11-17-2025 School Board Meeting

001To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. And we'll start off with the WASB business honoral recognition. >> Um, this is a recognition for which we have nominated two businesses who have supported our students. And I am going to turn it over to Mr. Tom Herman to present the award. >> Tom, for those of you that don't know me, I visit here to hand out these awards. This year we have two and we're very push button. >> There you go. >> Hello. [clears throat] We're very fortunate to have these partnerships. The first one is uh Dr. Michael Pickert. He is from Concordia Pharmacy uh with uh he and the Boys and Girls

002Club and myself, our consortium of schools. We put together an immersion um experience for our students and all five of our school districts uh including Greenale have benefited from it where students are able to do some hands-on uh pharmacy work with he and his graduate level students. uh some on campus, some at uh what's called the ready center for the boys and girls club. Um the thing that I really like about these things are not every student can do a full youth apprenticeship. It's a it's just too big of a commitment. It's 450 hours and I want our students to have a great high school experience and I certainly don't want them to bypass something because they wanted to go to work. So what's the next best thing? It's experiences. um these experiences are the

003things that really help them decide, do I like this or not? Um and you know, it's not just pharmacy, it's actually about health science. So, I'm going to let Dr. Picker come up here and just kind of explain the uh jump start to pharmacy. Thank you all. Nice to see you and glad to be here. Uh about 14 years ago, I came to Milwaukee as a educational stranger and one of the first places I landed was at Greenale High School in the biology class with Mrs. Zentech at the time and it started off with STEM activities grew into uh some integrated research projects with our students in the doctoral program of pharmacy and I'm happy to say we've moved more into healthcare and with the help of Tom and the Boys and Girls Club we're

004really working towards supporting uh youth employment as pharmacy technicians. but healthcare and health sciences generally through a program where we get kids to come for a 16-hour experience. And they learn a lot about medicine and a little bit about the skills that you have to do to oversee uh pharmacy, including legal aspects and other technical skills like that. Uh when they're done, they're certainly eligible to go to a a a place of employment for youth apprentichip if they're under 18, but if they're 18, um they can also be employed then, too. So, it's been exciting to really grow this and um being here tonight makes me feel like, oh, I'm not a stranger anymore. This is good. I'm starting to know what I can do in the community. So, thank you for having us here

005tonight. >> Thank you, Dr. Pickard. He's also been instrumental in helping us get our health expo uh off the ground, which is something that we did as a consortium last year in partnership with MPS where we brought in 40 different careers within the healthcare industry. Uh Dr. Picker and his graduate students had a huge display uh for anybody interested in doing some hands-on pharmacy >> and we got more funding in education. We like we like to hear that. Our other gentleman here tonight is uh Mr. John Hirsch. He has actually been here a couple of times in Mr. Rob Price's class. Um I know that Mr. Mch has been also a part of that. He comes in and uh does a very hands-on uh demonstration of HVAC. Um I don't know too many teched programs

006in the state. In fact, he just told me there's only one in high school that actually teaches something along the lines of HVAC. Um so for him to come on campus and do a two-hour um you know, hands-on demonstration is something that really opens the eyes to what I consider uh sort of a hidden gem when it comes to the trades. Um, you know, HVAC is something that requires a degree of science, a degree of computer science, uh, and definitely some hands-on plumbing, uh, and even a little bit of carpentry. So, with that, I'm going to just turn over to Mr. John Hirsh real quick. Tom, >> good evening, everybody. Um, I want to thank Tom for inviting me to visit with you this evening. Um, thank you to the school for letting industry people

007like myself, uh, trade skills, um, visit high schools and share our craft with your students. We've uh been doing outreach to high schools and technical colleges here in Wisconsin for about eight years. Tom, I think I first met you maybe at WCTC uh for one of their advisory board meetings and Tom has been a wonderful connection um eight years ago. I joined the Wisconsin Technical Educators Association. I met uh the uh uh president of Gateway Tech College and he encouraged me to do so. So, that's kind of been my pathway to meeting teched teachers and uh getting involved with teched programs throughout the state. I think last year I was in 49 different high schools. Um my quick math was I think we taught 7,000 high school kids how to cut, flare, and solder copper.

008Uh which is one of the skills that you do in the HBAC profession. And the reason we do that activity is it engages the kids. It's not death by PowerPoint. They get to do something fun. They might never dabble with HBAC again in their lifetime, but at least for that one class period, they get a little taste of what we do. Um, we try to make it fun. Uh, my mission when I visit high school students and middle school students isn't to recruit them. It's just to share a new experience. If there happens to be a student in the classroom that has interest in the HBAC profession, then by all means, I will help them. And I'll just share one quick success story. Four years ago, I met a student at Ashwabanon High School in

009Green Bay, uh, Elias Vas. And, uh, met Elias again this senior year, and it's late May, the school year is almost over. It's Elias's graduating year, and he calls me, and he says, "Mr. Hirs, I've decided I want to pursue a career in HBAC. I'm number 14 on the waiting list at Northeast Wisconsin Tech College. Can you help me?" I said, "Well, Elias, I serve on the advisory board, so sure I will." I called, I talked to the teacher, guy named Leon Chareski. He said, "Make sure Elias comes to our open house on Friday night and meets me and the other teacher." So, Monday morning, I get a phone call and it's Elias. Elias called me to say, "I'm in." Um, they moved me to the head of the line. So, fast forward two years

010later, last May, I visited that cohort of students at Northeast Wisconsin Tech College with an associate, talked to them again about careers in HBAC. Of course, Elias is in the classroom. Elias did a apprenticeship while he was in college at a contractor in Green Bay, Sincler Heating and Air Conditioning. And Elias at the end of the day says, you know, I really don't think I want to be a field technician in HBC. I'm more interested in engineering. Could you help me? My company hired Elias. So Elias is now part of our team. So I just kind of share that story to go, you know, kind of full circle. Um I'm never trying to recruit somebody for our team. I'm usually trying to help students find a job with a local HBAC contractor. It just so

011happens that one ended up leading to a really good hire for the company that I work for. So anyway, um thank you for uh the award, Tom, or the recognition. I appreciate it. >> You guys, uh some of you guys are old enough to hear about, you know, EF Hutton, who that is. You know, when EF Hutton speaks, people listen. Well, when John speaks, people in the HVAC world speak, you know, they listen. Uh, I call him the Energizer Bunny for HVAC because everyone seems to know him. I will send you his numbers in case you guys are into data. And one last thing before pictures, with the help of Kitty, uh, go ahead. We actually had a article which includes John on the front page. So, if you guys read your school news, um,

012it's really nice. It actually showcases, um, Rob Price's classroom and the hands-on activity. So, with that, I'm going to turn this hand this off to John is all copy and uh we'll take pictures at a time. >> We can do them together. >> Okay. >> [clears throat] >> All right. Next up is the Panther Pride for Greenale High School. Yes. And um Mr. Lotus will be sharing this is um a merger of two items. So if you'd like to reorder the agenda and put the Nah, we won't do that. We'll just ask questions when we get to that point. But his uh Panther Pride presentation aligns to uh one of the short cycle goals that we'll be talking about in a bit. So come on up, Mr. Lotus. Well, thank you. Um, tonight, uh, across

013a variety of reports, you get a heavy dose of me and, uh, in Greenale High School topics. Uh, the first one here is an exciting one. Uh since one of the GHS short cycle goals this year um that you'll hear about tonight uh is based around student access and student involvement and career pathway education opportunities. Um I felt a deeper dive into what we offer uh would be a great topic for this year's Panther Pride uh for Greenale High School. >> And that's not going to work for me. So, I brought with me tonight uh Chris Mench, uh school counselor for at Greenville High School. And then Julie Ham, who's already saved me twice here, is here as a advanced placement teacher. She's also an adjunct professor for uh W Ashkosh's CAP program and an

014adjunct uh instructor for W Green Bay CCHS um program. And we'll be talking about that this evening. >> [snorts] >> Um so this this screen right here shows uh that we use student survey data and also our course course enrollment data um to identify the top five pathways um at Greenale High School. Um human services, uh health sciences, arts, AV communications and media, STEM and business and professional services. We obviously provide course opportunities uh both inside and outside of these pathways. Uh but these are our top five. Uh one focus that we have when we talk with students is uh related career fields. And so that kind of gets at and really stuck with me when I first heard about it. You know, a student saying I would like to be an accountant. And uh

015their uncle might be an accountant or they might have have uh been able to shadow that uh um that career. But sometimes uh students don't know what all those related fields are around being an accountant. You know, what is similar education for that? Can I can I get to my goals through a four-year school or can I get to similar goals through goals through a two-year school. So, um that's something that we take very seriously is that we are providing services according to what our students say that they're interested in, but also that we uh provide opportunities for all the other different things that students might want to uh um be involved with. Uh in the past, in the very recent past, uh you've heard from the biomedical science program here at uh Greenale High

016School as part of this uh Panther Pride report. Uh Miss Hullsbach and Miss Welsh came in with some students to talk about that program. And then you also heard about our partnership with GPS um education and Waqen came in as a as a a student involved with that program and talked about those those experiences and those pathway experiences uh that students um are able to be part of. Uh so tonight we're going to go through um some more of those programs. The first person that introduces is uh Julie Ham and she's going to talk about uh not only advanced placement but also our CAP and our CCIHS programs. >> All right. Thanks Dave. Thanks for having me in tonight folks. Um just want to talk a little bit about how AP classes work. I teach

017two AP classes at the high school, AP environmental science and AP Chem which Noah has actually taken over there. Um so a little bit about the class. First of all, students enrolled in the class have the option to take the AP test. They don't have to. Um they tend to kind of split. Um the AP tests take place the first two weeks in May and it's $103 for each test. Most tests are digital and vast the vast majority of the tests are digital starting this past year. Um and then some of them are hybrid. Um and then the curriculum is set by college board uh with support videos and practice questions on AP classroom which the students are directed to. Some teachers use it more or less but AP uh curriculum or sorry AP board

018college board excuse me sets the curriculum. Um also on AP classroom we have a lot of resources as teachers or suggested labs and activities and question banks with multiple choice and FRQ prompts or free response questions um for students to prep for the AP test for. Uh students can also use the website to allow students to practice taking tests online which sometimes can be difficult for them. Um we also as teachers we have a lot of support from AP. Uh most teachers take a summer seminar or a summer institute before they teach the class and then we can also return as we need for a week-long course in the middle of the summer. Uh results are doing pretty well. Some of the numbers are up there along with if you look at the top right

019how many AP classes we do offer at the high school. It's a very wide offering um across all of the curricula all four core curriculums um and then also some of the electives our AP classes. So uh the results the percent of students um earning three or higher is usually what they key in on because those are the numbers where colleges will provide um AP credit or credit of college classes. So one of the tables up there you can see that is for each of the years we have the percent three or higher. That is the percent of graduating seniors who earned a three or higher. So you can see each year it is getting higher. Um which is a great thing. Um another table we have is the number of kids taking AP classes.

020And even though we've seen about a 10% decrease in the enrollment at the high school, we are seeing the number of students taking AP classes increase and we're also starting to see the percent of students getting threes or higher increase as well. So we have greater access for more students and those students are succeeding in the classes. Um and also this year uh we actually just ordered a test and we'll see an increase in the numbers as well of students taking tests um at the AP level. Um also some of the other bonuses we get out of this is a number of GHS staff members have served as readers. Um in fact I think we have uh Mr. Ben Hubing has actually been a table lead at this point. So they grade we grade the

021AP exams and it's a great ability for professional development um learning um to teach our students a little bit better. Also I've talked to kept in touch with students through their parents their families as well as Instagram um and they also say that when they go to college be taking these classes has really helped them have a more successful first year in college. And so it's a really great opportunity we're giving them. A number of them are graduating college in only three years instead of four because of all the graduates or the credits they're going in with. Next thing I've got um the CCHS program. So um we have two classes um my AP chemistry class and then also Mr. Huming's AP US history class that students can take them as credits at W Green

022Bay. And the way this works is students will enroll as a special student at Green Bay. Um because both Mr. Hubing and I have our master's degree in our subject area were allowed to be adjunct professors there. And so what the students do then if they choose to do this, they take the same course that the AP students are the students in AP are taking, but they don't have to take the the test at the end of the year. they automatically get those credits transcripted and then they can transfer them to another university. Um and so students have had a lot of um success with this as well. Um so for this the credits are about 100 or there are they are $110 per credit um where the AP test is $103. Um and like

023for example my AP chemistry class each semester students can earn actually five credits. Um, and so they could actually leave with 10 credits and then that can transfer to any good number of schools, especially the W system and then also out of the W system. Again, I've talked to a number of students who have done this and either they've tested because of their credits, they've just gone into organic chemistry as a freshman, which is a very difficult course, but they've been well prepared for it. Um the curriculum lines up very well with the AP curriculum. So there's no difference in what the students see from the students who are in the AP class. Um students or the teachers are observed. We each have a faculty liaison and either we are observed or we go and

024observe them. They have looked at our curriculum. They know it matches what they're doing at the university level. Um in fact I actually had I was struggling with how to teach something two years ago. I contacted my liaison and had a video conference with her and she helped me through what she did. Um, and so it's just a great resource that we have. Um, and then the money that we're saving for W Green Bay. Um, the 221 credits have been earned by Greenale High School students um, with over $122,000 in money saved because they can be involved with this program. Similar things for the CAP program. You can see we have a lot more opportunities for the CAP program. Again, these are all teachers um who are adjunct professors there. Um similar expectations. We're all

025assigned a leazison um who we reviews what we teach and make sure it aligns with their course. Uh they get the the students who choose to do this enroll as a special student at W Oshkosh. At the end of the year, they get a transcripted course that they can transfer to their college and it gets 110 credits per um or $110 per credit. Um curriculum again lines up very well with what we're doing in all of the AP classes. Uh as for support, students spend or sorry teachers spend a day at W Ashkosh every April. Um and then also virtually meet with our leaison as well and then they will observe us. Um and so they provide a lot of support for us. And then at Greenale over the time we've done this 843 credits

026have been earned saving over $299,000 in tuition. And so students are very grateful that they have this opportunity. Um and we find they're finding that students who are doing this are going on and doing quite well at a college level. All right. I'm going to talk about a little bit different type of dual enrollment and that is well first off Chris Mch one of the counselors here. um fitting time for this because we're right in the middle of meeting with all of our juniors and their families, setting up their departure plan for their post-secary path. Um the dual enrollment you see, and I think you all have a trifold, dual enrollment is basically having students take something offsite and one thing we really try to focus on is having letting all students experience a college

027or an offsite type of experience. Um the set you're looking here a lot of this is defined generally as what's called dual enrollment but the first piece the dual enrollment. So that's what you'll see in the trifold county technical college and Milwaukee area technical college offer dual enrollmentmies and you'll see the variety of different programs that they have ranging from healthcare a lot of construction. Um the latest ones they've added is the new HVAC program, phabbotomy and environmental water treatment. Um these are programs that contain anywhere from 8 to 10 classes. So these students are taking classes offsite on those campuses from 8:00 till about noon every day. And then if they need credits to earn their requirements, they will come back to the high school for sixth and seventh hour. Some will plan ahead

028and knock out their English or econ or gyms. In that case, they may not have to come back to the high school. So, they are fully entrenched in their programs on both of those campuses. Um, two co or two programs to a lesser degree are early college credit program and then start college now. ECCP and SEN. We have a living ECCP student right here. These are students who will take a singular class and not necessarily in any of those fields that you see on that list, but some of them may have exhausted curriculum like this young man did and takes differential equations, right? Something like that. >> I'm taking calc 3 right now. >> Cal 3. Yeah. >> So, the only other person in this room who can do that is Mr. Herman here. So,

029Noah is taking advantage of this. Um, but most more often than not, students are looking for something that we just don't have here. and they might take a singular class in uh real estate or some type of metal work and then we will send them search the cataloges for what time those classes are offered and they can take classes um for Start College. Now that would be at our technical colleges MATC, WCTC and Gateway and then ECCP is our four-year schools MSOE, Marquette, WM anywhere that student can get. Um so very good uh reception to this. Right now, we're about halfway through our junior meetings, and we have about 50 interested students who are at least going to pursue and play out uh going toformational nights and seeing where these classes fall in their schedule.

030Uh the last off-site opportunity we have is GPS. Mr. Lotus referenced uh sounds like a student from that program came back to speak. Um GPS is workbased learning. So these guys are taking um the remainder of their core requirements but the bulk of that program is these guys are learning either manufacturing, automotive or welding skills alongside that. Most of which you know when they do well and most of them do can be hired right after they finish their program. So so far the feedback we get from I would say 95% of all the students who do these programs, it's very good for them. It sets them up for future success. Um and then one last program that I think Mr. Herman's going to help me out with is youth apprenticeship which is more of a

031fullscale submersive program in a certain field where students can get some internship work, take a deep dive into a field. You want to say a few words on ya? >> Sure. The bulk of our students and youth apprenticeships are in health science of some sort and that has everything to do with Mr. Mch getting them through the CNA program. Um, as our numbers continue to grow in CNA, we have more and more students that are getting into youth apprenticeships. closely related to CNA, we have our MA program. So, we finished our first cohort last spring um at uh for our consortium, we had nine students. Um the four Greenale students absolutely dominated the class. If I rank ordered the students, the four students from Greenale would be one, two, three, four. Uh Sam Rodriguez is

032a student uh that's actually working for Aurora right now. Uh over the summer when I spoke with him, he had actually already won an award. um uh he's just lights out. You know, a male Hispanic student that's fluent, uh the sky's is the limit for him. Um I don't fully I I don't anticipate those students staying as MAS for very long. Their long-term goals are to be other things. Sam's actually to be an anesthesiologist. So, um but that's something that our students are are doing very well in as well. All right. Um, at this time, uh, we could either entertain comments from from anybody, um, or, uh, just questions for anybody that spoke this evening. >> Any questions? >> You're fuzzing, but you're on. >> Yeah, it's a little fuzzy, but, uh, Maddie and I

033had some proposals that we just wanted to run by the board and by the administrators. Um, one of the things that we were thinking was that maybe we could do an ACP survey. Um, and this would be for all of the students that have [music] an interest in either a degree career path or one that would be more in the trades. And basically, this could help us gauge um how well students understand the [music] importance of things like standardized test scores and GPA for certain careers. Um, for example, um, not every student that has an interest in being an electrician might know that the math score [music] is super important. Sorry. Uh, that's super important. Um, but if we can make sure that the students have that understanding and that we have the understanding of

034what they know, [music] then we can like retroactively go back and recreate the curriculum so it's more targeted instead of just having a general curriculum that doesn't hit all of those standards that they might need. And then we can additionally use these surveys to help figure out what students have an interest in [music] trades in case we wanted to create a ACP course um or classroom where all of those students if they had an ACP assignment instead of going [music] into their normal ACP class they could go to the auditorium or to some empty classroom with another teacher and then they could do a lesson that's more targeted towards technical skills. And then another idea that Maddie is going to go into is an idea of like newsletters for students in technical. >> So um

035we were also thinking of as mentioned newsletters for students. So based on the ACP responses, the survey responses on what kids want, we could send them letters of [music] all the opportunities because we do have a lot but some kids don't necessarily look for that stuff and it would just spread awareness for them. Um, and also those could connect students to community sponsors, internships, mentors if they ever want to pursue that. >> Um, and that kind of goes with like a cohesive goal of making sure that all the resources for these career pathway opportunities are easily accessible to those that want to acquire them. Um, one additional thought, we have two more thoughts, but the first one is promoting [music] the uh, trade exploration program during the summer. it's in the summer school um list

036of classes that students can take and I think that it's promoted during the um classes for IED and some of the technical skills classes but I think kind of connecting back to what Lotus said about like the related careers there may be students who aren't in those classes but have an interest in that and it's something that there could be a number of students who want to pursue trades but they don't do that because either location or initial interest for example there may be students in art and music classes who don't want to pursue art and music as a related career over a trading career, but they won't be as aware of these opportunities. Okay, thank you. That one's a lot better. Um, they won't be aware of the trade opportunities unless they have more

037promotions. And the idea for this would basically be having promotions that either would be across the whole school or towards classes that we determine in the future are going to have more interest. And because of the selectiveness of this trading program, it could be something that we have preferences towards those who are either seniors or have like that already stated interest via their participation in IED classes or those technical skills classes. But then I think as like an overall like monitoring growth and evaluating success would be seeing if there's students that aren't in those classes that do take up opportunities like this in a way that they wouldn't have if there was promotions. And then finally, one of the ideas that we had was an inquiry for like a one-day shadow program. this. I had

038an idea because my mom worked uh secretarial work at another school and what their school did is that if students had an interest in a career path, what they could do is they could talk to their administrators, talk to their counselors and they could actually get matched up with a business or a person working a career and then they would be able to go and be released by their school to go to that business and kind of see what those people in their career that they have an interest in do the whole day. And this is something that uh students would be exempt from school for the day as long as they were like making up their work. Um and I just wanted to make sure that the school was aware of opportunities like this

039because either we can take an opportunity like this and add it to our system and if we add it to our system making sure that there's promotions for it so that students are aware of it. >> Okay, great comments. Um Noah got me at the lunch table at the DECA conference today. So I didn't write a bunch down because we already talked about that. But I really appreciate the ideas of both Maddie and and Noah and uh it's the knowledge of it's the promotion of all the different things that we already have and then some creations of things maybe that uh areas that we don't have a lot. A similar discussion happened in the parent advisory group for the high school this week um and kind of preferably around uh um like a mid high

040school checkup as far as what pathways that students are interested in. Making sure that uh counseling services knows about that. making sure the school knows about that so we can tailor some of our um some of our offerings uh both now and and in the future. Uh and one one thing that conversation started in the parent advisory group last year and um one thing that the um that the school counseling department uh Chris and and the two others um are doing this year is during spring parent teacher conference night uh we're going to have an in-person session where anyone can come in and just hear more about it. So instead of just reading about it and trying to find it on the website or just hearing it word of mouth, they can come in during

041already a preset night where they might want to be in the building anyways and uh and hear more in depth what you guys heard heard this evening. So um Noah's exactly right. Knowledge of and promotion of is uh the two really important things. So thank you guys. >> Any other questions? >> Thank you. Thanks. Can I can I add one thing that's not related to the I just wanted to let Miss Ham know that Khan has 11 points uh five [laughter] rebounds and four steals going into the second half in the second half. [laughter] >> All right, thank you for that. >> All right, uh >> moving on to the communications. Um, it's been a a a short week since we met last. So, um, student council is hosting at the high school is hosting

042a blood drive in the upper gym this Wednesday, November 19th. It starts at 8 a.m. and goes until 1:00 p.m. So, if you're interested on the their social media site, there is an opportunity to sign up to donate blood. Um, the village tree lighting cere ceremony will be on November 28th at 6 pm and Dickens of a village is December 5th from 5 to 900 p.m. Um, and then of course we have our students that will have a long weekend next week uh with break being from Wednesday through Friday and we will return on December 1st. >> All right, thank you. Uh, any student updates? Um so DECA just returned not more than a few hours ago from the emerging leaders conference in the Dells. Uh officers and members participated in a number of activities

043with other chapters to grow collaborative skills in addition to working alongside one another to grow the team community within the chapter. Um robotics continues to fund raise to reach their annual budget with sponsors and donors contributing via the class communityation page. uh sources of strength continues to work on their week weekly source source wheel immersion uh activities and this week's focus is on spirituality and then next week's focus will be on family support. Uh chess club has a meeting this Wednesday after school in room 55 uh 155. And then winter sports such as basketball have begun with tryyouts and initial practices. And then finally for my updates, uh the student equity team continues to promote Native American and indigenous heritage month through announcements. >> Um band students left this Friday and trai traveled to Indianapolis

044for the 50th annual Bands of America competition. Although the band did not advance in the competition, they performed very well, increasing their score from last year's 67 to 75. The five swim girls who advanced from sectionals to state competed this weekend, and five boys on the volleyball team received conference or state awards. Juniors received their preac scores during advisory today and were invited to the auditorium to learn how to understand and improve them. Juniors have also been meeting with guidance counselors to discuss plans for senior year and what they want to do after high school. Workshops for the upcoming spring musical Chicago start today and will continue for the rest of the week. And this Wednesday, the local author DJ Slater, DJ Slater is coming in for Flex to talk to students about becoming publisher

045publishers and to answer questions. >> All right, thank you. Uh, moving on to comments from visitors. All right, I do have to read a little something here. Uh, welcome to all those who will be speaking this evening. We would like to remind you that the school board meetings are for the purpose of carrying on the business of the district. They are official business meetings held in public through school board bylaw 0167.3. The board allows citizens to make comments by scheduling two opportunities on the agenda to receive citizen comments. Persons wishing to address the board are asked to come to the podium and state their name and address for the record. Comments are limited to only one time. Individuals who will be speaking will be limited to three minutes. Citizen comments are limited to a period

046uh 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 items brought up during public comments. [snorts] Board bylaws require all 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 statements are too lengthy, personally directed, abusive, obscene, or irrelevant to the business of the board. If the pres if the presiding officer exercises his or her right to terminate comments under the above guidelines, written comments may be submitted to the presiding officer instead. All right, now you can go. >> I think that got

047longer. Yeah. Um, >> just a little bit. >> Amy Pavlla, 8875 Garden Lane. And I was just I had a couple things on the policies. I know that's the second reading tonight. And I did bring a copy. I can push it over. Nothing really material, but one was the third grade promotion, which is policy 5411. In the new wording, it refers to the word parent versus existing wording is parents. So for consistency, that might be something to look at to keep that the same. Also, um the policy 7450, this one was just a little confusing with regard to it took out the capital asset part, but it talks about computers and basically, you know, the question I had was would the computers under $5,000 be counted as inventory or not? The old statement had that

048they would be that was struck. the new statement doesn't necessarily include it, nor does it address if for some reason like all of Canterbury had to replace their computers. That would be more of an investment than a one-off. Um, just something else to consider. Lastly, on free and reduced meals, which is policy 8531, there's a bunch of basically the students aren't labeled so that they're discreet. My curiosity was how would the school officials know who's included um if there's not special tokens or tickets, which there are not. And that's all I had. >> All right. Thanks a lot. >> Thank you. >> We'll be happy to address those during the agenda item. >> All right. Have a good night. Uh moving on to approving the meeting minutes from last meeting, November 10th. Uh looking for

049a motion. I move approval of the regular meeting and close session meeting minutes from the November 10th, 2025 board meeting as presented in agenda item 1.1. >> I second. >> All right, we have a motion and a second. Looking for a roll call. >> Yes. Yes. >> Yes. >> And I'm yes. Motion passes. Uh moving on to the financial reports. Included in your board packet is financials through October 31st. So this is through the first four months of the school year. Uh revenues are just in line with what we would expect at this time of year and that's reflected in the report. On the expenditure side, uh we shared that the operating expenses are about $400,000 higher year to date versus last year. Um we reviewed the expenses. We noted that there was a larger

050expense for the social studies curriculum adoption. So that was $125,000 higher year to date. That was a portion of the $400,000. Um, additionally salaries were about $100,000 higher and the district also had vehicle and other equipment replacement for $75,000. Most of that was a maintenance truck that was replaced. There was also a property insurance claim um which was the deductible amount of 25,000 and uh separate um claim that did not meet the property insurance threshold. So there was 32,000 in expenses and that makes up the majority of the variances in the operational fund. The community services fund was about $50,000 higher year-over-year um attributed to 22,000 towards um drainage repair at community fields at College Park and additional expenses for summer adventure club and student recreation programming. Um we also noted in terms of revenues,

051the next large revenue allotments will be in December, the first Monday in Sep uh December and then the middle of January when we get the first property tax payment. We did review all the financials at the board finance committee last week Wednesday and there were no additional questions that that um group had. >> All right. Thanks a lot, Jonathan. Um moving on to approving checks and dispersements or did anyone have any questions for Jonathan? I move the approval of checks and dispersements in the amount of $1,819,341.96 as presented in agenda item 2.2. >> I'll second. >> We have a motion and a second. Looking for a roll call. >> Yes. Yes. >> Yes. >> And I'm yes. Motion passes. Uh moving on to uh approving the policy second reading. >> So you did have a

052citizen comment. So the first one um that was mentioned was around the reading the third grade reading. This is a policy change necessitated by um act 20 around reading and um the word parent is used because in the definitions which is in your board bylaw 011 010 0 there's definitions of words. So for example, superintendent with capitalized means superintendent or whoever I designate. Um in parent, it's defined as the natural or adoptive parents or the party designated by the courts as the legal guardian, custodian or surrogate of the student. Both parents will be considered to have equal rights unless a court of law decrees otherwise. So by using the term parent, it aligns with that definition and refers to all those who have legal responsibility over educational decision-making. So that is why it has been

053changed because that definition has been updated since the last review of this policy and then >> sure yeah I can respond to those questions. So Paula the first one was policy 75 7450 my apologies 7450 on property inventory. So the goal here is to create better clarity between 7450 which is property inventory and then 7455 which is accounting for capital assets. So you see the deletion of references to capital assets since there's already a designated policy um and to align with governmental accounting standards board and um education department general administrative regulation requirements. So that was the clarity in that language and trying to create separation between what is property and capital assets specifically to a question of does a district um capitalize if you buy a whole series of computers. So I heard like computers

054for a whole um building. Um we wouldn't do it building based but we would do it like grade level based in a replacement cycle. If it was collectively over $5,000 then those items would get capitalized. We review that at least a couple times a year to prepare for the financial audit and then we go through a process to add capital assets because that goes into the district financials. So there's absolutely a process to categorize it. Um some of the language clarification is just to update um uh and clarify that we're in alignment with those Gazsby and Editor requirements. So you know in a second I'll be happy to take questions on that. Um, I know there was also a reference to policy 8531 um and a question about like did students receive um separate like

055tickets if they qualify for a free and reduced lunch? That doesn't happen anymore in terms of the food service program. So that information is built into the students account digitally and so they can go through and get a meal and there isn't um any kind of stigma that could go through like you know you've got a red colored ticket versus a green colored ticket um going through the line. there's a lot of privacy um but the information of whether or not the student qualifies um to buy the meal for the day is registered when they log in to the system and there's some limitations that exist there right if they're at a negative balance um the food service team will be following up with parents but there could be some limitations that they can just

056get a regular meal and maybe limited in terms of like alle cart items so I know we've talked about that before but the board policy is very clear that students will continue to eat and have access to a full meal even if they're um in a negative balance. Um, this policy 8531, this was being brought forward because of ongoing conversations that Neola's had with the Department of Public Instruction school nutrition team about their on-site audits, which are very thorough and uh we get one about every five years and we always get really good feedback from that about things we can do to continue to improve and make sure that we're um in uh compliance because they They go through they have a pretty big team that goes through in pretty big detail. So I think

057the Niola team was trying to get ahead of that with this whole series of policies. You saw I think about five or six of them here to take some of that feedback so when they're coming on site to do those reviews policies match up with what that team should already be looking for to have in place. But it shouldn't be any um changes in terms of how we're operating the program with these updates that are happening in policies this evening. >> And any other questions on any other policies? Happy to answer, but uh administration recommends approval of the policies. >> Any questions? >> I just add one. Um Jonathan, um thank you for clarifying the privacy too with the lunches because going back many decades ago, it was definitely a stigma for families. They had

058different colored tickets and even if you had a ticket it was a stigma because you know there was people with money people with tickets. Um the question I had about um the system do the students have to present an ID or do they just have their pictures in the system? How does that >> you just want to say how I mean have you done the lunch line? >> Yeah. So, when you go to the school, I remember I came here when I was in kindergarten and they gave us a packet and it had you get a lunch number. It's like a little keypad and you press it in and then it logs you into the system. So, your screen pulls up with your name and your picture. >> It's the same way that students um

059come back for lunch in high school, but for elementary kids, they have the little keypad on there so they can practice punching in their numbers before they actually go to school. So yeah, that's how they >> Okay. >> Thank you. >> Basically, they have a PIN number that they enter and the screen pops up for the food service worker. >> Gotcha. Thank you. >> Any other questions? >> Yeah. Did were your questions answered? Thanks. >> Thank you both. Yeah. Uh so we need a motion to approve. I'll move approval of the policy's second reading as outlined in agenda item one uh 4.1. >> A second. >> We have a motion and a second. Do a roll call. >> Yes. >> And I'm yes. Motion passes. Uh moving on to the 2026 27 course changes. >>

060Mr. Lotus is still here. You heard a report on the recommended course additions, deletions, and modifications last week. If you have any questions, happy to answer it, but uh administration recommends approval. >> Any questions for Mr. Lotus? >> Just one clarification because we had that report earlier tonight. The African-American studies class, if I'm not mistaken, that will be an uh future AP class. Is that right? So, that >> will continue to be offered the semester class because that hasn't been deleted. That was a question. and then the AP class will be new and so um the classes will run uh enrollment dependent. Okay, thank you. >> Looking for a motion. >> I move approval of the course additions and deletions and the subsequent budgetary needs as presented in agenda item 4.2. >> I'll second. >>

061We have a motion and a second. We'll do a roll call. >> Yes. >> And yes. Motion passes. And moving on to uh personnel, >> you have in front of you um the 2025 2026 agreement with the Greenell Education Association and uh teacher retirement for the end of the 2526 school year. >> All right, any questions? >> Just make a quick comment. I I had the privilege of working with Becky Gang. she is completing a 40-year career in this district. So, I just want to acknowledge that and and say congratulations to her. Um she's a wonderful person, an excellent teacher, and she's moving on to her next chapter. So, just wanted to acknowledge that >> she was my sixth grade teacher. [laughter] >> Excellent. Well, thank you, Becky. All right. We'll uh do a roll

062call or a motion. I'll move approval for the personnel um 4.3A and B the approval of the 2526 agreement with the Greenell Education Association as well as the approval of the teacher res uh retirement. >> A second. >> We have a motion and a second any or we'll do a roll call. >> Yes. >> And I'm yes. Motion passes. Uh moving on to the first trimester district scorecard. So the first trimester scorecard, this one is for the schools. Um they are they each each building has goals. Um Miss Olsen, Mrs. Flater, and all three elementary principles are currently at um a dayong workshop that goes tomorrow. So, they are overnight somewhere else um to work on that goal and how they're going to plan for their next 100 days of work. Um their um short

063cycle reports are in the packet, the board packet, and I'm happy to answer questions. I know that a couple people ask questions, but tonight the uh principal that's presenting is Mr. Lotus because you won't hear him enough tonight, and he's going to share with you the short cycle goal for the high school. >> I heard your request for more me. So, >> [laughter] >> Um so there are two uh short cycle uh monitoring tools for the high school this year. Um understandably aligned to district priorities and the first one is to increase the percentages of students achieving proficiency specifically in ELA and math on our standardized tests. Um so um when you're when you're dealing with a goal like that um you you know that the that the evidence is going to come out when

064we get test scores in uh late spring or early um summer. But uh there's also things a lot of things that happen during the school year not only to prepare for student success um in those areas but also for us to have an idea of uh of where our students are so we can make instructional decisions during the year too. So I hope that comes out loud and clear as I talk about um this goal. So for this goal the high school does what it's done for the last three plus years as part of the sale goals and that is to focus on our tier one instructional strategies that we work with all of the students on. Um there's a there in your document there is a uh screenshot of the theory of action that

065the high school um is using this year. Each of our schools in the district has a theory of action. The high school is focused in on tier one instructional practices and we use a model called the teaching assessing cycle and uh and it really has five components to it. Um that we're using highquality strategies and uh we've the teachers at the high school have learned four new strategies um this year so far. If the teachers align their lessons to grade level standards and also have high quality assessments. If teachers check formatively uh for student understanding, monitor the progress during the instruction and then make great decisions on how to uh work with those students either individually or the whole class if needed. Um if teachers utilize best practices for data analysis. And so it could

066be data that they're getting from the data analysis team. could be old test scores or it simply could be and what it most often is is data that they generate themselves through common formative assessments during the unit so they can get that snapshot of uh of where all the students are in the middle of instruction. Then the final part of that is uh is always the continuous improvement process of uh reflecting on the effectiveness of the art instruction and that's from uh year to year. Next time we're going to teach it next year or sometimes it's unit to unit if that's a strategy based uh reflection. So specifically for this first uh strate this first uh short cycle for the high school um the actions that had to take place um so far um this

067year is determine our baseline data from last year and I worked with Miss Flater to get those numbers um utilize that teaching assessment cycle as I talked about also the uh teachers um all the teachers at the high school have a I would say 90% of the teachers have a common SLO um this year to provide some measure of progress during the school year. And so that SLO is that uh 80% of their students on their summit of assessments will get a 70% or better. And so that is a goal um that we have put akin to proficiency. And um and as we go through um the year um they're keeping that data so we're not only waiting for the test scores to come out at the end of um end of the school year.

068Um also um as was mentioned uh I believe Maddie was talking about it. Um, another thing that was done during this first short cycle is all of our 11th graders took a purchase practice ACT test. This is not anything that's mandated. It's an opportunity that we give to our 11th graders. They received the results today and uh there are variety of different ways that they could respond to their results um including uh some additional practice opportunities right here at Greenale High School. And then finally um our data analysis team met um the third week of school and uh we provide um opportunities for intervention uh for students um that uh the data shows the need for. We've also implemented the college reading strategies class that you heard about during part of the last report um

069along with any math interventions, reading interventions and also something as easy as how teachers are using flex uh to uh um work with students and their learning. So that was all completed. All of these actions were completed. Um and we look forward in this goal um for the next three or four months is to keep the main thing the main thing which is uh teachers um working hard on their tier one instruction and uh and having a great classroom and engaging classroom day in and day out. We also are going to use that practice ACT data uh to provide opportunities for our students. And um and then next time you see a high school um short cycle um sheet on this goal um we'll have our semester 1 SLO data attached to it so you

070could see how the students are performing. >> Mr. Lotus, can you share one example of the common practice that you have rettaught and have been observing for teachers in universal instruction? >> Oh sure. Okay. Um so the sale team uh which is made up of administration and uh and teachers uh we we looked for strategies um that are highly engaging and also things that teachers may be familiar with to start um this learning process of new strategies and uh um two that might sound familiar especially to the students now is uh turn and talk and then also do now. So, I'll talk about uh um the do now. And so, for years, forever since I was teaching, um the students walk in the classroom and you have something waiting for them hopefully to have a

071focus start to the uh to the lesson and to maybe activate background knowledge from what you did in previous classes and um and that's something that is very familiar for teachers. There are certain indicators of what research says a good do now is. And um and and so what we did is we took a strategy where teachers go, you would think they might say, you know, why did we, you know, this is something that I already do, but when they take a look at it and share their practice with each other and uh and are observed and get some feedback from uh um each other and also administration, um they can find ways where things can be >> [snorts] >> um you know, can be improved in that way. And the whole the whole goal

072is that uh is that students walk in, they're focused on content right away. um [snorts] and then it leads into what the learning um is for that day. So teachers looked at it in a variety of uh creative ways. One example that maybe Kim, Dr. Midzik was talking about was uh in the chemistry classrooms and in the chemistry classroom um [snorts] they were talking about uh there was some vocabulary that the students were working with and one of the teachers chose to have students pass a sheet back and forth with their table partner and brainstorm the different the different uh vocabulary and meanings that they feel they know from their learning in the unit so far. And they they did that back and forth and then the teacher called on a couple of groups to

073keep them accountable for their learning. I walked next door the next morning and the same and a and a different teacher teaching the same class doing a similar thing. Um, instead of had the students in pairs writing had a baggie of the actual answers next to a graphic organizer of those uh the new vocabulary and the students had to match those answers to the new vocabulary. And uh you might, you know, there's to two totally different ways, but one teacher was getting at um that engagement with another student uh to try to remember what was done in the class already. And this other teacher was looking at specific um content area vocabulary because when students write down the vocab, you know, their answer, it might not be in the exact language that a teacher wants

074them to use. And so she was giving them an opportunity uh to see that specific vocabulary one more time. So these strategies um [snorts] um are are are uh can be can be uh flexible for teachers and uh we've done four of them so far. [snorts] >> I asked him to elaborate on that because I want to show how targeted, specific and actionable the work has been to have an impact on a test score that's not happening for another five, six months. And so the only way you're going to improve scores is to be consistent and to have a high level of excellence and a high standard. And so by them focusing on that action and not only delivering the professional development, but then going in the classroom, he's describing things that he witnessed because

075he's going in the classroom making observations and giving feedback to teachers on how that strategy implementation is. So while these strategies might be used, they become more focused and more tight so that we have impact on student performance over time. >> Okay, I could take a quick I have a I can get into the second short cycle. Any further questions on the first one? >> Just real quick one question with the SLO specific learning out um objective I believe it is right SLO. Um so being at the high school there are a variet there's a lot of different subjects. So, how does it get determined who's working with who? And um and I'm assuming you're using your professional development day for them to have an opportunity to look at the data. Um so I don't

076know if you can >> Sure. >> touch on that. >> What we do is um um be and you're exactly right. Um the same teacher that teaches biology also teaches AP biology and uh and teachers can have two to three different uh um content or preps classes that they are teaching. And so what we do though to make sure that we're um being effective with all students is we we basically pick the core content classes um in each of the areas. So for for um say science as an example, there's a biology team, a chemistry team, and a physic a physics team. Um this year just so happened that we have enough students in project lead the way biomedical sciences. Those two teachers only teach biomedical sciences through project lead the way. They each have

077two classes and so they're doing a common SLO together, too. So almost all of our teachers by nature of having uh uh multiple classes that they teach fit into those core classes in each of the areas. English is obviously like English 9 101 and uh and so that's how they're placed on teams together that way. Um within that um there are some people where that doesn't fit to like pupil services staff and uh and some of our um more specific uh um interventionists and things like that. So they have they have goals that are are more stylized to their position. But uh if you're a classroom teacher, you have a classroom goal of uh grade level curriculum um and uh and helping students through the teaching assessing process. >> Does this carry over to world

078languages and so forth too? >> Yes. >> Yeah. Okay. Thank you. >> All right. I don't know if you need to necessarily present the second one unless there's something new you want to highlight, but the board is welcome to ask questions about the second one or any of the other school short cycle reports. Um I think that you know it's around uh creating the second uh short cycle is around creating um opportunities and experiences for students within the pathway classes and uh so really what we've done so far is we have a baseline um I put some baseline um data down for what happened last year and then the teachers are working on uh u just obviously improving upon that. So, um the uh we've we've done a lot of that setup for the goal

079um forward with that goal for the next couple of months is uh is have some individual or group meetings with teachers to help brainstorm some additional pathway opportunities. Uh for some people it's really easy. Uh for other people um it's difficult um for a variety of different ways maybe lack of connections or or just um just immense workload and trying to uh bring those opportunities to their students and we want to provide some support there. um connecting with Tom Herman and making sure that uh quote unquote we count you know what we already have make sure that we uh are are fully um aware of and report out to you guys uh all the opportunities that we have and then finally I think it's also important and you if you are a avid reader of

080the of the high school parent weekly um you'll see that uh at least one teacher Mr. Kaziki has used that forum to reach out for anyone involved with electrical engineering that would come in and talk to that class. So I think we have a obviously a huge uh wealth of knowledge within our community. I think that then over the next two or three months we'll be trying to tap into that. [snorts] >> Okay. >> No other question. All right. We're good. All right. Then I guess if you want to jump into the safety plan. >> Absolutely. Um so the school safety report obviously a yearly report for for a couple of reasons which I'll which I'll talk about here. And so we believe that safety planning um is best served by a measured measured and

081continuous approach um but also with great collaboration from our partners uh the village Greenale Police Department and also Greenale Fire Department along with some professional organizations that we work with and receive PD from. uh the central focus is achieving that appropriate balance between robust security measures and also maintaining the healthy nurturing school environment which aligns to our community's expectations. Um that is the backdrop of everything we do. Within that there are measures of accountability act Act 143. Um it it makes students I'm sorry makes districts accountable for safety planning and drills and other things. So each year and uh Miss Settle will get this uh at our next meeting on December 1st. Um we uh you guys approve this report. You obviously um you actually don't approve the report. You you you approve what we

082submit. Each school submits their safety plan and uh and one drill verification. So whereas a school may have done four drills this fall already, they only have to do and prepare one report per school. So that all comes together uh it's reviewed uh and uh and then gets signed off on and I have to put that into the uh Department of Justice uh website um by the by the beginning of the year. And so there's accountability there. Um we have always been accountable for those things that I talked about and so that is uh not a heavy lift um each year for me. Um bigger and better things uh collaboration with the village. Uh so the process and uh we finished it on October 16th this year is we use a uh a checklist a

083building a building and ground safety and also a school safety checklist and uh and it starts with each principal um to going over the processes that they have in their um school and they go over their crisis plan. They also take a walk inside of their school to look at things like physical safety um and uh buildings and grounds types of concerns. And they also go outside with this checklist and take a look at uh um at some of the outside things that are going on. For example, during open house night once it got dark, I walked around the high school and uh made notes on some of our exterior lighting which has translated into some goals for the for the high school. So um there's that kind of that that common starting point which

084is this checklist um for all of the principles. Once once those come back uh I think more specifically Mr. Kums and Mr. Mitchell uh pour over that with their knowledge and uh and they create they help me create an agenda that we share with the police department and also the fire department um and let them know what we want to be taking a look at [snorts] and um and then we do the walkthrough together. We get to each school. The principal greets us there, takes takes the group through um their different things that they want to talk about. Um and then when the day is over we debrief together in my conference room and then this planning and project list which is the end of this report uh becomes even more robust and uh so

085we every year we can celebrate things that we have done and every year the list gets um added to and and updated. So that happens every year. It's act actually part of that's mandated by uh act 143 also u but also just great practice. Um some improvements over the last year. Um, last year, if you remember back to this report, I talked a lot about standard response protocol, which is the four different uh uh safety responses we can have to something happening in the building or outside of the building. And that was, if you remember, the hold scenario, a secure scenario, a lockdown scenario, and also an evacuate. And so, um, we've been working on that for a number of years. It aligned to our previous, uh, crisis response plans. Uh but uh I think

086last year was year I felt like we totally made the uh um turnover to um the standard response protocol. Not that you don't continuously improve that, but uh um we even got uh we even able to uh um create a uh a one-page um plan which I think was pointed out last time, messily taped to the wall right there and right there. uh but uh um each school each classroom um now has um that uh um version of our standard response protocol. So this year uh we wanted to spend more time on this uh the uh reunification method that we have and uh the standard reunification method. And what that is is basically how we bring um how we keep students safe and how we bring them back together um with their parents and with

087their families um after some sort of an event um where they have to leave um their school. And so or sometimes they don't have to leave their school, they just need to to the school needs to be dismissed for the day and we need to get them back to their parents at a time um that's not usual. And so what we um did this year is uh we spent time um not only going over those materials but uh a a team of us uh which was uh myself, Mr. Mitchell, Mr. whoms uh officer uh Jeremy Vl um Brie Hansen who's the school social worker at Highland View and uh one of the creators of our um reunification plan and the building principles and then more importantly um some of the new uh people service members.

088We have a number of new people service me members across the schools um who necessarily weren't part of this planning and needed to see the spaces, needed to see um um some some of the things that they would be responsible for and involved with if we did need to leave our building. So, uh we were able to go to uh um our sites um within Greenale here. We were able to double check and improve our plans against any current spaces, update contact information and develop uh memorandums of understanding with those organizations and uh and make sure that uh there's a continuous improvement process with those plans. I would say the good news of that is uh that we're able to stay consistent with who we're working with. Um it was to me my my response

089to the whole morning was the plans were good. You know, they we made good plans years ago. um and uh and there still are very um within context of the different spaces uh within Greenale that we might take students to. So, it was it was really kind of an uplifting opportunity. There were a few things that we noticed within each plan and we made a couple of common sense changes with some of the experiences we've had with reunification over the last few years. Uh but uh um I feel really good with um with where we are with that and we're in the process of updating those materials um as we speak. Um other things uh improvements in uh staff professional development. Um we were able um we're we're going to uh be able to train

090all of our people service uh members um in the current in the continued implementation of the prepare program which uh in a sentence it's a template for crisis response roles and responsibilities and it keeps the prevention um of trauma um at its core. And so whereas this was something that a number of people service members were trained in, uh a number of them aren't with us here anymore and we have the need to uh retrain and so all of people service members uh will be getting further prepare training and also in a similar vein uh behavior and threat management um training was provided to all school administrators and also um to our people services. um some went this summer and some went uh and the other half went uh November 3rd during the PD day.

091And so really um that means that in the buildings when needed we have a we have a researchbased process of inquiry and assessment um that can be used in order to prevent violence to understand factors um that are contributing to distress of students uh say um increase the supports that the students get problem solve resolve grievances and build the skills of individual that have presented the concern. So um if there's a threat situation in a school that we have a researchbased um consistent meticulous process of uh investigating that and providing support for it. Um I think the last uh improvement process I'll talk about is last year you heard about our MERT team, the medical emergency response team uh really under the leadership of district nurse Kelly Craneer. Um and that was launched last school

092year. Um this school year um we we learned a lot last year. Um and uh this year we increased members of the mer team here at the high school. Uh we have a large space here and so uh we with some people that left um we were able to uh add um we went plus one total as far as how many we added uh but when we were replacing some of those members uh we were able to involve [snorts] people that not only gave us proximity from where they teach during the day and what they're responsible for to more areas of the building. So we're closer u and have a better response time with it. The bonus was that two of the three members also have large group responsibilities. Uh Mr. Rifenberg um is part

093of the team now and obviously with all the time they spend here and uh also on the road um that was a bonus for us. And then uh Miss Daw Crane uh who's part of the cheerleading program um was able to be part of uh uh [snorts] part of that. And the last part of that that Kelly wanted me to uh mention was that we uh are implementing more realistic drills. Um and uh for example, she was sitting um in one of the elementary schools um not not too long ago and she sat at a a table in an empty cafeteria and a staff member came by and she said to the staff member, "I just ate I think it was peanuts. I just had peanuts and I'm allergic to them and I'm going into

094shocked." And so she said that to that person. The person didn't know what was happening. Person reported it to the office. The mer team was assembled and then you had your mer drill um that that happened. and uh and so to to do things uh a little more realistic as far as what might happen within a school setting, um we're going to start building our our training around that. Also, um just a great effort and idea on her part and something that's that's growing quite a bit lately. Um significant work uh completed. I think you see they're just listed there. Um uh physical upgrade pro uh projects. I'll just talk to the about the high school here. Um we um um we installed that controlled crosswalk uh from the auxiliary parking lot um to the

095lower student parking lot. Uh we upgraded our communication um potential or our uh access to communication during uh the school day. We installed um a couple we installed a phone in the cafeteria. We never had a phone in the cafeteria and I've been here for 20 years. So I'm sorry about that. But uh uh we have one in there for uh study halls now. We also u made some additions to our PA additions uh making sure that everybody can hear messaging and uh um and communication across the building. We also replaced the lobby office window out in our front lobby here at the high school, increasing the security of of that entrance, too. Then the report ends uh with uh um a list of future considerations, but at this point um I'll let Mr. Mitchell

096or I uh take questions on any of those that you want to hear more about or just overall comments and questions about the report. Any Go ahead, Kathy. >> First of all, a comment. Uh, Steve, I've been on the board for almost nine years now, and I just want to say your work with the safety plan is is outstanding. Um, it's evolved over the years. I would say it's a living plan, right, because we're constantly reviewing it. And I want to thank you for the work that you do with the Greenale Police Department, the fire department. Uh obviously safety is our number one concern I think as we um not just for the students but for the staff. Um one question I had was how do you ensure substitute teachers and new staff are prepared

097for emergency procedures. >> Yep. So well thank you for the for the compliment. Uh it's definitely a team effort. Uh we all bring our own experiences and expertise into it and that's uh what makes the work uh um interesting and and as long as well as very important. Uh but the uh um with uh with with substitutes into the building um we have developed and it it just like we have done with our coaches our coaching staff now that was one question the board has asked in the past as far as we have people that are not within the school they don't sit in the my staff meetings and listen to how we respond to things here at the high school. So along with uh Mr. Pollock. Um, we created a onepage sheet that uh

098that was it's different. Um, there's one of those sheets in each of the subfolders and also uh with a with the coaches that that gets distributed, but also a a how would I say it? A location specific um um some uh um some steps of what they can do. So um if you're on the football field, so if you're a coach that generally is on the football field or out in the stadium, there are specific actions in case something happens out there. So, what we try to give them is an easyto- read, we're not going to hand them a red binder and they have to page through an easyto- read kind of one or two page uh synopsis of our plan, which really just it gives them that first step, you know what I mean?

099As far as is so you know that, okay, the first thing, here are some phone numbers or get a hold of this person and uh um you know, and how to dial 911 um if you're next to a phone or if you're on your cell phone and just different things um like that. So, that's the that's extent of uh of of what we give them. new teachers obviously um that's why we do the drills um four times a year is uh is every new teacher um gets that for the first time and then also um every existing teacher gets an update on those too. So uh we're trying to be more cognizant of those people that don't spend full-time in the building and uh that's kind of resulted in some of that work. >> Right.

100Okay. Then I don't want to anyone else. Okay. Um also how do students and parents provide input or feedback? um on school safety um procedures or concerns and I don't even know if our students can speak to that but I don't want to put them on the spot but uh how are they involved in the process >> I can >> you don't have to >> you don't have >> you got it all right >> um so um two things um you started with uh we'll start with students then um obviously the students are the consumers of the um of the training that we give them um and I would say for if we talk for 20 minutes to the staff about it, the students hear about 5 to 10 minutes of it. And really what

101we want students to know, I want them to feel um um that that they will be taken care of in a situation. I want them to feel confident in the adults that work with them. But really what the students need to do is um is know what the first steps are going to be. And the first step is always listen to your teacher. Um, and then we also, um, put that training out in front of students so they also know that those sheets are hanging on the wall here, that the red binder is here, that the tool to secure the door is here. And uh and so um and and this last training that we had um was about uh um locking like if you're out in like say if you're in the cafeteria or

102if you're in a bathroom when event happens and you're not in a classroom, one of our secured spaces um we actually had some training for the students about if you leave the building, where do you go? And we have two designated um reunification points um outside of our building. one's at uh one is over um out the back of the building and one is if they go out the front of the building and students are made aware of that and then we work with the police department that's one of the spots that they would respond to. So as far as with students um so they get that input and um and they most the in the way that they can give input is two twofold. One is just talking to their adviser and every time

103after we have um a a training, at least a couple of adviserss will email me with questions that their group had and either I'll just respond to that adviser or I'll go into the advisory next time they meet and talk to them about it and uh answer their questions that way. And there has been uh in the past uh we didn't do it this fall but uh where the adviser after the training was done would open up a Google form and read off some questions and then we would get uh um 36 different uh um inputs as far as what what students uh what kind of questions they were asking. So um so that's how students can give input. Um parents um u we usually will put it in the weekly that we conducted a

104safety drill this week. Um, and then, um, every time I get one or two parents that'll call, those are great conversations. They they kind of come into it, um, the parents do kind of like, well, I'm not questioning what you do. And they just and I'm like, you know, I have no problem calling you about this because every time I leave one of those conversations, I end up learning something. And uh and then re this after this last uh drill um a gentleman called me who um is is kind of quasi in charge of uh security or at least the safety practices at his church and he wanted to talk about his experiences and what would that look like? Uh how is that akin to what the schools might be doing? And we had a

10530-minute conversation about safety within large context buildings and things like that. And uh so that's you know it's more of uh they just kind of reach out and then we respond to them. Great. Then I had one last thing. As a school board, obviously we make decisions with budgets and so forth. Um there's been funding in the past for um safety and then some of that's been scaled back. Um what if anything do you feel from the board we can do to help support um that in the schools? Is there anything like like right now? And I don't know if Kim if that would be you, but um any resources or additional things that you think we need at this time. I >> mean, there's a a significant list of facility improvements at the end

106of the report. Those are important and those allocations have been recommended already. Um, and then we are applying for a grant, but there's going to continue to be uh safety features and we're that will come up and as they come up, we'll present them for the board to consider. >> Jonathan, you have anything to add to that? >> Yeah, unfortunately, we heard over the weekend um that we did not receive the DOJ uh cops grant. So, Mr. Lotus and I spent a significant amount of time in was that early summer putting that together um and investments and uh that's significant for physical upgrades that we wanted to continue to make. Um so there's a there's a long list of um upgrades including some that are going to be um pretty costly financially. We're talking about

107the middle school parking lot and the fact that there really aren't physical um boundaries between what's a parking lot and what's a playground. So that was the number one safety priority that came out of that. Um we anticipate at the end of the month we'll have an order of magnitude budget for it, but that budget is likely to come in somewhere near the million dollar range. So there isn't like a bucket of money the district already has that I could tell the board they could use today to take that on. So there's going to need to be some creativity of how we tackle it. So we certainly tried to take advantage um where there are grants available. Um we have through the the federal DOJ and we've had conversations with the state DOJ about further

108grant opportunities. We haven't heard back on that. Um we are trying to sustain within um some of the departmental level budgets some of the ongoing upkeep because the state provided one-time safety grant several years ago. Um and we invested in things like cameras that have a life expectancy. So now those things are coming up as due. So we need about $30,000 a year just to keep up with replacing cameras that are going to age out. So that has been built into the departmental level budget for technology. So we're not going to say we're not taking care of this camera infrastructure, but you can see some physical upgrades there, whether it's parking lot or some of the lighting upgrades. We have quotes there that are in the $75,000 range for a number of projects. um those

109types of things. We don't have uh budget dollars ready to go. We would look to for direction from the board if you want us to explore that in a different way in terms of how we would fund those. >> Did they say why we didn't get the cops grant? >> They did not. They provided us a reference to the criteria that they used, but there were no specific comments that they gave to us. I'm assuming that's right on the website here, the criteria. I can look it up. >> Yes, we can provide all that to the board. We'll put that into the DU, the note that they gave us regarding the safety grant. >> Thanks. Any other questions? >> Thank you. >> All right. Appreciate it. We'll let you go home. >> All right. Moving

110on to um where are we? The legislative update. >> Sure. So, I um decided to provide you with the packet tonight so I don't have to read through every single thing that's going on. Uh there are a lot of education grants right now, but I wanted to start with the WASB board of directors. Um we just met on November 4th and voted on our uh policies that we will be advocating for um for school districts across Wisconsin. So they're they're outlined here, but local school board authority addressing staffing shortages, which is obviously something we've been talking about locally. Uh shared service shared service services um school safety as we just finished hearing from um Steve Lotus. And then uh federal agency mandates um and one of the things there I just wanted to highlight is

111that we oppose federal agencies imposing policy mandates on local school districts. um basically and withholding um school program funding. That was a common thread throughout the state. People are saying that um you know funding is not being provided for all these mandates. Um so in terms of uh the bills and so forth, the um the legislators are going to be in session yet this week and then they will be out of session until January. Um there are several education bills AB645 which is grants for feasibility studies of school district consolidation or whole grade sharing. So I'll let you kind of read into that. Um that was one bill that's going forward. Um AB646 requiring a school district consolidation study. Um I don't think this is something we're really looking at here in Greenale, but it

112is discussion with uh districts around the state. AB647, wholegrade sharing grants for school boards. And uh AB648, supplemental state aid for consolidated school districts. And I again, I'm not going to go into detail on all these because they're outlined here for you. Um the one that I found interesting were um students um and I did provide our student reps with a copy as well. Um just uh AB613 is talking about uh discipline notifying parents if a pupil is removed from the classroom. I do believe we already have policies in place here in Greenale, but this is outlining a little more and Kim and I talked a little bit about this today. Um, again, uh, legislators trying to mandate what teachers have to do in the classroom, I think is a very challenging road to go

113down because they're not here to specifically understand what's going on in the classrooms. Um, AB614, a teacher's authority to manage the teacher's class. That was the one that uh we were discussing. Parental notification of disruptive or violent behavior at school and a school district's code of conduct. um teacher authority and removal of pupils from classrooms. Um and then it just goes on into just pupil behavior incidents in schools, parent notification, uh teacher protections, and so forth. Uh schoolboard policy, reasonable safety measures as well. So, I don't know if anyone has any specific questions, but there is a lot kind of on the docket right now. Um, our legislators will be going into their campaign season shortly. So, um, you know, it's it's always a tough time because they're in office for two years and they're

114basically campaigning for four months of those two years. So, hopefully um, statewide um, you know, our policies that we will continue to put forward as a board and as a district um, will be things that, you know, we can get an ear in Madison. So, I'll leave it at that. >> All right. Thanks. Uh board committee updates. Anyone have anything to share? >> No committee updates. >> Uh that's fine. We're good. Uh and board professional development. Anything? >> Uh WB state convention is in January and registration is out. So, if you have not yet um if you're interested in going and have not yet uh registered, you can communicate with Christy Helmaniac and she'll get you signed up. >> All right. Thank you. And uh last but not least, the board calendar. >> Um as

115mentioned during communications, fall break is next week, Wednesday, Thursday, Friday, and there will be a tree lighting ceremony in the village on the 28th. And I'm betting that a quorum of the board will likely be in the area. and Dickens. There may be a quorum there as well. >> Yep. And we have a meeting before Dickens. So, >> okay. >> I will remind people of that. >> All right. I'm not seeing anyone else in the crowd. So, we will adjourn and meet back here December 1st.