor black scientists, researchers, and inventors for Black History Month. Submissions for the contest are due February 6 at 2:30 p.m. >> All right. Thank you. All right. So, we'll move ahead with comments and questions from visitors. Uh I believe there's people willing to talk tonight. So, uh I just have a little blurb, couple blurbs to read. Um welcome to all those who are speaking this evening.

046We would like to remind you that the schoolboard meetings are for the purpose of carrying on the business of the district. They are official business meetings that are held in public through school board bylaw 0167.3. The board allows citizens to make comments by scheduling two opportunities of the agenda to receive citizen comments. Persons wishing to address the board are asked to come to the podium. State their name, address uh for the record. Name and address for the record. Comments are limited to one time. Individuals who will be speaking will be limited to three minutes. Citizen comments are limited to a period not to exceed 30 minutes. In accordance with the intent of the open meeting law, please be aware that although the board of education welcomes comments from the public, it cannot discuss or debate

047items 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, warn, or terminate comments when the statement is too lengthy, personally directed, abusive, obscene, or ill irrelevant to the business of the board. If the presiding officer exercises uh his right to terminate comments under the above guidelines, written comments may be submitted to the presiding officer instead. And with that, we will take comments. Good evening. My name is uh Jeff Birmingham, 561 Bramble Courts. My address. Um I want to first um thank the uh school board, the teachers, and the staff. Um I was going through the um school report uh report card and Greenale schools

048uh ranked 9.7% for schools achieve a achievements. Greenale schools um are in the top 12.9% Greenale student schools achieve 90.5% in public schools. Um so thank you for that. Second thing I want to talk about is uh last meeting they talked about the charter school. Um I love uh thinking outside the box and this definitely thinks outside the box. Uh you have a charter school that's going to be part of Greenale School and students can actually register to be learn different ways of learning. I just think it's a really great thing. It's a great thing for students that are want to do a charter school, but they can also use sports, um, band and all that. So, I want to thank you very much for it. I think it's a great idea. Uh, the last

049thing I want to say, I am Jeff Birmingham. I am running for village trustees, just so you know. And, um, I I'm 100% ahead of schools, just so you know. And this paper right here, every house will be getting this. This tells you who I am, what I'm about. So, thank you. >> Anyone else? >> Mary Grogan, 4962 Sutton Lane. Good evening and welcome back um to the board and Superintendent of Midsik from the Wisconsin Association of School Boards Convention. Um, I'd like to uh comment today on agenda item 3.1. I would urge you to vote yes uh for the new public charter school. Um, but I wanted to offer a few caveats uh for the board to think about. Number one, please give the most weight uh to the global charter um board member

050Aaron Lebron Dummer. Uh she is the person on your board with the most sorry this mic is kind of coming in and out with the most alternative education experience, the most boots on the ground and front lines experience. Um also please do some research on public charters and why they fail. uh financial oversight is critical. Making sure that the money is spent the way that it's laid out in the charter, making sure that the charter is followed to a tea, and then of course staffing is really, really important. Um, regarding uh Treasurer Bach's question at the last meeting, uh, whether students should be allowed to drop in and out of the charter school, that's obviously one of the benefits of an alternative educational model. And also keep in mind that students drop in and out

051of regular public education as well um, for moves or, you know, other things that happen in their families. So, good luck um with DPI on your second try. >> All right. Thank you. Anyone else? >> Good evening. My name is Wendy Weber. My address is 7003 Dobson Court. Uh my husband and I have been residents in Greenale for about 24 years. We have two children in the district, a sophomore and a senior, both who attended Greendale schools uh ever since fourth grade. I'm here to respectfully oppose the proposed middle school schedule changes that would reduce elective hours, eliminate the seventh grade music requirement, and remove music lesson pullouts. On the surface, this proposal may seem like a way to protect instructional time and core subjects. But in reality, it risks doing the opposite, taking away

052some of the very programs that help students succeed academically, socially, and emotionally. Electives are not extras, they are essential. For many students, electives are where learning becomes inspiration. Electives provide an opportunity for students to discover talents, build confidence, and feel more connected to school. Music, in particular, teaches discipline, collaboration, critical thinking, creativity, perseverance, and it boosts self-esteem. These skills directly support success in math, reading, and science while also preparing our kids for adult life. Eliminating the seventh grade music requirement sends a message throughout the district and neighboring communities that music is optional or expendable. But middle school is often the last chance for students to discover a lifelong interest in the arts. If we remove that opportunity, many students, especially those without access to private lessons, will never get it back. Removing the seventh grade

053music requirement creates inequity. Music lesson pullouts, when thoughtfully scheduled, ensure that students from all backgrounds can participate. Removing them does not level the playing field. It narrows it. Families with resources will continue music outside of school, and those without resource will lose access to music entirely. Lost access removes the opportunity to develop those previously mentioned skills, those that shape successful students into productive adults. Research consistently shows that students involved in music and electives have higher attendance, stronger academic outcomes, and greater engagement with school. When students feel connected, they learn better. When school becomes only about test preparation and grades, we risk student disengagement, burnout, and loss potential. Greendale School District values educating the whole child, encouraging participation in multiple electives and extracurriculars. The pro proposed changes move us away from that mission. I understand the

054pressure schools face to meet academic benchmarks. However, reducing electives is not the answer. We should be questioning how to integrate the arts with core learning more effectively, not how to eliminate it. Music and electives are not obstacles to learning. They are the pathways to learning. I urge you to re-evaluate this proposal and work with educators, families, and students to find solutions that strengthen rather than diminish our school community. Thank you. >> Thank you. Hello, I'm Valerie Brockman. I live at 55000 Lake View Drive. I'm currently a senior at Graindo High School and I recently learned of the proposed changes to the middle school curriculum. And I would also like to express my concern regarding these changes. We always hear about the importance of the core classes like math, science, social studies, and English. And for

055a good reason. They provide a foundation of knowledge that is essential for understanding the world around us. But I would like to bring our attention to something just as significant and that's the electives. A successful education uh comes from many things. Not only do you need these core classes, but you also benefit from the lessons and experiences you get from core classes. I'm not sure when the next time the quadratic formula will be useful to me. But I do know I use the knowledge that I've learned from classes like choir and band every day. A mistake is proof that you are trying or practice makes progress, not perfection. A well-rounded education isn't just about excelling in core subjects. It's about exploring a variety of interests and developing a diverse set of skills. Electives offer the

056chance to do just that. Whether it's art, music, teched, or language, elective classes have helped students like me discover passions and talents we have we would have never known that we had. I joined band in fifth grade. I've worked my way through all stages of performing from playing in elementary school band concerts to conducting and leading a band of 200 to their 20th consecutive state championship win. Throughout those seven years, I have learned perseverance. I've learned how to help others and I've learned leadership skills that would that will help me into adulthood. Without that opportunity of m without that opportunity of music when I was younger, I would have not had those experiences and therefore wouldn't have those skills now. Electives encourage creativity, critical thinking, and problem solving skills in a different style than the

057core classes. They complement each other, and one isn't effective without the other. Plus, electives make learning fun and engaging with can which can boost performance in core subjects as well. Kids, specifically middle schoolers, don't have the attention span to pay attention in a math class for 90 minutes. So, please let's recognize electives as a fundamental part of a complete education. They're not just extra. They really are essential for our growth and success. Thank you. >> Okay. Hello, my name is Liliana Elen and I live on 7211 Edge Hill Road. Um, I want to start off by saying that I do have a fear of speaking in front of people. This topic is just really important to me. So, I wanted to, you know, just get out there and do it. Um, I just could not

058miss Oh, wait. Sorry. If you don't know what my story, I struggled with severe mental health problems my whole life with being in and out of inpatient and outpatient facilities. This meaning I battled self harm, depression, anxiety, and more. I've never felt like I belonged in any activity, school, or friend group until I found the Greenale band. I quickly fel felt accepted and started in fifth grade knowing I was surrounded by people who would one day become my best friends and some of the some some of my best memories came from the middle school and the learning how to play. If it weren't for the middle school band I would not be here speaking about how it saved my life being that you need the experience playing and learning trial and error to be a

059part of the successful program. Band was one of my main reasons I fought to recover with my mental health struggles being that it gave me a purpose and just simply another reason to wake up every single day. I wouldn't be here today if it weren't for the extra push of band in my life. I found purpose in band and I know others will and do as well. With confidence, I can say that because of band and the community of band kids, I have made a full recovery. I am hitting two years sober on February 6th this coming month. I'm truly happy and I'm most importantly still standing here today to speak to you guys. Without a doubt, I know having sixth, seventh, and eighth graders being able to play an instrument can help them find

060their reason and purpose as well, being that this age often struggles just as much as I and many others have. Thank you. >> Thank you. All right. Good evening. I'm Dan Luther, 8815 Green Hill Lane. Um, I'm here tonight as well to kind of oppose the changes that have been, uh, put out there. I'm going to start off by reading a letter from a previous student who couldn't make it tonight, so he wanted to submit his words. So, uh, introduction. I am here tonight to speak on behalf of Nick Galucha, a Greenell High School alumnist and University of South Carolina student. Here are some words he wanted to share. These are now his words. For two years, I had the mission to sit on this board to provide a voice to the for the best

061interests of the students of Greenell School District. Tonight, I reach out as a concerned resident, hoping to continue that mission, albeit from a little bit further away. Life often presents us with some difficult choices to make. Leading a school presents more difficult choices than someone could ever ask. However, in the matter of this proposed middle school schedule change, enacting it as proposed would make a grave mistake, one that contradicts what makes Greenale the community as it is known as. I want you to ask yourself, do you think Greenale School District is known for being that school in Milwaukee County that scored 80.3 on the DPI district report card in 2024? Or are we known for being the school that wins national championships and represents the entire state of Wisconsin at the most prestigious musical performance

062opportunities in the nation? I don't need to answer that question for you. You know which one it is. U cutting Greenell's music and arts opportunities to try and help its students would be like the star quarterback wearing a blindfold to try to win the football game. It just does not make sense. I could provide hundreds of news pages and research papers that support the immense benefits of arts education in the classroom. It is a primary time in development in which students are learning learning to work in groups to develop their creative thinking and to build a sense of community. These are things better found in arts classrooms than anywhere else. This is especially important within middle school and elementary school contexts where students may need a little push to be a part of it. During

063my time at Greenill Middle School, I was able to participate in band, choir, and orchestra while also having opportunities to explore other electives. This led to experiences I would never have been able to imagine while at Greenell High School. It saddens me to imagine future students not having these same opportunities. I attribute much of my success so far in life to what I've learned in those artistic opportunities. I may not remember how to find the derivative of a logarithmic function or how to write a haik coup, but I certainly remember what it means to be part of something larger than myself and how to lead others towards success. Numbers are important, but if we ever start caring about them more than the opportunities we hope to provide to the students in our community, we lose

064sight of what really matters. To the school board, I urge you to push back against any changes to our arts program. And to Mr. Curry, I urge you to find alternatives to this current proposal. Cutting back the arts is never the answer. It is never worth it. This decision will be remembered not for what it saved, but for what it cost our students. Thank you. >> Thank you. >> Good evening. Good evening. My name is Brett Meyer, residing at 5313 Me Road. I'm also here to discuss the proposed middle school schedule changes. First, let me start by saying I believe Greenell's Middle School's uh mission to achieve a five-star rating is deserved, but it is a byproduct of instructional excellence, not an administrative shell game. Let me be clear, my concerns are not a reflection

065of our staff. We have incredible teachers. My concern is with leadership approach that favors spreadsheet management over instructional leadership. Proposing to cut encores and add core minutes is a brute force solution. It's an admission that leadership may be running out of ideas and innovations for how to support staff quality. So they are instead are in demanding more quantity from 11 to 14year-old children. The important question to consider is that the appropriate place to put that burden. Mr. Curry's report suggests that our current schedule is obsolete because it date back dates back to 2002. That's a model that built our reputation. Our Encore teachers are not extra. They are essential and often veteran staff. For many students, art, music, and teched are the only reasons those students feel successful at school. When leadership treats these subjects

066as disposable, it sends a toxic message to the staff. It tells our encore teachers their secondary. It tells the core teachers we don't trust them to be effective without massive increases in time. The move doesn't support our staff. It exhausts them. It trades student engagement for a data point and a recipe for teacher burnout, which we know is exacerbated in the industry. It also contributes to student absenteeism, remembering that absenteeism is a core component of a report card. We have to look at the bigger picture. Greenale is facing declining enrollment. In a competitive environment, families choose Greenale because of our whole child education. If we strip away the electives that make our middle school experience unique, we lose our competitive advantage. If families wanted test prep factories, there are plenty of districts in this area

067that offer that. By narrowing our program, we are effectively telling prospective families that we are no longer a whole child district. We cannot afford the damage of the Greenale brand when our enrollment numbers are already at risk. The report further mentions that a small group developed this. It's concerning that the plan was well the plan was shared with all staff feedback's being funneled into individual meetings rather than transparent collaborative processes. I asked the board to reject the brute force schedule and in instead challenge our leadership to focus on instructional efficiencies. Don't trade our children's education for a resume building data point. I say this not just as a parent, but a graduate of a five-star school district. I've heard districts like Slinger and Cedarberg used as points of comparison. I myself am a product of

068the Slinger School District. I know what that five-star environment looks like. Yeah, it's got its merits, but I chose to move my family to Greenale because this district offers balance that Slinger does not. Let's not sacrifice who we are to become a second rate version of another district. Let's be the best version of Greenale. We're here for kids. Let's behave that way. Thank you. >> Thank you. >> Good evening everyone. My name is Violet Kryenorf. Um I live at 4850 Square Drive. I am currently an eighth grade student at GMS and a proud A student. I participate in many of the arts programs including advanced art, band, orchestra, chamber orchestra, string squad, and theater. Through all of these art programs, I have found a community of friends and people who support me through the highs

069and lows of life. The arts are one of the best parts of my day and provide a safe space for me to express my creativity. Please don't take away the arts from from me or future students to GMS. Thank you. >> Good evening. My name is Carrie Brockman, 5500 Lake View Drive. I've heard about the proposed changes to the middle school schedule, and I would like to ask that you oppose these changes because they will negatively affect elective classes. Two of my children have been a part of Greenale's music programs, so this is what I'm most familiar with, and these programs have been extremely beneficial to my kids. Greenale is known as being a huge supporter of music in the arts, and I believe taking away the seventh grade music requirement would be a detriment

070to the program. Making this change will make it way too easy for kids to drop out of music once they hit seventh grade. And often kids need exposure to electives uh something like two years in a row to give a better sense of their interest. Middle school is difficult enough for kids. Electives are where kids can express themselves, gain confidence, learn many life lessons, and often where they make close and long lasting friendship friendships. While core classes are obviously important, kids don't need more time in those. Statistics show the average adult adult attention span is only 15 minutes. So having these young students in math or English class for 90 minutes won't be productive. Electives and music lessons provide a necessary break from the monotony of the day for creative expression. I've had many people

071from surrounding cities ask ask me about our Greenale music program over the years saying how is it possible for such a small community and schools to have such a strong music program. They are in awe and wonder at the success of our kids, the music teachers, and the program as a whole. This success doesn't just start at ninth grade and high school. This comes from a foundation that's been laid in elementary school and middle school with music lessons uh during the school day while focusing on the importance of these things and then success is built from there. Thank you for listening. >> Thank you. My name is Amy Meyer. I live at 5313 Me Road. Good evening, members of the board and superintendent. I'm here to speak in strong opposition to the proposed reduction of

072middle school encore classes in exchange for additional instructional minutes in our core subjects. Greenale Schools states that it strives to foster social and emotional skills, cultural competencies, and academic skills in all students while building welcoming inclusive communities. Our message is clear. All MI all students belong and are empowered to learn, grow, and engage as part of a global community. Our vision is equally clear, cultivating excellence in every student. This proposal does not align with these commitments. Encore classes are where many of these missiondriven goals come to life. They foster creativity, collaboration, cultural awareness, and emotional well-being. For many students, Encore classes are the reason they feel they belong at school at all. This is not an argument against core academics. It is a concern about the assumption that more minutes automatically lead to better instructional

073outcomes. Research and experience show that engagement matters more than seat time. Removing meaningful learning experiences does not cultivate excellence. It risks diminishing it. I understand that leadership has shared the purpose of this change is to raise standardized test scores by cultivating excellent but cultivating excellence cannot mean nar narrowing opportunity when success is defined primarily by def performance in a limited set of tested subjects we exclude students whose strength emerge through the arts languages hands-on learning and creative problem solving those pathways are are not distractions from achievement they are often the foundation of it school students need balance length ing core classes while eliminate eliminating options, increases stress and fatigue for both students and teachers. That stress can lead to disengagement, classroom disruptions, and potentially more absentism outcomes that worked or directly against our academic success.

074This changes also reinforces a damaging cultural message that Encore educators are somehow secondclass teachers. They are not, we are not, I am not, as one myself. We are certified professionals delivering rigorous instruction and developing skills that support learning across all subjects areas. Reducing encore classes undermines both their expertise and their role in building inclusive school communities. I urge the board to oppose this proposal and protect a middle school experience that truly reflects Greenell's values. Thank you for your time. >> Thank you. Good evening. My name is Jennifer Golden, 5833 Ramona Drive, and I'm the parent of a graduating senior in the Greenale School District. Thank you for the opportunity to speak tonight. I'm here to speak about the proposed middle school schedule changes. I'm focusing on music because that is my child's experience, but my

075concerns are about the structure of the schedule itself. We just returned from participating in the Roseb Parade with the Greenale High School marching band. Our band has been invited to perform in the Macy's Thanksgiving Parade twice and the Rose Parade twice, an honor that places our program among a very small number of high school bands nationally. That success did not happen by accident. It reflects decades of intentional access and continuity that begin long before high school. Under the proposed schedule, music is no longer a standalone experience in 7th grade. Instead, it is placed in direct competition with world language, art, and technical education. This is not simply a music issue. It is a scheduled design issue. We are asking 11 and 12 year olds to make narrow choices among disciplines that develop very different skills

076at exactly the age when broad expo exposure matters most. When music is automatic, access is equitable. When it becomes optional, participation drops not because students don't benefit, but because they don't know yet what they need. I'm also concerned about how instructional time is being reallocated. The proposal adds over 30 minutes per day to core instruction, creating very long blocks, particularly in math and English. More time does not automatically mean better learning. For early adolescence, longer blocks often lead to disengagement and fatigue, especially when that time comes at the expense of creativity and collaboration. There are also equity implications. When electives are limited and choice becomes competitive, students with confidence and advocacy benefit most while others quietly lose access. Greenale has built something extraordinary by valuing the whole child. We cannot celebrate our music program on

077a national stage while adopting a middle school schedule that narrows access and forces zero someum choices. I respectfully ask the board to pause approval of this schedule and explore alternatives that preserve music as a standalone experience while supporting balanced age appropriate instructional time. Thank you for your consideration. >> Thank you. Um, I do want to just point out that we did start at 7:35. So, uh, there will be one more, uh, option for comments, but if there's anyone else that wants to fit one in right now, we could do one more because it's 804. Um, my name is Jennifer Bassler and I live at 5304 Lakeside Drive. Um, I've had four children involved in Greenale schools and in music K through 12 and I'm very concerned about how the proposed changes would affect negatively um,

078Greenale's flourishing music program and therefore negatively affect our students. We know from research that involvement in music has a huge positive impact on people academically, emotionally, relationally, and beyond. Um, cutting back on our music program would rob many students of an important factor in their educational um and in their in their education and development. Um, just as an example of how impactful music can be, one of my children struggled with um depression, anxiety, and had suicidal thoughts in high school. And I truly believe that being in the band is one reason she's alive today. It gave her a reason to get out of bed in the morning and go to school. Um she had a community there. She could um express her emotions through the music and um it was a very important factor in

079her life. Another one of my children is um about to pursue professional musical theater um and she attributes that to her involvement in the music programs here as well. Um developing her skills. So, we're very grateful for the program and uh if we did see these changes, I believe that many fewer students would be involved in music at the middle school level and that would impact students being less likely to be involved at the high school level. And if they're not involved in high school, that can impact their involvement throughout their life. And um I don't want to see that happen to people because music is so important as are the other electives, but I'm just focusing on the music. Thank you for your time. >> Thank you. So again that'll be the last um

080comment for this session. Uh after the presentation and at the end of the meeting there'll be one more um option for comments or questions from visitors and then uh anybody that wants to talk regarding this can speak at the end of the meeting. And with that we will move ahead to umformational item uh 4.2 to the 2024 2025 financial audit review. >> Yeah. So, um this evening we have Brad Porter from Letterbach and Aean who is the district's um financial audit manager and he's here to talk about the 2425 financial audit. Um Brad's joining us virtually this evening. Um just wanted to set the the um uh uh agenda item the board's asked like the intention of having this conversation each year. Um this is really important in terms of the board understanding that we're

081in financial compliance with all of those expectations. Um but Brad represents the independent audit team for the board. So, this is an opportunity where the board can talk directly um to our our district auditor and and certainly outside of the conversation tonight, if there's follow-up questions, we can do that. But, it's important that you have this touch point during the year. So, this is your opportunity to ask questions that you may have about the financials that were presented um or about anything else um that would be within the scope of his work. Um, with that, I'll let um Brad go through some of the highlights and then we can both answer questions that the board may have. >> Excellent. Thank you, Jonathan. Can everybody hear me? Okay, >> good to hear. I really appreciate the

082opportunity to remote into the meeting tonight. Hard to believe another year down. Uh, before I begin my coverage of the audit documents, I wanted to give an extra special thank you to Jonathan and his team for an excellent audit cycle once again for fiscal year 2025. Um, our team has a high degree of confidence that the vast majority of what we needed to complete our audit will be uploaded well in advance of uh, fieldwork and we're very grateful for that. Um, it's very apparent through our audit procedures that the district has the appropriate controls in place to safeguard district funds as well. Um, an audit relationship is really just like any partnership. Uh, each year you learn a lot about the other party. Um, I'm very ha uh very happy to announce that u moving

083forward we are feeling positive about the momentum and synergy that we're building with this awesome team. So um we're very hopeful to continue that partnership into the future. With all of that said there are three pieces of required communication that we issue at the conclusion of each audit process. And I think this will be a great opportunity for me to share my screen. So bear with me. All right. Can everybody see our ladder name and letter head there? >> Yes. >> Very good. I'll zoom in just a little bit for everybody. Um the first piece of required communication that we issue at the conclusion of each audit process is what we call our SAS 114 letter. Uh in accordance with statement on auditing standard number 114, we are required to communicate whether or not we

084had any disagreements or difficulties that we had encountered during our audit process. And I'm very happy to report as highlighted on the screen here, we encountered no such difficulties uh and no such disagreements that are mentioned in the body of this letter. Moving into our annual financial report, um there's 111 pages to this PDF. I promise not to go page by page tonight in the essence of time, but u my goal is to break things down into a more userfriendly format and I will cover some of the more important pages or what we deem more important pages of this document. Uh beginning with page one. Page one is what we call our independent auditor's report. Um our responsibility as your audit firm is to ensure that we're generating an opinion on the financial statements that

085are provided to us. I am happy to report for the fiscal year ended June 30th, 2025, we have issued the district what is known as an unmodified opinion, which is the cleanest form of opinion that any entity in the government space can receive. uh ultimately stating that we as your auditors believe the financial statements to be fairly presented in all material aspects. Um we do a number of walkthroughs of the key internal control environment such as receing, dispersements, payroll, student activities, etc. Um and as outlined in our management letter, we had no internal control related findings which is again a testament to um the sound internal controls in place, the segregation of duties that are in place over your financial reporting function. So, congratulations to the district again uh on a clean opinion for fiscal

086year 2025. I wanted to jump ahead uh briefly to discuss our income statement for our general fund which can be found on page 11. Um so for fiscal year 2025, our general fund had an increase in fund balance of $281,185, ending the year with about $5.77 million in accumulated fund balance. That increase was largely attributable to both favorable revenue and expenditure budgetary variances for fiscal year 2025. So I want to commend the district's finance staff on their adherence to budget for fiscal year 2025. Now moving on to the management letter. Um the primary purpose of our management letter is going to be to communicate any best practices that we see in the industry. We audit a lot of school districts. Uh we see a lot of different um policies, practices, etc. And um we have

087outlined five total recommendations in the body of this letter. I will briefly discuss the current recommendations that had come about from our fiscal year 2025 process. I use the term recommendation a little bit uh lightly because the first of which is what we call um it security awareness and monitoring of emerging risks. Um, unfortunately in our role as auditors, we have seen numerous clients of ours that have fall victim to cyber related crime. So, for no other reason than to simply bring additional transparency to all of our clients, we have elected to add a management letter recommendation. Um, just ensuring that the boards are made aware of this emerging risk. Um, again, we have had clients of ours personally fallen victim to these uh these crimes. A lot of the fraudsters are getting very creative

088in this day and age. So, um it's very important that we're bringing awareness and and constantly prioritizing uh cyber related security. Um I do want to emphasize that um as I mentioned this recommendation verbiage is a little bit uh light. Um the district has all the right uh policies and practices in place uh from an IT standpoint. So um again just want to make sure that we're constantly evaluating the importance of this. The second current recommendation that we had was with regards to uh developing an outstanding check writeoff policy. Um which it appears that uh your team has already taken all of the steps uh necessary necessary to implement that policy. Um, I know Jonathan had put together a great memo outlining our fiscal year 2025 audit process and he had indicated in that memo

089um that the district has already uh implemented outstanding check policy effective in November 2025 and they have taken all the right steps to identify those old stale checks and uh ultimately remit them to the state department of revenue. And I think again that is just a testament to how proactive this team is and making sure that we're um implementing those those recommendations that come about. Um the prior recommendations we had for collateralization of deposits. It's important to note that the uh federal department of insurance uh only collateralizes up to uh $250,000 per institution. Um, and I know that Jonathan is working directly with your banks to ensure appropriate uh collateralization is in place uh for uh institutions in which you have more than $250,000 held at. We also had a recommendation for funds over budget.

090You can see in 2024 we had a number of funds outlined here that um exceeded their their budget. Uh in 2025 substantially less. So, um there's a management response there basically outlining that um management will continue to review budget to actuals um and that the committee is uh now obtaining those financials monthly. So, with that um that concludes my coverage of the audit related documents and I would be happy to answer any questions, comments or concerns. >> Any questions? Kathy, >> uh thank you for this report and yes, you're right. It is long, but it's important. Um, I want to thank you for being back with us this year. Uh, one of the areas we've been focusing on over the past couple years was, uh, just due to operational issues, our fund balance. And so

091my question for you is uh do you or Jonathan have um like any notion as to what the primary drivers were and is that going to be an increase that will be recurring each year or is it something that could be fluctuating? >> Yeah, certainly I appreciate the question. Um I will point you in the direction of your budgetary schedules. Um so your general fund budget begins on page 80 and there is a line item breakdown of how certain revenues and expenditures performed in relation to budget. So um if you're curious kind of you know how a certain function or department performed, I would definitely advise you uh check out pages 80 and 81 with regards to the general fund. There's also budgetary schedules disclosed throughout the back schedules the report for your other operating

092funds as well. Um, Jonathan, not sure if you want to chime in on, you know, district specifics with regards to any prospective fund balance variances moving forward. >> So, the board has a $400,000 budgeted surplus for the 2526 school year. And right now, we're tracking alongside that budget. So, we would anticipate adding a small amount. again trying to hit that the board's um target this year of adding 1% to fund balance. So at this point we would project ending the year at about a 16% reserve and that board policy is at 15% for that minimum fund balance target. >> Thank you. >> Any other questions? >> No. Right. >> Did have a comment. I um I didn't want to be the only one speaking, but Jonathan, it is a credit to you and your team.

093I know there's a whole team of you that works on this. I just want to thank you. Um you work so well with the citizen finance committee, which we have two board members that are on that with you as well. Uh but you you always seem to be able to put us in good light in terms of our finances, and I know that's a team effort, including with the administration. So, I just want to thank you for that. >> Yep. I appreciate that you highlighted that it's a team effort. I'm really grateful of the team that we have here in Greenale. Um so if there aren't any other questions that the board has, the only other item that's in there um for board feedback is in regards to extending that partnership um with Louderbox. So

094there's a proposal um that I did um some negotiation with with the team there. there's a 3% annual increase that's built into that, but just looking for feedback um from the board in terms of um comfortability with the the extension of the contract moving forward. I would say from the business office end the partnership's been very smooth. I know there was some feedback from the board when uh we had made the switch a couple years ago about um the time it would take and the the team um Brad and his team uh helped us make that as smooth as possible and um right now we feel like it's a good partnership um where we try to work through it very efficiently. they're definitely they dig in um where it's needed uh in terms of looking

095at um transactions and he talked about understanding some of our procedures um but he also helps support our team that it goes as um efficiently as possible. So we feel good about it. If the board's comfortable with giving um feedback this evening um that's great. if the board would want to wait till another time, um we just have that in Q because we're at the end of the original um three-year um agreement and I know that that Brad and his team is very open to to continuing on going forward. >> Um I'm just of the I'd put in the opinion that I'm for continuing this. Um I appreciate their thoroughess, but also some of the proactive work. I think just mentioning the you know the IT aspect that you know it's not just that we

096are prepared but also that we are aware that this is a recurring thing and just kind of giving us that reminder that sometimes we may be that we're not complacent but also being thorough and saying hey this is something to be addressed and just keep an eye on you're doing great but you know keep being aware so appreciate it. Do we uh one question I have because I do not sit on the finance committee. Do we have opportunity for Brad to also I'm sure the report is shared with that committee. Um does Brad also have an opportunity to answer questions from our residents who serve on that committee? >> Yeah. So, um that's a good question. Um so, uh we'll work through that um with the citizen finance team. Um, yeah, we certainly can can

097um figure out the most efficient way to navigate that. We may collect up some questions and see where that team's at, like the depth that they'd want to get into, and then we could um navigate a time. So, yeah, thanks for bringing that up. >> I'm in alignment with Brian um about continuing the relationship and I think we should have a larger discussion about it, but in the interest of time and the large group of people here, we can table that till the next meeting. Sure. and then uh come back to that conversation later. >> Sure. >> I second that. >> All right. Thanks, Brad. >> Take care. >> All right. So, moving on. Uh item 4.4, uh information on the middle school schedule update. >> Welcome, Mr. Curry who's been working with the staff

098um on the middle school schedule and he will share the proposal. This one's not going to stay up there. All right. Good evening everyone. I'm Ray Curry, proud principal of Greenale Middle School, here to talk about um as Jeff had mentioned, thinking out of the box a little bit and what we're doing with our schedule here at the middle school. Um we have been um in conversations over the last few years about what this may look like um with some priorities that we'll talk about in here as well. Okay. As always, our mission is all students belong and empowered to learn, grow, and engage as part of a global community. Uh we will be talking quite a bit about all students here and um how they fit into our system. We are looking to cultivate

099excellence e excellence in every student as well and cultivating and growing in all areas of our building. We focus quite a bit in the middle school about district priority one. um provide every student access to challenging, balanced and equitable education that sparks curiosity engagement and we do we are judged by increasing the percentage of students achieving proficiency in ELA and math and and standardized assessments as a learning institution. Um we are judged in that regard and so it's a it is a heavy focus for us. Some of the data we looked at um leading into this is uh our growth and achievement data based off of Wisconsin forward. So in the red there is our achievement data on the day of the test, how the kids did and then in blue our growth scores over

100the last handful of years. So our current structure in terms of growth from one year to the next. Um there's some struggles there that we need to take a hard look at as a learning community on the math side as well. So from in red you see achievement scores uh which continue to go up in our model and our uh growth scores in blue have been stagnant um in terms of yearto-year growth. Here is our current schedule for those of you that haven't seen it all in one piece. Um it is uh quite massive and um there's distinctly six different sections there. So there's a Monday through Thursday schedule and there is a Friday schedule. Um and we'll talk about how we are able to um uh shrink this and make it a little more

101manageable. Uh throughout the day there are 42 bells that ring on any given day in that schedule as well. Uh there is a lot of movement, a lot of transition, a lot of things happening in there. and we've run into quite a few constraints um with that schedule through the years and um we hopefully found a a path to to have a conversation to get past some of those. So the process, we reviewed the top 20 middle schools in the state of Wisconsin according to Wisconsin state report card again on how we're judged and we looked at um uh schools that uh fit a 68 model um and had a similar size to us. So that when we looked at functionality throughout a building uh we were looking for schools that are about the same

102size. We did have discussions with these schools and had one school visit that we went on as well. Uh we had community and staff conversations. Um I do have a parent advisory group um that I speak to as well. In terms of community um and staff conversations I've had um uh I offered uh four opportunities for staff to meet with me in groups and then I had a one-on-one open schedule that over 40 people came to to talk about and provide their input and discussions along the way. Um it does match our priorities. Um and and we didn't land on any one model. We're not copying another school by any means. We took what we felt were um good components of what they were doing and see how it fit into our model. Okay. So

103middle school's priorities number one, we we need supports. So those 11 to 14year-old students need that consistent support which we have implemented um this year consistently in our schedule in our morning meeting time. Um we are looking to improve academic and tiered support time for students. So a common flex time similar to what happens at the elementary school with their win time and what happens at the high school with their flex time. Uh we don't have that consistent model um that resource time is used for too many different things and we need a consistent model that we can have uh that common time for. Uh we also wanted to make sure we have tiered support time for tier 2 and enrichment opportunities. So, we have squeezed in some tier 2 on a very small level,

104but um I I have some teachers here with me that you can maybe ask later, but that enrichment piece where we're taking students who are getting it and need to take that next step up, we don't have great opportunities built in our schedule for that currently. Uh less transitions again, trying to get kids out of the hallways and stop the movement as much as we can. Uh we do want to support our music program. I I actually agree with what they're saying. I think our students do need our electives. They do need our music program and in this model, they still have those six through eight options that they'll be able to uh still do and compete and do all the great things. So, um I'm excited about our music program. Um and I want

105to ensure that that our students feel that support as well. and our um families who are uh working through lessons through tier one instruction. That's where that conversation kind of happens is when do our lessons happen and how can we ensure that tier one is um is sacred as well as when those music lessons are happening, the students have priority to do those, but they need to be opposite of each other to be successful. Uh we're looking for a unified bell schedule as well. Um as close to one bell as possible. we couldn't get to one bell. You'd have to uh almost run it like a high school where all grades intermix with each other to do so. And then we also wanted to make sure we didn't have a Friday schedule involved as well.

106And we were able to accomplish that. Okay. So, here is the broad view of what the proposed schedule looks like and then we're going to talk about each part individually and kind of break it down. So, the first part there is morning meeting. This is that SEAL support. So, 20 minutes to start the day. We currently do this. Now it is going great in our building. Um our students are engaged. Our um our teachers are finding more uh information about our students. We're growing community. Those things that are happen um and it's carry over our current schedule. Um in our new model, our homebased teacher will be the one who runs this and homebased meaning they run morning meeting and the first period with the kids. Again, similar to what happens in our current schedule.

107So that happens there every as you can see across the board from 7:45 or 754 excuse me to 8:14 consistently and then we run into our first um core block at that point and here's what the core classes would look like on their own. Uh what we're looking to do is as we want to improve our growth scores especially from fifth to sixth grade growth um we wanted to make sure that we are academically focused uh for their first three three periods of the day in sixth grade. Okay. Seventh grade has a little bit of a split in there with their encore classes in the middle and then we want to build some academic stamina for our eighth graders to go from eighth grade to high school because you know they'll take some tough classes

108in sixth and seventh period in high school. We've got to make sure that we're preparing them for that as well. Okay. So, our core classes um aren't 90 minutes. They are uh they would be 83 for math and ELA with social studies and science. In this proposal, socializing science would be considered skinnies where they would fit into that 83 minute block there. Okay. Um so, speaking of socializing science, there'd be 40-minute classes with a three-minute transition. There'll be no bell in between there. So structurally we would have science and social studies classes next to each other. Those teachers would be able to work together and communicate that hey I have a lab I need to get done um in the next week on Tuesday and possibly into Wednesday and they can work on that time

109to extend time as needed. So there's not a consistent bell that would cut them off at that point. Um we felt like so some of the models that we looked at um social studies and science was not an everyday thing. Some schools did it by semester. Um, others did it by quarter. We feel like it's important for to to students to use that brain power on a consistent basis in social studies and science every day. Um, so that's why that model is in there um in this current proposal for 40-minute skinnies. And then on the other side is the ELA math and 83 minutes. And again, I agree with the group here that a student going into an 83minut class alone is way too much. So in our proposal, what we have is a 60inute

110tier 1 opportunity for students and then a 23minut tiered support opportunity. And this is the piece that we're missing at the middle school academically. We can put tier 2 into a resource a couple times a week when students don't have music or they don't have something else going on and it's very tightly squeezed in there. And um from a tiered standpoint, we look at, you know, a 100 students within a a a level and then we take a very small percentage of that. What this does, it gives us tier support in each class. So now you're taking 25 students and you're looking at tiered support for students who need it in that class. So even students who are in algebra who might be struggling with certain concepts concepts would have tiered support during that time.

111And the way that you see it here is ELA starting with tiered support and um math ending with tiered support. And that is in place for there it is. staggered a post for multilingual and special education teachers to be able to push in during that time like from a again a tiered support in terms of how do we get our multilingual teachers involved in those classes and our special education teachers to be able to get those push-in minutes happening in classroom. Um this is a model that can make this work for us. So that's how again how it looks in terms of um the big piece. Now on to encore. Okay. So, sixth grade would end their day in encore. Seventh grade would be split by lunch and eighth grade would be a little earlier

112in the day. Okay, here are the state requirements. So, state requirements for sixth grade, PE, music, art, and health. We are also providing access to language, infoch, teched, reading intervention, and math intervention for some students who need that support. Okay, so those things, that's what the sixth grade requirements look like. in seventh grade, state requirements, PE, and then you see health on there. Health is a 7 through 12 requirement where they have pieces that they have to get in along the way. So, and this is where we we're not cutting things. I'm I'm hearing a consistent theme of us cutting things. Not the case. We actually legally have to provide music, art, and language to all students in seventh and eighth grade. That is a state requirement. So, that's what we're doing. Um, we're also

113continue to provide access in info techch, teched, reading intervention, math intervention in seventh and in eighth grade. So, both of those things apply to them. Students have those options to be a part of those classes through those times. Again, this is what it looks like as a whole. And then that bumps into our flex time. So, 105 to 144 is our flex. It's a common flex time similar to high school flex and the elementary win time. So it's a 39minute block. So that'll give us an opportunity to teach as teach a mastery as part of our instructional vision of the district. We are looking to teach a mastery in a 53minute block. That gets difficult. We we go from 153 to another 53 to another. Teaching the mastery and making sure that kids understand standards

114on what we're judged on. Uh we need time and space to be able to do that. Uh Wednesday of this will be our character strong ACP day. So, Monday, Tuesday, Thursday, Friday will be support days for students or if they're in other areas like music lessons or an art area or um in some kind of fitness club, something along those lines. We have opportunities for that. But by putting Wednesday as character strong in ACP, this eliminates our Friday schedule. Monthly school assemblies actually happen. Uh you are all invited at any point to come see a middle school assembly. Uh we have a great time during those and uh we talk a lot about our values as a school and as a community. Um and we currently do them from 8:10 to 8:40 and they and

115they last at 30 minutes. We can fit those now into our flex schedule time without changing our schedule. We have extension opportunities built in there and then student supports uh including tier 2 SDI minutes and then supports for extensions in areas outside of core classes. be surprised on how many kids during resource say, "Can I go see the Spanish teacher?" No, Spanish teacher has a class right now. Like you can't get in there during that time. So, we don't have that common time to be able to get those supports. And this common time allows us to do that. From a functionality standpoint, uh we already use Securely Flex similar to what the high school does. So, we are prepared to do this by all means. So then that fits into that 105 to 144 before

116the final block of the day there. So looking at what a typical sixth grader schedule would look like. Um student A here again that student A at the top there is all requirements. So all those things would happen. PE art music language first semester PE health music language in the second semester um in in following those state requirements. If there's a student who needs an intervention at this point, we would drop the language. Music is still um a top priority in this model. Okay, this is by semester. Currently, we run by quarter. Um but by doing it by semester, it gives us some options later on in seventh and eighth grade. So, a typical seventh grader at this point, again, you have music option. We would run music opposite of PE. So, it can happen

117every other day as it currently does. Um now that would there would not be a skip and beat there. Okay. Um as you see student A, B and C all have music options on there. And then we include options for infoch art. Um and then if there's intervention in there as well, we do have to include some art uh some health choices in there. Um but then you see in there there's some choice time for kids where they can choose some opportunities and some paths that they they can be on. I'm strongly encouraging our staff um you know prending review of this that we start to take a look at our encore offerings because again I agree that these things are important and when I look at other school schedules and offerings Greenell's a little

118behind right like if we're only doing teched and infoch um as our extra choice options there are other schools that are doing biomed things they're doing um guitar lessons they're doing all these other things that that I think we need to get caught up on um in a in a model like this would help us do that. Typical eighth grader schedule again you have options there for music and language. The thing that changes in 8th grade is um language is a Spanish 2 or a German two for high school credit. So they would take it every day. So then that if they do take that language um then that is the one thing that would kind of roadblock them from some others. But as you can see in those models, uh, uh, PE and music

119would still run opposite of each other and still have those opportunities there. The one thing we would have to have a discussion about is eighth grade health for about 40 kids. Um, that if they took certain things, uh, eighth grade health for about 40 kids out of the 200, uh, we may have to find some other options for a sample sample teacher schedule. Um, so there's the encore piece at the top. uh their prep is would be all in the morning um which is currently chopped up for them in different points. There's all in the morning we have common prep time for our core teachers uh similar to what we have um currently staffing implications. So to run this model uh the way we're looking to do it uh from a core standpoint, we would

120have to increase two math teachers, increase two ELA teachers, and then restructure to social science and science teachers. And I use the word restructure because we have opportunities where nobody's going to lose their position. They may be restructured in some other model, in some other way, but they will not lose a position here at Greenell Middle School. So summary of some key points here. Um, this will improve academic tiered supports for ELA and math, including tier 2 and enrichment opportunities. It'll reduce transitions and bell disruptions. I mentioned the 42 bells in one day. The new model would have 17 at that point. Um, it offers flexibility and supports for special education and multilingual students. Um, very large populations that we need to make sure are um, actively involved in what we're doing. And then future

121flexibility for programming. As I mentioned, the things that we can offer to our seventh and eighth graders may be um uh some opportunity instead of an enherment with with keeping with where we are. Okay. So, I formally recommend that the board approve the adoption of the Greenale Middle School schedule as presented for the 2627 school year. We believe this model best serves our district and school priorities for student support, achievement, and growth. All right. Now, I do want to remind people that I do have staff here. There's about eight of us here total. Um, so if you have some questions for some people, uh, we'd love to hear it. >> And just to go back to the last slide, we are not taking any action on this tonight. It's for information. Uh, we would ask

122for action at a future meeting. So, if there's any adjustments, now is the time to ask those questions of us. >> Questions? >> I have a couple if you don't mind. Um, so I appreciate the work with a lot of this and I know I've had a lot of conversations with some teachers and some um, community members. Um, I do have a couple concerns. One is a lot of the models in middle school, especially in the top area, not I would say maybe a handful actually had orchestra and band. Um, most of them only had band and they did not have an orchestra program. And when they did, they actually had three encore units built in. um just because of the options and offering and a lot of times like some of the stuff you

123talked about with guitar and some of those they were all jointly in a three encore system. Um how would that change in this type of system? Would that be something to look into? I think it would be worthwhile to look at I know the joint flex time we could still outline time within there but I think it may be worth it to look like to look at what some of that opportunity and time may be spent a little bit differently. Um and then also what would be the morning meeting time specifically? I know it's an uh kind of a big focus. Um, but I have a middle schooler and I hear a lot of what their comments are and it seems like a big mess. >> Like um just kind of the conversations >> like

124>> Yeah, I know. I'm not saying >> I'm like there's I'm not saying like it's like she comes in she's like I have this structure day and my friends just sit there like it's it's not the same I guess is kind of the the comments >> inconsistency yeah across teachers and my daughter's complaint is hers is so structured and set aside why is everybody else's not so miss that's that is the compliment there but it's it's the structure that just kind of like Is there a programming mindset to that? Yeah. >> That we would be saying, "Okay, here's what we're doing. Here's what we're allotting that time for." >> Yes. Um, does anybody else want to speak to the morning meeting piece before I come on out? >> Sarah Wowski, seventh grade English. >> So,

125morning meeting, um, pardon my voice. It's flu season. I don't have it, but something. But, um, morning meeting has gone really, really well for a lot of teachers in our building. Um it is a brand new thing that has been started this year. So um over this past summer we learned that it was an opportunity and teachers were able to pilot it. Um some teachers kind of jumped right in at the first week of school. Some teachers hung back a little bit to kind of see how it played out. Um I'm one of the teachers where I think it's working out really really well. Um I'm uh team adventure at the middle school. I'm seventh grade and our whole team is very very collaborative. Um all four of us we each take a day. So

126I am um Tuesdays. So every Tuesday I plan the lesson. Our whole team delivers the same thing. And the kids really really like it because it's a time where they can just sit down and talk to each other and be social. Middle schoolers do not like to just sit in a room and just learn all the time. Um they want to connect with each other. They want to make friendships. Um they want to have a reason to come to school. And I feel like having that morning meeting, they get a chance to talk with people in a structured way. It's all character-based. Um, all the activities that we do, we get a lot of them from our character strong program or other programs that we find online. Um, but I think it's really really valuable.

127And I know it's only like a 15 20 minute block, but um, we actually we we started reading like a story for a few days and my kids were like, when are we going back to morning meeting? We miss that. So, I think it's a really beneficial thing that middle schoolers need to thrive and feel like they belong if it's executed well. Um, and being that it's the first year doing it, I think that as the years go on, other teachers will do better with it too. So, >> thank you. >> And I I appreciate I just kind of follow up a little bit too then also in the flex time. I know that it's been the hallway has been a constant issue with middle school and uh wondering how would the um consistent flex

128and then be set to like if we're having kids passing to you know going to this classroom to this classroom. I know that they have you know we have hall passes for bathrooms and we're tracking how do we keep track of all the kids going back and forth in that time. So, the securely flex system that we currently have in place that the high school uses, um, kids are assigned to certain areas that they go to. Um, we are in a few months in on this. Um, halfway through the first year, took the high school about two years to get it down. Um, so we are coming up on the point of teaching the kids how to check that schedule and go where they need to go. From a teacher standpoint, they can input names

129and people and then it's listed by priority. So then we have students, we know exactly where they should be. Teachers then can take attendance on that securely flex and we can keep kids accounted for um throughout that space. >> And it's just I just want to they it's pre they are not switching once the bell rings. They have an like I'm going to um Mr. Curry's class. They take attendance and that's how they're held accountable. They don't start somewhere and then start flipping all over. that's decided prior to the start of flex and then kids go there and then they're held accountable for their attendance just to kind of clarify. >> So it's not like the we have down resource time where I'm I need to go to >> Yeah. No, it's not like here's

130a pass. I I want to go see Miss So and so or Mr. So and so. No, you have to do that prior to the start of I think there's like you have to do it before 24 hours. So, like tomorrow, if I want to see um Miss Patterson, I need to ask today for tomorrow. It's too late. Or if I want to go see Mr. Hebby and get some extra help, I have to wait until tomorrow. That's how that works. >> And kind of such following up lastly with uh coordination, you mentioned in like the expanded ELA and math that you're going to be spending, you know, you have the 60 minutes tiered instruction and then the secondary um follow-up. How would that be organized for the teacher that they're not consistently and the

131kids that they're not just going to be getting more busy work or more structured point that it's they're actually going to get that resource time? I mean, not saying that's you know that I assuming the teacher is just going to keep teaching, but you know that it's not just something default that we're going to be taking this time when possibly we could look at you know we have that intervention time built in but maybe we do it in a different way where we're still giving the kids all the opportunities. >> Yeah. So um that time will be structured. We will have so let's say the board says yes to this next month um our professional development for the remainder of the year will focus in on how to make sure that each one of the

132spaces are structured appropriately. So um we will have structures in place for um for the teachers. I know they they they there's ELA and math teachers like hey I would love 83 minutes with the students. um we want to make sure that we have a tiered support time in there. So we will develop that for them and then um we will do walkthroughs, checks, we do collaborative meetings um with our uh departments um to ensure that that time is used appropriately because I agree that um it could go off the rails and probably does in some spaces uh but we would ensure that that through professional development that that would not be the case. >> So I had a question with that too. Um, so you say it's for tier two, but what are the

133the tier one? >> Tier tiered support. >> So it'll be for one and two. >> It could be for tier two support. It could be for enrichment time. We'll schedule out those days on how that may look. Um, I also talked about um with our team that in terms of uh opportunities for music lessons that students that aren't directly involved in a tier 2 group would have opportunity for music lessons during that time. Um, >> go ahead. >> Okay. Also, my understanding um, currently um, about seventh grade music, is that like a requirement or not? I'm a little confused and fuzzy on that. >> We are required to offer it, >> but it's not a requirement that the students take music in seventh grade currently. >> It's not currently a requirement. >> So, there's no

134changes there. >> Correct. Okay. Um, so and what about languages >> in your under the new system? Are are languages I because right now my understanding is that it's required in sixth and seventh grade for language that they take a language. >> That is not correct as well. So it's not even a state requirement for language to be implemented in sixth grade and seventh grade is where you have to start offering it. And again, we just have to offer it. Um, students have the opportunity, like if they want to go to a UW university and have to take two years of it, absolutely, you can start in a middle school to hit some of those requirements. Um, but it's not a state requirement. >> What percentage of the kids take a language then going into

135sixth grade? >> Well, currently all of them, >> but you're saying it's not necessarily >> Yeah, it's not. But we we do feel it's important as part of their um exploratory options to come in and use what they've learned at the elementary level to expand it into the middle school and experience it in middle school. >> Okay. So, I guess I'm just kind of curious how this like looks going forward. If it's not a requirement and students don't want to take a language in sixth grade, how does our like foreign language path look? Well, currently in our model, we do have language as sixth graders coming in to experience it um and being a part of that continued path. There's again no change in language at this point. Um that would still be considered a

136um half of um the Spanish one or German one requirement. Seventh grade is the other half of Spanish one or German one requirement. And then in eighth grade, we offer a high school credit in that language. that is still a path that is possible for kids. >> Okay. Um and then back to the music um if it's like flipped with uh FIED, are they still going to be able to do multiple um musical groups because in the past they've been able to do band orchestra and then when it was flipped with resource they could even do choir on the resource. >> So we're we're definitely looking at that option. Um, we even had conversations of um trying to do band and orchestra on opposite days to get more time in there. What we currently do

137is uh let's say Monday you have band, Wednesday you have orchestra. Um Tuesday, Thursday you may have a choir piece in there and then they rotate on Fridays on who they see whole group wise. That option is still there. We don't we are not set in any one particular path in the music piece. >> Okay. But if it's opposite of the gym days, I don't know. You don't have as much flexibility or am I not understanding this right >> because I I thought in here it was music and faded. Yeah. >> What you said? >> Sure. I you you still it the how the rotation goes. Sorry. I'm Eron Copitz. I'm a school counselor at the middle school. Um how that's an example set. So if you think about it as all students rotating within

138that. So some students could have PE the other day and as long as it um band and orchestra could be offered at different times. PE could be another student could be having it on you know Tuesday, Thursday B days on you know like on fourth hour and the other student has it fifth hour a days. So it just would be how we fit that all in but we would have space for it. Sorry, that's very constantly like logistical things. >> Well, like as far as I remember like the music was and they could I felt like it was flipped with resource because they had like resource. >> That's how it currently is. Yeah. >> Yeah. So that's why I'm asking if they were going to do like I don't know if there would actually be

139room for them to do all three anymore. >> So So that is like that would be after the next step after the proposals either you know go forward or or however they move forward. um we would we would look at how we work with the music department to make sure everybody has access to what they um can choose. So that is that's our goal >> and music lessons still will be available. Correct. >> Music for sure. Yes. >> That's our goal as well. Um, and then another question too with regards to um, eighth grade option for high school health because it looks like if like for all three of my kids that went through the middle school like they all did a foreign language and um, what else did they do? They took the health

140class and then they had fied. So um, and music. So that really wouldn't be an option and I know there's like 40 kids or so. So, I don't know if there's a way like with the schedule to work it so that they could have, you know, maybe eighth grade that flex time. I mean, like I'm wondering if there's a way to be able to get the health option back in for the eighth graders in your proposed plan only because as a parent, it seems like a lot of stuff is getting thrown into summer school. Like there's summer school gym because if you go to the high school and you're Project Lead the Way and music, you have to take summer gym. And so your summer is being dictated by gym and now health and econ.

141>> Yeah, we hear that. >> Think I think that's it for right now. >> Hold on. Okay, hold on, Kelly. >> Oh, go ahead. >> Uh, we do usually give the students the option to leave at 9:00 and it is 8:54. So, I just wanted to see if you guys had anything to add. If you guys want to stay, that's fine. But if you guys do need to leave, I just want to see if there's anything that you guys had opinion-wise, input-wise. >> Um, so I mean, when I was in middle school, I took the general music route, and I'm just going to keep my points more within like the music side of it because that seems what that seems to be what's in contention right now. Um, so I would say that I didn't

142personally have as much of an immersion into music as some other students that were in the band, orchestra, choir model, but um, I have had my whole high school experience surrounded by students that have had that. And I think over time I've grown to develop both an acknowledgement and appreciation for um, music and for art. And I think that um it's simply um that music adds um meaning and character into students lives. And I think that it's um not just a choice of schools, but it should be an obligation for them to support those in whatever way. And it sounds like from what both sides are saying that the main priority is to keep music and to keep art as an option for students to maximize and optimize in their experience. Um, so from my

143advision to the board members, it's just to consider all the options as it pertains to making sure that music and art is both protected and allowed to be optimized by students in the middle school. I um I did take music in middle school and I do think it is very important to keep that and to have that be a priority because even though Greeno isn't it's close to a five-star district but it's not that is something that sets Greenell apart that we value that so much and that so much goes into our arts department. Um, I also do believe that at least when I was in middle school, 7th grade, music was a requirement. So, you did have to take a music two years. And I think that was really important because a lot of

144students, a lot of kids in middle school, there's a lot of changes and like you're becoming your own person and you finally have options for what you want to take. And I think it's really important to offer that and it creates a different sense of community and it creates different friendships because instead of hanging out with the people you normally hang out with in your set classes, you're hanging out in smaller sections of groups and music lessons and with different people and it creates a different type of community within the school. So I do think it is really important to protect that. I also do think that the schedule should be changed. It is very chaotic. >> But I think that we should still make it a priority to protect those. >> All right. Thank

145you. >> If you guys did want to leave at 9, you can. Otherwise, if you do want to stay Okay. >> All right. Um, thank thank you um so much and our students in input is very important here. Um, I would be remiss if I didn't start off by thanking the individuals who spoke tonight. We heard from two very brave students who talked about the mental health implications of the music program. I think we obviously want to be listening to that. We also heard from a parent that shared of their child's journey. Um that resonates very much with me. Um I know communication is a big part in all of this and sometimes things can get put out there and people don't have all the full pieces. So I think this is about the community,

146the schools, the school board all coming together and understanding exactly what we're looking at here. Um I want to start with an observation. I I did not realize there were 42 bells at the middle school. Um, I think even 17 bells is too much. Um, the school I currently teach at, we only have a bell for arrival and dismissal, and we do not have that kind of distraction during the day. I don't know what it's like at the high school. Do you guys have bells here? >> Yeah, >> you do. Okay. Um, it's just something to maybe take into consideration. I do think it can be triggering for students and staff to have those constant little interruptions throughout the day. And I know we have some staff here. I don't know if they feel that

147way. Um, I want to I we have a couple I know my former colleague Lee Burrish is in the crowd. I don't want to call her out, but you are a science teacher. So, can you talk about how you feel this will impact you as a science teacher? Now, it sounds like you'll be teaching social studies as well. >> I I I don't know what I'm going to teach. I know I'm going to have to teach somebody's going to have to teach six sections of of uh science, six of social studies. >> Is 40 minutes enough for >> not. >> Right now we have 54 minute classes. We will lose 20% week each week. We will lose at least one unit. We teach four units right now. Now, our curriculum, we're in a re review

148next year, so who knows what those units are going to look like, but we won't get as much as we do now being down 20%. I don't know what my schedule would be looking like. I know I I teach four classes right now and then help the kids with resource. I don't know how six would go. >> And then maybe a question for Rey on this is like what type of professional development are you anticipating? because this does not sound like something that's going to be able to just be addressed during the school year. >> Um well, so that that again would be part of our sale discussion for the remaining part of the year uh pending a yes on how this would look. So um each one of our uh staff meetings um which

149is monthly and then our professional development as a district that happens where we have 4-hour days um those would be spent um we would be looking for um outside resources if needed. um to help uh combat and talk about how to process through these um through these changes. Yeah. >> Through the science and social studies in particular. Um my my background and experience and I'm sure um the teachers who teach these subjects know that there is ELA involved in that. There is a you have to be able to read the content in order to be able to understand it. Um, so I know sometimes um there have been ways to incorporate ELA into the content areas as well. So um I'd be curious as to you know how that could look as well just um

150because taking time away from two very important subjects I think um I my background actually is in social studies and I I can say that you know >> students don't get enough of that. civics in particular. Um, you know, those are things that are very important to our students as well. So, um, I I don't necessarily expect an answer on that today, but I I just wondered if that was considered in any of this. >> Yeah. Um, and I'm a science guy by heart. um uh looking at the 40-minute piece, uh I gave pause um until I was able to talk to some other um districts and see and talk to other teachers in other districts on how they do that and they can still get through their curriculum content. Um the the the morning

151meeting piece that we have in our community building sometimes happens in the beginning of class periods, uh when you have longer class periods. Um those teachers talked about not having that time to do that and that they get in with their content and do things. We also would have um as I mentioned uh during the presentation, we have options for um longer lab times where they can work with that time and say, "Hey, I need the kids for all 83 minutes this day to get through this content and get through these things." Um so those would be options. I think other options in there, some possibilities that we haven't had before is like during the flex time, you know, like how do we extend um and do some things that other districts are doing with

152STEM work um and project lead the way at the middle school level uh for students and robotics and all these other offerings that are happening within either their encore piece or happening within like a flex time, a 39m minute flex time where we can do some enrichment and some extension in those areas. How long currently is your tier 2 intervention? Is it is it 20 minute or um what is it? >> Yeah. >> So it is a slim down tier 2. Um we share resource right now with music and so um Mondays, Tuesdays I have different groups of kids. Um we also share that with all content areas. So, um, English is trying out a tier 2 intervention in the resource block and really all we can truly get in is one day with each

153group be um to allow for them like the music and then give kids opportunities to meet with their science teacher, their social studies, their math. Um, sometimes we have kids who have dual needs. They need math intervention and reading intervention and there's not space for students to receive both of those interventions. So, it's a very flawed system right now. We're supporting kids how we can, when we can, and still giving them opportunities to meet with the teachers they need. But it's definitely not a like um two fidelity um run smoothly the way that we would like to support kids, but we're kind of doing what we can with the current system. >> How long would you say minutes right now? Are they able to? >> Um what is our what is our like 40 >>

15440 minutes? um probably about 30 35 minute >> and we're talking about going down to 20 now >> um daily. So right now it'd be a 30 minutes we like one time a week we can meet with the kids. Um so with the tiered time um it could be a daily thing. It could be um the opportunity to meet with different types of groups like a group of kids who um are already meeting benchmarks to extend their learning or like some flexibility where we can meet more frequently with those kids who need some support. >> Okay. Um Tasha kind of touched on this one before, but um when you talked about the 40 students with the health options out of 200, that that is a very large number of students that are being impacted by

155that. Um, I don't currently have students in the schools, but I do do recall when my students, my children went through, uh, middle school and high school, they were able to get some of these requirements out of the way before they got to high school so they could take their advanced classes and so forth. Um, so I don't know as Tasha was talking about that if there is a way that that can be addressed because that I that percentage-wise it's it's you know like a quarter of the students that are being impacted by that. So, um, respectfully, I'd like to say we we don't want to be a middle school institution that helps get things out of the way for the high school. >> And I didn't mean to say it that way, >> but

156I mean, that's kind of the feeling, right? Like that's that's essentially what happens. And that's not how we want to function as an institution. Um, with that said, um, we had talked about what this may look like in terms of because there's and the reason I came up with the number 40 is I counted 41 students who take um, language, music, PE, and health. um uh currently and in this new model with the way the language is set up as a uh Spanish 2 full credit taking both of those credits becomes difficult um with the PE and music piece in 8th grade as well. Um so students would have choices there. They'd have options along those ways. Uh and if they choose to to take it at that point, they could. Um, from an FTE

157standpoint, um, uh, Josh Weber, um, is our our person who's in our building full-time, and then we have one other person that comes in for two sections. Um, and those two sections were the ones that we'd have to talk about on, uh, what direction we would take those. Um, we can explore the option of what it may look like. Like we currently run it at a 53 minute, like is it feasible to do it in a flex period for 39? I don't know. I don't know. I'm open to that conversation. Uh I know I talked to Josh Weber. He's open to that conversation as well um to um to combat this. We had this I had this conversation with him as well. So um there there could be some possibilities there. So instead of him

158taking a group as uh enrichment or support in health, he would have that other possible at least one other section of students as a possibility. >> And we have talked to Mr. Lotus about the flexibility of when kids can take health. It's not just their freshman year. you could take it any of the four years for that half credit. So, just want to name that as well. >> Um, I say just I know a couple of the responses, but um you've mentioned having flex kind of being utilized as it sounds like almost it could be another encore type >> period in point. Um, I think it may be worthwhile to take a look at that and see if that'd be more formal and then we fle, you know, we have flex time on certain days

159as like a Wednesday focus and still being able to have some of that encore rotation. Um, I think just because we've had a couple times where it's come out. Um, I do have a concern and I just wonder I would address as you mentioned adding STEM in and given some of the science and social studies um, growth in curriculum and how far it would come is I'm kind of concerned also by cutting time that they're not going to get the information they need to meet up at the high school standard for minimum. um just because the both those fields they never stop adding material and I think cutting time may be a concern and getting that information done. Um and I just see it a little bit lagging behind if it's continually cut back cut

160back. Okay, we're going to add a STEM program but we're going to cut the science part. We're going to cut the social studies history part. I feel like that's something that could be concerned. How would you address that gap in learning or opportunity? >> Well, I don't know if it's a gap in learning because I would argue that within the next four to five years, it'd be interesting to see how many students could access higher level high school classes that have a stronger foundation of reading and math coming out of K8. So, um I know this is kind of a middle school focus, but elementary spend 75 minutes a day on ELA and we're looking at spending 83. So, it's in line with what they're doing in terms of uh building up that academic foundation

161to access harder classes at the high school level. I think it'll help build confidence along the way. Yes. From an exposure standpoint of things. And that's why I was talking about how can we um include some other exposure options to some of the science and social studies pieces um within some different models in Encore during flex time um to give kids that exposure piece. But I think the foundation of learning comes in from that um uh the ELA and math piece in the long run. And then just one follow up with that. How would they meet um like as it seems like we keep adding little different requirements and subdivisions for like the language requirements >> or that they're there for seventh and eighth grade, you know, that's we're setting they're setting more and more

162expectations >> um financial literacy expectations. How would you adjust to that as they may add more need for different curriculum courses in addition when we don't have the we're kind of setting a lack of flexibility a little bit or trying to or say limit the options these kids could take. >> Yeah. So in eighth grade if you look at that eighth grade model that's in front of you if you take those semesters and break them down into quarters you can actually offer one quarter of um some of those options. So financial literacy could be a quarter of 8th grade and just splitting that semester into quarters and fitting in some of those other pieces. Um there are definitely options to do that and spaces to do that in there. um which is what I see

163like I you had mentioned uh the school um is Whitefish Bay who has three encors um who in their eighth grade if you look at their eighth grade um course selection they have a lot of one credit or excuse me one quarter courses in there that meet a lot of those requirements that are coming down the pipe for us to be able to combat. Um I think although it's restrictive in the sixth grade level um and when you get to seventh and eighth things open up for them and we have more possibilities because of a semester model we could reduce things down to a quarter to make sure that we're getting in solid nine weeks with these >> and then >> options. So some of those same schools you referenced like Whitefish Bay has an

164equal amount of science time >> and social studies that it's equal to the science and ELA >> or math and ELA. So, how would that be addressed? Because that's consistent in a lot of the schedules as well where we're shortening it and they keep it in equal standard. >> They do keep it in equal standing and one of our priorities that we wanted to get to was as close to a one bell schedule as we could. And if you look at theirs, they actually have a three bell schedule, which is what we were trying to avoid and get away from and have some common flex time. They do not have a common flex time in their across their building as well. That we felt that that was important for us as um uh an important

165piece. And again, I can't emphasize enough that there's opportunity in that flex time um to do some things within our social studies and science um time um and with our teachers. And I'm I'm excited about the possibility of exploring that. Um I don't have all the answers on what that may look like. Um but I think if we change the structure to give us the opportunity to look at that is what we're asking the board to to consider next month. >> Is it my turn? Um you a couple questions. You had mentioned the change in teaching in terms of some will have to be restructured and and adding stuff. What does this do to the encore teachers right now? How will this change that staffing level? >> Um it currently doesn't because we don't know

166what the students will choose. Um so as we provide some choices for them, we'll have to see what that looks like. In terms of uh teched and infoch in sixth grade, um currently in this proposal, those that FTE would be limited. Um although we have talked about options of having a little more of an exploratory wheel in sixth grade in some ways. And if we go to that model, um that would uh uh keep those structures in place in terms of teched and infoch. >> Um so at the high school for those of us who are overachievers, we took a zero hour class. >> Yeah. >> Uh was that is that something that the middle school would consider for a student, for example, who wanted to take music and language and art or music and

167language and health? Was that discussed at all with staff? Um the only zero period we currently have is a teched one for the high school students to come over. Um we have not talked about the music piece uh being a zero hour >> any encore >> or any encore. Um we have not had that discussion. I'll be happy to write that note down. >> Yeah. Um yeah start early. Um um what let's let's say that we approve this right? Mhm. >> What is the what is the benchmark or the measurement for success after semester 1? Because you won't have test scores then. >> Correct. >> So, how will you know if it's working? >> Um yeah, that's similar to the question of um uh in my interview when they asked a year from now um

168how you know you were successful, right? Um uh very similar. Um I think success in within the first semester is that uh number one our from a staffing standpoint our professional development has worked and that our um teachers feel comfortable within their structure of whatever they have whether it's an 83 minute tiered support time um or a 40minut skinny um that they are successful in moving in there. I think another big component of this is the restructuring of students and where they're moving um throughout the building as part of this uh because teams would no longer exist the way they look now. Um it would be an 18 level. Um so getting student movement um in place uh and having those positive transitions as we were kind of talking about earlier I think would be

169a uh a point as well. from an academic side uh of the house, we do have our um baseline uh data that we take in September and then we take a midyear in January in common lit and math. So, we would be watching those closely as well to see if there's growth that's happening um within those ELA math classes specifically, right? Like we're investing a lot of time. We're we're making a big decision on investing that support, that tiered support in there. Is it paying dividends? And that would be an early indicator in those two areas on those benchmarks uh for common lit and for math on whether it's working or not. >> And in terms you said you met with over 40 staff, you presented to all the staff. >> What was the breakdown

170of staff who were supportive of this versus staff who thought that this was not the right direction? >> I think um I think it's nervous excitement would be the best way to kind of summarize it, right? Like change is hard. We haven't seen this kind of change um in this district since 2002. um something along those lines. So, um it is a big step and a big move. Um I think that uh staff depending on what sections they were in, math and ELA are super excited about the opportunities um that are involved in there. Uh social studies and science are nervous on what it's going to look like um what their uh challenges may be. Uh can they as as as uh Mrs. Bur lunch mentioned mentioned, can they get all units in and what

171that's going to look like as well? And from an encore piece, um, where do I fit in with this, right? Like, um, I think that would be an honest assessment for them on, um, uh, you know, are kids going to choose me? And then there's other there's other encore teachers. Um, you know, Jason Vanru is here from art and I I really appreciate Jason's response to this. Jason said, "All right, here's an opportunity to vertically align with the high school and see what they're doing and what can I offer besides just like, you know, eighth grade art. what can I offer to pull kids into my program, right? And make sure that they see the value of what I'm giving them will naturally lead into the high school. Um, and those are opportunities that currently

172don't exist. And um, I think we need people that are thinking out of the box now to say like what can we offer that vertically aligns with the high school, whether it is from, you know, uh, uh, from an academic side standpoint, encore side of the stand standpoint, uh, how can this all work? Um, I I think there's opportunity there and is what people are seeing. I talked to one teacher um who has a student who was an eighth grader who said she was highly disappointed that her child was leaving because this was the support that he needed academically um and that she wished he could be a part of this moving forward. I had another Encore teacher who was nervous about the Encore part but said, "I kind of love everything else about it."

173and that was his honest assessment about it, but I'm concerned about where Encore fits in and and and his particular conversation was about languages um and and what those offerings would look like. So, nervous excitement is I think the best way to kind of summarize it. >> Kathy, >> just one other thing. Um so, you you went to four or five other schools, right? Uh did or did you go to these schools? We um had a uh Google meet with uh one of them and then uh a team of us went to another. >> And how many were part of your team >> um that went to the school? >> Just on your team in general, how many were part of this team to talk about the new schedule? >> Well, this is over two

174years span. Um so it would have been um over 14 to 16 people over a two-year span. It it had changed and rotate on who could make the meetings and who couldn't. >> Was it all volunteer? Okay. >> Yeah. >> Okay. >> I do want to thank you for looking at other districts. I mean, I hope you don't feel we're completely on the attack or anything here, but we are obviously listening to parents and students as well tonight and hearing from some teachers. >> Um, you know, change is hard. We all know that. Um, for someone that's been teaching for 20, 30 years, a content area, I can just say I think it's more than scary to say that you specialized in a certain area for all those years and now now you're going to

175be asked to try to specialize in an additional area. So, you know, those are things that obviously I'm sure you're thinking about. I'm sure the teachers are thinking about. Um, so it's not just a matter of being, you know, afraid of change, but it's also taking what you specialize in. And, and I do think Greenale does a nice job with our educators specializing in their content areas, going all the way down even to the elementary who have to teach pretty much every subject. Um, so I do want to thank you for going out to these different districts. Um, I would still like to hear from some staff. I know there's some here tonight, but it's getting late. Um just as to any other concerns there. Um the students obviously don't understand as much because the

176schedules kind of happen upon them, but but obviously some of our older students who have experienced middle school and some of the things that we are offering now, you know, are hoping that some of those opportunities as um as Noah and some of the other students that spoke tonight, you know, are still going to be available to them. >> Yes, they are. Yes, they are. Those those opportunities are not going anywhere. Um I don't know where that narrative has started, but um we are uh students could still take the same path that um a student has left us. They could still do the same things. >> We are just offering more academic support along the way. >> Speaking of students, were did you get any feedback from current students in middle school or any students?

177>> We have not gotten feedback from our current student population. No. And then uh Christie had one more question for you. >> Sorry. >> Um actually two. >> When did the when did Maddie had said that she thought it was required in seventh grade and I don't remember when did that change that music it was not required anymore in seventh grade? >> Last year. >> Yep. >> Last year. And why was that? Why did that change? There was concern about a general music class and the music teachers asked us to not um do the general music class at seventh grade because of some schedule issues. >> Okay. So, the music teachers in seventh grade wanted to move away from the requirement and make it an encore option. I want to be in this class. >>

178They didn't want the general music option to continue. >> Cool. So do you have statistics on how many kids continue language, art, music from six to seven to eight and then into high school? So we can see the pattern either it's staying the same upping, dropping any of that. >> Uh I don't have them in front of me. Do you >> Yeah, I I can speak to general numbers. So in so in sixth and seventh grade >> um sixth and seventh grade um uh generally students take a language. Um so then there would be right now we currently have four sections of of um Spanish in sixth grade and there are so then going into the following year our expectation is students who what the language they pick in sixth grade they continue through eighth

179grade. So this where is four sections of of Spanish in fourth in uh sixth grade right now and there's four sections in eighth grade right now. And then same thing for German. there's there was two sections in sixth grade and then there's there's still two sections in e in there's two sections in sixth grade and then two sections in eighth grade as well. So in that way um there is there is some drop when there's a when there's a level change from seventh eighth because it is um because there is a m influx of students in sixth grade. So some have not had it in elementary school and then so once students have had exposure to it then they choose not to take the high school level course at 8th grade. So there is a

180there is a drop but we've been able to maintain um um most of the sections from sixth through 8th grade for languages. Um and then um music as well that is a that is a one point where there is a drop from from um seventh to 8th grade. So there's eight sections of students and six sections of language. So two se the equivalent of two sections do not take a language. >> Yes. >> Okay. And so there you from six to seven in music it's pretty consistent. There's a drop before eth. >> Yes. >> And um and then what about art? >> Art is there's also there is also a drop and and um I would say one main aspect is the offering of health >> in 8th grade. So we have increased over the

181years our sections of when I started there was two to three sections of eighth grade health and now there are six. >> Okay. So that displaces also the choices that students take for their encore classes. So that has heavily actually impacted the the infoch tech and art um sections at 8th grade >> heavily. One quick question as long as you're up there. How are you the only guidance counselor? So, so you are trying to manage how many students? >> 620. That that is a lot. Um to I mean you're not are you sitting down with all these students help with their schedules? >> Um a lot of them I go into classes for seventh grade every year to talk about their selections for eighth grade. So I I at least have a visibility and explanations

182of what their offerings are that here's what you're offered for eighth grade. And then um in sixth grade to as it is right now it not there's not much that changes. So there's not much on that scheduling side. And then eighth graders I meet with all of them as well when uh we're scheduling for for 9th grade as well. So I don't sit down individually with each one for scheduling purposes but um I do know the probably the names of 75% at any given moment. >> Right. Yeah. >> I mean and that's probably a conversation for another time. I I know funding for that might be a hard thing, but um >> I appreciate that. Thank you. >> Personally feel the ratio to students to counselors should be much better than what you're working with.

183>> Thank you. >> So I've heard a lot of discussion. Um the plan is to bring back a version of the schedule for approval in the February meeting. So I've heard a lot of questions, a lot of concerns. I'm looking for specific directions so that Mr. Curry can work with the teachers to make adjustments to this schedule that would be um within what you're looking for. So based on all of your questions and concerns, what specific things do you want him to investigate and make potential adjustments to? >> Um I would think uh addressing this the science and social studies concerns. um if there's going to be a significant drop in the amount of educational time and and units that that they're going to be able to um to teach. And then I you know

184I don't know if you can ask students now and get an idea of of what we're looking at in terms of language and and music and art just to get an idea of whether or not this is even a feasible schedule for an eighth grader um to take a look at. So, and also maybe try and see if there's a way to have the high school health offering for the eighth graders since it there was a significant portion of kids who were I mean you said you had six sections this year, >> correct? >> So, that's not a small number. >> So, in terms of getting feedback from students, one way is to just have them make selections for a schedule that would be Yeah. and then to survey with the >> I mean that

185would help you gauge right if you saw where your students are at because what kind of planning can you do if you don't know where the >> um plus it would get students thinking ahead of time Noah I don't know if you have any thoughts on that but would you have preferred to have an opportunity to plan ahead >> um I I feel like I made the most of the opportunities in middle school side I mean having an opportunity to plan ahead may have been helpful, but I think for me with the opportunities at the time, it was fun. >> I I think I would add two things. One, um definitely with the science, um just knowing all the standards that there are for middle school that a real fair evaluation, are they going to

186be able to logistically look at all of them? I know when I just did cursory review, a lot of hearing Miss Bur say that she was, you know, would not possibly get through four units when pretty much all the standards are blocks. It's going to need four units to hit all the standards. Um, I think that would be something that I would definitely take a look at and see timewise if that if we are going to hit the expectations for everything >> um in that time period. Uh, also I would suggest maybe taking or I would like you to take a look at like the flex. We have that time but maybe that is like a zero hour another opportunity for certain classes that that would be an opportunity for kids that do want to

187do that a little bit extra but we also have that time to set aside uniformly but it gives kids some opportunity. So, I guess that would be looking at what staff would be willing to offer, how we maybe adjust a couple minutes here and there that it, you know, we maybe have 20 minutes a day instead of 23 minutes a day and adjusts back into a flex for a little bit more of an encore type situation. >> Okay. And I just wanted to verify too for um foreign language or world language was it ever required for seventh graders or is it was it always just a sixth grade requirement >> for or >> state requirement is sixth >> it's seventh and eighth >> or excuse me seventh and eighth not sixth there is no state

188requirement for sixth but we >> that's our requirement >> our requirement has been sixth and seventh but a requirement that then gets pulled when they need reading intervention And so while they're all told they're required, we have about 40 students who do not take a language even though it's required >> because okay >> because they're getting interventions. >> But this new format would make it optional then for seventh grade. >> In seventh grade and sixth grade it would be as of right now what the proposal is is that it's required. And so if you're >> wanting him to revisit requirements, that would be >> No, in seventh grade here, it says that they have like different students. Student A, B, C, D, and student B. >> In sixth grade, it's required. In seventh grade, it's

189not based on the proposal you have. Do you want him to make adjustments to that? >> Oh, question. My question would be, how does it fit with the state law that has seventh and eighth grade? >> It has to be offered in seventh and eighth grade. >> Okay. >> But >> that's why I was just wondering to clarify for that one. And I just want to also clarify that kids who currently don't have access to world language or music can have access in the new schedule because they are pulled for specifically designed instruction while world language and music are happening. So in the new schedule that would be available to all students. So that's something else to just think about. It wasn't specified tonight, but um the state requires certain minutes for every subject area

190>> or not. >> No, >> they do not. >> No. >> So, these schedules could be whatever and >> uh Yeah. So, there's other there's models of of uh schools that do like in sixth grade like a 33day offering of um an exploratory wheel of such um and that meets the requirement of what they need to do. And then there's others like us who are looking at a semester of certain classes every other day. >> So, but the ELA, math, science, social studies, >> it's it's minutes by year. Correct, Julie? >> It's it's total instructional minutes. It's not by subject area. >> And so with this new schedule, does it meet those requests? >> Yes. >> I guess all I would say with the I'm just back to the foreign language thing, I guess. Um,

191I guess we kind of need to look at what we want our langu language department to like be. >> Um, because I know right now, you know, German language students, those numbers are dropping. We no longer have French. So, I'm just not sure if it's not like a requirement anymore for seventh grade, how big of a dip that's going to be for um like the students and like what staffing. I mean, I think there's like lot a lot of unknowns as far as that and that may impact our foreign language program. That's just my two cents. >> Any other requests for Mr. Curry? >> So, the next meeting, how's that going to look then? >> So, at the next meeting, um, we'll collect some feedback from students in the form of registration to understand what

192the impact would be. that will be used with some other survey questions in there to make adjustments based on what your direction is, based on what we're seeing from students. And I don't know, maybe we'll have to bring one or two options and they'll have to pick. >> That'd be fair. >> So, the next step is that it requires your approval. Um, we'll continue to gather some data from um those who are most impacted by the selection process and um bring that back to you with some adjustments. Do we have a deadline by which we need like is the next meeting the deadline or we will have time if it needs to have some more consideration? This is not a budgetary decision um that it is a staffing assignment impact but there's this is not

193a budgetary decision. The schedule's not being addressed for budgetary reasons. There's no cutting. There's no things of that nature. we would need to know to be able to run a schedule so that we can um staff uh it would be helpful to have the decision at the next meeting but you would have the option to table it. >> Okay, >> thank you guys very much for your consideration. >> Thank you for your time. >> All right, so we will be moving on to the approval of meeting minutes from January 12th meeting. Uh, so looking for a motion. >> I move approval of the January 12th, 2026 regular meeting minutes as presented in agenda item 1.1. >> I second. >> All right, we have a motion and a second. >> Yes. Yes. >> Yes. >> And

194I'm yes. Motion passes. Uh, moving on to uh approving the Greenale Global Academy charter contract. So you um heard a presentation at the last meeting and there is a contract that is drafted uh with your approval of the contract this evening and the approval of the Greenell Global Academy uh governance board is currently a committee of the board approval at their meeting on Wednesday evening. It will officially become a charter school um of the Greenell School District and we recommend approval. >> Okay. >> All right. So, we're looking for a motion for approval. >> I move approval of the Green Deal Global Academy Charter Contract as presented in agenda item 3.1. >> I'll second. >> All right, we have a motion and a second. If there's nothing else to add, we'll do a roll call.

195>> Yes. >> And I'm Yes. Motion passes. Um, moving on to approving of open enrollment for next school year 2627. We have brought back uh the recommendation for open enrollment consistent with your guidance from the last meeting. There is one addition and that is uh general education open enrollment seats in Greenell Global Academy Charter School. Uh so you see uh some projected enrollments for Greenell Global Academy and then there's an additional 32 seats that would be available in general education in Greenell Global Academy by the grade levels that are offered there. So um Greenell Global in order to accept uh open enrollment those seats need to be declared as well. >> All right. So we are looking for a motion to approve the open enrollment for next school year. >> I'll move to approve the

196open enrollment for 2026 27 as outlined in agenda item 3.2. I have to ask you to clarify from an um special education seats and general education seats in separate motions so that's clear to the public before we post for that um because open enrollment opens uh next week Monday. >> So separate uh >> so separate motions there's there's recommended motions on the green sheet. You don't have to say them exactly like that but I do need um clarity in the motions around the seats. I'll move approval of the zero open enrollment seats in special education for the 2627 school year is presented for agenda item 3.2. >> I second. >> All right, we have a motion and a second. If there's nothing else to add, do a roll call. >> Yes. Yes. >> Yes. >>

197And I'm Yes. Uh we will now do the second motion. >> I'll do the second motion. And I move approval of 128 new general education open enrollment seats, including 96 general education open enrollment seats in the traditional schools and 32 general education open enrollment seats in the Greenale Global Academy Charter School for the 2026 27 school year as outlined in agenda item 3.2. >> I second. >> All right, we have a motion and a second. >> Yes. and I'm yes. Motion passes. Uh moving on to approving the personnel. >> So there are three items in personnel. The first is a teacher retirement. Um and I feel like I can say that out loud. Um the retirement is Mr. John Weiss after 30 years of service. So there is a retirement approval there. And then there

198are administration renewals. Uh I am recommending approval of administrative contracts for the 2628 time period. and you have that in your packet and then there's admin my administrative renewal I obviously do not recommend myself so >> all right so I believe we are going to do a motion for each one uh so we are looking for a motion of or to approve the teacher retirement >> I'll uh move approval of the teacher retirement as outlined in agenda item uh 3.3A >> I second >> we'll do a roll Can I take a uh >> Go ahead, Kathy. >> I just want to take a quick moment. I would be remiss not to say that John Weiss has served this district for such a long time. Um I had the honor of teaching with him back in

199the 90s. He has stayed true to the course the entire way. He's been an amazing leader in this community and has given his life to this community. So I just want to thank John Weiss for his decades of service to Greenale. He is a phenomenal person, not just an educator. and I wish him all the best. >> And with that, we are looking for uh roll call. >> Yes. Yes. >> Yes. >> And I'm Yes. Motion passes. And now we're looking for approval of the 2026 to 2028 administrator contact contracts. >> I'll move the approval of the 26 to 28 administrator contracts as recommended by Dr. Midzik and agenda item 33B. >> All right. We have a motion and a second. >> A second. And if there's nothing to add, we'll do a roll call.

200>> Yes. No. >> Yes. >> And I'm yes. Motion passes. Uh moving on to the approval of the 2026 2028 contract for our superintendent. >> I would like to move approval of the 2026 27 contract for administrative. Is it >> I hope it's 28. >> 2628. 2628 contract is approved in the agenda. I don't see which item it is. It's still >> 3.3B. >> I second. >> Motion and a second. >> Yes. >> And I'm Yes. Motion passes. Uh so now we are moving on to the village cooperative agreement for the fiber line maintenance. Jonathan, I believe that's you. Currently, the district contracts with USIC for work on locating our fiber lines. We spend about $4 to $6,000 per year in budget for that maintenance um through the technology budget. Uh we had an issue

201we described in the background item um where last summer uh we had an underground utility that was not marked appropriately um and the resolution for that issue took 6 months um with USIC. Um, moving forward, we'd like a better partnership to manage those lines and we have close working relationship with the village. Um, the the village leadership and um Ryan Jonas of our technology team worked together outlining this proposed uhou that would include um a $50 per hour charge for any locating um for lines that are solely school district-owned. and if they were jointly owned, uh, the village would be able to do that free of charge. So again, those costs um would remain within the district technology budget. We feel like this is a strong um stronger partnership that we could have in managing

202that and trying to avoid any type of major issue and disruption to the fiber alliance within the the district. So I would recommend the board move forward with approving thatou with the village of Greenale. You are not scheduled to take action on this. It's for information only tonight. So if you have questions, um >> Jonathan can answer those. >> Um any questions for Jonathan? >> Does this have to do with our fiber optics as they go to um some of the secondary um institutions as well or is this just within Greenale? >> Within the Greenale boundaries is what we're looking at here. >> Okay. But a cut in the Greenale community would impact the network. It would be us. Yep. Anything else? All right. Uh, thanks, Jonathan. Thank you. Appreciate it. >> All right. Moving

203on to the, uh, absence task force update. Julie, >> uh, one of the strategic goals that we are focusing on this year is to continue to cultivate our exceptional and effective staff by increasing focus on the classroom instruction. um by decreasing the amount of time that staff are being pulled to sub. We established a committee in the fall to look at absence data and determine best strategy moving forward as to how to curb some of those absences, those unplanned absences. Um in the report, I included the 2425 data. That is the entire school year data. I also looked at it in comparison to 2526 and it's very similar year to date um where we are at um up slightly this year but um very similar to last year's year-to- date analysis um in comparison to

204other school districts. I've included the information around number of sick days and number of personal days in comparison to those other 32 districts that responded to survey data. Um you'll see that most districts provide less than the 12 paid sick leave days that Greenale does provide. Um with regards to personal days, there is a shift within the region looking at paid time off and adjusting to provide more personal time to staff to allow them greater flexibility with taking time off during the school year. We talked about that at um length as part of the task force and um talked about incentives that we could put into place to reduce the number of sick leave days or to reward those staff that are using less sick leave um on average. So one of the options that

205we discussed was the possibility of looking at total sick time used. if staff use less than we used the example of five days um in a semester that they would be rewarded with an additional personal leave day that then they would have the flexibility to use. Um that was one of the options. The other option that we discussed was looking at either a cash or a health reimbursement account um for retirement purposes to purchase health insurance in retirement. Um that they would receive a payment incentive payment per day of sick leave. There's many staff members that carry over and exceed the amount of rollover that can be carried from year to year. Um, and they just lose those days. And so putting some incentive in place to reward them for not using those additional sick

206time days, we would need to cost that. We would need to set a limit um as to what would be available for payout of what that would look like. We surveyed staff and the preference was around a cash payout rather than the HRA payment. Um but that is something that would be and could be structured if that was something that the board was interested in moving forward with. So wanted to bring those um options and that information forward to the board and look for any feedback or discussion that you have as we would look to develop proposals and do that costing on on what the impact would be. >> Any feedback for July? Kathy, >> just a thought. So did you get feedback on whether they wanted that extra personal day and what was the

207response there? Um there was mixed interest and it honestly it was almost a 50-50 split between an additional personal day versus the payment um option. Um some of them were more interested in moving towards like a PTO model that some other districts have done. Um that is a concern in terms of the increase in absences that we would see overall if we did move in that direction. And that was going to be my second point is that we would probably be incentivizing but then causing additional absences by doing that. So um yeah, >> any other feedback? >> Um well I I personally like the um H payment option >> option too. >> Uh well not the cash payment but payment to the like a health retirement. Is that what it is? the health retirement account.

208>> Health reimbursement account. Yeah. >> Yeah. >> Can it be both or does it have to be one or the other? >> We we'd have to determine the parameters around how it how it is structured and how it's set up and what the limitation of number of days that they could carry over, what number of days they would be eligible for an H payment because we couldn't open that gate too wide um without being able to cost and afford it. >> Right. >> So, are we comfortable with that? Okay. >> Okay. Okay. So, I'll work with the committee and and move forward with some recommendations. >> All right. Appreciate it. All right. Moving on to Christie with the uh clerk's election candidate report. >> Uh so, we have two Greenale residents that have filed their

209declaration of candidacy for the April 7th, 2026 spring election for the Greenale School Board. Um this is a uh one regular three-year seat to be filled. There's no primary that is required. And the candidates who have declared their candidacy in ballot order are Kathleen Weed Vincent and Mary Laurel Grogan. >> All right. Thank you. All right. So now we are back on track here and we'll uh tee up the board self assessment. So the around this time of year, the board by policy uh does a self- assessment where you're evaluating um your adherence to some of the board norms and board policies. And in previous years we have done the WSB self- assessment. Last year we moved to a self- assessment that was provided by Dr. Lee Pritzell. Um so an opportunity for the board

210to discuss which assessment tool you would like to use uh this spring. Any ideas, feedback? I I enjoyed Lee. >> Yeah, I would go with him. >> All right, Lee. >> Brian, you're good. >> Bring it back. >> All right, Lee, it is. >> We will get that sent out to you and bring it forward for discussion at the March meeting. >> Appreciate it. Uh, board professional development from the WASBY conver uh convention. I was going to ask if I could make a motion to lay this over until our next meeting in the interest that we have uh visitors here that would maybe like to speak tonight and this could get a little long. >> All right. You need to motion and second to table the agenda item to a date certain or indefinitely. Your

211choice. >> I think we could probably just push back to the next meeting. >> Next meeting. >> Okay. So, looking for a motion to move the uh board to table the uh board professional development and move it to the next meeting uh in regards to the WASB convention. >> So, I'm uh move to table uh item 4.7, the board professional development until Monday, February 23rd. >> I second. >> Kathy, >> just a real quick comment. I know you all want to come back for that conversation. So, um it's it our attendance was really good last week. So, I'm just saying I I appreciate your time here tonight. So, thank you for moving this to the next meeting. >> All right. Uh, we need a roll call, though. >> Yes. Yes. Yes. >> And I'm Yes.

212Motion passes. Uh, let's quickly try and get through committee updates. I have nothing to share. >> We just have a Greenale Global um charter school meeting tomorrow, >> Wednesday. >> Yeah, Wednesday. >> Although it might be tomorrow by the time we think. All right, moving on to um a possible change to the April meeting. >> You have set the first meeting in April for April 6th. That is the Monday of professional development following spring break. Um so that is going to be very difficult to be prepared for that meeting. Uh so I would recommend moving it from April 6th to April 13th. Excuse me. >> Sounds good. >> Do we need a motion? >> Um >> uh >> why not? I move uh that we move the April 6 board meeting to Monday, April 13,

2132026. >> I second. >> We have a motion and a second. >> Yes. Yes. >> Yes. >> I need a minute. >> I actually have a copy of that. >> Okay. >> Baseball game >> there. Yes, there is a baseball game. I have a I have a DC uh conference I have to travel to, but it is not that weekend. So, I have not booked. So, I >> don't know. >> I am a yes. >> Okay. >> I just needed to verify cuz I might not I might not have been here. Uh all right, that so that'll end everything. Uh we are now moving on to the additional comments from visitors. Um again, if you have talked, uh you cannot talk this time, but you still have three minutes and it'll last 30 minutes and

214we are starting at 9:51. Hi everyone, Liz Rifenberg, 9042 South Court Grass Circle. Um I'm also a middle and high school band director here for the past 10 years. As the only music teacher in both the middle school and the high school, tonight's proposed middle school bell schedule raises many concerns. And I do also want to clear a couple things up. Um, first, I know Brian mentioned that the of the four districts studied for this schedule, Cedarberg, Oak Creek, and Slinger all do not have orchestra programs. Um, because of this, these are not districts that we should strive to be. Whitefish Bay that was also studied does have an orchestra program. They are also the only district of the four that offer three elective periods per day in their middle school schedule. Um, and then

215Whitefish Bay also maintains a seventh grade music requirement. And as far as I know, Greenale has always had a seventh grade music requirement. It is currently in the middle school handbook. I do question why we consider dropping that and why that's relevant to a bell schedule change. Excuse me. One of the reasons that our middle and high school music programs are so large and successful is because of that seventh grade music requirement. I know it was mentioned before that the biggest drop right now in music enrollment is between seventh and eighth grade and that's because of that seventh grade music requirement in place. Um it's because our district has recognized the importance of music education beyond the state required sixth grade level. Middle school is where students need to be guided and exposed to as

216many opportunities as possible. And keeping that seventh grade music requirement as a standalone class can still allow students to have experiences in other electives while still excelling in core classes. And I want to I want to just clear up the the cuts here is the standalone music class and instead of being looped in with the other encore classes and as well as the seventh grade music requirement. I also want to touch on music lessons. They're imperative to a successful program. It's where the individualized instruction happens. Our music curriculum that was approved in 2024 requires a 25minut small groupoup lesson for every middle school band and orchestra student. Currently that takes around half the school day to ensure that happens. Um in our lessons a student is never missing the same part of class or even

217the same class every week. We also work with a student if they feel the need to reschedule a lesson. If they have a test or review an activity they don't want to miss. We always work with them. If we aren't allowed to pull from a core class and if every teacher is competing for the same students during that common flex time between all three grade levels, it will be impossible to achieve the consistency. I ask that through the process of developing new schedules, we look to improve what we have without reducing and removing areas that are so widely cherished in Greenale. Thank you for listening. I appreciate your time. >> Thank you. Anyone else? All right. Hello. My name is Annabella Weber and I live at 70003 Dobson Court. Um, so I'm a senior here

218at Greenell High School and I've been an active participant in the music program since fourth grade and I participate in both band and orchestra. I play the meophone, French horn, trumpet, and violin. So music has really been a good part of my life. Um, I am speaking tonight to respectfully oppose the proposal to change the middle school bell schedule by reducing elective hours, elim eliminating the seventh grade music requirement, which was shown online as the schedule, and by eliminating music lessons during potential core classes. While it may seem like a way to boost test scores, I believe this proposal is misguided. Music has been a fundamental part of my life since elementary school, um, throughout all four years of high school, I've been a part of our marching band, and it's really been a big

219part of my life. Um, if it weren't for band and orchestra classes in middle school, I may not have continued my music career through high school. So, I'm glad we had those opportunities. And so, music and electives serves as an outlet for students to express their emotions and de-stress. With music and electives as a part of my schedule in middle and high school, it provided a welcome break between classes, and it helps me manage stress of my school and coursework while increasing my self-esteem and developing lifelong friendships. Based on my own experience as well as several resources that suggest the same. I believe that reducing electives would increase student stress levels. It would potentially harm students mental health and ultimately lower test scores. As I prepared to make my college selection, music remains the forefront

220of my decision. Finding a college with an undergraduate program in my area of study is not my only goal. Just as important is finding a college with a strong music program which will provide me an outlet for inspiration, discipline, and creativity. An outlet that will help me succeed at my studies. The music program within Greenville, the Greenville School District, wa the Green Hill School District has been a cornerstone of our community for years. Built on the dedication of past students and teachers, it has endured challenges like COVID and continues to thrive. Why would we want to take away these opportunities for future generations? As a school board, I urge you guys to um reconsider this proposal and allow students to keep enjoying the same opportunities as their predecessors. Thank you for your time. >> Thank

221you. Hello, Kevin Sabotus, 7220 Horizon Drive, Greenale. I came tonight's meeting with a lot of questions. Uh, unfortunately, I'm leaving the question the meeting with not only questions, but now concerns. Okay. I think Mr. Curry's presentation, one of the things I'll caution you on the board is he used a couple words interchangeably, options, requirement, and choices. He used those terms interchangeably. So, I'm not really sure exactly how the new schedule would play out because those words were kind of being used ambiguously. I think when we have a problem or an issue and in this example we're talking about test scores sometimes we have to take a step back and look at maybe what are the reasons for those concerns and those problems and not just put a solution to it. I was hopeful today that

222Mr. Curry would explain to us why he felt the scores were low and whether there were some other solutions other than just changing a schedule. Okay. Are there some behavior limitations that are happening at the school? Is there an attendance issue? When the only tool in your toolbox is a nail, everything be When the only tool in your toolbox is a hammer, everything becomes a nail. I'm just concerned that just going forward with blasting through and changing a schedule without actually looking at what might be contributing to these lower test scores. We might be missing the big picture. Once we go in and move and take away some of these electives, you'll never have a chance to bring them back. Okay? at least it'll be a long time before you can do it effectively. So,

223I really caution the board in just sitting back and allowing this to happen without taking a really solid look at what might be contributing to these lower scores. As educators and as board members, I'm certain that that's something that you're thinking about. The other thing is from talking with students and my own children, I just still don't quite understand the morning meetings. I just don't understand how that's a good use of time from everything that I'm hearing. Okay. I hear one of the arguments from a school's perspective is that it's an great opportunity to do social emotional learning. Okay. If that's truly the case, it's a lot better to do social emotional learning in real time activities such as some of these elective courses as opposed to manufacturing it in some group activities. I don't

224know how many of you go to conferences that are professional in nature and they try to manufacture these leadership activities or these social emotional learning activities. It's not nearly as good as actually working together in a team towards a real problem. So, I just ask as a board that you guys continue to make good decisions and continue to think about not just the myopic nature of this topic, but think broadly about how this may not only impact the middle school, but the potential downstream impacts to the high school. As a school district, we have a success of graduating students that are contributing to society. And I know that's a big mission. What happens if we make a change at the middle school? Are we going to potentially see some downstream negative effects at the high

225school? Thank you. >> Thank you. >> Hello everybody. Tom Reenberg, 1942 chord grass circle, high school band director for the past 25 years. That's crazy. What is Greenale? Greenell is hallways full of student artwork that the public passes every day. Greenell is the choir and the orchestra performing at Dickens on a snowy Friday night in something out of a Hallmark movie days before reuniting their alumni on stage for the Hallelujah Chorus. Greenale is a thousand elementary school students in Gavinsky Stadium doing the Baby Shark dance before a marching band performance. Greenell is alumnist Jeff Schetsky leaving a highly successful theater program he built at Dominican to come home to the G because he knows what the arts mean here in Greenale. Greenale is the only school that can say our alumni played all three leading

226roles in Phantom of the Opera on Broadway on the very same night. Greenale is a freshman flute player with a fractured spine and a cancer defeating alto saxoponist. finding the personal strength to march in Pasadena. Greenell is Barb Lay's amazing empty bowls program and Kayla Carell's ProStart culinary state champs. Greenell is Mason Hannaheski scoring two touchdowns and then playing guitar and singing during halftime. And it is a 10-year-old little Adam Leler clearing the auditorium of elementary concert chairs and then 15 years later mixing audio tracks for Ludicrous and Imagine Dragons. Greenell is service learning. Greenell is head football coach Rob Stoultz surprising the audience by wearing a Star Wars Ewok costume to conduct Sleigh Ride. Greenell is a group of Jennifer McCaulay's ASL students signing the national anthem at graduation. And Greenale is a group

227of cheerleaders and pep band members coming together to help legendary coach Tina Zamyan bring home her longdeserved white jacket. Greenell is not a school that sacrifices all those incredible experiences solely to try to gain a star on a state report card. This proposed schedule, and I can show you the math, removes 477 hours of elective instruction over three years because kids have to choose. Do we need to continue to work to close the gap for some of our struggling learners? Absolutely. But the Greenale I know for 25 years finds creative ways to do that without sacrificing what truly makes Greenale special. The comprehensive lifechanging experiences that the Greenale School District offers students year in and year out. Thank you for your time and for everyone's commitment to Greenale schools. Thank you. Anyone else? last chance.

228All right. Uh so that will uh conclude tonight's meeting. Uh the next meeting is uh Monday, February 23rd uh back here at 7 p.m. So with that, we will adjourn and be back in a month. >> Thanks for sticking with us all night. >> Sure. >> Thanks for staying. Thank you.