001okay we are waiting to begin we are live on YouTube you I can hear you so we are ready to begin we are live all right we have a lot we are live all right sorry I apologize for that it is shortly after seven o'clock we call this meeting to order has this meeting been posted yes it has and roll call will show that all school board members are present at this time I invite you to stand and join me in the Pledge of Allegiance I pledge allegiance to the flag of the United States of America Republic for which it wonder god submiss mythic is a communication you'd like to share this nine yes there is well the safer at home order has been lifted and gatherings are not prohibited by an enforceable order in
002our community the Greenville Board of Education will continue to meet in a virtual environment because of the construction underway at Greendale high school library board meetings will continue in this format until the regular space at Greendale high school is available for in-person meetings during wreaths and broadcasts of board meetings on YouTube the chat feature has been enabled allowing for public comment outside of the opportunities in board policy in addition the nature of a few comments have been contrary to the behavior we expect in schools specifically policy for 11.2 for these reasons we will no longer provide the chat feature during board meeting live streams and thus eliminate a platform that may put the board out of compliance with policy the board continues to welcome the comments from the community as part of the board agenda
003persons wishing to adjust the border asked to email citizens comments at Greendale schools org or call for one four four two three two seven zero one at least thirty minutes prior to the start of the meeting comments submitted after 30 minutes prior to meeting will be read at the next board meeting comments submitted will be met read by an administrator during public comment portion of the agenda and are limited to three minutes work five minutes representing group we included him to public comment citizens are asked to include their name and address comments received without a name and address of the person submitting the comment will be shared with the board in writing but not included in the public comment portion of the meeting village manager Tom Michaels has proposed a joint meeting on Tuesday June
0049th the meeting will be held virtually at 7:00 p.m. via zoom the meeting will also be live streamed on YouTube a representative team of administrators teachers and staff has begun work towards a plan for reopening Greendale schools to date a return to work safety plan has been developed for staff the team has reviewed a multitude of articles to consider the areas of focus for a safe return to schools and for subgroups will be developing plans for the framework around safety policies and procedures learning and social and emotional wellness and relationships as plans come into focus the team will communicate with all staff students and families and the board for feedback before finalizing plans principal Otis and I met with senior class officers in valedictorians on Friday we are finalizing plans for the graduation format students
005will be assigned a 15-minute window between 9:00 a.m. and 3:00 p.m. on July 18th at which time each student will cross the stage and receive their diploma they may be accompanied by family who will have a front-row view of their student crossing the stage in addition there will be photo spots set up inside Kavinsky stadium between 3:15 and 3:30 students only will return to Kavinsky stadium for the program to include live speeches and pre-recorded musical performances the program will begin at 3:30 and run for approximately an hour the program will be streamed live on YouTube for families in the community to watch the events of the day will be recorded and edited into a two-hour ceremony and a traditional order for each graduate to keep the Greenville health department participated in the meeting and approved
006of the plan measures to prevent the spread of the virus a detailed description with an RSVP will be sent to graduates and their families this week registration for 2020 summer school opened this evening at 6:30 p.m. for all students grades kindergarten through twelfth grade summer school will be taught all online this summer K through 8 session we'll run July 6th through the 31st and 912 summer school will run July 6th through August 6th Greendale schools will launch a new website later this month the updated site will feature a new look but navigation will be similar to the current site families will receive an email announcement when the new site is live so they can become acclimated to its features before back-to-school check-in online registration begins in early July summer workshops begin today for teachers and
007include learning in areas of focus within the strategic priorities and the welcoming diversity action plan today over 75 staff participated in training for restorative practices teachers will also be focusing on improving digital learning experiences for students racial equity with dignity led by bun - which has over 45 participants registered inclusive practices for students mindfulness and psychological first aid as well as specific project-based learning strategies in addition teachers are registered for longer Institute's later this summer in the area of math recovery over 30 teachers and integrated comprehensive systems for equity which has over twenty five teachers registered finally I will be sending the following letter to families this evening I would like to offer my sincere support to those impacted by systemic racism and the inhumane treatment by individuals within the very system intended to protect
008their rights for far too long people of color have been mistreated simply because of the color of their skin on behalf of the Greendale Schools I extend an apology to all current and former students who have experienced hurt and bias in our schools this was and is unacceptable and we will do better dismantling bias within ourselves our children and our communities must happen every day not just when a brutal murder captures our attention and triggers our outraged faculty and staff and the Greendale schools have been working towards this goal over the past couple of years we are reminded through the loss of life and resulting unrest that our work requires fast action and understanding every day to transform our communities and end the suffering caused by racial injustice Grinnell was founded with segregated housing policies
009that shaped its community institutions it is necessary for thinking and these systems to evolve and we are working to do so last October community members charted a course to welcome diversity in Greendale the resulting plan was adopted by community leaders and is underway it is shared on the district and village websites and printed copies are available at the Community Learning Center the murders of George Floyd Joel Acevedo Brianna Taylor and a man Arbor E indicate why this work is more important than ever I will continue to focus efforts on racial and ethnic equity and encourage continued collaboration with village leaders an update on the welcoming diversity action plan will be presented to the school board and the village board when they meet on Tuesday June 9th at 7 p.m. please join the meeting through the
010live stream on YouTube tonight the Board of Education will take action to approve Maggie Olson as the director of equity and instruction for Greendale schools this role will provide emphasis on equity and access to excellence in educational programming for all students miss Olson values this focus area greatly and her work in this role will allow her to demonstrate the firm belief that all students can and will be successful when there is a clear vision of equity in all programs policies practices and procedures we look forward to her leadership in our schools and continuing the professional learning for our teachers administrators and staff with this letter I will include resources for families to talk with their children about the unsettling events in the news these resources provide guidance on how to talk about race current news
011stories and children's feelings and that concludes my communications thank you Miss mythic for that important comment at the end there and I just like to reinforce that the Greendale Board of Education stands with you and support this important work and condemning the the incidences that we have witnessed over these tests past weekend so thank you continuing on with the agenda any comments that you'd like to share from visitors yes the first comment is from Holly Curtis co-founder of the voice the voice stands against racism we stand against discrimination we stand against exclusion and bullying of any kind we stand in solidarity in solidarity with our Greendale residents of color and we demand an increase of teachers and student body of color within our schools we demand the district to even the playing ground and bringing
012the students of color population to 40% within our schools we continue to stand behind asking for african-american studies to be added to the curriculum and for all students to learn about it through American history class in social studies african-american studies should be a mandatory course not an elective this is critical especially the way things are being seen in the world today we must rid racism with our community and set an example for the nation that we will not tolerate any form of racism the next comment is from Kathy pod our resident of Greendale I would like to ask about Greendale schools provision for special education students both over the summer and for the fall students with individualized education plans tend to have higher social and emotional needs than those without I am concerned that while
013the district's special education staff have worked to ensure that many students academic needs have been met during the köppen 19 shot down the other aspects have not it is imperative that Greendale schools plan to fulfill these students rights to full educational support including social support over the summer and into the new school year that will likely include decreased in-person interactions for students to this end I suggest Greendale schools set up online class group meetings of students receiving special education services together with their teachers and aides over the summer via google meet I understand that there may be legal and privacy concerns that these can easily be resolved by obtaining parental consent which would likely be forthcoming given the clear benefits if public health advice allows you could also organize socially distanced in-person meetings between student
014peer groups especially with classroom aids if possible many students receiving services have especially strong connections with their aides that have missed that content contact over the last two months Greendale schools should also involve families of students receiving services and forward planning for the fall as soon as possible again with consideration of social and emotional provisions as well as academics the quality of special education instruction this spring varied widely so an analysis and discussion of what worked and what didn't with input from all involved would be very helpful such discussion should also include consideration of compensatory education including the possibility of some students families choosing to keep them in school beyond what might otherwise have been their senior year in addition families of students who are unable to have annual IEP review meetings need clarification and
015reassurance that these meetings will be held and provide adequate opportunity for discussion and revision as well as accommodating changes due to cope in nineteen lastly some parents understand understood communications from schools regarding summer school to mean that summer school is canceled including special education provision please ensure you that communications to families are carefully ordered to ensure that they are made adequately aware of educational and other opportunities that are available despite sensible hub public health precautions many families especially those of students receiving services have particularly increased need for support at this time students receiving special education services include those most vulnerable especially in disruptive circumstances such as these please ensure that they and their families are fully supported according to the Greendale school's moral and legal obligations the final comment is from page to reflect the
016depth and breadth to reflect the breadth and inclusivity of our membership page members recently voted to change the organization's name to people advocating for Greendale equity what we founded primarily as a group of concerned parents and our primary focus has always been on equity at Greendale public school we are and always have been open to those who are not Greendale schools parents our new name reflects this inclusive agenda and attitude all Greendale community members who share our aims are welcome whether or not they have direct personal connections to the school as part of this broad focus we promote equity in all respects not just racial to that end page endorses the demands delivered this evening by page member Kathy pod regarding improvements to provisions for students receiving special education services under cope in 19 conditions
017special education provisions were originally to be the topic of pages official remarks this evening but events have overtaken us sparked by the murder of George Floyd just one week ago George Floyd's death is a stark painful reminder that our country has yet to reckon with 400 years of systemic racism a history of black Americans including black Greendale students and community members have to live with everyday to say that it is a reminder that people of color face a different reality is more than just an understatement it is an indictment on our society and our lack of progress and accountability we can do better we can do better together intolerance is not inherent human trait it is taught at a young age and this is why it is critically important that our schools are places of
018tolerance peace and understanding this is why it is critically important that our students receive an education that focuses on diversity this is why it is critically important that all of our students feel safe and included especially now at a time where ongoing dangers to students of color are even more clear we have made progress and that is worth noting there is still so much work to be done and we cannot wait until next year or next month we need progress yesterday page calls upon the board to continue to address issues of equity we need more than kind words and feel-good stories this community needs and deserves strong actions our students of color deserve to know that their teachers and their administrators and their school boards support them this has to be more with more than
019just words it has to be with action and integrity and commitment your peers of the Wauwatosa school district leaders on equity issues released a strong statement that we encourage you to read and reflect on we ask that you issue a similar statement expressing sympathy with communities of color reassuring students of color and giving concrete steps before the next board meeting and that is the final comment that we received all right Thank You Kim continuing on with the agenda next item on the agenda is personnel so tonight we are proving in Kim you mentioned earlier the new director of equity and instruction as well as the special education teacher and a social worker as well as approving resignations of special education and a our family and consumer education teacher at the high school so I think
020anything more from administration yes I would just like to reiterate that I recommend the approval of the appointment of Miss Maggie Olsen to the director of equity instruction she was selected through a series of three interviews with staff administration parents students and community members including voices of community members and students of color while miss Olsen does not have the lived experiences of a person of color she has served the students and families of Milwaukee college prep a school with 98% students of color and grades K through 8 as the founding principle of the school she has demonstrated her commitment to increasing representation of black and brown teachers by recruiting and building a team of 50% staff of color she led her previous team to extraordinary results for students earning a rating of significantly exceeds expectations
021on the DPI school report card for four consecutive years she achieved these results through high expectations and rigorous coursework for all students with high achievement and incredible scores for growth and closing gaps diversity equity and inclusion work are a passion for Miss Olsen and she believes it is the job of white people to unpack racism allowing our students and staff of color to thrive and succeed without fear of bias or trauma all right Thank You Kim all right anything more or any questions otherwise I'm looking for a motion to approve the appointments as well as the resignations and outlining agenda items three but I could just say something oh hello yes I would just like um can I say something is that okay if I do that yes please I just want to thank you
022guys so much for the opportunity to serve as the Greendale School District er of equity and instruction I am honored to provide instructional guidance for all of Greendale students in the light of the current events I would like to speak directly to our black students families and staff I see you you matter black lives matter I am really excited to be part of the Greendale School District's rich history of high achievement and strong student outcomes you named this new role the director of equity and instruction the power of influencing teaching and learning with equity lens will bring meaningful change we know there are identified concerns with equity in our schools and we also know that that what is called acutely into spotlight right now is that issues of equity are in no way limited to
023school alone we cannot possibly solve equity and education without acknowledging the broader context of equity and inequity in our society as a white woman I believe it is our job as white people to take on the uncomfortable look into the racist biases and structures that may exist so that we can begin to dismantle them then together with all voices we can bring a stronger community that will achieve success and contribute positively to our society I look forward to joining the important journey of developing leadership creativity and educational excellence here at Greendale for all of our students thank you so much for letting me say something Thank You Maggie thank you for your your words and we will take a vote shortly but we will look forward to working with you on this important work in
024Greendale schools any other questions from the board all right then I'm looking for a motion to approve personnel I move approval of the personnel excuse me appointments for director of equity and instruction and special education teacher as outlined an agenda item three a and three 3a and 3b we have the appointment and the resignation yep I'm sorry I didn't mention there also move approval of the resignations of special ed and face teachers as outlined an agenda 3b is there a second second all right there's been a motion in a second to approve personnel including the appointment of the director of equity instruction special education teacher and social worker as well as approve the resignation of the special education and face teachers any further discussion then I call for a roll call vote Kim um Jo
025before I vote can I just say some something to our new director of equity and instruction we were having comments very not perfect okay so I just wanted to thank first of all thank the interview teams for vetting miss Peggy Olsen as our director of equity and instruction this is a pivotal role for our district especially when you witness everything that's happening in our world today so I'm so glad to know that our district is committed to equity and with that being said I also understand the need to diversify our teaching and leadership positions within the district to be more reflective of our growing diversity and I believe that it is incumbent of each member of the board the superintendent the district office leadership team to recruit and support educators of color and so I
026look forward to seeing the progress of our new director of equity and instructions action plan to help enhance equity so I vote yes all right any other comments or questions otherwise we'll continue with the voting then I just like to welcome I'd like to welcome Maggie as well I know that you'll be hearing from us probably in but I looked forward for all the reasons that Kim just said you're bringing a lot to our district a lot of value and I think it's gonna help move us forward so thank you for joining us now to say welcome Maggie I look forward to working with you and yes all right then we'll do it we'll take a roll call vote Kim I think I heard nice that you say yes to the personnel yes no well
027no well you said yes as well yes all right Kathie yes so are yes and I am yes personnel is approved next item on the agenda is approval of the minutes is there a motion to approve I move to approve the minutes as outlined in agenda item 4 both for the regular meeting on May 18th and then also the special meeting on May 26th I second that motion there's been a motion a second to approve our minutes any further discussion then I call for a roll call vote Kim yes Noel yes happy yes and Thor yes and I am yes motion carries all right next item on the agenda is approval of policies so these were two policies that we reviewed at our last board meeting and they're being brought back for a second reading
028today for us to take action on so anything from the policy committee or administration that needs mentioning yes and I don't know Kim and Tim if you got my note I apologize for not sending that earlier but I sent you something just prior to our meeting I had a couple quick questions on 3:40 senator I read it for the 12th time whatever it might be now that one question I believe we've talked about this but I could not find my notes on it in the beginning under definition there is a legal legally required lead screening records both listed under progress records and behave records and I wanted to make sure that that was done on purpose okay Thor I believe that was a recommendation that was made from our legal consult to have it represented
029in both locations yes and any records it does not mean that it's required so there won't necessarily be a record for every student but if they have a length screening record it is included correct okay and then one let me get it down to page nine under 3e where has the records the students so it's the maintenance of retention of records one question I had was with respect to the tie-in for the DPI's recommendations which I believe come or I don't believe I know oh come directly from the public records board it looks like we're in compliance mostly but there was one there was a couple things in there that created me pause when I saw that document for example they want all extracurricular records to be a permanent records and currently what we're saying
030is that anything that's progress records are destroyed after five years and from what I can read from the document it sounds like a couple of the items that are supposed to be kept for longer than five years are are included in what they consider to be progress records there are four records that are permanent records that is grades courses taken in movements enrollment dates and extracurricular activities those are not considered progress records progress records would be progress quartz or update science special education growth records progress monitoring records so those records are the ones that are destroyed five years but the transcript which should include all the four permanent records are retained permanently and so the progress records being destroyed does not include those four permanent records so sort of their transcript concludes the extracurricular piece
031I think that was the one that I was stealing was called out in our definition under progress records and then when I saw the DPI's well I guess the state of Wisconsin schedule that was the one that was being kind of called into question based upon our definition yes we identified at the beginning of this school year that the from extracurricular records are have not been on the transcript since 1992 so we have we have resolved that problem but there may be some lost extracurricular records and is there any reason that we wouldn't just reference the schedule versus rewrite it I mean we're not necessarily rewriting it there's only two statements in here wrong behavioral and progress and and we also have for students with disabilities and those seem to more or less aligned with
032that schedule yes legal counsel advised that we just had a question about to twin it's in parentheses 25 on page 7 the board may approve information contained in a student record two organizations conducting studies for or behalf of educational agencies or institutions I just wanted if you could just give a little backdrop on that like who does that entail I guess is that is that higher education or who does that include yes it would be approved higher education so if they're conducting a study Higher Education Department of Public Instruction those would be areas where there may be records exchanged as part of a study and we would inform families if that is the case okay so yes they do need to be informed then okay thank you all right any other questions on the policies
033there was one additional item that we discussed at the last meeting that I just wanted to let you know where we resolved on that and on page three under 4 B it talks about court records being used as a sole basis and we have it saying that they will not they will not be used as the sole basis that we will follow other disciplinary procedures and due process or everything including the district's athletic code all right thank you for that clarification Kim all right any other discussion or questions otherwise I'm looking for a motion to approve policy the one thing it under the legal reference is I think it's supposed to be 1921 instead of 1931 when I look that up for public Wisconsin public record law and there's also a state authorities which is
034section sixteen point six one so I would be willing to move forward with approval and then just add in those references so you're not saying on the last page of the policy where we it doesn't correct it doesn't change the terms it just I was want to make sure we're not accidentally directing someone to one policy up or down so I believe it's 19 when I looked it up it was 90 sorry 19 21 and it says 1931 in here and there's a state stat that a state authority is under 16.6 wall on where there's a section that tall calls out the school district so I think both of those should be referenced in our legal reference all right is that Kim does that any questions there's that make sense then that will update the
035legal reference to ensure that we're referencing the correct Wisconsin state statute as well as this additional state statute yes okay all right any other questions otherwise looking for a motion to approve given those two additional or that I guess that one additional edit to the legal reference move approval based upon the one edit that we discussed um for agenda item 5 which are policies number 347 and then also policy number 455 point to second it's been motion a second to approve policies 347 and 450 5.2 provided that the reference is updated to reflect tonight's discussion any further discussion then I call for a roll call vote Kim yes Noel yes Kathy yes so are yes and I'm yes motion carries next item on the agenda this is a the an agenda item every this time
036of year as we finish up the 2019 2020 school year we do have some budget amendments some of it was based on our conversation last board meeting as well as our last special a special board meeting so Jonathan any or Marquez anything that you want to highlight or point out this is basically a accounting for our budget our current budget according to how the money was actually spent now that we are coming on the end of the school year yeah thank you agenda item six so just a couple things that we had there are common school funds so there's dollars for our libraries and so we received additional revenues than what we originally anticipated there are some adjustments based on actual final allocations of federal grants with the carryover and how those funds were used
037during the year all spending is gonna be within budget of those grants and then as you mentioned the last item is the $800,000 transfer that was approved at last Tuesday's board meeting that's prepayment of Wisconsin retirement system debt for the 2020 21 and 21 22 years based on that conversation we'll take a sixth of that funding to apply to next year's budget and hold the rest of those dollars in abeyance and and understanding what the budget situation will be as the state legislature responds to what's assumed to be a shortfall in revenue in the second paragraph we did note that we're still projecting a final and 1920 fiscal year positive balance of two to three hundred thousand dollars June is the last month of the financial year with that savings we would project the ending
038fund balance rate to be about 21% and so that's as we discussed some last week Tuesday so I'd be happy to answer any questions thanks Jonathan any additional questions from the board so this is the final a budget amendments for the current school year and then our next board meeting we'll have some conversations about the upcoming budget for the 2020 2021 school year so any questions or comments tonight the one thing that I would ask so Jonathan and Kim is as we look to approve the budget for the 2020 2021 school year what I'd ask is that you know we continue to advocate at both the state and federal level for additional funding and I think we we understand that the the situation of the state has been in and will be in but we
039know that the federal government had at some taking some accident at the federal level to allocate funds for different purposes during the the situation that the Cova 19 situation so I guess I'd asked the administration to take a look and see are there as a resolutions or measures that we can take the next board meeting that would advocate for additional k12 public education funding that that's happening within within the within the the state you know you know we talked a little bit about you know continuing to find alternative resources and is the federal government in a situation where we can share our story with them and advocate for additional funding for k-12 education yes we can certainly revisit our priorities in light of the changes and the legislative landscape and have a conversation about that
040and consider a resolution for the board all right thanks Kim all right anything else in Johnathan otherwise we will bring this back at our next board we need to actually approve these budget amendments correct it is correct okay so we will see the these budget amendments at our next board meeting for to actually take astronaut all right then continuing on the agenda we're moving on to agenda item 7 where Kim will share with us the social emotional learning report at tonight's board meeting so this is again a calendar this is part of our calendar reports and and this is something that the administration provides every year all right thank you very much for the time tonight I just share with you what's been going on in Greendale schools related to social emotional learning just making
041sure everyone can see my screen this weekend all right perfect so first off let's just start with a definition of what social and emotional learning is this definition comes to us from dpi and also from Castle which is the collaborative for academic social and emotional learning they define social-emotional learning as the process through its children and adults acquire and effectively apply the knowledge attitudes and skills necessary to understand and manage emotions set and achieve positive goals feel and show empathy for others establish and maintain positive relationships and make responsible decisions furthermore they define five areas of social-emotional learning and those areas are self-awareness self-management social awareness relationship skills and responsible decision-making so why should we focus on SEL and Greendale DPI's provided some positive impacts that SEL programs have in schools students receiving comprehensive social-emotional
042learning instruction increase their achievement test scores by 11 percentile points which is pretty significant additionally soft skills developed by social-emotional learning or what 59% of hiring managers surveyed looked for in new hires and a nationally representative survey of pique through 12th grade teachers found that 93% believe SEL is very or fairly important for the in-school student experience so looking at it from an achievement perspective along with you know what are people looking for on the back end when kids are exiting schools and the job markets and then how our teacher is viewing the importance of SEL within the school so those are all positives as to why we should be implementing SEL in Greendale another area to focus on is something that Greendale participates in called the youth risk behavior survey it's an effort to
043monitor health risk behaviors of high school students information from that report is linked in the board report but I wanted to highlight some notable survey questions from the youth risk behavior survey related to our SEO 27% of our surveyed students responded that they've been so sad or hopeless that they've stopped usual activities within the last year 15 percent commented about seriously considering suicide 12% have made a suicide plan four percent have attempted suicide and only 22 percent most of the time are always get emotional support when needed which is an area we definitely want to make sure that we continue to concentrate on and improve additionally additional work and evidence as to why SEL is so important in Greendale relates to their continued district-wide work related to equity and and also responding to the general
044increase in social-emotional related needs of students that we're seeing such as anxiety depression and other mental health needs that are manifesting themselves in students so as stated on the Casal website they summarized very nicely why the connection between SEL and equity is so very important while SEL alone will not solve long-standing and deep-seated inequities in the education system it can help school districts promote understanding examine biases reflect on and address the impact of racism build cross-cultural relationships and cultivate adult and student practices that close opportunity gaps and create more inclusive school communities so that's of high importance as we look to have all of our initiatives line up together to work for our students so part of part of what our pupil services team wanted to put together for this presentation that I'm sharing with
045you tonight and they felt it was very important for us to share what the pupil service staff have been doing during the closure in regards to social and emotional learning so the next few slides will go through what each building is doing to help student help support student social and emotional learning needs so at the high school during the closure they've provided resources education and individual consultation to students families and staff the primary focus has been on south management one of those five key areas which were identified at the beginning of the presentation and people's services team members have provided one-on-one assistance to both parents and families as well at the middle school during the closure regular check-ins with students occurred weekly lessons to all students self management gratitude and self care were delivered and
046weekly student email providing strategies to support emotional well-being were sent to students at College Park during the closure they continued their book-of-the-month activity around an attribute attribute of a Greendale graduate each student was contacted individually by a teacher at College Park pupil services team shared wellness weekly lessons around adjusting the change gratitude and self-management strategies College Park healthy choices a student-led project continued during the closure families also shared ways they were working on their academic emotional physical and emotional and environmental health via the Facebook page and school-wide theme day is continued along with a virtual tale and show to create opportunities to be connected and be College Park strong Highland View also continued with weekly slideshow lessons around adjusting the change gratitude and self-management certain management strategies Canterbury did the same along with Lunch Bunch
047meetings occurring with small groups of students or individually with students and collaboration has continued with teachers and parents via zoom email and phone calls so the next few slides running into the end of the presentation is going to look at what does SEL look like currently when we're not kind of at the stay at home order but what is the current state and then also what is a preferred future State for SEL at each of our buildings moving forward and you'll see some common threads within the buildings related to these topics and the report also shares much more in depth some of the programs these are some of the highlights from that report at the high school current state sources of strength continues high implementation they facilitated some campaigns such as we belong what helps
048me campaign the weak connect campaign and mental health awareness campaign they also continued with their freshman transition program they we provided adolescent dialectic behavioral therapy training that PD was done over January to some of the people services staff and special education staff at the high school and some of the middle school staff as well and then they also continue to do student level conferencing at the high school the high school future state they'd like to broaden tier to SEL skill building opportunities expand instruction of DBT skills to selected students that are in need of intervention also look to continue to increase the number of peer leaders at the high school to 10% of the student body giving us a broader opportunity to teach SEL skills and thats related to sources of strength and then also
049bring aboard that community-based mental health provider to provide services directly at the high school Greendale middle school current state providing individual counseling and mental health supports for students high levels of collaboration with staff members to provide supports to students SEL related needs facilitated implementation of restorative practices and also started in with sources of strength facilitated a peer diversity group teens with impact group hosted a power of positivity workshop for middle school students assisted in service learning opportunities for sixth grade students and the Greendale Assistance Program focused on self management and responsible decision making the middle school future stayed as a G as a middle school pupil services team it is their goal in the coming in the coming school year to increase delivery of social-emotional support by connecting with more students in their classrooms to
050be in their natural environment more often and to broaden and solidify a tier 1 and tier 2 social-emotional support system to reach our entire student population College Park current state they trained all staff in play works philosophy they implemented a book of the month focusing on diversity and SEL sel lessons are supported through resources included choose love movement connected and respected tribes learning community zones of regulation seeing red and elementary skills streaming targeted interventions include individual counseling small groups check-in/check-out socioeconomic groups and behavioral plans College Park future state they're developing monthly attribute work driven by literacy themes classroom morning meetings grade level specific character education development and small group or individual supports for social emotional and behavioral needs they're going to continue to utilize the curriculums mentioned on a previous slide and also research develop
051and implement a comprehensive social-emotional learning plan that is developmentally appropriate for all grade levels the Highland view current state SEL work is primarily done through the PBIS team the Tier one team does work with the main expectations teaching booster lessons reinforcement for all students the tier T Tier two team does targeted interventions self-management skills check and check out being respectful and safe throughout the day new student groups and on-time Club focusing on attendance 5k through second grade utilize social thinking lessons using the we thinkers curriculum Highland view future state they'll continue to work on social emotional behavior through the use of PBIS look into new curriculum from sources of strength for potential upper elementary implementation to align with the middle school in high school and explore standardized curriculum expectation for lower elementary grades such as
052we thinkers or social thinking Canterbury's currents the current state SEL work is done primarily through the PBIS team as well Tier one team works with the main expectations similar the Highland view different grade levels are also providing SEL at the classroom level using programs such as we thinkers problem solvers zones of regulations and character education the tier two team focuses on targeted interventions with students such as check-in/check-out social academic intervention groups lunch lunch meetings mentoring and modified check-in checkout opportunities the Tier three team collaborates with teachers to incorporate more intensive supports including behavioral interventions specifically tailored and individualized to student needs the canterbury future state they want to continue to work on social emotional and behavior through PBIS much of our district SEL focus has been around finding a program that can be best used
053district-wide at the universal level they want to look into the new curriculum from sources of strength again for that potential upper elementary implementation to align with the middle school in high school and then also explore standardized curriculum expectations for that lower elementary grade levels just in closing a special thank you to the pupil services team they really were very eager to share all of the amazing things that they've been doing in terms of social-emotional learning at the different levels there's fantastic things going on it's fantastic to be in a district that continues to prioritize social emotional learning and continues to keep that on the top of the list as something that needs to be continued to work on a lot of great things have already been accomplished but there there's still a lot of work
054to continue and I'm very thankful that we have the staff that is ready willing and able to carry that work forward any questions so yes Tim I was curious as to the school closure time just in terms of how how like what type of feedback did staff get from students per se I don't know what the percentage of students participating online was I'm assuming it was pretty high in Greendale but with the social-emotional learning was there a lot of feedback or how is that feedback gathered I think at the different levels feedback was garnered more individually I I think there were pockets that we had higher rates I think students themselves reached out more often at the middle and high school level when there were areas of concern so I think the feedback that we've
055received from the community is that the lessons appropriate they were helpful they were good strategies that they could implement but it's definitely something that we want to continue to look at with the unknowns of what summer and fall are gonna bring for us you definitely want to continue to look at how can we broaden this who can we enhance it and how can we better meet the needs of our families and their students that was actually or my question one of my questions was coming in was around you know if you know we have to engage or as we think about engaging in a remote manner I think that social-emotional learning component and so much more to potentially more difficult to do then the the core academics if you will so you know test whether
056or not someone is understanding the math concepts they're they're learning might be a little bit easier than you know how do you deliver and provide us SEL appropriately in that type of an environment and so I wasn't sure if there's any you know nuggets of of kind of wisdom that you're finding as you as you're exploring you know how programs have adapted or kind of adopted to the virtual environments and in effective manners I'm sure some have done better than others yeah you know I I think that we're we're doing what a lot of area districts are doing is how can we present social-emotional learning in a manner in which all can access number one but then how can we provide some more targeted support for students that have a higher need so I guess
057we have to continue to provide those resources in that general manner but I think we can better identify the students who need that additional support and then structure ways that we can we can get that tier 2 tier 3 level of intervention to those students and how that might look may vary depending on what direction we have to go in terms of summer and fall but that's definitely a focus of ours is how can we meet those needs at the tier 2 tier 3 level about providing general information for that tier 1 Universal instructional piece also Tim it was referenced in our citizen comment section tonight the you know what house special ed students needs are being met and so is that that I'm assuming there's thought into how that's gonna play out as well
058especially if we do go on to an online I think Kathy pod was the one in the citizen comments that brought that up I think this is a perfect opportunity to discuss that as well correct yep that that's all part of the process as well especially as we're looking at reopening Greendale those are all components that we need to analyze and look at you know what did we provide within the initial closure and then what does that look like going forward and how can we better serve our students and that's inclusive of special education and social-emotional learning and I agree with the citizens comment that that been a huge piece of the needs of a lot of our students with disabilities is that social-emotional piece a lot of our students struggle with some of those
059coping strategies so how can we develop a system in which we can best meet those needs that's going to be a definite large planning piece of that group moving forward in the beginning you had shown some statistics on the kids you know feeling depressed or having suicidal thoughts was was that done during the be more the beginning of the year was there any follow-up as we went into online learning to see if that number changed for better or worse we did not follow up with survey this is more of a state-level type of a survey that's given related to those areas of concern but that's something that we could look at following up post school year here and and see if that's something that we could get some data around that would be interesting to
060compare if those numbers have increased over the closure and and pandemic or not that's a member last year when they saw the numbers and I was just taking it back and this year again by those numbers and then I appreciate sending you know including the link into the Wisconsin actually youth risk behavior survey so you could kind of see how that compares right it's you know not acceptable at all but it was even more baffling you know you know when I saw those numbers and how high they were that we're lower than the state average and you know what can we be doing and what and how can we do more in those areas to make sure that that is not a consideration for our students and we think about mental health I know that
061that's a major area focus and we're doing a lot of things but you know I think that that's another area where we need to increase some efforts and some energy wherever we can to to to take care of our students families because I'm sure the protesters kids are being affected that's for sure oh absolutely we talked about a community-based mental health center so that's still a plan for the the fall semester and all that so that is one component that we continue will implement it's correct correct that is still the plan is to have that up and running next school year right now a lot of our mental health providers are very busy as you can imagine so I think it's a it's it's managing workflow for a lot of folks but that is the
062anticipated plan that we will have a community-based mental health provider working with us and it's needed as as Thor mentioned you know looking at that survey data even if you have one student that is contemplating suicide or making a plan that's one too many and to look at you know the numbers from around the state it's just very eye-opening to see the number of kids that are really struggling with these mental health related issues and it's going to be just a continual process of evaluating where we are and what can we do better and I think that community-based mental health piece is one of those areas that we can do better and I think that was that could be very beneficial to our community you know that the risk behavior survey in which those results
063were gleaned happened before sources of strength initiated and one of the things that we talked about is we were looking at social-emotional learning over the last two years was that we needed to go upstream we can't keep diving in and saving children after they've already made a plan for suicide that we need to go upstream and help them to develop coping strategies and resilience to connect and be part of the community so that they're helping each other and that's what the peer leaders and sources of strength have been attempting to do so that is one important strategy to impact that number around depression and contemplation of suicide and making a plan and considering taking their own lives the other piece of that is is that we do have some before the mental health services we
064do have off-site mental health services available free to every student right now through student Family Assistance Program s FAP through Aurora is advertised it's similar to an EAP program and we have had our pupil services team members make referrals to s FAP and families have access to six free mental health therapy sessions before being referred to an insurance provider to consider medical treatment so the mental health on-site would be similar to the area in which they could be referred for ongoing mental health therapy mental health sessions with therapists but we do have some things in place that have have come into play and have been used to support our students so we will know at the next youth risk behavior survey if those actions that we've taken over the last year and a half have
065had an impact on those numbers but we do continue to look not three what do we do when students have already reached a point of despair but how do we prevent that and how do we help students to cope that survey an annual survey or a biannual survey every two years what grades are included in that survey is that all 9 through 12 7 through 12 7 through 12 is the next time that that's done I wonder if it would be useful move you know when we share the data even see it from a grade level perspective I mean at least from my own perspective I'm curious so we'll see where you know and I don't know if it's consistently high in certain grade levels and you know goes down or is it continuously go
066up every year you know what kind of what does that look like and it also might help us see you know as you all are looking at different interventions you know sources of strength is that obviously not can increase their impact as much of the students that didn't have it so the ones that are coming and brand-new to that program - had it you know how did that actually impact the following year and is there a way to do it every year versus every other year or is that not even a option we could choose to implement some questions but technically we don't have the rights to give it into a level survey but we could certainly lift some questions that we really wanted to focus in on what was not shared as an area
067we saw an extensive spike was anxiety so not just so so sad that they did they change their activity levels but a level of anxiety it's gone up substantially for our middle schoolers in particular to Thor's pointed so is that possible - like delineate and break it down by the grade levels as well when we get these reports or we so there's additional reports that also come with that better that are given to district administrators and staff that help at that breakdown some of that more thoroughly I can work on getting that and sharing that with the board if you guys would appreciate looking at that more thoroughly believe that report may have already been shared but we'll have to go back and yeah it was yeah and and I have those files a boat
068share those with me so I I have access to a lot of those breakdowns as well if we can't track them back that'll be great thank you alright any other questions or comments about this annual report is there any with the three elementary schools in particular were yeah I like the fact that they're trying different things to fit within their own school models but where and and how are some of those lessons learned and best practices being shared across the schools to kind of glean from one another I know that the principal's talk a lot and they know that there's at least one on the on the call with us today but I just kind of you know curious to see how some of the learnings are being shared I think a benefit of having
069only three elementary schools is that there is that level of collaboration about you know what are the pros and cons of each of those programs that are being utilized and even within some of those columns that we utilize for social-emotional learning there are certain aspects that are delivered better with one program versus another so our pupil services staff have also identified here's some good areas that this program these needs much better than this program does so there's that level of collaboration and then there's also the level of collaboration of how can we implement this just into general instruction that happens during science social studies math and English so those conversations are happening I think it's going to be important moving forward though as you saw on some of the slides of future state but what
070our elementary is where we want to be is can we have a more unified approach to how we're implementing these strategies and I think that's that's our next step I can speak to Tim if that's okay yeah um Kurian Sarah and I work very closely together like you mentioned or an even over our school closure we've been in pretty close communication with one another and our goal really is to be as consistent as Penn across the three elementary while still making sure that we're representing the diverse nature's of each of our buildings and the unique needs of each of our buildings I'll say even within the the school closure the amount of things that all three of the school did have done sorry we're not represented in the report there's a lot that has been
071doing it I love you and candy very similar to what College Park has done thanks for sharing that all right any other additional questions or comments all right thank you Tim for for sharing this important report I think you know as we've all said that students can't learn if they're dealing with social and emotional issues so as much as we can support them at that level to make sure that they're achieving at high levels it's an important focus where the continues to be an important focus for Greendale schools so thank you next item on the agenda is an agenda item eight where we're hearing an update tonight on the early learning all right well thank you everyone and Denise and Tim and I are here tonight to share the highlights of our study around early
072learning in our schools I'm including the literature review that we've done site visits to area districts facility and cost analysis and overall recommendations for future years just a brief history of time for learning time for learning began in 2003 through the support of grant funding from the Wisconsin Department of Public Instruction and the initial intent of time for learning was to reach all four-year-old students in Green with an emphasis on reducing any possible achievement gaps of students who come home with a lower socioeconomic status time4learning was initially housed both at Canterbury in Highland View and then during the 2012-2013 school year it moved to being solely at Highland View and became our Early Learning Center both for early childhood and for our 4k program so as we as a district consider the needs of our
073Greendale families conversation has occurred around the possibility of expanding our early learning opportunities over the course of this school year an Early Learning Team studied the impact of early education on three-year-olds and all-day for K for four-year-olds the team consisted of two early childhood teachers three all of our 4k teachers a five-k teacher in the district two of our school psychologists Jackie Schweitzer from Park and Recreation and three administrators myself Tim and then Colleen makuu more initially started the work and then Tim continued it this year from the summer of 2019 through the winter of 2020 the team engaged in the following steps so in the initial stages we reviewed research and the pros and cons of formal programming for three-year-olds and all day for K in the fall then we conducted site visits which
074we'll go into a little bit more in our presentation to area districts who provided expanded 4k services also in fall we sent a survey to our current kindergarten families to determine why if they did not send their children to have time for learning what were some of the reasons behind that choice and in winter Tim and Jonathan and myself looked at our facility and staffing needs and considered possible transportation options as well so the team had the opportunity to review 11 different articles that examined both half-day and full-day programming obviously research supports the importance of pre-k programming as it benefits a child social academic language and motor skills the articles did tell us that students have attended full-day for K had higher achievement gains through first grade as well as better attendance and overall we
075learned that high quality instruction curriculum and teachers are more important than the length of the pre-k program so we had the opportunity to set up site visits we thought this was an important component of the early learning team so we thought about programs that had been in place full-day programming a place for more than one school year and we reached out to see someone as well as area 4k colleagues to determine places that we could go so we reached out to five school districts we heard back from four of them so we had the opportunity to go to Cudahy Ozaukee West Allis West Milwaukee and Waukesha for a full day observations and we sent three to four staff members to each of the site visits so that we could be across all of the different
0764k classrooms and we had a time to meet with the 4k teachers and administration in each of the site visits to prepare so that we were consistent across on the site visits we created a look for sheets and in that sheet we decided that we wanted to look at scheduling curriculum and assessment staffing logistics and parent engagement and to help prepare the districts that we want to observe we sent them that sheet ahead of time so that they could share with their administration and their teachers and some of the districts actually filled a majority of that form out for us prior to coming which helped to really give us great discussion points so in the districts that we went to we just wanted to highlight a few just different things what we found is that
077each district has kind of a unique look at how they do their 4k programming and it's different really based on where you go Kutta hey has students that attend Monday through Friday from 8-10 to 2:15 so the school day for kindergarten through fifth grade goes to three o'clock but for K students leave at 2:15 they have the opportunity to be part of al Qaeda hey Recreation Department's child care until three o'clock and then parents can extend that even further into the afternoon or early evening if needed howdy hey does have a cap on class size at 22 students per class we also went to Lackey Ozaki has their 4k in just their one elementary school so their students attend Monday through Friday from 8 25 to 3 35 and they cap at 18 students the
078superintendent in that district really hopes to keep those class sizes at fifteen Waukesha continues to offer half-day programming as well as full day programming the students that attend full day's attended Monday through Thursday from 842 340 and then they are home with their families are in daycare on Fridays so Fridays give opportunities for teachers to have their professional development and their planning because they don't have that Monday through Thursday and Waukesha also caps their classrooms at 22 students per class with an average of about 20 students and then the last district that we saw was West Allis um West Milwaukee they also have the opportunity for half-day and full-day programming um students that attend full day programming attend Monday through Friday from 8:30 to 3:30 and they have a little bit higher on numbers of
07918 to 25 students per class and then the last thing that we did is we filled out or we actually email this survey to families are so current on 5k families where their child did not attend on 4 K in Greendale so we decided or we heard that from 18 different families and 17 of the 18 surveys that we were that were returned had students that attend 4k elsewhere so they attended a variety of different schools but then we asked parents to tell us what the reason was as to why they didn't attend so um you can see in the pie chart 11.1% those were two families that responded and they did not live in Greendale at the time so their child was not eligible to come so 44.4% or eight families said that their
080child did not come because they needed or wanted an all-day 4 K option and then you see that there's eight other little colors so families um each family responded with one response so 5.6% and they really did escape a variety of different reasons so some of the reasons that they provided were convenience location they need a childcare or they had a need for childcare that was significantly less expensive um they desired less school days or they had another child that was already in that preschool or daycare or school and they wanted they're both kids and to remain in the same school so those are some of the reasons I'm sorry I had to unmute myself there and get back to the slideshow so another factor that we looked at in regards the potential of a
081full-day 4k program was a facility study at Highland view of analyzing what type of space did we have available for future fold a 4k programming if that's the direction that we went so what you have on this slide here is a current half-day 4k programming column that that's what we're currently doing we have one EC classroom three four K classrooms care for kids access is one of those rooms so currently our need is five total rooms and we have six available with the potential of a future full-day 4k program we would still continue to have that need for one EC room but we would then jump up to having a need for six 4k classrooms and then care for kids we wouldn't necessarily have that need but we would need a total of seven rooms
082with six rooms being available and that Asterix there is the depending on class size it's possible that seven classrooms could even be needed for a full day program on the 4k side of things so based upon the facility study you can see that that were kind of at a deficit for future full-day 4k programming the next step that we looked at was a financial analysis we we looked at the current half-day FTE for a regular ed teaching staff regular and paraprofessional special education teaching staff and special education paraprofessionals and then we kind of broke that out it into what would that FTE increase look like as we proposed a full-day and as you can see from that we would have to significantly increase staffing which would then also pretty significantly increase cost based upon the
083required FTE to meet the needs of our 4k learners so in total you're looking at around $500,000 increase give or take on the staffing side of things to run a proposed full day for K program and Tim can I just ask a quick question so for the financial analysis and the facility analysis that is based on the assumption that we offer all full-day classes that's not a hybrid that I heard some districts do it's at all of our classes would be a full-day kindergarten or a full-day pre-k program correct that that is based upon going to full day for everyone correct yes next we took a look at some surrounding area programs some neighboring districts that are offering 4k programs or some that or not as you can see here there there's a little bit
084of a mix New Berlin currently does not offer 4k Franklin just recently for the 2019 2020 school year began half-day programming South Milwaukee's currently half-day piloting for full-day 4k at one building next year Greenfield began full-day 4k in 1920 Whitnall Oak Creek are both half-day Elm Brook is half day but they're also tuition based for their 4k programming Muskego is half-day Mukwonago is half-day for program 4k programming but they're also community based where their 4k programs are offered in community daycare settings or private school locations and then Cudahy and West Allis they're full-day 4k programs so recommendations from the team at this point the next steps would be to continue with the half-day 4k for the next two school years and then over the next school year serve a community around interest for a full-day
085program and then reassess facility and financial components during the 2021 2022 school year to see if if we have number one the space number two the finance is available to help fund the full day for 4k program at that point in time so and any questions I know that's a lot of info nation around the 4k learning piece yeah way back to something joe said earlier was hybrid given like doing one sided or one part doing full day one half day or we got to be cost-effective it would be somewhat cost-effective I think it would be difficult to do that with the space that we have and also with the the staffing levels would be similar I think regardless of what we do if we're doing any type of increase in length of day the
086increase to FTE is going to be significant in order to meet the needs of the littles just because of the amount of supervision that's needed and then this piece is also important considering the needs of our special education students as well of having that ec space for students I'm sorry I'll comment to that during our site visits we very commonly heard and in some of the I believe it was just in the site visits that it is very challenging she run a half-day and a full-day program within the state or even within the same building is that if we were to offer either or Thunderman so if 80% of family wanted to play they if I recall correctly one or two it's not one of the ones that we visited but one that has well
087they program had started with the full-day choice and within three to five years there was less than there was less than one class that wanted half day and therefore everyone went totally crazy so even if we were to start that way the cost would build it wouldn't it might not be there in the first year but it could be there by year three to five and so we would to commit to that financial amount or everyone to do full day right right I was just curious as to how you selected the four school districts that you did or why maybe that you selected the four districts that you did do Ozaki I'm not familiar as much with Ozaki that is that county or is that actually a school district that is actually a school district
088it's just north of Grafton I think part part of and Denise you can speak to this because I know you were there on more of the front end conversations but another component I would have to anticipate is that just the availability of districts that offers of a programming was a component of that but Denise if there's more to share on that please just please add to that so we really reached out to see someone because obviously they are many many districts and let me collect to them early childhood consultants to see going to quality programs as well and then one of the criteria was that the district had to have the 4k for at least one school year that was full-day so based on that we did reach out to MPs as well several times
089but they did not get back to us so we do know that they have full-day programming as well so those were the districts that were recommended and as a team our goal was to really go to five districts because we thought that we would see a variety of things within five districts unfortunately I'm PS did not get back to us so we went with those four but we really felt like we got great information I went to two of those site visits I went to Cudahy and to izaki and I think having outlook for forum was very beneficial because then we were really looking at the information consistently across all of the sites and then as an early learning team we met again and he really talked about what we saw and then to be
090honest we were all able to take ideas even this year and implement them into 4k and I implemented some of the ideas in my early childhood classroom as well so it was just great to get out and see what other people are doing thank you when we looked at the financial analysis help me understand how we count students for you know 3k and for Cade you know is there any is there any benefit for budgetary purposes but you know by having additional students or additional members of being included now for case students are counted as 60% of an FTE whether they attend half-day or full-day so that count in the state aid formula every resident student who is who attends 4k counts four point six of a student regardless so even if we were to
091extend their school day the amount of funding that comes for per student is still 0.6 of what comes for students at grades K through 12 so while we'd have an increased cost there wouldn't be increased funding to support that additional cost all right thanks for that clarification what's the ration now for the two-year delay versus kind of rolling those two components into the next year the survey and then also the facilities so I I think part of the rationale behind that is the some of the unknowns around our current financial state and what that's gonna project out looking forward I think that gives me pause and hesitation about venturing down that pathway but I also think it think it gives us time with the renovations that have gone on at Highland View for us to
092live in that space and get used to that new environment and some of the new structures that we have over there and how it works and also looking at how the care for kids works but some expanded opportunities for programming for students to needs of families for who require some of that all they child care need so I think a little bit of it is to let the dust settle literally and then and then make a good plan moving forward as to what our next steps are it's not a great answer Thorpe but I think it's there's a lot of unknown things out there still that to have a cost increase at this time of that significance I think it'd be it'd be pretty stressful million dollars to the budget reductions of six hundred thousand
093point five million would be difficult and I don't think it would be wise to survey families because if the survey tells us that there's a high demand and we can't afford to do it it would be disingenuous ask the question if we can't tell what is what the what the community tells us they want yeah agreed you know yeah I thought I mean I think the work that's outlined you know that remains is in two years with the work so that was more my question and you've done majority of the work already and now it's just a matter of validating certain components of it to see whether or not it makes the most sense so if it's something that we can't do I agree with you hundred percent that we shouldn't ask the question until
094we're at a point where we can move forward with whatever the decision is that we need to make do one question regarding the wraparound care I mean I know that that's one of the I think beauties of the Park and Rec and the connection is with the schools the schools that had the half-day programs around us do they offer similar services where they have the wraparound care districts provide and another just run it through the Park and Rec or they have another agency coming in or it's offered through the school district so they do have that option for parents one of the things that could change would impact our financial circumstances would be if there was a change to the funding formula that allowed for students participating in full day 4k to be counted as
095a whole student in terms of funding and I know that there have been that has been something that has been considered and lobbied by some districts so if there was something where there was a decision made at the state level to change the funding formula around for cade students that would impact how quickly we could go to the community and we would reanalyze our fight the financial impact of expanding the program I also think they're a little bit too is you know with the closure and and the unknown of what fall is going to look like for a lot of folks there's also a chance that something really creative and innovative comes out of this next school year and there's there's maybe things out there that people haven't necessarily thought of our approaches that haven't
096been developed yet that gives us a new avenue to maybe rethink some of these possibilities for how we provide services for 4k students so you know thinking positively about our current state and what could come out of it that that could be a potential benefit of we have to really think creatively about how we provide services so hopeful on that end are there any further questions on the time for learning for K early learning report I think we lost Jill so we're ready to move on I think that or you can keep going until Jill rejoins the meeting so once again thanks for sharing your report it was insightful and looking forward to continuing the conversation looks like Joe's back moved to agenda item nine nineteen twenty twenty twenty twenty-one board meeting dates and board
097calendar of reports yes thanks before we move on I did have one question so about the the early learning reports the the expectations that we would continue with a charter program so even though the district holds the Charter that that we would continue with the charter program and even if we moved to a full-time 4k or early childhood that that would still be a charter program is that correct yes I believe that it that would be the intention but however if we were to include students in 4k in the full-day program on the existing bus routes meaning putting four-year-olds on the bus with kindergarten through fifth graders there could be a possibility that we could let the Charter lapse one of the main reasons for maintaining the Charter is the cost of transportation would would
098increase if we not have a charter and it was part of the part of the regular school district okay but for now that we will continue to use the Charter to offer the time for learning program all right thank you sir again I apologize for the technical difficulties all right continuing on next item on the agenda is the board meetings for the upcoming calendar twenty twenty twenty-one and the board reports so cam if you'd like to have made highlight this this you know where we are we look at this every year to make sure that we are touching upon what's important to the district as well as you know modifying as appropriate what reports and what what topics of conversation we want to have yes so I mean we have rolled forward many of the
099reports that the board had during the 2019 2020 school year and one of the things that you see is a continuation of a book discussion so at this time we have not identified a book as a board there are several areas that we may want to consider topics for a continued book discussion this year we discussed the book biased and that was quite a bit in that text that helped us to grow and really considered the current events and understand where we are in our landscape and how we can impact change based on that text so I think it would be valuable to consider a book that will advance some of our areas either within our strategic priorities within our focus around equity or within our focus around funding and trust building so if the
100board has if members of the board have an idea or a suggestion for a book that would be important to bring that forward before we approve the calendar of reports at the June 15th meetings so that we can consider that the other thing that we are seeing in here is you see a continuation of the Panther pride reports there is a continuation of the trimester reports where we talk about our short cycle goals and how our goals are progressing throughout the school year you see two updates around the coalition for diversity equity and inclusion we will be doing one at the joint board meeting on June night specifically around the welcoming diversity action plan and it's important to continue to monitor that over the course of next year and then from there we have some
101other reports that the board has set on a cycle to hear throughout if there are some I I think there might be some duplications because we had it in one month and then this year it was delayed and so it ended up twice on the report so we can identify which months we want to take those off but the purpose of this calendar of reports is to ensure that the strategic priorities and the goals of the board are addressed in public meetings over the course of the year so as you're thinking about those areas that we want to make sure we consider and that there's instructional information provided at each board meeting we want to make sure that that this aligns with where the board wants to hear public reports around strategic priorities thanks Kim
102and then the other thing that we will also be approving is the dates of our meetings so I think what we've outlined in that this calendar is that we would meet on the first and third Monday of every month except for April and October will we meet on the first and fourth Monday of every month those two months given that there's some state laws regarding board reorganizations and tax levies I think I think the other point month where we have an adjustment is the month of July we're given the summer months and the fourth of July holiday we just meet once in the month of July and then we also adjust for our September board meeting because that first Monday typically is Labor Day so in July I'm sorry in September we meet I'm the
103second third Monday of that mahse correct were there any other changes anything with like spring break or it looks as if you know the Christmas and New Year's holiday have been taken into account and the calendar doesn't you know isn't impacted by that um there is currently no meeting over spring break there nothing falls on spring break the February 15th meeting is a day off for students but it's a professional development day and so there's no reason to not have a meeting on that day I noticed the April at least the one God said 419 shouldn't be 426 or did I come if we're looking at the fourth Monday then yes it should be April 26 when we can make that change a couple one other things in a similar vein I think the policy
104committee meeting is on January 24th which is a Sunday okay so we prefer to be done in Monday if that's okay with everyone and then question about do we want to meet on Martin Luther King jr. Day or would we want to look at a different day and avoid January 18 since we know that there's going to be other events going on that day yeah I would agree with that Thor I it sounds like there's gonna be definitely some community opportunities again like there were last year so I think being mindful of that would be good so is the board suggesting that we rescheduled that and have it instead of the third Monday of January have it the fourth Monday of January and then subsequently we can read the policy committee meeting scheduled that Monday
105the 25th instead of the 18th and then are we I don't think that typically goes on here or not but I'm not a hundred certain with the strategic planning I'm assuming that they're going to do something since our 2020 we are in 2020 as we speak and says they're thinking about our strategic plan yes and then the other aspect is I know we talked about a board retreat so okay so those are coming through let's talk about a board retreat I would suggest one at the end of June because our second meeting of the month in June is June 15th and we don't have another board meeting until July 13th we can consider doing a board retreat the last week in June not the one that goes into July but the the preceding week which
106would be the week of June 22nd so we could look at an evening one of the days later in the week a Wednesday or a Thursday we could also look at a Saturday for the board so we can consider when that following week would be good I I would propose January 29th but I know that that is the week of the 4th of July and it's possible that many it would not be available to do that so we can look at that and in the board retreat consider workflow and board role and responsibilities administrative role and responsibilities and how we will continue to work together yeah yeah I'd suggest that yeah I like your idea Kim doing it toward the end of June so that that sets us up for the the new year well
107so you know I'd recommend you know Kim if you want to work with Mary Ann just to check everyone's schedule to make sure that those dates you know one of those dates work out for people ok I think keep the twenty-ninth down there just as an option because it at least works for me I just had a question out on June 7th the Park and Rec committee appointments what what is that what appointments are we talking about so every every two years we appoint community members to the the Park and Rec board so right now Rachel um if Rachel Bush and mr. Bhattacharya who represent the community as well as a student representative so it's a two-year appointment so that's what happens okay perfect and then from content one one that question was around construction
108I think we should probably add something over the coming board meetings here too to have a construction update and there might also we should also have something on the agenda I don't know if we want to wait until we have it formalized but the reopening Greendale whenever that becomes available obviously and you mentioned that we're gonna hear about it but if we have an idea of when we're gonna hear about it we put it on there or we can wait until it becomes available I know that the board has requested a learning update monthly since our closure and we will continue that update and that will be the first discussion of reopening Greendale schools and then we can put it on the calendar of reports to continue at every meeting so July 13th August September
109until we return to what would be considered full functioning and we can identify recovery from recovery from the changes that students have experienced and measured the learning loss if any okay good so I think I heard and I would agree that we would have a construction update you know it's doing that me sometimes in the in the fall once the construction is completed that seemed to make sense once we're finished with the construction yeah and I would suggest October 26 when you approve the levy is the date for a construction update because we should have concluded our construction at that point and be able to give you final numbers all right very good and then a couple of other things I noticed that the Panther pride updates are all on there so that's great continuing
110that I didn't see Canterbury listed so if we could slot Canterbury and to one of the dates that might make sense and then Kim you talked a little about the book the the board book reports or the book discussions yes I am wondering you if we do a reading over the summer and early into the next year we've got the book report discussions happening on September October and November so I would suggest that we leave those dates there and then we also had one in January and one in April and the one January in April it seems to be too far apart that maybe we just have a book discussion in the beginning of the year and not have one in the second of the second half of the year it would be a thought
111that I had so taking them off on January and April and having a book discussion on September October November we can do that and then depending on the book we might put the January back in January back in or see if there's something in December yeah okay and then talking about content I think we want we want to add the gifted and talented report to our meeting in March we're giving the alternative education or update as well yeah we can do that and then like you said we had a couple of reports we have the sustainability report listed twice it looks like there's a parking rec report listed twice and then the student mid-year review listed twice so just kind of clean some of that up and then I think one of the things that
112the board has asked for is kind of an update on the SRO and I think the intent I just want to make sure that's the expectation is that we would have some updates on the SROs as well as some of the pop new policies that we approved recently earlier this year and we would have someone that talked about during the student culture and climate reports as well as a district safety plan that's correct so there are four policies that have been revised over the course of this year that a reporting requirement and that was the bullying and hate speech policy the policy on school police relations and policy around discipline and so we'd be looking at including and in the student culture and climate report that disaggregated data on police referrals suspension rates bullying and
113hate speech reports and consequences as well as other office referrals so those would be included as part of the culture and climate and the safety plan and the school resource officer would be updated as part of the district's safety plan so that both officers would be involved in that report and discussion so so maybe can we update it just so that's clear to the community maybe you can update that to be district safety plan and SRO update or like I said just so that it's clear to the community yes we can update that in the language to make it clear okay great and then in April there's a question there says project-based learning or equity so I think you know we'd want the project-based learning update in April and then I guess what I'm thinking
114is you know we have an equity report we've got a couple of dates for the coalition for diversity in October and also in April I'm wondering if we broaden that to have an an equity and inclusion report that that may be you know Maggie could give you know the first half of the year as well as the second half of the year so I think we've got three slots there and maybe we take those three to put in something in the the first half of the year something that second half the year to talk about equity and inclusion yes we can do that okay and then the other thing that I would say is that in May we still have learning and programming updates I think that's what when we started doing the the safer
115at home updates I don't you know I don't you know maybe we won't need it in May okay I hope we don't need it in May so made clean take maybe take it off of the main calendar okay and then my last comment if we can take a look at the trimester reports I think that's good how we've been doing it we can just make sure that we're consistent I think I I want to make sure that we had the iti think there was one time where where there's the availability of some of the people so we didn't have it on there so maybe we can make sure that's listed all three times as well as I think sometimes we list business and operations and sometimes it's just business operations so just for a consistency
116perspective yes we can certainly do that all right thank you I just had a comment about the student board representatives they do have two times a year that they do reports for us I'm not trying to add more to what they do but I guess I'm wondering if there's ways that we can incorporate them their voice a little bit more into our regular meetings because I I just feel that they're there and sometimes we defer to them but I don't know how the rest of you are feeling but I feel they're they're committing time to that that may be I know we've got the two reports a year but I don't know if they're we don't necessarily have to put it on the calendar but incorporating their voice a little bit more on a regular
117basis rather than just twice a year yeah I think that's very good comment Kathy I think we do have kind of how we have committee updates I think we have a student board update once a month so I think the expectation would be that we continue to do that just like we have committee updates and things like that the the mid-year report is more of a formal maybe specific topics or things like that but you're right we would still have them give a student update every month and I think we'd like to continue and I say here differently we'd like to continue where we've been a sophomore you know students from the their sophomore year class you know we we had that in the beginning a year and then again once we had that safer
118at home it was harder to engage with that sophomore class but I think we want to continue to do that yes I'm the regular monthly agenda there is a student board member update this is more of a report that is formal like Joe is discussing and so that's up the regular meeting not the work session meetings correct and it has typically its updating on what's happening in schools and what's happening with the student population and so there has been a void of activity without spring sports and without a spring activities so they haven't provided that in April and May right what just out of curiosity were they were they invited to these this meeting yes okay okay any other comments or questions then all right then then we'll bring back the calendar for approval our
119next board meeting as well as this calendar reports and then once this is approved we'll post it to the the website so that we can share it with the community and then you know there's always a caveat and we've seen it this past year where we've had to to make adjustments to it but at least we've got some a framework to review things I would I guess like to make just another comment about the book study that we do I think the work that we've been doing with equity has been good but I I don't want to necessarily stop with the books that we just read if and I don't know if Maggie and her role even if that's something that she can also give us some insight as to some books I mean if
120everyone else is in agreement I guess the books that relate to exploration I think him you mentioned if we had ideas it was your thought just to show those to you and then we can do a list or something if you had themes I certainly have a list of books that I could bring forward as a proposal so if the board says we'd like to read about equity then I have a list of about 25 texts that we could consider the board would like to look at rusting community-building then I could bring forward some texts in that area as well so if there's a book that someone has read or heard about through some of their professional development lwas be then we could you could bring those forward but I certainly could recommend if there
121is not something that comes forward okay great so I think what's important is that we've got books discussions listed and then over the next couple of weeks you can certainly select a you know look to you Kim to to select a a book for us to discuss like you said based on any recommendations or feedback that the board has yes okay great anything else all right then we are at the end of tonight's agenda so we are adjourned our next school board meeting is in two weeks on Monday June 15th and then as p.m. mentioned earlier we will have a joint board meeting with both the village board as well as a school board next week Tuesday June 9th yes so we are adjourned and until then have a good evening everyone thank you all
122right take