6-7-2021 School Board Meeting

001um are they joining online do you know okay all right everyone ready we've got about one minute all right it is seven o'clock and we will call this meeting to order has this meeting been posted mr midday yes it has all right and roll call will show that all five board members are present and we may be expecting our two students to join virtually at this time i invite you to stand and join me in the pledge of allegiance i pledge united states allegiance america and to the republic for which it stands one nation under god indivisible with liberty and justice for all all right is there communication you'd like to share this evening yes um i am working with wasb to plan for the board retreat we will reflect on board communication with the

002public online and in person superintendent and board relationships and onboarding efforts will be with the facilitator from wasb we will also be looking at the levels of engagement and policy graduation for greendale high school class of 2021 will be held on saturday june 12th the two-part ceremony will be held in in govinsky stadium and will be live stream for the public beginning at 9 a.m on the district's youtube channel congratulations to the greendale high school class of 2025 these eighth grade students will celebrate with the traditional middle school 8th grade farewell assembly on friday which was postponed from today due to the the threat of storms in govinsky stadium we are excited to welcome them to greendale high school as 9th graders this september the 2021 summer trades institute will be held next week six

003ghs students chaperoned by mr john bly will explore 13 construction trades through the week of june 14th students will do hands-on activities while learning from journeyman union professionals this free week of experiential learning is provided by wrtp big step and the trade unions in collaboration with the southwest milwaukee consortium schools of greendale greenfield whitnall franklin and saint francis this is i believe the third time that we're running this event it had to be canceled last year but we had completed that in two previous school years college park was recognized last month for the school's continued work in character education with the 2021 wisconsin schools of character promising practices award college park was chosen for its 2021 effort called we are stronger together the program serves as a model for other schools in the state as

004in consi as and is considered a best practice for others to review as they develop their character education initiatives the college parks team's work is listed on the wi character.org website the students of erin mccarthy's eighth grade social studies class celebrated the release of their book we are america greendale with a book release party in early june the students under miss mccarthy's guidance worked this school year to lend their voices to american history through the we are america project five greendale high school student athletes who have committed to playing college athletics participated along with their families in an athletic signing event last friday at greendale high school a number of greendale high school german students were inducted into the delta epsilon phi the national german honor society this spring founded in 1968 delta epsilon phi

005recognizes the outstanding academic achievement of learners of german and promotes interest in the study of the language the literature and civilization the german language and school society of wisconsin recently honored four greendale high school students for their exemplary performance on the national german exam and annual essay contest students at highland view are wrapping up their online learning for spanish this year throughout the school year they completed all three regular units and met with their teacher regularly for live classes third graders at canterbury school became animal experts after researching and taking notes while reading informational texts and observing animals on live cameras they took their new learning to design a zoo enclosure for animals and wrote a persuasive letter explaining to the zoo why they should use their habitat design the greendale green market season will

006begin on saturday june 19th and run every saturday through october and finally the following donations were received by the district ten thousand dollars from stephen huth on behalf of donald and vivian hooth of janesville for the highland view school playground equipment and that concludes my communications thank you kim continuing on the agenda any comments from visitors persons wishing to address the board are asked to state their name and address for the record and limit their comments to only one time per meeting and limit their comments to three minutes per per speaking so i invite you to the podium for anyone that would like to share some comments at this time danielle vorka pitch 5684 gladstone lane hi i'm here again to voice my concerns about the proposed schedule changes for the high school that i

007brought up at your last meeting i would like you all to seriously reconsider adding that mandatory three or five day per week advisory class for all students at ghs which inadvertently makes the start time earlier than it has been although understand the school must meet dpi required minutes of instructions this is not the best use of time in my opinion i was told by one of your board members that finding the best use of time is part of your job as greendale board members if you are truly thinking about the most effective allocation of instructional time a mandated advisory period i don't think is the way to achieve it i have worked in a local high school with a daily 26 minute advisory and the majority of students i have seen spend a lot of

008time on their phones not listening to what i'm talking about not doing their homework when they should and certainly not sharing their deepest feelings or personal opinions about social issues if you work with high school students you might know what i mean by that how about just adding maybe x amount of minutes to each class if this is a dpi minutes issue as a high school teacher i can safely say that most teachers would love an extra 10 minutes or some amount of minutes at the end of their class to review material connect with students individually practice a concept etc that would make a much better plan to me a much more academically minded use of time than a mandated advisory period don't forget that adding this advisory period also adds planning and prep time

009to your teachers who have to deliver the sel and acp instruction which by the way i was told by the superintendent isn't even written yet that it might be a piloted curriculum parents might not have access to it in advance as it doesn't exist yet how is that fair to parents who want to know and have a right to know what type of instruction their students will be exposed to in a mandated advisory parents have the right to know this is concerning to me in the learning update you will hear tonight it will cite a recent survey that shows and i quote 61 of our students and parents supported some dedicated time for learning activities focused focused on social and emotional wellness and academic and career planning end quote at your last meeting i implored

010all of you to re-survey the parents about this since the questions were not direct in what they were asking since you haven't done that this learning plan that's going on is using statistics that are frankly not accurate if you were to ask parents if they're okay with adding a three or five day a week mandatory advisory where students receive sel instruction that isn't written yet in academic and career planning and that this would mean an earlier start time i think you might have gotten different results again the survey is not legitimate the results should not be counted but yet they're being used to make significant changes to the school day of hundreds of kids this is not okay and it certainly begs the question what is really going to be taught under the guise of

011social emotional learning it is a catch-all term with very ambiguous meaning and statistics supporting this come from castle a national organization whose mission is to make sel an integral part of every k-12 classroom so i'm asking you two things tonight especially do not use the recent survey results for anything toss them send out a new survey to students and parents with the questions that are direct and straightforward and then see what parents and students really want number two do not implement a mandated advisory into the high school day if you have to add minutes to meet that dpr requirement which is what we were told is what you need then add more minutes to each class that kids are already signed up for that's the that they want to be in don't put them in

012a 30-minute class that you're forcing on them that in my professional opinion will not help them very academically at all castle may say so but there are statistics that that dispute that too you all were elected by the people to be our voice ask the questions seek out the best solutions for our students please don't just accept what you're being presented and vote yes on it thank you for your comments any other comments tonight we do not take this is not a q a type period well if you do have a question you can certainly present it at the um at the podium good evening good evening joe uh 60 30 doyle street jason swarovski question there is an item on the agenda is discussion allowed like the village board we as a board will

013discuss it at that time so if you have any questions that you'd like us to hear okay certainly bring it up at this time okay that's just trying to save some time possibly but that's right um item 10 on the agenda for masking for the elementary schools i'm here to ask you please to give guidance to the superintendent that you are against this um if it doesn't go that way honestly i might be looking for another school district to send my kids to or a private school i'm not sending my kids to school this fall in a mask it's not going to happen we moved here for greendale schools my wife went to greendale's um it's just something that need this a very serious thing tonight um there's been one covet case for the last

014three weeks i believe um each week it's just it's the people that want to have the vaccine have had the time to have the vaccine i understand that kids of that age group cannot get the vaccine and i understand the concern about that but they're still six feet apart in their classrooms there should be no reason to have a mask um we literally everywhere you go and i don't know i'm sure you guys are going places no one's wearing a mask anywhere i sent this to kathleen a picture granted this was in the height of everything but i was at the princeton club running on the track and if anyone's ever been there there's two basketball courts there was roughly i counted because we were texting and i was talking to her about this 92

015to 102 kids all wearing no mask playing basketball so what they can go everywhere else and not wear a mask but then they're gonna come to school and wear a mask for eight hours it just doesn't make sense like it really doesn't now if there's a mask mandate for everyone everywhere then i can understand that but why should they come to school and have to wear a mask and then one last thing my daughter went to greendale play school the last one which was in greendale play school and she's going to canterbury hopefully this year they didn't wear any masks there the whole year and there wasn't any issues i think there's one time that someone um one of the teachers had a case that they got from home and so they did shut down

016school for i think it was a week but that was it like literally they have a lot of kids that go to school there so i just please ask you tonight i'll be watching from home that on item number 10 that you guys give guidance to the superintendent because i know that you can't actually vote on that to please not have any masks for elementary schools and in fall and actually one last thing i will bring this up two of my kids were supposed to go to summer school they were asked by their teachers i'm not having to go to summer school because i'm not having go to summer school where i'm mask so unfortunately i have two kids that actually need it but i they're done with the mask they it and i want

017them also to have a summer after everything they've had to deal with so thank you though for your time one last thing and i don't even know how you go about this and maybe i'll come to your meeting when it's budget session you guys deserve a raise um you don't get paid enough money for doing what you do so i'll just say that uh i think it's like 3 300 3 500 somewhere there so thank you for what you guys do and please vote for no mask in all merged schools or give guidance thank you thanks thank you jason and you are correct um later in this agenda we will be discussing uh the safety protocols that are in place in the schools good evening good evening elizabeth paul 6119 downing street i would like

018you i would like to thank you guys for developing some sort of updated dashboard or metrics to potentially follow for summer school um i i do hope to see it develop more really realistically because we need to provide families with autonomy and choose what's best for their kids i am speaking on behalf of a lot of other parents as well this evening we have a parent group and many thought they were going to be at graduation or had baseball we have some concerns about that dashboard k-6 what are the percentage of infected and deaths in that age group this does not bring attention to the fact this demographic is the least affected by covid if that age group does become eligible for the vaccine i assume many will not vaccinate their kids which will decrease

019our vaccination rate this will lower your numbers for vaccination and remember this group is minimally affected and according to the vaccination numbers you only focus on vaccinated individuals and you overlook the fact that many have already had covid even asymptomatic and do not or and do have some immunity naturally why aren't those numbers put into consideration i think they need to be and then the dashboard says over sixty percent of vaccinate is the vaccination rate for recommended masking we're at 61. so if you open the vaccine up to a younger age that will decrease that percentage and then what we're back to mandatory masking i'm not sure if you understand this demographic is rarely affected we would you give your young prepubescent child a vaccine that's not fda approved never given to children without knowing

020the side effects or even if it works also a 99.99 recovery from this virus there's at least three teenagers that have died in wisconsin already from receiving the vaccine this will not only cause segregation within the district but also discrimination it's obvious the district is heading in a direction towards equity so isn't this kind of hypocritical when will you be accepting medical personal religious exemptions all other vaccines have these this is no different there is also evidence now stating that after someone has cova they are likely to have immunity up to in past eight months um and then what metrics are and data are you using to validate that one case in the past seven days are is considered low to medium case activity when i read the dashboard i interpret it like as if

021one student has it everyone has to go mandatory masking is that one school one person in the entire district in their classroom we need to have this broken down a little bit more in order for us to be okay with this it doesn't make sense there also have been multiple generic emails sent out just after questioning about the masking stating the board's unable to vote and change it due to an infectious disease policy policy 453 i believe it is it has to refer to the health department um so where's our director tonight where's our health department director because she was at the board meeting last week monday and she had a mask hanging off her ear so uh that's also a little hypocritical um so besides the actual scientific data that masks do not work

022for this small particular matter and the negative side effects of masking covitt is over look at the data stop comparing us to mps in a district whose teachers union doesn't care about the students there's kids literally playing sports without masks no outbreaks you can literally go anywhere and do anything without a mask on no one's spreading it yet our kids are muzzled harassed by teachers unable to speak for themselves this is child abuse you need to start listening to us you work for us none of this makes sense you all know it all of us know it and we're not giving up so if this is something where we're putting masks on the kids there's going to be a recall election thank you very much thank you i want to clarify two things um please

023first of all and and i'll clarify when we report 61 of the total population includes students or includes children birth to um birth to you know birth to 115 however old people are so that if any additional people get vaccinated that number can't go down 75 percent of adults are vaccinated 61 percent of the total population so the denominator will not change when kids become eligible so that's that won't change we have met that 61 percent and we can't go backwards from there and then the second thing is that we are not requiring the vaccine so there is no uh expectation or requirement for anyone to be vaccinated so just want to be clear with that thanks for that clarification and we will have that conversation as we get further along with the agenda so

024thank you very much hi my name is paula francek 5301 morningside drive i just also wanted to second a lot of everything what she just said the biggest thing for me is masking our kids i really think that it's wrong it's detrimental to these kids going night my daughter does want to go to summer school i don't know that i will have her go continuing to wear a mask either i think it's if you look at a lot of the surrounding schools that we have uh muskego mukwonago oconomowoc those of all three for sure new berlin have been um i know for certain mukwonago muskego have been five days a week and they've also all dropped their mass mandates and they're all doing fine and they've done fine throughout this entire covid process since the

025beginning of the school year and continued with their kids with no breaks like greendale dropped for potential of covid and kept all of our kids home the detriments that all of this is causing to our kids is terrible and i hope that you guys will listen and hear us all okay because this is big you guys are destroying our kids more than culvert thank you for your time thank you for sharing your personal experience um and as i said we will be discussing this later this evening any other comments tonight good evening good evening uh melissa kron 67-11 del rose court i'm going to read an email that i sent to each one of you this morning each board member and the superintendent i did receive responses from two board members only um so here's

026the email that i had sent i'm writing you today as the parent of two boys who are finishing fifth and eighth grades this week i'm asking that you strongly consider ending the mask mandate for schools for the upcoming 20 20 21 22 school year many schools in our area have gone mass optional along with many businesses wearing a mask should not be up to the school board or the superintendent should be left up to each individual family with how they decide what's best for their children as you know our local library will be going mask optional in two days the library where a health department is housed where a health director who has been said already earlier today has been seen at meetings not following the mass guidelines i urge you to make mask optional

027for all greendale schools going forward unmask our children they deserve to see their friends their classmates and their teachers faces thank you thank you any other comments this evening again if you could state your name and answer broadwell i actually live in new berlin but i'm here in support of beth i completely support everything that those three folks before me said i think this masked mandate is absolutely ridiculous if you look at the science there's no question that it's really hurting our kids more than more than not having mass they don't get sick kids do not get sick from this i don't understand the logic i don't think there is any logic i think you're just following the crowd this is what dr fauci said that's what he said this week next week he said

028they don't matter next week he said you need two masks he's going to say three four five master you're gonna just if he said five mass you're gonna say he's gotta wear five masks anyway i support them completely secondly i wanna ask a question of maggie later on director of equity i have no idea what a director of equity would do i used to learn math english science equity to me means everything ends up equal we all start from wherever but we whatever whatever the case we end up equal maybe director of equality would be something a little better but equity i would like to talk to you and if i'm not here maybe i could find you on your website and send you an email with a question to see just what it is

029you do yeah i want you to address the board as opposed to an individual administrator but so i'll send an email to will all of you respond because i sent emails to wawm and they don't respond my thing is critical race theory and i've sent them several emails asking them if they support it if they don't support it i suggested that one fellow supported it and he got snippy with me he said don't tell me what i support so i said okay do you support it and i never got a response so i would hope that you'd all be honest with us and if if you get the question point blank you support critical race theory and all its terrible tenants you would be honest because there's no room for that in this country in

030our educational system that's it thank you thank you for your comments any other comments this evening all right seeing would you like to speak i'm sensing we have a student and thank you for coming tonight and sharing your your feedback good evening um my name is maisie guttelman i go to greendale middle school i'm in seventh grade um and i really i don't like these masks when it's like hot and sticky outside they stick to our faces and we can't breathe um i have to try and pay attention while i have sweat dripping down my face with a mask on and that's really difficult these masks are making my learning environment really hard and it's making a lot of students social they have social anxiety depression from these masks because we can't talk to people

031unless we're wearing a mask or six feet away i see all these people that i go to school with at other activities and when i go to school i have to sit six feet away from them and i can't talk to them with a mask on even though i see all these people without masks riding each other's backs like we're close and i have to hold in my cause with my allergies all of we're all afraid to take our our masks to take a sip of water um we're afraid to cough because we're afraid we're gonna get sent home and we're afraid to see sneeze too everybody has allergies in the spring and with these it's hard to wear a mask while having to sneeze because then the sneeze all the germs are over the

032mask we have to wear all day um i think that's about it thank you for coming today and sharing us sharing with everyone your your experience appreciate that [Applause] good evening my name is kelly sabrowski 6030 doyle street i'm here um to i guess ask the board who is in charge of deciding who wears or the mask policy because it seems that it's kind of being passed off whether it's the superintendent or the health department but you guys are the elected officials and i feel like if you're not in charge of it you should probably take back charge of that because the people who voted you in are clearly making it clear that they want the masks optional so i'm here to ask for you to try and decide who should be in response to

033that because obviously there's been no one here who's asked for mass to happen i find it strange that the mask survey that went out only went out to i believe the high school in the middle school but did not go out to the elementary schools which i feel like those survey results would be very skewed based on that because we did receive the survey on the sel which i found weird because it mostly affected the high school so that's all i really want to say is i feel like you guys need to take more control of this as our elected officials thank you all right thank you [Applause] all right seeing no additional comments will continue on and as i mentioned earlier we will have a conversation later on to discuss both topics that were

034talked up both about the safety protocols as well as the greendale high school learning plan updates so thank you for coming out you're welcome to stay and hear the conversation and as we talked earlier you know we will be providing some feedback and guidance to um dr midsik who will be making who you know has been leading us through this this this past 15 months all right continuing on next item on the agenda is approval of the regular meaning minutes of our may 17th board meeting so any questions there otherwise i'm looking for a motion to approve i move approval of the regular meeting minutes of may 17th as outlined in agenda item 4. there's been a motion a second to approve the regular board meeting minutes of may 17th any further discussion when they

035call for a roll call vote yes yes yes yes and i am yes motion carries next on the agenda is personnel so this evening we are slated to approve a part-time teacher appointment a school psychologist appointments a full-time teacher appointment an executive assistant's retirement and a teacher resignation request so any questions right then i'm looking for a motion to approve personnel in it as outline an agenda item five i approve um a motion to approve action number item five part-time teacher appointment school psychologist appointment full-time teacher appointment an executive assistant retirement request and accept teacher resignation request again as outlined in action item five second there's been a motion a second to approve personnel any further discussion i just had uh one question actually um so with with appointments for um teachers in particular um

036i know that we they can have a bachelor's degree correct in that area um are there expectations that they eventually get a teaching license i'm uncertain in order to be appointed as a teacher they must have a license okay okay because i i i guess i didn't see that for one of them that they will have a license in order to teach so they might not have completed their certification program but will by the time the school year starts okay all right that's all thank you all right any other discussion all right so then i call for a roll call vote yes yes yes yes and i am yes motion carries and at this time i'd like to congratulate miss marianne jacobson on her many years of service to the district and wish you well

037in your retirement thank you [Applause] all right next item on the agenda is a resolution issuing i'm sorry a resolution authorizing the issuance of and sale of approximately 1.75 million dollars in taxable general obligation refunding bonds so this is something that um jonathan you shared with us at our last board meeting and we talked about it and asked for it to come back sooner rather than later so that's what we're seeing tonight anything else jonathan that you'd like to add about this evening yeah so included in your board packet was background information regarding this refunding so this is 1 million 965 000 in current debt um with the 233 000 that was set aside um this year we are going to refinance at 1 million 750 000 so utilizing those dollars to prepaying a portion

038of that debt during the refinancing process and we have the bid results the bid was taken on june 3rd and so the team from baird and pma put together that information if we've got it up on the screen so we had five bids that were received this is without the fees in the background item we identified those separately but the cost was 1.05 percent to 1.7 so we are recommending the bid from farmer state bank for 1.05 percent this is a bank placement the benefit of doing a direct bank placement is that the the district will have the ability to do additional prepayments beginning in march of 2022 given the short time period five years typically we would not have that option for prepayment but baird and pma were able to navigate the market to

039do that so that does give the district additional flexibility if there's additional funds that we could utilize to prepay this before the end date in 2026 so here you see the the end date for executing this is june 28th it'll run for principal maturity dates march 1st of 2022 will be the first date and it will end in 2026. and then an updated estimate on savings so in your packet we identified that we would estimate say annual savings from 2023 through 2026 of 129 000 to 150 000 after the bid it came in slightly better and so we were at 131 thousand to 151 000 and the overall interest savings that would be net after fees was 97 634 dollars so that's the the net savings versus the district not completing or refinancing at this

040time and just continuing to pay annually so we believe that there's two benefits here the actual interest savings as well as creating flexibility within our operational funds since this is fund 38 debt it's controlled under the revenue limit so the less we have in fund 38 debt the more we can put into the classroom via our operational fund and so as this debt matures it'll be good for giving us additional flexibility so with that i'd be happy to take any questions that you have what questions of the board have so jonathan within that ninety seven thousand dollar setting that doesn't does that include the closing costs within it or is that separate that does include the closing costs uh the 1.05 percent is the interest rate and with all of the fees um it was

041an all in cost of 1.71 thank you all right so then as jonathan outlined the the money that we spend in fund 38 which is for the um for the funds by reducing that then it allows us to to instead of spending that money in uh for the bonds this allowed us to be part of our operating fund so as jonathan mentioned you know rather than spending the cost here we can spend those and make those investments into the classroom so unless there's additional comments i know we reviewed this at our last board meeting then we are posted to approve this item tonight so that we can move forward with this refinancing and taking take advantage of these historically low interest rates i move approval resolution authorizing the issuance and sale of approximately 1.75 million

042in taxable general obligation refunding bonds series 2021 as outlined in action item six second there's been a motion a second to approve the resolution authorizing the issuance and sale of approximately 1.75 taxable general obligation refunding bonds series 2021 any further discussion can i look for a roll call vote yes yes yes yes and i am yes motion carriers jonathan again thank you and thank you to the team for continuing to look at ways to save money to uh to the community as well as making sure that our money is invested in the classroom and the students and every month we'll be looking for another hundred thousand dollars in savings so thank you keep it coming we'll try yeah thank you all right so next item on the agenda is approval of the dpi waiver of

043instructional hours and this is for the current school year the 2020-2021 school year so this is something that the dpi has signaled that they will approve again it needs to this waiver needs to be submitted but given the the situation this last year where students and schools were may have been impacted with with shutdowns and so on they have indicated that they will waive the instructional minutes so this is something that we heard at our last board meeting and we were posted to approve it at tonight's board meeting again that is for the current school year that ends you know june 30th uh 2021. i just i i did have a question in terms of the minutes um that um were not met this year um like how does that compare to other districts around

044us and even what is the number i guess um every district with whom i spoke which is most of the suburban districts across the southern part of milwaukee county and southern part of waukesha county everyone had applied for an hour's waiver do we do we have like um or will there be any like comparison in terms of how districts met those minutes no they did not share that they just all had applied for waivers because of time that were they were shut down times some of it was virtual some of it was not that everyone fell short some applied early on in the school year anticipating that they would need a waiver from minutes and some um waited but most have already completed the application so we waited to see if there was if we

045where we were at and as we calculated in mid-march we are short hours and came forward to request and as you see in the report that is a result of how we structured our wednesdays and at the high school specifically the lack of resource this school year thank you all right any other questions or with regards to the resource hour is that the advisory no that's the resource period yeah that was the resource period from previous school years that was the 30 minutes in the morning on monday tuesday thursday friday oh that's right i think you mentioned that before that you during the special schedule kind of year left off yeah due to safety protocols rather than expose them to another cohort of students we eliminated the program plus we knew that from our 2018

0462019 and 2019-2020 discussions that it had not had an impact on student achievement and therefore what you'll see in our conversation is we were moving towards that for the 2021 school year and we did not have the opportunity to to have that discussion about how to redistribute instructional minutes before the shutdown happened and i just have one more logistic question so what what was the window that dpi gave people um districts for applying for the waiver anytime before june 30th oh okay so we're coming in at the end here okay which i understand you were waiting to see yeah we didn't want to ask for a waiver if we were able to meet miniature we were not sure um i move unless there's any disc yep i move to approve uh the dpi waiver of

047instructional hours uh agenda item seven my second there's been a motion a second to approve the agenda item seven any further discussion and look for a roll call vote yes yes yes yes and i am yes motion carries continuing on then uh next item is and an action to involving the village an intergovernmental agreement for college park school parking lot rehabilitation so as we've worked to address parking lot rehabilitation for college park we contacted the village and we're able to share resources by working with the same engineer that they're utilizing for pavement projects within the village and so here we have a proposal and agreement to move forward with the work at college park and just outlining that we have that partnership so that we can work to create savings for both the village and

048the school district by pooling resources together we have an estimate here for the project to redo the parking lot area so that would be the playground the parking lot and then the front circle drive all three of those areas those asphalted areas would be addressed in this work as we've been doing tours of the buildings this spring with the head custodians and principals an item that continues to come up at college park is the way drainage comes off of the roof so the gutters that come off of the building don't take the water into the ground and take it out water pools against the building which is going to be a challenge for the condition of the building envelope the structure of the building long term as well as creating trip hazards during the winter

049time and so we saw that with covid we were using additional exterior doors than we would typically use to keep kids separate and we are finding a lot of slip hazards and so as we've been getting into the scope of the work it makes sense if we're going to go through and dig up that asphalt to redo the parking lot that at the same time we work to address those um uh those gutters that are covered under um the asphalt asphalted area and won't cover everything around the building but it would begin that project so separately from that agreement with the village i've also made comment that we worked with bray architects and their engineer specifically on that portion since they're familiar with the buildings and that drainage to identify [Music] a fix for that

050that portion that's being touched this summer so we would work to do both things both renovate the asphalt parking lot but also begin to take care of that work to move water away from the building with us so here we have the the proposal for our partnership with the village and we would be recommending approval so we can continue on with that and work to complete it here in summer 2021. and i do want to remind the board that this was a consideration within the referendum project but due to the change in floodplain maps after the referendum was approved that is the reason that college park is in need of asphalt work that would have otherwise been done during the construction and as outlined there's a approximately a million dollars left in a contingency that's

051correct and then one of the questions that came up um was tied into that one where we had obviously some plans originally for college park that we couldn't live into with changing pickup drop off and i think it's worthwhile just to mention that it's not changing any of that it's just resurfacing or re redoing the surfaces of the current lots so that we're not running into that issue with the rezoning from dnr so yeah this will be in compliance with all of those regulations around what we can and can't do to the surfaces in a flood plain i move approval of action item eight second there's been a motion a second to approve the intergovernmental agreement any further discussion just a question regarding um so the supervision of this project is the village manager todd

052michaels is that correct um we we would have the village engineer would be assisting us with the design but then steve coombs our director of buildings and grounds would be directly involved with the work on site and supervising to make sure it's being done in accordance with the plans okay i just i was hoping that there'd be some aspect of the school district there so thank you yep all right any other questions otherwise i call for roll call vote yes yes yes yes and i'm yes motion carries um thank you again and i think uh it's it's good to recognize the fact that this is just another example of where the village and the school district um have cooperate and work together to make sure that we're being most efficient with the taxpayers um okay

053number nine on the agenda policy so our policy board our policy committee met recently and have reviewed a number of policies which you see outlined in agenda item nine correct i don't know if you want to take each of these policies or if we'd like to take them in their totality and given the pre-reading that the board members have done that we would discuss any questions within the policy revisions i think it would make sense to walk through the new policy yeah to make sure that there's kind of an understanding of you know where it's coming from and the purpose and making sure that we're all on the same page yes so in 2017 i believe it was 2017 wasb conducted a policy audit um and there were some policies that were out of compliance

054with the law and they recommended revision right away and that's what we spent some time on in the 17 18 and 19 school years and then there was some policies that we could revise and then there were some recommendations that they had that weren't comp required by law but they felt were important that we add this was in that category of you don't have this we recommend that you have a policy on this but you're not compelled by law to have a policy on this and so we are reaching that point where we're coming through the cycle of policy review and it is recommended that we have a policy that focuses on school counseling and academic and career planning based on law changes that have happened and so i am going to let tim speak

055to the development of the policy yep so in reviewing um the guidance that we received from that audit and then also in looking at various school districts around the area that already had existing policies around school counseling and academic and career planning we brought forward this as our board policy to kind of hit those requirements really what this is looking at is that that we're required to have sel counseling services within our district this is acknowledging that fact and it also acknowledges the fact that we need to legally provide acp services for our students grades 6 through 12. so really this is just providing that general overview of those requirements um it talks through a little bit about what the counseling program um will represent in terms of emotional development academic development and then career

056development and planning that's kind of the breakdown into those three buckets of where we provide our counseling services i was just looking online to see other districts around us that have counseling policies i did not see any that had the acp wrapped into that but i do understand the two kind of work together was there any thought in having these as separate policies or did it just make more sense to put them together for me it made more sense to have them together primarily because the bulk of the planning and implementation is done within our pupil services department so having both of those concepts in mind as they're doing their planning makes the most sense on my end of things some of the surrounding districts also had school counseling policies in place before acp was

057required by state law and so therefore that's why other districts may have a school counseling policy that does not include acp because acp didn't exist at the time the policy was introduced that makes sense good point and for the good of the group academic career planning is acp correct and just a clarification so this policy codifies or kind of documents our existing process our existing way of doing things with our counseling services it's not in anticipation of you know what we're going to be talking about with at the high school level and correct social and emotional yeah learning or anything like that it's really just talking about our existing counseling services that our school counselors provide at all levels of the of the district correct absolutely okay all right so that is the one new

058policy that we talked about and then there as you see there are several policies that we are removing as well as some revisions i i wanted to raise um just again for the record on policy 361 instructional materials evaluation and selection is is it okay to have some discussion on that please yep okay so um in reviewing the policy again it's 361 instructional materials evaluation and selection obviously that's the heart of what we do as a school district um you know thinking about what we teach how we teach it who teaches it when it's taught we've heard public comments with some concerns about that that's you know parents care very much about you know what's going on during this during the school day um especially with their children's minds so i just wanted to point

059out that in the revision of this policy 361. uh there is a section at the end if there is an objection or a challenge uh about the curriculum that there is a part of the policy that covers that but i wanted to ask super dr amidsic and maggie the director of equity and instruction are there any options or could you just describe or discuss um the options to opt out you know i know in some cases parents decide they you know usually it's a health curriculum uh that they opt out if there's a is that is that in another policy that they could refer to if they have issues with um curriculum there are and i'm only going to recall from memory i have not poured over the policies to determine when you can opt

060out there is in the assessment policy the option to opt out of state assessments and there is within the human growth and develop human growth and development policy the option to request alternative curriculum for human growth and development and opt out of that the general academic standards curriculum the required courses for graduation there is not an option to opt out however there have been times when an alternative curriculum has been requested and offered by this at the school level with in consultation with the director of well at the time curriculum and instruction and now the director of equity and instruction so there's nothing in policy that allows for opt-out to the best of my knowledge beyond human growth and development and assessment but we also work with families to accommodate requests okay and that would

061be covered under this policy if i i mean i just see a procedure under here under this policy it gives the option to object to and challenge curriculum materials um so the board does need to approve it and so the process would be to challenge or question uh the adoption of curriculum that is approved by the board and and since you brought it up but maybe this might be a good time to explain the difference in the title from director of curriculum and instruction to director of equity and instruction there is a job description that i would be happy to refer people to that is two pages long so i don't want to misspeak the where it's at but the intention is to ensure students have equal access to equal access to learning materials okay

062thank you is there anything mary in the policy that that needs clarification or editing i know you were part of the policy committee so i was just wondering if there's anything more yes no i i was familiar with it and i did read it line by line but i wanted to to make sure you know bring a voice to the table for because we've had you know parents who've had concerns about the what might be taught crt has come up and um sel has come up so if people do have objections there is a policy that could be followed to meet those objections and it sounds like there are there is some precedent for opting out i'm sure there's all kinds of exceptions but i just wanted to bring that up all right thank you

063any other policies that want to be that people have questions with i just had a just a technical thing from being on the policy committee i know that we're trying to align the language in our policy so um policy 363 point two the second last paragraph should say just board i believe not school board nothing major but i just thought to align that with the others policy 363.2 what what second last paragraph it says school board and probably should just say board you must be an english teacher i am the second last paragraph under okay all right so we'll make that edit before we bring it back to the second for the second meeting or second reading any other policies that we want to take a look at i just and i want to open

064it again to look at it the volunteer policies i think we was there a change in that the background checks there any change in that i'm just trying to see where i got hung up a little bit um so yeah 353.1 is it 3531 is where the changes were made and then there's the deletion of 353.11 and the rule associated with that it might be worth just walking through that to talk through what's going on because obviously people do volunteer yeah go through that process to make it the process has already evolved over time the last time this was approved was 2010 and it was a completely paper process so as the pa as the process has evolved to an online process and uh we have been investing in um online resources for the application

065for volunteer background checks that has changed so some of the procedures that are in there were very specific on what we what forms we had and what we filled out and this just gives us the flexibility to continue to check backgrounds but we don't need it in policy or even rule these specific action steps to do it when it was initially adopted it was an annual process for record-keeping purposes but as we pay for background checks and our experience in the frequency in which someone would be approved one year and denied the next year every three years is sufficient and the policy also requires that a volunteer report a new activity within that time frame so that we are comfortable and have not caught new risks by checking every year so we're recommending that we

066reduce to once every three years the system we use called raptor is that right or no or no there's two different there's it's bib okay and we pay for background checks that way raptor is simply a a quick search of the sexual offenders list okay for all visitors who enter the school building what was the other one you said be bib bib and so that i'm assuming if there's something that comes up that we need to know about would flag it yeah they um [Music] i'm gonna speak i'm gonna say it but i can't be absolutely 100 certain so take this with the grain of salt because i'm not the one who does the work but they check two levels of background both a national and a state okay i'm assuming this is even a

067little bit more um detailed than the old system with the the paperwork and so forth that this yeah and it's been in use for um several years now so we do know where it's at so the recommendation was made because in practice background check systems have evolved in the last 10 years and we're just updating to match where are we at with volunteers and buildings right now if i can just ask that are they allowed this year well we're wrapping up they were not allowed this school year but we did um bring them in for olympic day in the last week and a half and i am anticipating jonathan i think the safety team talked we've been talking with reading buddies they will be back in the fall and i believe we'll be returning to

068our normal visitor and volunteer policy but you can if i'm off no i think that's accurate i think based on the trajectory that we're on right now as we look to fall we're preparing for that um thank you all right anything else when we look at the policy anything else about the school volunteers policy any other questions or changes all right then um i'm just going to pull up the list again so we've talked about some of the revisions some of the new policies some of the the deletions any other questions about the listing of policies otherwise we will bring this back at our next board meeting to for a second reading and approval at that time all right so then uh next item on the agenda is the school summer school cover 19 protocol

069so as a board we had a good conversation last month to talk about the the safety protocols for the remainder of the school year and we provided some direction and we said we would continue to monitor the situation and uh several of the community members noted uh things continue to improve overall um and more importantly in the the village of greendale so we wanted to bring back and discuss and provide some guidance regarding summer school well kim yes so board policy 453.3 as was mentioned earlier is the policy that i have relied on as board direction to make decisions throughout the pandemic for safety protocols and as such i have been meeting with the greendale health department and other neighboring health departments the south suburban health departments the health department has been meeting with our

070safety team and has been working with our school nurse and advising and and collaborating as we are addressing cases and peaks and preventative measures within the community and they've also been instrumental in helping to provide access to vaccination for those who choose to do it so at this time based on that policy based on conversations with the health department we have plans for summer school that include safety measures of making sure we have proper ventilation we've been doing that all year and we do know that we have measurements for fresh air exchange in the classroom that are in accordance with the ashrae standards around covid19 mitigation and we also have some filtration systems in place hand sanitizer and hand washing daily disinfecting we have applied antimicrobial pro products to hard surfaces to keep it off

071continuing to keep students home when they're sick and students who are super symptomatic will be sent home and advised to quarantine if necessary and be tested within the quarantine guidelines recommended by the health department the area in question where there is a lack of clarity because of a lack of direction from um i shouldn't say lack of direction there's um there's been some changes with cdc guidance where they have not been clear and direct around required versus recommended they were very direct and clear that schools should continue to require masking through at least the end of the school year since our last board meeting they have not updated guidance on schools but they have updated guidance on summer youth camps and so in looking at that the summer guidance on summer youth camps was for

072camps where everyone's vaccinated masks are unnecessary in camps and environments where some are unvaccinated then they encourage students or they encourage children to wear masks indoors and so encouraged is a very subjective term and based on policy we turn to the health department for guidance on what that means and what they're recommending and advising in that conversation we are considering some options for face coverings at all ages for which students have access to a vaccination we are planning to transition to masks recommended for unvaccinated individuals the same time the greendale schools meaning administration is not planning to check anyone's vaccination status it is up to the individual to determine if they should wear a mask as recommended by the the cdc and the health department for kindergarten through 6th grade 4k through sixth grade no

073students are eligible for vaccination and so then the question becomes do we follow the cdc guidance that says schools should continue to require face coverings or do we allow for some flexibility within monitoring so i presented and requested support from the health department to use a data-based approach to when risks are increased to the level that masks would be needed to mitigate risk and right now we're in a low risk area so that dashboard would include cases at school if there are if there's a positive case then the masking we wouldn't transition to virtual that doesn't make sense but the masks would then if spread had begun prevent spread the second area is community spread which we have not yet used community data to make decisions on school opening and closing in the lunar moving

074learning environments dashboard sorry my tongue got tied there but we have we think that it's important to consider that because those who are not eligible for vaccination are dependent on the herd and that herd might be in the form of herd immunity within the community or it may be in the form of protection through masks because masks are not protecting the individual wearing them they're protecting others so that is where it's at the milwaukee county dashboard and the state of wisconsin department of health services set a low to medium case activity as low to moderate risk and when we're in that range of under 49 cases per 100 000 there is a low to moderate risk that disease transmission would occur as was stated earlier we have had one case in greendale the last three

075weeks before that three and the preceding week seven so for the last five weeks we would meet this condition for um moving to a masks recommended for unvaccinated individuals but having a choice to not wear one the positivity rate would be below five percent we've been under five percent for the last six to eight weeks i believe um and uh then looking at vaccination rates in which we've already met the vaccination rate without children eligible and so that would not change so that one will be met from this point going forward because we already know the vaccination rate's in greendale and it's not going backwards from there so essentially by adopting a dashboard we would be moving to masks being recommended but not required and so if that's the case then the only reason that

076we would return to masks required would be that case counts spiked and we moved into a high risk range um it would that would not change 7th through 12th grade it would only change elementary and 6th graders so that is that can be supported by the health department the health support department was not ready to support masks optional regardless of the community levels of community spread but we're willing to take a look at levels of community spread and when we're in low to moderate risk allow for for that to um be the protection for the children so if if we're really over then we would never see these numbers spike so that's what we're um that was the proposal that we had to use a database approach the insurance company has also been consulted and

077support a data-based decision-making process for when masks would be important to require for prevention of spread so i'm looking for advice we have seven through twelve is i'm planning to move masks optional unless you tell me not to because individuals have the choice to vaccinate for protection or wear a mask for protection they are not dependent on others to protect them and k-6 they are dependent on others because they don't have access to vaccination and so um when should we make those options available i'm happy to go first if we're ready ready to share i think or was there anything else i'm ready that everyone gets a chance and this is for summer school um then we will come back and right revisit august yeah so i i just wanted to um add a couple

078things for the record i was the mysterious board member who tried to exercise policy 174 for a special meeting on this topic i felt that there was enough community interest in the topic but my request was denied by president croppitto by email on may 24th the reason i wanted to exercise policy 174 was because i thought it made sense to hear from all of the interested parties if we had a special meeting we could have invited sue shepherd the greendale health department expert here we could have heard from all of the people who wanted to speak on may 17th um and and and had the discussion at that time and possibly people who were you know felt the opposite we at this point we really don't know we know that the majority of the emails

079i've gotten of 10 just today 50 probably total have been from people requesting that masks be optional and and so maybe there are other people who disagree with that but we didn't really give them an opportunity or a forum um obviously they can contact us just as much as the people who've requested masks optional have done but people don't tend to do that unless their you know their position is is in question so i just wanted to to start by explaining that i think we we i think that would have been the right uh route to go uh but since we did not go that route um i wanted to thank dr amidsic for this dashboard compromise i i'm hearing a lot of words you know during covid we've all been are we remote learning

080are we distance learning are we virtual learning are we e-learning so now when we come to the masks are they recommended are they encouraged are they not required are they optional you know so what what term are we going to use but what i hear you saying just to clarify is that as long as the dashboard is indicating that we're under five percent of community spread then masks would be optional is that correct uh there's there's actually a couple other indicators which would be low case counts low to medium case counts percentage positive and no case counts among the student population okay so three factors have to be in place yeah no cases of covet positive covet cases in the student body is that what i'm hearing so and just to clarification so um kim

081this is on page two of your your memo right correct okay yeah and i'm asking for the the good of the group because not everyone's watching them you know and reading your memo but thank you for reminding me where it is so um so no cases in the student body and low cases how is that different than under five percent um cases are different than positivity rate so that under five percent is not five percent of the population under five percent is under five percent of the tests for covid are positive it's a factor that they've been using so there's two counts that the health department has been providing on their weekly dashboard and one is counts number of cases and the other is positivity rate not 100 of the population is tested um so

082five percent of the total population being positive would be way high numbers compared to five percent of those who are being tested so they're saying of the people who come forward and seek a test that it would be under five percent so okay and is their dashboard if we're relying on their dashboard do we need our own dashboard yes because we have a threshold i mean their dashboard is just reporting information ours would be saying when we hit a certain threshold then we make a decision change and so the um their dashboard is there they get reports from the medical college of wisconsin every thursday and they are sharing those reports with us so we would use those reports to say are we still under 49 cases per 100 000 yes great we stay green

083and we continue to not require masks okay and so at this point like at this point in time we're green and we could be without masks according to the dashboard yes we've been requiring all of these factors have been green for the last four weeks at least i think five okay so does that mean tomorrow there could be for the last day of school there could be no masks we will we will take back your recommendations we will review it and we will communicate with summer school families yeah i mean i shouldn't say no masks but optional um masks i'm sure and we're talking about summer school because i think we're talking about our last board meeting we did talk about what to do for the rest of the school year and to your point

084you know there's you know for those of us with kids in school we have what one day left and i think we're seeing them today and i know that you have not had any emails or public comment from families who are concerned about that but administration has among principles and we've had um conversations with families who are concerned yeah and i wouldn't say any i i just got less you know there were less people um and then one more thing when if and when the coveted cases would increase uh could there be a provision for the same which is in place for any other vaccine for medical waiver a personal waiver a religious waiver there is not a vaccine this is not a vaccine issue this is a mask issue and we do have medical

085exemptions in place and they have already been approved those that require medical exemptions who have submitted to this they submit to the school nurse um and the school nurse can approve so when when they have been required during this school year there have been medical exemptions okay and then i just have one more point that i'd like to make because i've been pouring over these policies and the policy you've been referring to most often is policy 453 the communicable diseases and communicable diseases um according to [Music] the cdc's list of communicable diseases are you know it's long but anthrax botulism i'll just do the ones most people have heard of cholera diphtheria hepatitis all the hepatitises measles mumps and so smallpox so these are all diseases that still exist smallpox is eradicated in most of

086the world through vaccine zika virus yellow fever ebola um so we all know that in the you know the beginning of covet it was it was scary but it kind of remind me of when hiv first came out everyone was very very scared now we know a lot more about the disease or the the virus we i'm sure we're going to learn more as time goes by but i just wanted to make the point that um you know the all these other diseases still exist in the world um there's not a you know there's not any cases of anthrax so we're not exercising board policy 453 so just think we we should keep that in mind you know just in perspective that um that the beginning of the year thankfully is much different than the

087end of the year with regards to communicable diseases the communicable diseases that we've had to enforce this that we've had to refer to this policy on in the past have been whooping cough we've had cases of whooping cough and it is something for which students receive vaccine and it is one of the required vaccines under state law and there have been exemptions to that so when whooping cough surfaces there are certain restrictions and rules that we follow within the from the health department the other place that we've seen it is this policy that policy was developed in 2009 um following h1n1 so we've seen times where there's been um in 2009 we actually had a school closure because of the flu so no thank you no i just think that's worth um discussing since you've

088referred to that um policy so often all right so i i'm sure based on my questions you can hear my direction loud and clear but i would be in favor of masks being optional unless there is a five percent you know spike of covet cases in the school or in the community what about so the dashboard that's developed has um five different criteria what are your thoughts well the milwaukee health department which is certainly the strictest in the area and maybe next to dane county is using the five percent as just five percent of cases five if there's a five percent or greater cases of covid in in the in the population obviously we never know exactly how many cases because not everybody reports but the reported cases if if five percent is good enough

089for the city of milwaukee i think it should be good enough for suburban suburbia all right and any uh like i said i'd like to make sure that everyone has an opportunity to share their their thought and their feedback um with the numbers where they are and where they have been for the last four weeks i am in favor of uh the dashboard with the recommended or optional or whatever word we're using there for masks trying to keep the masks off the kids at this point would be the best thing for them and for everybody um question i have is cases at school you have zero is that and i know you mean for the entire school because it's summer school is smaller can you kind of explain that a little bit yeah so if

090a case surfaces it means that cases are circulating and so to put in place the mitigation strategy to ensure that cases don't continue to circulate among the unvaccinated population is something that is important to those families who are depending on others to protect their children okay and then do you know like when you quarantine you quarantine for x amount of days if they wear the mask do they wear their mask for x amount of days um in the conversation with the health department it would be a week by week so i'm expecting that we won't have any cases and therefore we would never make a change but if we were to make a change it would be made on friday for the following week of summer school and then a week after that it would

091go back to okay and the other question what's not really questions clarification the covet vaccine is not required is that also correct that's correct no one is required to get the vaccine not our staff not our students thank you then my my guidance to you would be masks recommended required or optional not not required masks recommended or optional thank you i will echo that um i i'm going to just talk real briefly on a personal note i was in a classroom myself today with the mask on all day without air conditioning and i know greendale schools does have air conditioning it was very miserable to have a mask on with 20 students in a room at a time and so for personal reasons i would say that that we're getting to a point with the

092metrics that we really should be looking at transitioning at this point i will say that i have been hearing from residents on both sides of this issue so i don't want to demean the people on the other side of the issue who we i have received emails and phone calls from but i i think with summer school somewhat being optional in the first place but also the fact that we're seeing residents out and about the majority of their days right now especially during the summer are going to be not in school and they're not going to be wearing masks i i think it only makes sense at this point i do like the metrics that are listed here i i was kind of questioning that zero as well um wondering you know i i don't

093even know how you handle quarantines per se in the summer you've never had to do this before but i was wondering about that um how that would play a quarantine process would be the same as it was during the school year if you have an active case you're symptomatic and you're or you're a close contact without vaccination then 10 days plus 24 hours symptom free i believe is for someone who would test positive and 10 days from date of last contact provided that you can distance okay and where mask is what it currently says which is interesting and so in the last the last meeting too i was feeling that summer is our opportunity to try to get a sense of normalcy back to our community to our students and and so i definitely am

094in favor of an optional at this point so that those that feel that they still would be comfortable with that that that they obviously know that that's still an option which i think it would have been anyways but um you know just in hearing from a lot of the families and so forth i i you know i think we're at a point where this decision is important for us to you know consider at this time and i know we'll have conversations about moving forward for next fall things will probably be different with metrics at that point but i'm in favor of getting back to a sense of normalcy thanks kathy yeah and i think i mean this makes sense as well i mean coming across the board to give that option an opportunity for people

095to not have to wear masks i think is the right right move to make here i did you know i was curious about the the cases at school being zero two especially with the quarantining and how that would actually connect or you know how you're putting mass on you already quarantined those that were close contacts does that make sense now to then have the rest of the school wear masks that hopefully you've already eliminated that situation if you will from spreading because you're quarantining the rest of the group so that part i was you know from a dashboard perspective questioning and i think that's that zero to you know one case all of a sudden the whole school is doing that but like you said it's a week by week basis so it's a matter

096of if we're doing this okay there was something that happened put mass on let's try to make sure that we're not having that spread in addition to whatever happened in whatever classroom it was or so on and so forth so i hear you we can take a look at that specific threshold in that measure and uh consult with the health department to see if we can either eliminate it if we're able to quarantine or not yeah right i think you're more comfortable with the most sense at this point because the other measures are essentially measures showcasing the likelihood of something coming into school right because it's showcasing that there's a growth in the community and therefore obviously there's a growth and potential for something to happen and spread to continue through the schools whereas the

097other one you're nipping and on the bud hopefully through our quarantine practice which seemed to work pretty well throughout the school year so that would be my recommendation is if those have been working for us the way they have been let's readdress that part of it and then leverage the proactive nature of we're seeing spikes in the community all right we're the mass then for the week if that's the guidance that we're getting from the health department and obviously just like two weeks ago we didn't have the guidance we had today uh from carex this might be a mute issue tomorrow when cdc sends out something and health departments across the country change your mind on yeah correct so i do appreciate the how do you create something that allows everyone to be happy at

098the same time gets um for the mil you know many many reasons that we saw in the comments and the emails conversations the mask off kids so that they can be focused on learning versus you know we heard a few examples even just today with sweating through their masks or germs but i hope their conditioning is working that hopefully yeah it feels better than we need could you could you also ask dr admits it could you also also ask the um greendale health department um if they have a some some scientific background on what types of masks actually because my understanding and i have a few doctors in my family is that the only mask that actually prevents kovin from passing through is an n95 the only one that protects the wearer is an n95

099but a lot of masks will protect the person that i'm talking to and yes well there are yeah if you could get some more yeah i'd love to have her come and talk because i i'd like i'll present you with a record that they provided with me which had a list of studies that yeah i mean if you are correct and n95 is the only one that protects the wearer and if you and do math and you can't and n95s are meant for surgery for two or three hours i mean it's really hard to go eight hours in a n95 and talk um in any mask but especially in n95 and then as far in terms of types of masking though you know that's there's just a lot of confusion i think with masks in

100general and if you look at a box of these you know for pre-covid this was what they gave you in every hospital you know this little piece of you know paper that if you felt sick you should put this on before you visited someone and somehow that was good that was fine for a hospital setting before covid um and now you go to the doctor and this this is what they're wearing they're they're wearing this if they're wearing anything at all is just these paper masks so um so my my question is just about the type of mask the how often the masks maybe should should be changed you know we heard a lot of emails and testimony from people about bloody masks and and so sopping wet masks and i i second what kathy

101said having taught all day in a mask and i'm sure a lot of teachers would agree i've never been thirstier i felt like i you know i'm inhaling all of my own carbon dioxide my own sneezes my own coughs and and i can imagine that would only be worse for a child who you know is afraid to take it off and doesn't you know doesn't really hurt a seventh grader saying they felt you know afraid so i at the same time i want to thank you i know that um you know you were diligent you were methodical um you kept this you know the students and the and the staff safe so you know i don't want you to feel that we're all you know coming down on you but um but i think it

102would be nice to have some more information from the greendale health department since you're relying on them as your expert regarding what types of masks and how often a mask should be worn um and how frequently it should be changed and that sort of thing thank you and i you know i think we've heard from everyone and i watch share my thoughts so um first of all you know i just want to make sure that we acknowledge that you've been able to navigate us for this past 15 months so thank you and making i think you've always put the students safety the staff safety in the forefront you've worked with the experts on how to navigate that and you've been very transparent with the decisions you're making and i think the other thing that's important

103is you've come to the board for direction um you know as you're going through this as you've had questions as you've wanted to share things you we've had that conversation with the board so i think that's been important and and that was one of the reasons why i didn't think uh uh an emergency meeting was necessary so we had just talked about the conversation a couple weeks ago and gave direction for the remainder of the school year we knew that the summer school is going to be starting at the end of june so we had this meeting scheduled to have some additional conversations um so i didn't see an urgency for a an emergency meeting to just talk about this since we had already been very um process driven very data driven as to how

104to do it um you've been able to zag and zag based on what's happening in the community so thank you with that like the rest of the board members i sit here with i would agree that you know we can make masks optional going forward and i like the idea of a dashboard to continue to monitor to see are we seeing spikes are there something that we need to react to i think the past you know four or five weeks have been here that we're on the the downward trajectory so that's very encouraging but as other people have said we need to remain diligent and we need to continue to monitor this in case something did happen that we needed to react to so that's one of the reasons why we want you making those

105decisions so that if something happens you don't have to have a board meeting we don't have to by committee discuss what's going to be happening so i think that's why you know we've hired you we we bring you in to lead this district um you're a member of the community you've you're an alumni of the district so you so you know greendale well um we're listening to all parties um you know we we do get emails we do get feedback from the community we we thank you for that feedback that makes sure that um we're hearing that so i think that's always important um so i think to make it optional is a step in the right direction i would completely support that and then i think i'm on the same thought that i think

106i heard from a couple other people is let's look at the dashboard and is it one of the metrics is not met requires us to go require mass for that long week perhaps we're a little bit more subjective or we may look at things maybe maybe the the dashboard is too stringent in a couple of situations maybe look at you know one or you know two two or more of the criteria are met you know just just so that like like was mentioned earlier that if there's one case within the school district does that impact the entire summer school program you know so that's where i would you know ask us to be a little creative to say okay is that threshold you know zero or one is that where we want it or do

107we change that threshold or do we change um the number the number of metrics that are that go from a green rating to um you know an orange or a red rating so that sounds good all right any anyone else want to share anything or i want to just echo that i i do appreciate your work with this kim um there's been a committee all year that's been monitoring the the data as it's coming in and i think it's important that we continue to use data to make our decisions so that's why i can rest assured that i i feel confident that this optional is probably the right direction for us to be going right now and i'll say the same echo what kathy said and what joe said thank you kim for all the

108work you've done all year long but i too feel very confident that going optional or recommended whatever the word is with this dashboard and adjusting it a little bit if we can because i think it's a little too stringent would be great and i think getting our kids back to some normalcy would be very helpful is that does that help you with [Music] decision making going forward yes so we'll um work on this tomorrow and do some communications for summer school we'll be sending to families that are enrolled in summer school and all families that are participating in events this weekend that was one question i had was how easy is it for you to communicate with families during the summer and in the event that we would have to backpedal or anything like that

109i mean is it through emails typically very easy right now on the district website we have the moving learning environments dashboard that's prominent it's one of the first things that you can link to and that is updated we don't need the moving learning environments dashboard anymore for summer school so we will replace that we could replace that with face coverings if we change um our requirements or our recommendations then it would be a direct email and we we are it's very easy for us to communicate we have three or four platforms as kitty has informed you many times which is social media direct email and website communication are the summer classes also going to be somewhat socially distant small class sizes at the elementary level they are set at sizes uh capped at 20 and

110they're cohorted which means that rather than them switching classes every hour they're with their grade level peers in a same group so that it's a limited number of contacts which is new this year and students had the option for all students have reading and math and then depending on their choices is how they were cohorted and grouped so if they picked a science or an art or a spanish or cooking then that's how their reading and math were grouped for them to have a cohort so it's a it's a small cohort of no more than 20. okay think thank you that's a good point we'll make sure that i i did forget to mention that your this decision will impact essentially all youth programming uh in the form of park and rack activities which does

111include summer adventure club so the intention was to communicate with summer adventure club families as well jackie will be doing that we had some conversations today and so this would be communication that would go to anyone who's enrolled in a youth program in summer through park and recreation as well as it's going to impact our facility usage requests for youth groups because all year we've had a requirement for safety protocols to be submitted for how they would continue to mitigate in alignment with district policies so we'll also be communicating with facility rentals that if they'd like to submit an updated safety plan that they can do so so anyone who's currently is currently requested a use of facilities for youth programming has submitted something and that will if if and when we make a change

112this week that will impact their facility usage and they'll have to review their safety plan and communicate with whoever they are working with that they've revised their safety protocols so so to recap it affects summer care summer recreational activities on school grounds children busing to summer school community groups on school property and summer school is that a complete list or youth activities yes and youth okay thank you and just be clear when you say youth activities it's like greendale twin knight who uses our facility and greendale twinite has already made a revised safety plan because of the outdoor facilities they had originally submitted a safety plan they used face coverings and they revised their safety protocols and submitted it for approval because of the changes around outdoor masking from the cdc so they have already

113gone to masks optional but yes it would be something like that or um an arts program from a place or the children's resale might revise their safety protocols based on updated guidance and the decision that's made this week i i have one more question approximately how many students are enrolled for to summer school there are 200 enrolled in summer adventure club um in a normal year shoot my do you guys have those numbers in a normal year we have 1500 in summer school and i believe we are we're yeah we are we are at capacity at both the middle school and um canterbury so our k-8 summer programming is housed between canterbury and the middle school and we have to use canterbury because we're using all the classrooms at the middle school and so if

114that gives you any indication it's somewhere between 500 and 800 elementary kids and then at the high school level we have a lot in physical education and then we have other programming within the high school so i think our high school is usually three to four hundred students so a little more than half of our student population is part enrolling in summer thank you are families still able to sign up for summer school um no so with our decision or with our direction tonight is that anything that can be taken into consideration um they're full and staffed they are so they um and we we encourage people to enroll and then it's easier to withdraw than to add on um and it's usually in the mornings the day that it's released they actually move the

115the rest the registration time to 6 pm in the aft in the evening so that everyone would have a chance and not have to be trying to do it from their desks at work because um once it hits it's uh first come first serve and it's pretty repetitive yeah to get into the classes so i know that there are um like the high school phi egg classes they won a certain time and then that fills up and they get thrown to the other time so at this point they've closed registration and have the teachers ready to go okay all right thanks everyone for their conversation and discussion thank you the families that came out this evening and have been sharing their feedback with the board we do listen and and hear what what people are

116saying we all are parents as well so we we know how trying these past 15 months have been um on families all right then continuing on with the agenda we are here to review the curriculum cycle of the science program from k-12 so every year we do a curriculum review and this year is our science program so we will be hearing from from maggie about the science program that is in place for the upcoming school year and the six years after that i'm so excited to talk about science i'm a big science nerd um so really makes me excited to have you here today i have some guests um also who will be speaking i have julie hamm and courtney ellert who will be helping me with the high school science curriculum review and um

117the elementary curriculum review was supported with sarah derrick who is unfortunately not able to be here tonight but she was integral in this conversation and this work so um we had as a k-12 science team we met and we had three major goals next slide please and our three goals were to ensure alignment to the next generation science standards to increase instruction that includes standards and practices of science and engineering and to integrate all four stem principles science technology engineering and math i do want to say that next curriculum review cycle we will be focusing on technology so we'll be looking into coding and adding that that is not included in um this review and that was noted so we're definitely bringing that up for next curriculum review cycle um next slide please so there

118is a video about a short video that kind of explains what the next generation science standard is jonathan if you just click on that picture it should play reflecting a new vision for american science education creating a context for learning comprehending the core knowledge and ideas and engaging in scientific and engineering practices helps to prepare students for broader understanding and deeper levels of scientific and engineering investigation later on in high school college and beyond bi states four states the next generation science standards were developed by a team of experts and stakeholders in science and engineering k through 12 and higher education and industry in an open collaborative state-led process the standards are internationally benchmarked against countries whose students perform well in math and science implementing improved k-12 science standards will better prepare high school graduates

119to succeed in college and careers enabling employers to hire workers with strong science-based knowledge and skills critical thinking and inquiry-based problem-solving educating students for the future educating students at the speed of science the next generation science standards four states by states doesn't that just get you excited for science i mean i can see thor over there just so excited um so with the next generation science standards all of our on may um at our in our maypd our k-5 science teachers all had a three-hour training around the next generation science standards and what those all are aligned to um did you say k five or k through five k through five so kindergarten through five fifth grade correct um so that's something that we're digging in and then the middle school is also going to

120be getting trained this summer on that and the high school has continuously been getting trained on that as well next slide the second thing we really wanted to focus on was the science and engineering practices and we know that all good scientists asked and ask questions and to find problems um and try to lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested also we want our students to be able to develop and use models that's both in science and engineering to be able to use and construct models to help build helpful tools to represent ideas and explanations these tools can be diagrams drawings physical replicas mathematical representations commute computer simulations we also want our students to be able to plan and carry out investigations scientists

121and engineers plan out investigations in the field of laboratory working collaboratively as well as individually their individ their investigations are systematic and require clarifying what counts as data and also trying to figure out what the variables and parameters are we also want our students be able to analyze and interpret data um making sure that they're producing data that can be analyzed and because if you've ever participated in science or different science fair you know that data patterns and trans aren't always obvious so we want our students to be able to use a range of tools to try to figure out how to interpret data and making sure that they're learning how to use modern technology of the collection of large data sets and also being able to provide secondary sources for analysis we also want

122our students to use math and computational thinking in both science and engineering mathematics and computation are fundamental tools for representing physical variables in the relationships and there's many different tasks such as constructing simulations analyzing data recognizing and applying quantitative relationships we also want our students to be able to construct explanations and design solutions um for the problems that are facing our world now um another thing we really want our students to be able to do is engage in argument from evidence to be able to understand the process in which explanations and solutions can be reached and then also we want our students to be able to obtain evaluate and communicate information clearly and persuasively the idea is to um that they generate and critique and communicate individually and as a group critical professional activity these

123are all the things we want our greendale students cave kindergarten all the way to 12th grade to be able to do um when they leave us next slide please and i just wanted to show some examples of um some of the different standards that um like this is a younger engineering design standard we want them to be able to so you can kind of see what this looks like for little kids they're asking questions they're making observations they're gathering information and then they're trying to solve a problem um and when we go to the next slide we get to see a little bit older or there thank you i'm like the next slide um it's a little deeper that they're able to define the problem and reflect on a need or a want um and

124then also be able to understand specific criteria um so after kind of looking at all the different standards and understanding um what we really want our students to be able to do as scientists we landed on amplify science which is the next slide and the reason we landed on this for our kindergartners through fifth grade is the alignment for the next generation science standards it also had great representation we know it's so important for our students to see themselves as scientists so having women scientists having women um young men scientists having scientists that are white having scientists that are black having scientists that speak different languages amplify science does a really nice job with that it's also hands-on which was very important for our teachers and they also had units that include all the different

125science and engineering practices that we cared so much about in our work on this curriculum design such as investigation engineering design modeling and then third through fifth grade being able to argue a point and be able to work through that next slide please i'm gonna show you a little sample of so this is amplifying action we had this is miss bowers class who also was one of the teachers that piloted this in her classroom they were learning about fossil forms and sentimentary rocks and this investigation involved students reading about the process of rock formation and they use their notes to recreate how the rock would be formed they had to add water water to their gravel and sand and they had to remove the water and then they i had to add plaster of paris

126to hardin to into the rock as well and then they also had to argue their um points and try to um say what the question and the claim was and then their evidence and data and the evidence that went with it so they had a unit question how do rocks and fossils tell us about the way the earth changes over time so then they had this essential question that they had to try to figure out throughout um the unit and at the end they actually had a fake island that they had to decide if it was um if how long this island had been around and uh it had been a lot it was it was it was not as old as earth because it was a different planet so it was very cool and

127the kids got very excited so we're really excited that um we are um bringing to you um the amplify for kindergarten through fifth grade i'm going are there any questions about the elementary before i move into the high school with julie hahn and courtney alert because they are gonna so eloquently explain the high school process just a quick question um as far as uh so so sarah sarah derek kind of oversaw this um and were there other subcommittees of teachers yep that's a great question so sarah derrick um in 2019 alda elementary school principals take a lead in curriculum so sarah's in charge of social studies and science so she worked with a team of our curriculum facilitators to they went through a process of looking at aligned materials to the ng um then uh

128oh my gosh the um the next generation science standards they went through um what good alignment looks like what is that what are the curriculums that would be good um and great for the greendale students and then they um started they had a plan to pilot and then covet happened so this was not an easy process for science i want to be a i told kim i was like this has been really hard with covet and focusing on all the other things but i think we landed on a great um curriculum for our students and there was teachers were included in the whole process um there is pd um there you said there was pd that was planned throughout this year to help them as well yes so um and that's a great question kathy

129so we have on we had the three hour next generation science standards to really have them immersed in the standards and then over the summer they're getting 10 hours some of which are going to be aligned to um the all of it some of it's going to be directly around amplify then they're going to have time to from the amplify [Music] facilitators they're going to come in and teach them how to use the program and then also they're going to have time to plan and work as a team together during their 10 hours of professional development we really want to make sure we have a good implementation and that they're able to um start right away with science and continue okay thank you and maggie what curriculum were they previously using they were using foss

130so that's pretty similar actually i was looking at the with the do they do then they discuss then they read it it's um false is not as aligned to the next generation science standards that's one of the reasons in that we looked at um at amplified because of the alignment so they do have similar the hands-on activities that everyone really enjoyed about foss that is also included as well okay thank you um julie and courtney are you guys here i think you're here i saw your we are here hey guys so good to see you hello all right they are going to take it away let me know if you need any help because being online is kind of hard sometimes perfect um well we actually can't see what slide we're on so hopefully you're

131on the one that says high school overview um but as maggie said i am courtney hayler i am a science speaker at the high school um i currently teach chemistry i also teach the project away introduction to engineering class i've had the pleasure of having several of your students in my classes before um but we're hoping to give the rest of you a nice overview of kind of what we've done over the last many years um so kind of some of the things we've been working on for quite a while um in our high school science department is we started working on a vision for kind of what we want every high school science graduate to leave with um so julie's actually going to talk a little bit more about that on the next slide

132um but a couple other things we also did was we looked at some data on what classes our kids were actually taking and what opportunities they were getting based on those classes they were placed in we've also done a lot of work looking at the ngss standards and what classes they're talking and how often they see them and how they perform at them um sarah derek actually left a lot of that work that was still at the high school um and we're very well immersed in those standards at the high school because of it um we also looked at the classes that the class ended up making and just making a map of the crazy number of routes students could take was mind-blowing and by one decision it could limit so many of their possibilities

133so that really led us to this idea of where we want the kids to go and what we want every kid to leave with um we also looked at the sciences at local schools um to kind of see what they did and what we could take from that and that led us to quite a few of our decisions on what we wanted to keep and what we wanted to get rid of and what was really important to us so that's kind of an overview of what we have done there's a lot more information on that in your packet which i'm sure you're going to love reading later um we're just hoping to give you a little bit of an overview here so i'm going to throw it over to julie who is going to talk

134a little about our science vision that we developed all right thank you courtney um and thank you for having us here tonight um we are in if you're wondering why it's kind of the two of us i have been the curriculum facilitator for a number of years and i'm stepping out of that role courtney is stepping into that role um starting this next school year so back in the science department of the high school has been very interested in really looking at a curriculum and trying to make sure that we are really doing the right thing and so we started fall of 2019 um we created a science department vision one of our biology teachers emily solati did a great job leading us through this and it really really allowed all the teachers to reflect

135on what our goals are for our students what do we want the attributes of a science greendell graduate to be and then how do we get there as teachers so it allowed us to have a really good conversation um a lot of you know of course we had disagreements as we were going as we were going through it and which was good so we could see what other people were doing so you can kind of we've got the department vision up i'm not going to read it out to you but um it's in the goal it's in the packet it's also in any of the admission or guidance documents that the students see so we just go through what our goal is for a greendale science graduate um how we're going to get there when

136we're talking about content and um the pathways for them and then what are some of the teaching strategies that the teachers use and we tend to work together a lot on these and really kind of well this is always kind of present in everything we're doing um we can go to the next slide so coming out of that and then looking at all the njsf standards um we really decided that the sequence that we wanted to go with was one where all the ninth graders were taking biology and it's known as the universal biology class with the embedded honors option so every single one of those students is being exposed to all of the material and then they have the ability to kind of work at the level and improve or increase to another level

137if they want to get there and that our the 10th graders then will move on to universal chemistry and next year with this we are looking at having a pretty good number of chemistry sections um again with the embedded honors option and then 11th grade they will be taking universal physics with an embedded honors option and so one of the big changes we ended up making um is looking at physical science which had been a course that some students had taken at the sophomore level and with that course in there it was creating a lot of strange things that were having a negative impact on the students science experience and so we really decided that was something we wanted to change and make things um a little bit easier for the students to kind of

138navigate through and courtney will talk a little bit about what we did with the material that was taught in physical science so if you go the next slide um we did remove physical signs from the sequence as julie said that was a class that some of our sophomores took pre-coming to chemistry i mean what we found when we really did that deep dive into standards is we found that there wasn't a lot of unique standards to physical science it was more of a holding ground for kids to kind of prepare for that chemistry and physics to get that preview and as we kind of evaluated it we realized that was nice and all but we'd rather have them actually take chemistry and take physics um and be with the rest of their peer group so

139when we did look at those standards um there was only six standards that weren't covered anywhere else um in our sequence currently um so we looked as a department and we read through those standards and we decided hey we could take that in chemistry or we could cover that in physics um and by absorbing those now actually more students are getting exposed to them because there were some students that didn't get to see those who were taking that biochem physics track already any other standards that physical science covered was actually already covered somewhere in chemistry or physics later on anyway so by getting rid of this physical science track more students are getting exposed to more things which is what our goal always is um is to get them that excitement about science um and

140get those little skills that they need to move forward and the the other thing that allows us to do is we're able now to we know what the standards that all the students are going to see where it used to be okay some did this some did that it allows us to have a more um unified way of addressing these skills um act prep is going to work a little bit better because we know where all the students are if you can go to the next slide we've got some um shots for you as to what some of the biology classes were looking like this year um but clearly you can always whenever we look back at photos we're always going to be able now to tell that that was the 20 20 21 school

141year because those kids are wearing masks and so they were still we were able to get a lot of the students had a great experience in lab as well even with the mask because we were able to get partitions that allowed the students to be back there but have an additional barrier in addition to the mask so we just want to talk a little bit about what the three what happens in the three classes so a little bit about biology it provides students with an overview of topics that are covered in any introductory post-secondary biology course it's organized by the criteria for defining life and each unit allows students to delve deeper into the understanding in understanding each criterion the first half of the course focuses on methods of science cellular biology homeostasis and energetics

142during this time students will collaborate with each other as they learn to ask scientific questions design controlled experiments and gain an understanding that every topic covered in biology is supported by scientific evidence and these are all the you can see the skills that maggie had in the previous slide really coming through in a lot of these um the second half of the course focuses on reproduction heredity and evolution and during this time students use and develop models that demonstrate how diversity arises within and between species if you can go to the next slide so we just want to give you a little bit of a sense of the standards that are covered in each of our core courses so with biology so you can see we've got the list of standards um covered there i

143think on the next slide i think are we there i can't quite tell i don't have a slideshow so i'm hoping we're there um so the way the standards the ngss standards are set up you can see some um identifiers we've got hs we've got lshs stands for high school ls stands for life science and then the ones um there are kind of four main categories within that life science and then those are split up further so we've got we know we've looked through the standards um and we know what standards are covered where um and then oh thanks i can see the slideshow now fabulous um and then for qriket review purchases um we were each of the core content areas kind of looked through and we're looking for things okay what do we

144need what has changed in the last since our last curricular review that we need to refresh the technology and technology especially in what we're using in science is changing so much that we want to give as much access to as many kids for all of the new technology items so biology is looking and this is not everything this is just a small list just kind of a taster of the things that we are looking to add into the classroom more microscopes so that more students are able we have more classes running at the same time more students are able to use the microscopes dna model sets again modeling that developing and using models is really important and dna and one thing about science that's so difficult is you can't see everything it's at such a

145small scale and so these models allow students to have a much more concrete experience with this and again the animal mitosis model as well i'll pass it over to courtney to talk about our chemistry so looking at our next slide is just some sampling of pictures from our chemistry class now obviously julie and i uh have a little bit of the passion for the chemistry because that's what we both teach um you can see some of these pictures are clearly from pre-covered because they are mask-less but um you can see we're having lots of fun and learning lots um in those pictures um in their lab experiences so lab obviously very important when it comes to chemistry and we require a lot of equipment um to allow us to do all these really cool things

146so to kind of give you an idea of what we do in chemistry if we could go to that next slide um this chemistry at greendale is all about the big and small phenomena around students so we start the year off by talking about the atom and how it makes up everything in our world um we then move on to energy and bonding um students then get to discover what the substances they come into contact with every day are actually made of um and maybe even what happens when they get lit on fire you know because that's um one of our best labs um from there we get a bigger picture of solids liquids and gases um what happens when different substances change from one state to another we always end the year with acids

147and faces um which leads to student questions about things they actually see in their lives we had a big discussion the other day about alkaline water which is a big thing right now and of course we always relate back to everybody's favorite science project on the paper mache volcano so all of these topics are surrounded by hands-on lab experiences um where students get to actually interact with the content that they are learning so lab's obviously a big thing um with chemistry at greendale um so if we go one more slide i'm gonna talk really quick about the standards that we covered um again i think julie mentioned it um obviously these letter number combinations don't mean much to you when you look at it but in your board packet and also posted i believe on

148the website um are these actually written out um fully so you can kind of see exactly what they're saying um but chemistry we do cover more of the physical science standards as opposed to biology which is the life science um because it's the nature of the class um and some of the things that we're really excited um for curriculum review is we're gonna buy ipad airs which we actually bought ipads during our last curriculum review seven years ago um and they've become probably my favorite teaching tool i mean we use it every day in chemistry it allows us to increase student access both to the material and actually to me because i can actually walk around with it while i'm teaching my notes automatically get uploaded online we've used it to make videos of lab

149experiences especially this year it allows us to do um slow motion videos um and all sorts of really cool things so this is i love my ipad um it is the best thing that i have come across in my teaching um we were also switching over to more go direct probe where grow direct is a brand um and it's different program for experiments that actually communicates directly to the student chromebook so right now anytime we want to do anything with probe wear we have to break out a separate piece of equipment and it gives them this data and sometimes a graph but it's really hard to get the data off of there and be able to manipulate it with this so by switching to the go direct it'll actually communicate directly to the student's chromebook

150and provides that a really easy way for the students to manipulate that data and use it for other things so some examples of the probes are ph probes for our acids and bases temperature probes which we use in a variety of units um gas pressure sensors which we also do use in multiple spots and then also some spectrophotometers so we'll use those in both regular chemistry as well as ap chemistry um they'll see it in multiple different classes i'm going to throw it back to julie to talk about physics all right physics is going to the next slide where we get the classic shot of every probably the one thing that is synonymous with physics at greendale is the cardboard the card board boat regatta um of course we couldn't do that this year but

151then um so and then on the next slide or if you want to leave it on that i can just read out a little bit about the physics physics course at greendale covers materials that students would normally see in any introductory college physics course the first half of the course focuses on the movement of different objects students learn how to predict the location of objects into the future and also identify the forces that affect an object's movement additionally students may complete work relating to projectiles second half of the course deals with the interaction between objects through both momentum and energy as well as covering waves and electricity and during the second half of physics students may complete work relating to two-dimensional interactions of objects and properties of complicated circuits and if you go to the

152next slide we've got the standards that are covered in physics and one of the things that they've actually as we've been looking at the standards one of the things that physics has now done is they actually have started looking more at some of the earth and the ess the earth and space science standards and so what they want to do is there's a little bit more of astronomy in there um and so we hadn't seen that before and so that's been great um that they've been adding that in if you go to the last slide courtney can talk a little bit about once they complete those three courses oh sorry i have to quickly review purchases um again things that really allow more students access again the go direct probes are going to allow them

153to work with more um graphical data on their chromebooks so our last slide here talks kind of about some options after these classes now it does say options after 11th grade but that's not completely true because a lot of these classes they can take concurrently with that biochem physics track some of them they can actually take starting their freshman year so i'll try to give you a quick overview about what we have but we're really excited by making this new biochem physics sequence that the opportunities to these classes are going to be much greater for our kids um so first is environmental science environmental science and they're looking to revamp in the next couple years but they're it's focused more on the earth around them they do a lot of work in the garden and

154looking at things like that right now that is a 11th grade class but i imagine that that may change as we talk as a department about what that class should look like we also do have ap cap environmental science so that is the higher level version of it um where they are eligible for college credit based on that currently they can take that starting as sophomores as long as they are concurrently taking chem which they all will be um so that's very exciting and we have ap cap biology um and also ap c ccihs chemistry which is the uw green bay equivalent of cap so those opportunities are also available to students once they have taken their first sequence of that i believe capped biology they also do need to have chemistry first ap physics

155is also another option that students will have available starting after 11th grade um which is really exciting and we're hoping that hopefully eventually we might be able to get our physics ap physics 2 to run as well oceanography was a new course this year which was always interesting in the pandemic but that one they're eligible to take starting after biology they work with coral they work really closely with uw um to get some really cool experiences on something that we're not really close to with the ocean um but they do also talk about fresh water um and then we get into project lead the way which like i said i am part of the engineering track but project lead the way is a national curriculum um that provides students some opportunities for a career pathway

156which is something that we're really focused on we do have the three tracks we have the biomedical track um which has all four years on that run we have project lead engineering where they can start off in my class which is the introduction class then we have um principles of engineering um digital electronics um i feel like i'm missing one but maybe not um and then we are starting to develop our computer science suite um as well where those classes will hopefully be growing more in the next couple years right now we have computer science essentials and computer science principles um and ap computer science so lots of opportunities again those projects the ones they can take starting freshman year um and work their way through the pathway so lots of great opportunities here and

157unless julie has anything else to add i think that is it for our presentation thanks ladies i also did update the slide to say additional if you have any questions we can take them but we'd ryan we need you to unmute so we can hear because right now we have no idea what's going on there i just so if this is amplify is all the way through it's no amplifier is just kindergarten through fifth and then high school they have written their own curriculum and they've aligned it unless they're doing on project lead the way and some of the classrooms do use some textbooks in the border part it kind of goes through each of the different sections and what they're using to um and what standards they're covering in the different courses okay and

158then six eight is using six eight we are doing the curriculum view next like next cycle oh okay so they're they're we're off a cycle a little bit due to pen i'm blaming i'm bringing in coved for that i'm just looking at the materials list can you guys hear me okay okay yeah so i'm looking at the materials list and uh just wondering do you have what you need it looks like there's probably some items that are shared and i i'm curious as to what the flying pig is yeah i saw that too flying pig and there's some interesting uh materials that are required well for biology a bone cutter there was a bone yeah for biology they do um do they do you want to speak to that or do you want me to

159talk about like wait specifically the bone cutter or the or the pub flying pig 12 of them do you hear julie sorry it's hard to hear the questions right now because we're away from it so i was just curious as to whether you had enough materials for what you need it looks like there's resources that are probably shared amongst classes and and i was just curious about the flying pig yeah i mean we for oh sorry ryan can you um there you go you mean thank you very much um we definitely as we were looking at this maggie kind of said to us shoot for the moon on what you need and so i think we really tried to look through and said okay let's um get as much material on there as we can

160that we really obviously it's we're going to be responsible about it and recognize these are things that we really do need but things that will enhance the students experience are the things that you see on there i mean they did prioritize what they needed and we we really worked hard to try to get all of their prioritization but there were some cuts that had to be made and the the high school science curriculum is very hands-on so they are doing labs where they're you know they're probably dissecting they're dissecting pigs and they're dissecting and using bone cutters things like that so those are all needed materials for them to be successful and in six years science does change quite a lot so that's why one of the other reasons we had to make sure that

161we are doing an update especially when we're looking at technology and project lead the way there's some refreshes that are going on right now and those are going to be continual um right now so their cycle is a little different so you might see a project lead the way cycle come through at a different point as well um because their refreshes on a different timeline i just want to say like julie um and courtney have been amazing to work with and as my first curriculum review cycle they've really taught me a lot and i'm really excited to see that we are raising scientists from k5 all the way up to when they walk across our stage i'm really excited about that i was just curious too if a student starts like on a track like

162the biomed courses and then they choose to switch that how easy is that for them i mean are they able to get into another track or are they kind of stuck i'll take that one so project lead the way the classes do go in succession so in that biomedical pathway it starts off with pbs which is principles of biomedical sciences and then hbs which is human body systems and then we go to mi which i think is medical interventions and then bi which is um biomedical innovations um so those do go in succession and they very much build on each other so it is encouraged that if they're going to start there they do need to go in order now we do have students that are in multiple tracks for example right now i have

163several students in my engineering class who are also in the biomedical track either in pbs or hbs so they can take more than one um a lot of times students will try to take more than one or they'll jump from one to the other just to kind of see what suits their interest at that time so just because they start in one doesn't mean that they're like locked in there um they can jump um and they can also double up so if they do after their freshman year decide hey i might be interested in biomedical they could take possibly more than one of these classes at the same time in order to be able to get to that end class thank you question on the elementary costs so i noticed that obviously this it talks

164about a six-year subscription which makes sense because of our cycle for the subscriptions and then eight licenses is a license based on a class or how does so if we would if we would have to add a class over time you'd just add obviously whatever the yeah that's a great question so that's per per teacher okay um and then what about the kits are those annual or those basically is there a consumable that's for they're they're they have enough that you can reuse so it's one per um there's about enough for a per grade level so there's one kit per school um so that's why there's three kids per grade level and then we are some of the materials are consumable um and we're pulling stuff from the foss kits to see if we can

165add to the kits because some of the units are similar um so that we don't have to re but it should be a one-time cost that's what they are telling us and all those well we also know how kids lose stuff sometimes we're trying to be smart about our materials and all these costs that are incorporated into our budget and for the 21 22 budget that's the goal so is to to make sure that what's on this list is what's in the budget correct okay great so the um total cost for k k5 is about just under 85 000 correct okay and that covers six years of subscription and then the kits and obviously there'll be some probably like you said consumables that needed it so and i also like to think in terms of

166you know like the savings we talked about earlier the 97 000 you know i mean just to put it in perspective this is you know an area that we're spending that money on well and i think with science it's something that the community has also spoken about how we really need to make sure that we're giving kids options for stem and really getting our students ready for um the 21st century and making sure they have access to the ngss so i think making sure that we're putting money in that is really important right i know you mentioned the beginning maggie about the computer science piece in elementary that was one thing i noticed that seemed to be missing from amplify when i and i obviously didn't dive into the weeds but in the overviews when

167you're clicking through the site it didn't appear that there's much in there obviously they have to be covering at least the computational thinking component which is it's not as deep as like a project lead the way with coding so that's one of the things that i'm looking at with um this summer to look and see where those holes are so that when we do that technology uh curriculum review um coming up next year that we'll kind of see exactly where we need to plug in if we need to get a coding that we're doing three times a week or something like that we can add that as well and i think that i mean i'm on the corporation board at milwaukee school of engineering just to give you one example of where i think computer

168science is going to be critical for almost all career paths they're actually requiring every single one of their majors including nursing and technical communications or business to also be tying into artificial intelligence computer science and machine learning as part of their required courseware so that's really helpful so that's just you know local school um already leaning into that pretty heavily so if you go to become a nurse and you go to msoe you're going to be using their super computer and figuring out how to do some cool things with that or if you go to become a computer you know uh engineer or software engineer you're going to be doing it as well which you know you might expect to in those different areas but it's all across the board of where you're starting to

169see this a lot more absolutely yeah and i know i'm going to follow up with you around some good options for the coding too so thank you thor all right so so thank you um thank you to the team for presenting tonight um courtney and julie thanks for sticking around i know it's been a long day for you maggie thank you for leading the team through this curriculum change we will bring this back then at our next board meeting to actually approve the curriculum and at that time we'll also we approve the budget or is that part of the overall budget it's part of the overall budget but you'll approve the materials that have been selected okay all right um great discussion and thank you again for your presentation um continuing on then with the

170agenda uh next item on the agenda are our budget amendments for the 2020-2021 school year so we're finishing up on the the current school year but there are some budget amendments that are needed to make sure that we align with actual revenue that has come in actual expenses have come in making sure that they end up in the correct fund overall so jonathan there's a couple of items most of them are related to s or funds that are coming in anything that you'd like to highlight yeah i would highlight that item that we are recognizing additional sr revenues we initially anticipated a portion of sr1 being spent and at this point we've spent our entire sr1 allocation as well as a substantial amount of sr2 funding and so this reflects the revenues and expenditures to

171date to cover us through june 30th which would be our financial year we're also updating for our school library aid at the beginning of the year we anticipate and estimate how much that will be and when the final figures come in in april we communicate that with our staff team and make decisions on how to spend the remainder the additional amount that might be beyond what was estimated so you see that amount reflected here we're also showing expenditures for unemployment expenses while that number has been one to five thousand dollars in recent years it is this year it is over 70 000 for unemployment expenses we get actual charges from department of workforce development and so this reflects what we've paid out to date and would cover us for the month of june for anticipated

172expenses that we would have in the last month of the school year so those adjustments would work to get us into balance jonathan would you mind just doing a quick recap i think fund 80 is the fund balance right but what are the other fun ten is yeah just what they stand for which parts of the budget they stand for sure i'd be happy to fund 10 would be our operational expenses so that's the majority of our expenses and when you think about just regular curriculum in the classroom our discussion we just had that's part of our fun 10 operational costs fun 21 and 27 get combined in dpi reporting but they're slightly different they're special project funds fund 21 deals with donations and so we talked earlier this evening about a playground donation those

173dollars go into a segregated fund and they stay there until the point that they're utilized for that specific purpose fund 27 is special education funding and so those are specific to services we're providing for students with an iep funds 38 and 39 are our debt service funds fund 38 is where there was not a referendum and fund 39 is for referendum debt so the difference would be the wisconsin retirement system refinancing we discussed earlier is a fund 38 non-referendum versus the 2018 community voted referendum is fund 39 and those contingency dollars we spoke about this evening going towards the college park parking lot funds 41 and 49 are construction funds and so fund 49 is what we're utilizing this year and that's specifically dollars as they're being expended for construction work related to the 2018

174voter approved referendum fund 50 is our food service fund and so that's just our breakfast and lunch meal program and then fund 80 is community service fund and so that's specifically non-educational programming so all of our park and rec programming the child care they have to be expenditures that are non-direct instruction that get into that fund is that where our welcoming diversity comes from fund 80 correct yes we have a budget allocation for that since it's a community-wide activity yes thank you so what we're reviewing tonight are just the budget amendments to the current fiscal year that will end on june 30th you'll see some of the money is just being transferred from one fund to another to more accurately reflect where the actual costs or the actual revenue is coming in think of it

175as reconciling your account so we will see these coming back for approval at our next board meeting also at the next board meeting is when we will approve the 2021-2022 budget so as we finish up the current fiscal year we have to reconcile and clean up the accounting and then as we enter into the new fiscal year we have to approve a budget any other questions otherwise we will be bringing this back at our next board meeting for approval i was just kind of curious on the central services i know that that was the one area that went down instead of up essentially when we reallocated funds um from what was budgeted and it's only a little bit but just kind of curious with with a year like we had it seemed like everything was

176more expensive than we anticipated so um wasn't sure what was involved in central services were able to cut some of the cost there uh the 260 000 function code so you're referring to the central services yes yeah so that it's just going to have to do a certain line item expenditures where we had some shifting there was nothing made major um within that that shift that i would particularly call out okay and it was i mean it's nine thousand dollars so right we underspent yep yep yeah and that's a good point because uh in effect these budget amendments are about one percent of our overall budget all right the next item on the agenda is open enrollment seats so um typically what we've done in the summer time is we brought back open enrollment seats

177as more information is known about our current staffing levels our current student expectation or our student population levels we've already approved open enrollment seats early in the year this is basically a second time to look at it so that we can go into the summer and if if approved if necessary we will open up some additional seats so correct and julie's excuse this evening she was doing she was with her family this evening so i will answer any questions essentially as we reviewed enrollments there was some adjustments between the projected enrollments in january and the projected enrollments now in june and in those adjustments to projections we are able to open additional seats it's not a choice as to how many we open it is based on the number of per the projected amount of

178enrollment the number of sections offered district-wide dict and our policy on minimum class size targets those dictate where we're at and so you can see that within the chart on page four of the report and we are looking to recommend adding 65 total seats spread across to kindergarten for 2nd 3rd 4th and 9th grades i know one of the questions that typically comes up is do we have enough applications to fill these seats and at every grade level that we're recommending opening seats because there's space available we have more than triple the number of applicants as there are potential open seats um there people can't come in and now apply for these open seats the application period has closed by state law it's been open from february the first monday in february to the last

179friday in april so when people apply if they applied um but there were no seats available they get a waitlist number and so we will essentially be pulling from the waitlist and as i said our wait list is more than triple the number of students that we're looking at to potentially offer seats yeah i noticed that in january we recommended or was recommended 14 open enrollment seats now we're going to 65. was there why was it why was such a big shift um so one of the areas is we added a section at ninth grade and part of the reason we opened a section is that as we looked at the distribution of students within english classes we needed a section to break uh class size numbers because there are two tracks there is regular

180and honors and based on the way it was distributed we needed a tenth section and in splitting that tenth section we have additional capacity for open enrollment students and then at the elementary level as we looked at where the projections were and where the students were there was projected growth that did not manifest so it you can see within the charts on page where you see the elementary class sizes you can see last year's enrollments and next year's projected enrollments there was a projected growth that did not manifest in several of the grade levels and so therefore we are able to open additional seats thank you i know we based it on our our class sizes and where we are this year just trying to think ahead too so that essentially means that we'll probably

181have to add something in the following year in from a teacher perspective in 10th grade the group would move through and we would anticipate seeing 10 sections moving forward i don't think we need to add seats we would just see that the additional sections move forward and then the proposal the the recommendation to add seats at the elementary level we would add to the lowest the lower class size so our class sizes might be in a range between 18 and 22 we would fail toward the 18 students in that classroom so that again should there be any shifts throughout the summer we have some capacity throughout the schools to accommodate any additional movement correct that's that's how policy reads that you feel to the bottom number right any other questions or or comments about this

182are we comfortable with this so this is something that we will bring back our next board meeting to approve um any questions otherwise i think um we'll see this recommendation come back and we'll vote on that but so then families are notified after we approve that as their acceptance uh yes so we will bring this back to the june 21st meeting for approval if the board votes to approve then that week of june 21 we would follow our processes to um offer seats to students on the waitlist and one of one of the benefits of doing it earlier in the summer is that families are making choices of where they prob they may have applied to open enrollment at multiple districts this allows them to say yes to greendale and we're also coming up a

183time where families may be opting to go to a private school by us giving it to them they won't they would have they wouldn't have to go that route they'd be able to attend greenville through open enrollment i think to add to that we are under a timeline by the department of public instruction to send notifications to those that applied so letters went out today so if additional seats are approved there's families that today will get a letter saying you're going to be put on a wait list and here's your wait list number and then they'll be contacted with a secondary letter and communication saying you've now been accepted and you now have a seat available and you have a certain period of time to respond for that so they will all get updated with

184that information all just one thing to note as we're looking at trends and population and so on and so forth is i know we have an upcoming village board um school board joint meeting that would be good to kind of talk through some of the things that they're thinking about from a development standpoint which obviously will impact enrollment in the future that's a good point i i would just add to that conversation on the open enrollment that special education would not be affected by the increases we would continue to remain closed for special education open enrollment the numbers would not affect that component good point thanks all right um then we will bring that back our next board meeting um speaking of our next board meeting so every year we review board meeting dates and

185calendar of reports so you see here a the proposal board meeting dates and typically what we've done is we've met on the first and third board meeting each month unless april and october where there's special state legislation that requires us to meet on the fourth monday i think we also only meet once in july and then i think we also probably take a look at holidays federal holidays specifically and how that impacts our meeting schedule so any questions about the board the dates the board meeting dates there was discussion among the administrative team after we shared this about the january meeting dates because january 3rd is the monday after it might actually be the holiday i'm not sure um so there was a suggestion to move our january meeting dates to second and fourth so

186that we avoid the new year's potential new year's holiday and martin luther king holiday so to move it to the 10th and the 24th when is the martin luther king holiday 17th the 17th 7th january 17th 2022. i think we've done that in the past where um this year we did it on the fourth one yeah january yeah i think that makes sense and then just you'll obviously move policy then correct i get to bring a birthday cake anything about anything else about the dates of that we're looking to do we look at spring break and that yes i believe we did let me double check spring break can i ask a question about content board book discussion can i just ask first the history of that and then is that a requirement for us

187to do that and is it important because i think particularly this year it it was difficult to with all the things that we were doing and reading with pandemic and everything else keep up with the reading of a book discussion i'm not trying to be uh put a wet blanket on it but if i don't know how the rest of the board members feel but is that something we continue i again don't know the history of it i think that's completely up to us so that's something that we've done kind of as a as a team learning a professional development for the board that's certainly something that that we've decided to do in the past i think in the past we've probably done two books annually i think this year like you said we only

188did one book well and one of the things i've recommended or suggested i think to you kim was the possibility of having some educational articles periodically rather than just an entire book but there's obviously some topics that probably you know we could have looked at an article and then had a discussion about that as well and maybe having those articles part of a discussion or having those articles relate to an existing topic right both either both i agree with noelle and kathy on this topic okay i'm not that like i said i i've the books that i've read with as part of this have been important and have gotten some things out of it i'm just wondering when i look at the calendar and the things that we pack into a meeting it's just one

189more thing and that's exactly what we're looking to do tonight is you know over time we've added things to this list we've taken things off and i think that's what we need to continue doing is you know re-prioritize things so i'm hearing that perhaps we don't have a scheduled board book discussion every couple months as we have in the past i would be open to educational articles you know where if there's something there that kim sees that would be relevant or we see something in a in one of the magazines we receive it would be relevant to bring it up i would recommend that if you're looking to do an article study that you identify a theme or you identify a topic that you would like to dig more deeply into rather than um just

190a non-strategic random this article looks interesting process in which case you would want to identify in the coming weeks what is the topic of discussion that you would like your articles to focus on at the times that you're doing a more in-depth professional development discussion at the board level and we had talked about altering uh topics anyways i know the last book we read was more us as a board operation operational whereas um we've been doing some equity um so i think that would be good to pick a track and is that something we could discuss at the board retreat yeah i think that would be good or what about relying on the wasbee as a as a researcher there are so many topics that we will rely on waspi but you're gonna need to

191focus on your topic maybe a suggestion to kind of on this area is we could do a quick little survey from all of us we could put in some of our top topics and then we can look at the results at the retreat and start to narrow it down from there since it gives us the opportunity to talk about things that are important to each of us individually and then select things that actually make sense for professional growth and development that's a good idea the other option is to use the strategic plan and identify things within the strategic plan that you need to learn more about so what i'm hearing is a couple of things is we want to be more strategic with our our periodic review or book review whatever but maybe not have

192them as as often and and not but we should still have them on the board calendar to review those items and maybe once a quarter okay we'll look to do that march 21st is the monday of spring break week so if you want to change that meeting date we can do so um i would i mean we've done that in the past just because administration will be out of the office thank you yep um so we could do remote right that's the one thing we learned from the panel so we could do it the the when do we want to do what do we want to do with the second and fourth again or just the first and we can do first and forth and then april would be first and fourth okay so do

193the first and fourth of march okay anything else about the dates and then we'll take a look at the content oh okay i had a content question okay yeah so then as we talk about the content noelle you brought up the book studies so we'll make some changes there um you'll also see the short cycle reviews and what that looks like throughout the year we've also had what we call panther pride moments where we brought in or highlighted each of our schools coming in so any changes on that on those items otherwise we can talk a little bit about some of the um the reviews the reports to review you know food services or um park and rack or different things like that that we have kind of updates reviews from administration anything that that

194we would like to add anything that we would like to take off want to have that conversation are the are the students um the you know the student board members do they give a are they part of this they there are two board reports for student board members there's a state of the students i think it's january maybe it's february so that i did they are in here yep there should be student board member march 21st mid your report well then we definitely want to use move that one because there they will definitely be on spring break can we take a look at when those are scheduled because in the past we've done one kind of mid-year and one at the end of the year we can do that would you you'd like to we

195can i think this last year just with where we are at with virtual learning and and some of the students you know not being in person i think we got away from that a little bit we can look to do it on february 7th and then maybe around this time of the year too as well or end of the year so that's a good good point mary and then i just had a question too about at the annual meeting is that when uh the board stipend was raised in public comments today is that when that would be taken up or that is a topic that is approved at the the annual meeting every year yep okay and also um is there where would be the proper place to discuss just the number of board members

196i don't know if that's just called board organization or is that something that we want to talk about at a board meeting i don't know the i believe that might have to go to the voters i'm not sure um let me do you search on that and i will let you know at the june 21st meeting is it a policy i don't believe it is okay but i will look thank you anything else that that one other item that i think would make sense to add in this next year obviously we're coming off of the referendum but i think it would still be good to have an update on the facilities you know and i know that jonathan you've been doing a lot of work on kind of what's next because yes there was 34

197million dollars in referendum but there was five schools and you've been outletting things to tie to esther funds and other components so i think you know maybe you can do those as a combo where we can talk about facilities and you know esser fund updates do we have i mean we've had a facilities report in the past i didn't see it but i might have missed it when i was going through in combination with that and obviously covert permitting could we do um school board tours of the buildings i think we were supposed to have those right and then they got canceled through the covid but that would be nice yes we can do that idea let's do this we won't put that in here but we will schedule some time to do the facilities

198to work i think it even makes sense to think about it as a community open house you know when it makes you know when we're able to because we've got the cameras uh which were fantastic but uh they were definitely bouncing around we didn't discuss let's get a little motion sickness after i watched the third one i was like okay i can only do three i gotta watch this later we administratively we've been discussing the community open house that was cancelled in last october and we're looking at a september timeline i don't know that i can see anything we can that would be taken out i'm just concerned at the length that our meetings have become and i'm wondering how we can show it up i mean i suppose if we all made less comments

199maybe that would help but we're here to ask questions and you know be the eyes and ears for the community and everything else i'm just concerned you could start earlier we could start the meetings earlier yeah but i don't think that that doesn't address the the length of our meeting so i think the question might be are there items on here that we could take off or move around or something i don't know well we did have a big agenda tonight again i believe in conversations we talked a little bit about some of the short cycle goals and that might be changing um does does that accommodate some i think it does but we don't have any short cycles on the agenda tonight and we didn't we did have three short cycles on the agenda

200uh in may we could remove the book study yeah and that's a good point you know we can take a look and you know we said four times a year maybe it's twice a year yeah um because you're right i mean i think we want to make sure that we get to all the items that we need to and we want to make sure that we are having thoughtful conversations and not you know falling asleep you don't think well at some point during the evening it does you get exhausted you know you're you're not that you're falling asleep but your thinking doesn't one of the things that the board could do is rather than one of the things that the board has asked us in the past as administration to do is to not read

201the report to present new information or to highlight things within the report and i think that that would be good for both the board and administration to follow that if it's written in the report it's unnecessary to to restate it unless there's a question or a concern because it is available for public review in that way so that that behavior could um help to manage the the time of the meetings and the length of the discussion i agree yeah i think that makes great sense i mean obviously we're spending the time to read it ahead of time so it doesn't make sense to read it to us the other question that i had is as we look through here can i can i get some clarification on the curriculum cycle so tonight we heard the

202this sciences but then when i look next year in july there's a number of curriculum cycles on july 12th and then there's a curriculum cycle on elementary spanish in august um so do can you help me clarify that yeah july 12 there will not actually be curriculum review that's just highlighting what cycle what curriculum are going into the cycle so those um those curriculum will be actually reviewed and approved in june of 22. okay so that's what that will go in okay so that's not something we'll be reviewing and then what about spanish spanish you will be that is ready to go okay so for this year um that's actually going to be at the jail i think the june 20 i remember we updated it marianne but i can't remember um and that's the

203world language for high school i don't know why the elementary spanish is there i think it's from last year's because this is last so we don't we do have a cycle that every year we look at different curriculums and the next one is social emotional learning health pe that one and then after that is ela and then after that is social studies so every year there has been a little especially with covet there's been some that we've pushed to a different year for whatever reason so my goal is to get everyone back on track so we're in a curriculum cycle every six years so that's why we're doing world languages kind of yes they got off cycle because we added elementary and so the elementary was added mid-cycle so there's kind of this weird off

204cycle like what's the history kim yeah so we're getting back on track now that we've institutionalized spanish at the elementary level so there is not an elementary spanish review on august 16th and there is not a curriculum review on july 12th that's just an update on what is coming for that year correct so we should take that off of here yeah we can do that all right and then we see strategic planning there's a couple of items on the calendar to talk about strategic planning that will be important um and then we don't have the facilities on here i'm surprised i'm not seeing it because i know steve presented just dinner facilities right so i'm i'm wondering why it's about that every other year i would we'll take an every year thing wouldn't you yeah

205you just remind me to talk about that i thought he said this was the first time he was here well that was his way because he's he's new in the role what about these wasbee resolutions do they need to be part of yes they do have to be discussed at the board table yes because you're making a decision about how to vote at the can delegate assembly okay [Music] all right so we'll we'll go through this clean this up a little bit and then bring this back at our next board meeting to approve so that we have a set schedule so it's a predictable and we know what's happening we always know there's things that come up to it but we'll review that i think part of the reason there's some stray reports in there

206is all of the updates on learning we had on kovid this year yeah um the only thing i want to bring to people's attention is the question about spring break did come up and one of the march 21st is the monday of spring break so i don't know if you want to look at that as a board yeah we're moving it to the 28th got it okay all right so then next item on the agenda is hearing an update on the greenville high school learning plan updates so mr lotus has been sitting patiently and quietly in the back he's usually the first one in the buildings in the morning and then we're making him go last at the end of the day oh man that's tough so good evening steve was it cot part of

207the referendum should be part of his contract so i want to start by providing a little bit of background on where this is coming from because it to the community it may have felt like it came out of the blue but in fact this was work that started quite some time ago that since the resource has been implemented there's been an annual review of data what's working what's not with some recommendations on how to improve it how to make some adjustments to how it's being delivered to improve the outcomes and sometime in the 17 18 school year there was an acknowledgment that we've been adjusting and making changes and we're still not seeing an impact after four or five years so we really need to think about the allocation of instructional minutes there was discussion

208in the 1819 school year about making a schedule change they had quite a few considerations about how to best use those instructional minutes do they need to be wrapped back into classes do we need to adjust length of time there was a lot of work being done in other districts around block scheduling about a mod schedule and considering how would we best maximize the use of our instructional minutes the end of the 18-19 school year there was not consensus among teachers this team included administrators and teachers and mr lotus had a parent advisory team i can't remember the name of it and they had talked about some things but it hadn't really moved beyond that at the 1920 school year they came back and continued to work like what is this going to look like

209and around february of 2020 there was an intention to come forward and have some conversations with parents and students and those conversations never happened there was a bit of a distraction that happened at that time and as they learn from the experiences of this school year they came back because that parent advisory team had not met there was not a lot of talk about it among parents and community members but that does not mean teachers weren't talking about it so this plan this learning plan has been a topic of discussion with teacher input significant teacher input all along over the last three years there's been significant teacher input where there's been committees and they've presented the whole faculty meetings we've sought their input and that in the entire faculty which you'll see tonight had strong

210opinions about what should and shouldn't be done so i know that we've heard from some community members who work in education in other communities and that's important i know all teachers have an opinion but we're seeking the opinions of the teachers in our building and how they care for their their students and their population so that's an important message and then there was one other component that i needed to mention oh dpi instructional hours at the last board meeting we were asked about how resource counted in instructional hours and it counts so that the time was counted from 7 15 to 2 35 monday tuesday thursday friday wednesdays there was no resource and it went from 7 50 to 2 35 in order to meet the number of instructional hours we need seven hours and

211five minutes in a school day and so the proposal that you'll see this evening meets dpi instructional minutes and it is the responsibility of the board to set the calendar that's the policy so you have taken action and approved a calendar for next school year which we just talked about and policy 322 says that it is the responsibility of the building administration to ensure that the school day is established to meet the dpi minimum number of hours based on the calendar that's approved by the board and that the school administration presents to the superintendent for review and my review of that is around do we meet the instructional hours do we have the the correct number of hours to um fall within that and we have other interests around programming and we have conversations about

212that and are working on that but the dpi hours it is the administration's responsibility to set the school day in compliance with dpi hours and minutes regulations so with that i'm going to turn it over to steve because he's going to be sharing more about the learning plan and for the board's discussion uh good evening i hope to be able to match both kim's memory and her energy right now but i just had this this realization that i'm starting my week and i'll be ending my week at this very podium um on saturday afternoon at graduation but uh tonight we have important business and that is uh to look at the high school learning plan for next year so discussion about the recommended high school advisory period the result schedule changes is really about one

213thing it's best maximizing the impact of the instructional time that we have with students and the last board meeting is able to explain the why behind the high schools need to address the use our current use of the resource period within the instructional time i was able to give you some initial information about some options um and a modification to our daily bell schedule and i was able to talk about the value both for learning experiences and for operational needs that um an advisory period would provide for the high school the board asked some great questions sent us back to work on it a little bit more at both the high school and the district office um and tonight i'm presenting you with the recommendations um for next school year ryan so succinctly on one

214slide and then into further detail um and i will address obviously each of these recommendations tonight uh recommendations um are to eliminate the resource period and the redistribute our instructional time and that would be in the form of an advisory period modify the daily bell schedule uh which would be 7 30 a.m to 2 35 that's seven hours and five minutes that miss dr mitzik talked about and then finally there's a slight uh calendar adjustment for next year and i'll explain why i'm bringing that up in front of the board also go ahead ryan so um so one of the things is to eliminate the resource period and redistribute the instructional time so we saw that there and i mentioned it last time we saw no overall impact on grades no real consistent improvement of

215students with no classes d plus or better with the resource period in place we did find some value in teachers having flexible access to work with students and uh and see and to do some of the things that a high school has to do with students during the year so for example each time if the high school wants to do a community circle do an academic and career planning lesson facilitate counselor visits we have to disrupt our typical daily bell schedule and interrupt that instructional time there's many similar structures at other high schools and even at our own middle and elementary schools and so an advisory period would allow the high school the time and the space to implement an approach to support academics to enrich student experience and also to complete operational needs next

216slide not going to dwell on this but i think this slide held some value at the last time we talked about this all the different things that compete for time in at a high school and then what an advisory period could be used for but i'd like to talk about a few specific examples to kind of bring into focus what this time would look like so go ahead ryan um the first one is and these are just what three of the many uses for this but uh obviously we are going to use we use that we would use this time for our academic and career planning program and uh i just put a bad screenshot on here of the six different lessons at each grade level that we have right now academic and career planning

217is a graduation requirement and also a state mandated program as we've heard a couple of times this evening the program's content is targeted to the needs of the students at the different grade levels at ghs so if you take a look at it a 9th grader might be learning more about specific and related careers as indicated through a skills inventory that they take a 10th grader could be learning about the different pathway opportunities at ghs and also in the dual enrollment programs because if they want to do that their senior year they have to take care of business of getting into the right classes and doing and meeting the right prerequisites and so a 10th grader might be looking at that as one of their acp lessons an 11th grader takes the early math placement

218test the uw early math placement test and that provides information about a projected placement into college math courses it also informs what their senior math courses they may want to take and gives good information to our parents and students and our teachers but at the 12th grade a 12th grader might learn more about the basics of of financial aid so right now we do one per term um with this time we would be able to expand the program and kind of i guess go back quote-unquote back to the drawing board and look at what we have been doing adding some more components to this i know it's a process that the people services team wants to take here at the high school and so we'd be developing that program a little bit more next friend

219and then some other things i want that so the acp is a learning opportunity for our students safety while it is also a learning opportunity um it also is very operational process that schools um have to go through so an example of an operational activity is the ability to run through our monthly fire drill followed up by an alice safety lesson or information about stop it our new anonymous reporting tool so all these experiences help keep our students and our staff safe and to do that we'd like a time to be able to do that that's outside of our instructional classes next slide brian also during this time we could also [Music] build more positive school climate develop a deeper sense of belonging for our students and that can be seen in the community circles

220that we run for example at the end of term one this year we held classroom circles to hear student voice regarding questions such as what is the one thing a strategy an organizational tool or a resource that you think went well for you during term one and what you think a peer could benefit from trying so students talked about you know getting this year off and then the schedule that we had and the challenges that we had what did you do that was successful and they were able to share that across their class and then the teachers also wanted a question in there what's the one thing a teacher does with google classroom that helps you be successful in managing the independent work days and so um you know getting some good information i'm having

221that discussion with the 15 to 20 students and then the staff even spent some time at a subsequent staff meeting reflecting upon what the student said about their use of google classroom and some of the strategies that they were using so it's really helpful for teachers in their practice it's helpful for fellow students to hear what other students are being successful at and what they're thinking and these three examples together that i just went through are very worthwhile things that currently we value doing them so we do them but they currently disrupt the instructional day and they would benefit from the time and opportunities a regular advisory period um would give go ahead ryan dr mitzig talked about uh some of the um the buy-in from staff and so over 86 of our staff said

222that they would they would like a three or five day advisory period the staff actually leaned towards five days um but uh and then we had the 61 percent um of parents and students that would support some sort of an advisory period to support our students next slide so i'm i'm recommending that we redistribute our instructional time from resource period to a more functional three day a week advisory period to deliver these whole school learning activities and also the operational experiences the result the other two days of the week would be increased class period instructional time and i have an example of what that schedule um could look like in a little bit here next slide ryan so what would that look like so this is simply an example and it's not comprehensive of all

223the possible uses of this advisory time so take a look at this is like it's one week on monday there one day would generally have regular academic checks some goal setting with students and then the the old transition resp resource period for freshmen would have a place to live for up to 12 weeks at the beginning of the school year and then on tuesday that's tuesday and thursday where the minutes would be redistributed across the bell schedule taking class periods from 47 to 52 minutes academic and career planning and one of those lessons might live on that wednesday and then we might do a circle on that friday or some other community building activity but uh so it would be a three day a week advisory and then two days of an extended schedule showing

224you what that looks like ryan the next slide um has the advisory um so with the elimination um i'm sorry so this this schedule right here um shows you what that would look like we would like to put the advisory between third and fourth hours um that is a time of the day where um um most of our students are are within our school building it's uh anybody at the late start is then there anybody that leaves early for any of our other programs um is there and so we have the best possible chance of being able to deliver this universal instruction um to all of our students um one of the things that uh um so with the elimination resource period as dr mitzik talked about the instructional day requires an adjustment uh to

225ensure consistent instructional time um so to ensure the efficient use of resources um you know we know for a discussion last time that buses are shared uh and transport elementary middle and high school students and so what we did for this uh for this um recommendation today is we considered the start and end times and then we respected the existing busing schedules and resources and bring an option that does not include additional costs within our school day for transportation um go ahead ryan and then the third um the third recommendation and then we can simply go to uh to questions after this is we're also asking for a calendar adjustment we mentioned today at the meeting when you were looking at calendar that the 17th is a district uh it's martin luther king jr birthday

226and it's also a district pd day and um and so we would like that we'd like to do a modification to our school calendar and request that we have a non-student day on the 24th of uh january and the reason is it most importantly it places the end of our semester on a day where it will equally balance the amount of instructional days in first and second semesters right now with the way the calendar falls um it's seven or eight days um actually it's it's it's the days if we do this the days will be exactly um the same across the semesters and that's important at the high school because because we do have semester courses and then we also change teachers um in some of the courses um at the end of the semester

227and so um we we want to have the uh classes in balance um as much as possible it'll also allow for the high school's full full participation in uh the existing january 17th professional development day we don't have the competing interests of a pd day with the activities of end of semester exams projects grades and the planning necessary to launch a new semester for teachers and for students so with this calendar change and this adjusted bell schedule the high school will certainly have enough uh sufficient instructional hours uh to meet dpi requirements steve can i just ask a quick question so that the 24th is that an additional day off for the students or is that a movement from an existing there are we we have we'd have to compensate that from somewhere right now

228and that would um the two things that we would talk about would be that that would be um an asynchronous day for students and so that some of the things that teachers would do with kids at the beginning of a new semester would be assigned to students and they would be doing that on that day and then coming into the first the first in person day of class with some content or some processes under their belt or we can also look at existing pd days in the schedule and and put asynchronous uh assignments to gain back the hours necessary for that you would not need to vote on a calendar adjustment if it is used as a virtual asynchronous instructional day on the 24th that was my question so the 17th is a non-student day

229the 24th depending on how that would be worked might be a non-student day and then isn't january 3rd also on non-student day or is that are they back on that day they're back on that day okay so would that be a non-student day would be an asynchronous day asynchronous yeah so it would be a virtual day of instruction essentially but the the students wouldn't have access to their teachers on that day it would be asynchronous and they would have access to their teachers on the following day and it would be a new set of teachers so the 24th would be the day that they switch from first semester to second semester they would have a new schedule and a new set of teachers i'm not sure i'm understanding the advantage of that being an asynchronous

230day but i don't want to hijack your presentation i yeah you know maybe just continue with this and we'll kind of circle back that's we're at the question phase so go ahead yes so help me understand the advantage of making the 24th asynchronous because that i mean then we would not it wouldn't be a calendar change or just the format of the learning for the students would go from in person to asynchronous it would count as a as a regular instructional day and what specific advantages for staff is and for students but more so for staff would be the opportunity to make some of the adjustments that they need in seating charts in data and understanding who their students were and in resource and materials so historically for the last 10 years on that january

23117th day that has been the day between semesters and as such they have engaged in less professional development because they are doing a lot of the operational organizational activities to start up a new group of students like a records day yeah essentially a records day um and then um what they're suggesting is that would not be the day between semesters because the first semester and the second semester are out of balance so that they would continue first semester after dr martin luther king jr day and then switch classes on the 24th but by having students be asynchronous that day it would be some of the early syllabus review information specific um tasks of that like here's your introductory reading uh piece and then begin the in-person instruction on the 25th allowing teachers the time to

232do some of those operational record keeping so that's why this calendar adjustment making it asynchronous would be only at the high school level is that correct yep and if it's an asynchronous day of virtual instruction it is not an actual change to the calendar it's a change to how students attend that day so how i just wrap my head around it how do they do attendance on days like that how do you keep track of there's a login requirement and then they have a submission that they do within google classroom so they submit in some way acknowledging completion i think one way to understand it is that at the high school because of the way we switch classes at semester and sometimes switch teachers even in year-long classes it's like starting the school year over

233again midway and so some of the some of the processes that kim's talked about um and and the time commitments to doing that um it's just like it's just like fall all over again for the teachers so said a little bit differently we're not when we look at the number of days and the start dates and everything that monday the 17th is no longer a natural split from first semester the second semester correct the 24th would then allow that more natural split between first semester and second semester but rather than giving up a whole another day of learning we would make it asynchronous okay and i was just thinking about the asynchronous piece i mean obviously you still have to create the content for that and so does that still allow the teachers the time

234that they need or is it just fast tracking it and saying you got to do that the following the previous week so that they can have access to it on monday um i i just want to make sure that you're getting what you need out of the out of the day and it's not correct it's not traded off now you have to spend all your time when we collaborate about that as a staff the the challenges of what you're talking about of creating something for possibly some students that haven't had you before because it's a new semester class um the the planning for that um the need for having the time to switch semester class outweighs any anxiety or work around that i mean like that would be well received by the teachers okay i

235have a couple questions if we're done on that topic um so first i i just wanted to thank you mr lotus learned a lot about the high school from your presentations i also wanted to applaud whoever was working on the split of the hours because it looks like currently you've got 50 minutes 49 minutes 47 minutes per class and this new schedule looks like most of them are 47 minutes so you know they it looks like somehow you've got pretty much the same amount of class time i don't know where the magical at five three minutes came from but i'm impressed with whoever was able to do that i hope it was a school counselor some of my favorite people anyhow my question though is with the 61 percent of the i that was going

236back to that survey and that came up in public comments a couple times now is it possible to re-survey the parents um just to get hopefully some buy-in i i think that your slide uh the slide that had uh just the list of possibilities i can't i don't know if right is ryan still here the the first slide that has just like the big grid and then your second slide divided by freshman sophomore junior senior nope back a little further um oh i think it must be forward then oh yeah that's it now back one or two i think so this this one so this slide are you had presented to us previously and these are just sort of in general all the things that an advisory could be used for but then the next

237slide is what these are activities that are actually going on in the high school that you've had to change your schedule to four correct am i understanding that correctly so i think that that's a really good selling point um is that all of these things are already happening but you're and you're taking time away from the academic instructional time to do these things already now you're asking if they can be sort of reorganized into the advisory period on monday wednesdays and fridays is that correct okay and then the other thing i wanted to bring up is so that you know there was a lot of question and concern about start time so you previously are starting at 7 50 with this proposal you're starting at 7 30. 7 30 for all students 7 30 for

238all students but previous to that it was 7.50 for not all students the 7th 50 was the beginning of first hour so essentially all students that were within the hours one through seven school day okay and then the resource period in its multiple uses um starting at 7 15. okay so it's there's that 20 minutes that will be new will be a new adjustment for people to get get used to so that's um you know one thing to ask about i think or i i i know to me 20 minutes isn't that big of a deal in the morning but i think to it sounds like a lot of people it was um and then i just have two more points um there's this all this confusion about the dpi your dpi required instructional minutes

239you were meeting those even with your resource period in 1920. um you're just bringing it up again actually because we didn't meet it in 1920 we i mean sorry but 1819 1819 sorry thank you 18 19. then 1920 we just got a waiver for um and then no no 2012 wait we had a waiver for 1920 from dpi and then we had a an addition we reque we're requesting waiver for 2021. okay right so that yeah the school year ended with covet in 1920 and then 2021 is the waiver we just approved but in 1819 when the this resource period was in place you were not short on dpi minutes that year you're just raising the dpi point because you have to you have to look at the minutes with regards to any scheduling is

240that needs the accounting for that yes okay and then uh the last question is just the activities that are taking place during advisory um what kind of accountability is there is this is there anything that's graded or assessed in any way or are these more in general sort of homework for you know the old-fashioned homeroom kind of type activities yeah we don't at this point we have not had discussions about grading this or make um but uh some of the things that happen within it like the academic career planning that is a graduation requirement so they do have to complete that program some of the things like a classroom circle um you know that that wouldn't be something that we'd be looking at grading and not appropriate to grade so the accountability would be attendance

241attendance mainly okay and the i i think you know the people that raise concerns are you know i personally i i actually dropped in on maggie's sel pd and i'm a licensed school counselor i i know that social emotional learning does affect academic learning and the pd was excellent um but i think people bristle a little bit when you know you're you're teaching my kids how to think and feel or you know how to feel and talk about their feelings and you know so i would just ask that we'd be really careful and cautious and thoughtful about any um i it's probably not as new as it sounds you're probably doing some sel and and i'm sure the school counselors are doing sel but if you could just be very thoughtful and careful about that

242because that seems to be a concern too i the i my most recent email from a parent said you know just let's just focus on academics academic support so maybe there just needs to be more time spent with parents to understand what's happening with regards what's being taught with regards to sel and what are the positive impacts of it at this point there is no instructional curriculum for social and emotional oh okay and counselors aren't doing anything either the school counselors are doing it and those are the counselor visits that he's talking about rearranging for so if there is delivery of instruction from the counselors um that would be fit into the advisory period and may be delivered in the form of an assembly or video instruction from the counselor but at this time there

243is no social emotional learning curriculum to be delivered by the classroom teachers one of the conversations or comments today said that teachers would require training and that's absolutely true if they're delivering any new instruction or planning for any new instruction that would be required at this point the proposal for advisory period three days a week includes instruction that has already been developed and prepared thank you that's very helpful thank you for clarifying that i just had a question about the days of the week for advisory and would it be possible to do it on a tuesday thursday versus a monday wednesday friday um only again i'm not certain what i know you showed the the possibilities that might take place during that time but as i talked to kim today i was just kind of

244wondering do you have what is it 35 weeks of the school year do you have that many things you know to actually fill that time or will there be voids in some of the places so i was just wondering about you know altering the example that's still on the screen is uh is academic and career planning and so we we have that in place right and so what we want to do is continuously improve it so i wouldn't say that we endeavor this summer to rewrite like 36 lessons to do one a week i think we endeavor to look at the look at the scope of it and maybe get ahead on some of the lessons i mean it's like teaching right i mean you're i'm planned out through you know this time and then

245we are going to have a uh um a steering committee in guidance for for acp um and and one teacher that's involved with that and so we'll we'll start to meet regularly again and start to develop that curriculum like we did back when we started and yeah and acp i know is more prescribed i i use it myself i was thinking more in terms of the sel i know character strong was something mentioned that's going to be piloted which obviously takes time we're utilizing it at my school right now we had three professional developments on it this year so i know that there would need to be time in there but you said kim that's a pilot this year right yeah i know that the initial discussion may have created some confusion because there was

246discussion about do we need direct instruction and social emotional learning that's proactive and moves upstream and ensures that that we're addressing kids regulating they're recognizing their emotions regulating their emotions managing their time some of those things that proactively prevent students from reaching a need of significant mental health interventions but that is not the intention of adding advisory as it's being proposed today um that that is an opportunity that may exist a year from now after the social emotional learning curriculum is reviewed over the course of next school year by the counselors and the professional staff in terms of social emotional learning and there may be a universal curriculum that's piloted and eventually adopted and there may not be but what what is being proposed today is to address some of the the very specific things

247that we have prioritized as a district in in previous strategic plans around the attributes of a bear of a graduate and developing strong character which is at the center which is independence valuing learning and understanding others and so the activities that we have already developed that teachers are well trained in at the high school level around community circles is one strategy to do that and so there's not new training there's not new curriculum it is a continuing practice to develop the attribute of character in the area of understanding others by engaging in in conversations and within those community circles there's an option to pass so if students do not want to share how they're feeling because they don't feel safe there's an option to pass but over time they begin to feel more safe and

248comfortable sharing their ideas and opinions with their peers and that builds a sense of community which we know results in reduced behaviors at the elementary level we have morning meetings yeah we have morning meetings and we have behavior mana behavior plans and so one of the others is valuing learning so are there behavior strategies where we proactively teach students how we want them to behave and that's what you see in the goal setting on mondays is that they are very explicitly being taught how to do that that is something teachers certainly know how to do and have been practicing over time and rather than doing it on a class-by-class basis there's a consistent time built in to have conversations with students about how they manage their time how they plan for their homework how they

249do those things so there is not new curriculum being introduced because we have this advisory period this is we have practices in place that we disrupt the schedule for that randomly the kids get an email and that says hey next week thursday please change your schedule again so that we can fit this activity in so it will be a consistent time that's there there among upon the review of social emotional learning and determining if there is an additional need there may be a recommendation from the high school to adjust the advisory period in some way or there may not be but i don't want to conflate social emotional learning with advisory they're different i really appreciate that detailed and and if you for some reason ran out of acp or any of these other items

250would your staff i'm assuming be able to um you know teach study skills and provide academic support i think what they're doing this time for to do is to flex that time and you have an email from a parent in there saying that resource was a valuable time for their child who was successful to get optional right uh support in academic areas and so the teachers in one in the staff meetings have been talking about the opportunities within here to have those flexible times like i'm available and they have they have systems in place i need to see this teacher i need to go here um that that would be a possibility so if there's if there's not a pre-existing activity designed they're not going to make something up um they will give the students

251opportunities and we have plenty of kids who are over scheduled and don't have study halls in their schedule who would certainly appreciate that be grateful and i think that's important because i think steve i heard you say early on your in your presentation that teachers did like resource period for its dedicated teacher time with with students that that that was a um a positive that that there's going to be a give and taken so um help me kind of understand what that would look like then um as we move to an advisory period you know what how will students be able to take advantage of hey i need to touch base with my teacher about this today's assignment or this chapter's review or whatever how what does that look like then it's one of the

252the one of the biggest things that's that the staff were commenting on when we were going to talk about this proposal is that they were able to share students and get so when we were going to um when we went and visited the schools when we were looking at it that was one of the main things we were looking at is that that flexible time where students could go where they really need to be with different teachers for different reasons and they we've and to your question joe there's we look at different electronic schedulers we believe there's that the infinite campus might give us an opportunity to look at that but um in some schools that have an advisory four or five days a week students start on that monday by scheduling in where they're

253going that week and some students are are made to go somewhere if they're receiving an intervention or if there's some something academic that would make them go there but a number of students would have the flexibility to schedule in and so one of the things we're trying to get our head around is what does that look like when all of a sudden 900 kids move at the same time and uh and we really got excited about some of the models that we saw so i mean one of the graphics was um um was you know to start slow and to make sure that we can uh um you know implement this after kind of a you know an interesting year and um and then you know as kim said you know like any other program

254you want to spend some time looking at its effectiveness and where where could it grow you know if it's appropriate and uh um so i think um on the days when um i mean we're not like kim said we're not going to make something up but if there's a couple days when we lay out the schedule by term or by semester what these advisories look like there could it could simply be a day that that's open and that's the part where teachers could start sharing but uh i think that that's one of the things that we are interested in keeping on the back burner is to think about how can we individualize this more to students on some of the days i mean like i mentioned it's really important that we do some of this

255programming with them but also you know where can we create some flexibility and then individualize it a little bit and they will stay with this advisor for all four years correct correct um and if i record in these groups already they are their acp groups right okay and um staff wise 86 percent of the staff were in favor of this type of a schedule yep so 80 it was exact it was to not be confusing it was the same exact number for both of the staff uh numbers that i gave you um 86 wanted a three or five day advisory and 86 percent were in favor of the 7 30 start okay i was just going to say one thing i think is really important is your what's on this slide right they go slow

256to go fast and not just doing it for the sake of doing it as you transition from the resource to an advisory hour period that provides you the opportunity to really kind of retool that and then also leverage the time that already is going to be taken out of instruction to do the things that we have to do so to me that that is important i think the other part that came up in a lot of commentary was around the preparation that's necessary or needed for teachers because now by creating that are you just creating more work for the teachers so that they're not actually having that time to um necessarily support the students that are coming in for help or whatever else they might be doing in different days but they're rather creating plans

257and preparing preparing uh whatever they need to be doing to deliver that content and from what i'm hearing here is that's not how that works it's basically the same way that acp would be delivered it should be happening within that advisory period they've already been trained in community circles so it's a prompt that's kind of allowing them to have that conversation and start that conversation i was very honest with them at the last meeting as far as you know we could deliver the best lesson you know for something so this work group could deliver the best acp lesson i'm still going to look at it it's like walking into someone's room to uh to sub their class i'm going to look at these plans and i have to make them okay for me so if

258it's my style and and so i i totally know that they're going to spend some time personalizing these assignments but uh we we're going to have some work groups um developing um you know very serious starting points for them and then i know there's the other you know questions that came up from different folks around parent involvement what's being taught or not being taught and it's going back to what you were talking about here and what you shared in the in the board book these are items that we've already been doing uh with exception to maybe creating some additional acp items and thinking about um you know some of the different components that can be done in different areas but not from a curriculum standpoint there's nothing new to review from a parent perspective um

259we talked about two areas of something that that's come up in in in the discussions we've had around this is it's time to put together the parent group again and uh and that dissolved about three years ago uh three or four years ago and um and they could have a um you know this would have been a better process if that would have been in place and uh and so um i want to go back that direction plus when we started acp people were wondering what academic and career planning was you know and um and so what we did is um when we had a lesson we would either previous to the lesson or after the lesson i'm spending some time in the weekly um talking about it and trying to kind of demystify it

260a little bit so like i could see using a similar approach um to hey here's how we here's how we used um advisory this week and so people start to understand what happens during that time and then i know that there was you know some comments from different parents around that freshman transition and how they thought that was so important to their sons and daughters so i'm glad to see that that's still a part of that experience to help everyone feel and connect with their high school experience in some intentional way and find out navigate obviously all the different opportunities that they have in front of them at greendale high school so that's i think going to be a really useful connection maybe it's not going to showcase in some of the the data that

261you were collecting before but i do think um you know that that just taking time to help them acclimate and connect and get to know you know different folks and and to navigate and how to sign up for and maybe find out about experiences that they didn't know existed within the school system is just an important aspect that takes time and and energy so those types of things i think are important um you know going back to what you said kathy my my question was really more around you know is it three days advisory two days advisories as you're starting into this um but it sounds like you put a lot of thought into we have enough content and allocation of time everything from your monthly fire drills to this that so and so forth

262that now all of a sudden you're not disrupting class after class and then you're reallocating time towards instruction when it's not being used effectively the question i did have though the fire drills are not supposed to be assigned to a time right so it's not necessarily that they're going to will they always be during advisory now or um no it's not going to commit some of them more so um we have uh alice training and other things alice training and different things like that which you don't have to rotate that so we might have to straight out a little bit for a quick fire drill yeah we try to do those on days that are already disrupted by they do it on the last day of school all right um what other questions i'm good

263this is i like the way you laid it out for us and gave us some visuals to to kind of piece together what what your plan is actually yeah and i think you heard communication to the students and the families will be key um because there is some misunderstanding and misperceptions um so i think that will be key i think we would support you know the parent advisory group you know we we have different parents you know whether it's the the citizen budget finance team or you know we talked about the equity team so i think that continuing to engage with the families is will serve a lot of purposes so i think that's great thank you for sticking around this evening and good luck on saturday's graduation yeah thank you mr lotus you all

264there all right any additional comments from visitors this evening seeing none we are