School Board Meeting 9-9-19

001of this meeting to order Wroclaw will show that all five board members are present and miss we'd Vincent is joining us by conference call and our two student representatives are here so I'd ask you to stand and join me in the Pledge of Allegiance all right before we start with communications we're here to share a commendation for over 50 years I believe this is 51 years this year and people might be scratching their head saying but I thought she retired well she did but she was gracious enough to continue to be part of the Geography Bee and the spelling bee did they get that correctly here so Ruth Mikulski is joining us this evening so this evening the board would like to recognize and commend miss Ruth michalski who's taught at the Greendale middle school

002for 43 years prior to pseudo retiring in 2011 and then as formerly after formally retiring her position as an eighth grade English teacher mrs. mohali returned to the school in the fall of 2011 and has continued to offer her time by supporting students in the classroom helping them become better readers and writers through individualized or a small group up instruction misma housekey has also supported the school's efforts to provide students with extracurricular activities by serving as the advisor for both the spelling bee and the Geography Bee that's probably not left-brain right-brain though is it so at this time the board would like to recognize and think missus Mahal ski for her dedicated service over the past 51 years she's had a significant impact on so many students and their families over those years and we

003want to thank you and recognize you for your service so congratulations to miss my house we have a certificate for you very briefly but I I just and I thank you dr. kilts for allowing me to just say something miss Mahal ski has been has had a very significant impact on my life she was a mentor to me when I started in the Greendale School District in 1996 and one one thing I will share is so we worked as colleagues together and then when I came back to the Middle School in 2008 I was her principal and one of the things and some of you have heard me mention this a few times have used it in other speeches is she gave me a book that was entitled how full is your bucket by Tom

004Rath and the main message in that book and she was somebody she'd walk in the door she's the first person I would see every morning at 6:00 a.m. when I was in my office and she'd come in say good morning and one of the things that the message of the book is is how much do you provide people to make their lives better and it's a message that I that I carry with me that the fuller and the thieve the more that we bring up other people the fuller their bucket becomes and and that was Ruth Mahal ski who she was always somebody that just gave of herself and her time and it's just one of the nicest people that I that I've had the privilege of being associated with so thank you [Applause] just

005I want to thank you for inviting me to the board meeting tonight and for this totally unexpected but very much appreciated recognition of the time that I was able to say I'm an employee of the Greendale School District thank you for your 51 years of service here in Greendale and probably equally important thank you for your dedication to public education and representing the profession as as proudly as you do thank you continue any communications doctor kills that you'd like to share at this time we have a couple of items to share with the board and community first of all members of the Community Coalition for diversity equity and inclusion the steering committee continues to plan for a community-wide event scheduled over two evenings October 18th which is a Friday from 5:30 to 8:30 in the

006high school NPR and October 21st 5:30 to 7:30 in the high school NPR we will be serving some dinner light dinner as well from 5:00 to 5:30 for those who are going to participate the purpose of this two night event is to share a draft plan of action around equity and inclusion for the community receive feedback on that plan and celebrate the strength of Greendale through our diversity so we're looking forward to that and that steering committees doing yeoman's job and putting that together the next steering committee meeting will be tomorrow September 10th at 5 p.m. in the fire department training room so looking forward to meeting and continuing the planning ribbon cutting ceremony will take place at the middle school this Thursday September 12th at 5 p.m. public is welcome to attend and tour

007the renovated spaces after the ribbon-cutting will provide visitors with maps for a self-guided tour that will be offered then so that they'll have a chance to go through each of those spaces that has been renovated also on Thursday night from 6:30 to 8:00 p.m. Greendale's parents as partners will host children and the digital world in the library Learning Lab at Greendale middle school the event will feature Department of Justice special agent Helen wasp mer providing tips on Internet safety in ways adults can help protect children from social media predators child care is available through Greendale Park and Rec at no cost for children age 3 and older who are potty trained so we certainly invite parents to come out to be a part of that and listen to Special Agent Helen wasp er that'll follow

008their ribbon-cutting ceremony and the tours they're going to be done at the middle school there is no school for students on Monday September 16th staff will be receiving professional development including mental health first aid training and further conversations on social emotional learning to better understand the state standards for social-emotional learning so that should be a good session Greendale School District's budget hearing an annual meeting will be held on Monday September 16th in the high school auditorium budget hearing will begin at 6:30 p.m. followed by the annual meeting at 7:00 p.m. the high school will hold a choir concert on Thursday October 3rd at 7 p.m. and finally the marching band had its first competition this past week around the Chicagoland area and will host its annual preview of champions at Greendale high school in Kavinsky

009Stadium on September on Saturday October 5th that's Saturday October 5th again not September alright thank you dr. Gelson at this time and I invite anyone who would like to comment welcome to all those who will be speaking at this evening we would like to remind that the school board meetings are for the purpose of caring and the business of the district they are official business meetings that are held in public and through board policy 186 the school board allows citizens to make comments by scheduling to opportunities and the agenda to receive citizen comments in accordance with the intent to the open meetings laws please be aware that although the Board of Education welcomes comments from the public it cannot discuss or debate items brought up during the public comments and in order to hear from

010all the citizens we wish to wish to speak and to assure the official business the district is addressed board policy sets a time limit for citizens comments and we will be hearing to that board policy and its time limits at tonight's meeting persons wishing to address the board are asked to come to the podium and state their name and address for the record and comments are limited to only one time individuals will be speaking are limited to three minutes or five minutes if representing a group of persons citizen comments are limited to a period not to exceed 30 minutes thank you my name is Kendall Curtis I represent a group of Paige parents advocating for Greendale equity I live about 5,300 Olimpia Lane Greendale I'm here because you know I come from an environment of

011accountability I'm from the south side of Chicago to across the country I've operated a lot of businesses based on accountability holding people accountable and be myself being accountable I know here this particular district has a policy that you are to respond to it I'm gonna say a victim within 48 hours of occurrence so if there's an issue and a student or a parent calls in and they say that they have an issue the expectation is that you respond to that student or that parent within 48 hours apparently this is not occurred and it continues to not occur and at the same time when we occur when we respond within 48 hours how are we responding how are we responding appropriately or what are we doing within that 48 hours are we kicking the can down

012the road where I come from accountability is the key and it has to be in place that has to be executed I thought myself about this school board and how it operates and who's holding who accountable for what I thought myself well if I was on the school board if I actually ran for a seat on the school board well how would that be what I have to hold myself accountable with somebody holding me accountable for responding to the issues within 48 hours as I supposed to do unfortunately that has not happened here at this particular school board where there's been issues incidents where there has been no 48 hours response to any issues that have occurred here within the Greendale School District but I'm gonna say maybe it has but it certainly hasn't occurred

013with minorities with minorities there has been no 48 hours of a response in regards to an issue that may have occurred within the school district so maybe it works for some but it certainly doesn't work for all so that's all I have for you guys thank you thank you for your comments dianion mariette so I'll start off with the story when I was a young girl in middle school my parents believed in education so they would go to all the parent conference and they would go to teacher to teacher and they go to one teacher and she would say you know Danny is very talkative she talks a lot I'm like no mom that's not true I don't talk that much just the other kids we go to the next class my math teacher you

014know she's very nice she's very manner abou but she kind of talks a lot anyway this goes on and on and on by the end my mom says Danny all those teachers are not lying are you okay you're talking too much and you need to pull it together I say this to say that the events surrounding Shanice had gone nationwide and I've had people contact me from all over in the nation but I can't get the board members to meet with me I can't be on the agenda I went recently with Holly to a public celebration committee meeting and was surprised that after the curtis went to just a couple meetings that they were on the agenda why is it why is it that people we have elected still remained silent and refused to hold

015each other accountable it's a true reflection of the Green Door school board so if everyone else can see that there's been a grave disservice done to a student you need to look at yourself and say why can't you see it thank you for your comments any other comments this evening good evening mad godly to continue on the theme of accountability several meetings ago wife requested statistics on students who have left the district before graduation that were broken out by race and ethnicity as a measure of how comfortable and welcome students of color feel in our schools I'd like to reiterate that request with even greater urgency now at Shanice Knox has left the district what we're seeking to know is how many she nieces have left without the board the public or even the district

016administration realizing that they have left because they didn't feel comfortable here this data is not available sadly in the public wise - database but obviously the district could extract it anonymously in that it collects all the data or the relevant data points while some early departures and new arrivals are certainly to be expected and normal one would ideally expect families of color to continue to be attracted to green those otherwise excellent schools and we'd hope that they would feel happy to stay through graduation if students of color are leaving in greater numbers and white students however that would be a strong indicator there's still a lot of work to do therefore I urgently request the district isolate numbers of students of color both altogether and disaggregated by split specific race and ethnicity who leave before

017graduation and there to compare those figures to retention data for white students if the rates of loss of students are similar between students of color and their white counterparts that's great although obviously we would still want to examine it and seek to improve the climate for students of color but if as I suspect students of color are leaving at higher rates than white students that would confirm what we've heard anecdotally and would provide important new information and galvanize all of our efforts to ensure that all students feel safe and supported in our schools so again like to reiterate that request for that data thank you thank you hello my name is Heather Godley I live at five-thirty 3-1 Millbank Road in Greendale at the January wasd convention delegates will be considering a resolution submitted by

018Wausau School District in conjunction with Sun Prairie and Madison school districts among also some others that I think has signed on recently that's calling for legislation banning the use of Native American mascots this practice creates a hostile environment for Native American students and perpetuates negative stereotypes according to the American Psychological Association so 31 Wisconsin schools still use Native American mascots and while we don't which is fantastic it's still harmful to our students when we go and you know go to those other schools or interact with them with those teams and I think it's also important just just to consider at least in addition to this supporting this legislation in 2015 Madison metropolitan school district even went so far as to ban students from wearing clothing in the school that depicted Native American athletic teams or

019logos or mascots in order to protect the mental health of their own students so when this January runs around and I would love to see Greendale school district consciously support that resolution vote for that resolution to propose a ban on having Native American mascots in our schools in was in all of Wisconsin so thank you very much thank you and just so you are aware the WSB will be providing the resolutions to the board later this year probably in the December time frame and we do at one of our board meetings in early January as a board give direction to our WSB delegate who I believe is is Kathy we give her direction as to whether or not to support or not to support individual resolutions thank all right seeing no additional comments we will

020continue next item on the agenda our approval of a regular meeting minutes I approved the minutes of Argos 19th 2019 as as listed in agenda item 1.1 there's been a motion a second to approve the agenda I'm sorry for the minutes from the August 19th meeting any further discussion all right then I call for a roll call vote yes yes yes Cathy yeah and I am yes motion carries continuing on next item on the agenda is the financial report so Jonathan yep so in your packet is the information for the month of August so year-to-date we are still under 1% of revenues and six point eight two percent of expenditures on the revenue side we continue to expect that we'll get our larger state aid payment first and then we'll get property tax payments beginning

021in January those are larger revenue shares for the budget and then expenditures match prior year in terms of what we would expect through the month of August all right any other questions on a sideway note that that relates to the budget will we get a Friday count notification yeah so once we have information regarding what we're looking at for third Friday count we will update the board with those updated figures right now we're utilizing projected numbers in terms of how we've calculated our revenue limit for the annual meeting but once we have that data we'll bring it forward as I've heard anecdotally there are a lot of new students that our enrollment has increased and that's in line with the fact that we did project enrollment increase and how we built the budget for this

022year okay so you're right it won't the additional enrollment won't be there for the annual meeting next week but we will have it later in September and then it'll be part of the final budget that gets approved at the end of October all right any other questions about the financial report I'm looking for a motion to approve make a motion to approve checks in the amount of fourteen thirty four thousand two hundred seventy three dollars and two cents and payroll disbursements in the amount of five hundred and nineteen thousand twenty eight dollars and 53 cents for a total amount of nine hundred and fifty three thousand three hundred $1.55 second there's been a motion a second to approve a total amount of disbursements of nine hundred fifty three thousand three hundred $1.55 any further discussion

023they call for a roll call vote yes yes Kathy yeah yes and I am yes motion carries moving on to personnel so we have a support staff retirement request any questions about this so there is a severance benefit that is paid out and as noted it's based on the rate and years of service as of June 30th 2011 when things change but we will continue to honor that payout for any paraprofessionals secretary who qualified at that point in time so any other questions otherwise I look for a motion to approve the support staff retirement request I move approval of the support staff retirement request as outlined in a genom item 4.1 wacken there's been a motion a second to approve the supports to have retirement request any further discussion when I call for a roll

024call vote yes yes Kathy yeah yes and I am yes motion carries and we thank miss McFaul for her years of service and wish her well in retirement continuing on next item on the agenda is a revised SRO memorandum for this school resource officer so before action is taken we have a current memo of understanding with the village of Greendale regarding the school resource officer as we've had conversations over the course of the last six to eight months we've been talking about adding an additional resource officer who would support Jeremy this would allow us to support our two parochial schools Martin Luther and st. Alphonsus and giving them some support with a resource officer it allows also for a more proactive approach and being part of safety planning some safety education for our students and

025for our parents moving forward so this revised MOU reflects having two officers serving in that role and committing to this then over the course of the next I believe it's a five-year commitment till September 2021 so not a three-year commitment it would be so this is something as dr. kaylis mentioned we did approve the the MOU for the first time earlier this year and now as we're looking to add some additional resources at the lower levels as well as some of the parochial schools this MOU was coming back for approval and then I think I saw in the notes that this would then be approved at a village trustee board meeting correct so I'm talking to mr. mykos the village administrator he's going to hold a special meeting once we approve this they'll hold a

026special meeting to approve it on their end as well this will allow us then to be able to move forward with that school resource officer starting by at least October 1st and working closely with Jeremy then to set up the schedule with the principals and again take a more proactive approach around safety education and working with our families and students and I think that one of our previous board meetings when we talked about the the MoU we discussed inviting the the SROs to perhaps are safe to report at some time where it's appropriate where they would provide whether they'd come to a board meeting and provide an update that is a revision we've made to that safety report so there'll be a section in there regarding the roles and interactions with the SRO officers and

027then my other comment I think is we have budgeted for the additional SRO in the the budget that we would approve next week at the annual meeting yes that's included in the fund 80 community service budget all right any other questions or comments yep I was just wondering if somebody could explain what parallel investigations means I thought that as one of the bullet points what what page are you looking at Kathy Evan so what that refers to Kathy is when an action by one of our students violates Student Handbook code as well as state law there may be a situation where our administrators are conducting the investigation around the school policy and code violation while the police are investigating the infraction related to a criminal offense thank you great any other questions just looking through

028is it twenty twenty one or twenty twenty-two I thought it was a change at twenty twenty-two it was sorry about that yes twenty twenty-two I was reading the one that's got a strike through it okay so that's how we get to the three year MOU go ahead Emma under what circumstance with like a body camera be used our officers are equipped with body cameras all the time so whenever they may be involved in an investigation or responding to a situation in order to make sure that everyone involved in that situation may be protected they typically turn that body camera on to capture that interaction I think they my family is in law enforcement to you I know that there's certain circumstances in which they can't by law have it on so if there's a certain

029type of complaint I don't know exactly what those things are but it typically would show up outside of a school area and not in a school area they can't by law have them on so obviously they would be trained to note do not wear not turn them on when there are certain types of complaints that are against the law for them to capture right camera alright any other question - comments all right then we are posted to a proof so I'm looking for a motion to approve I move to approve the SRO second SRO officer as outlined in 4.2 or by - thank you there's been a motion a second to approve the revised school resource officer Memorandum of Understanding as outlined in the agenda ham 4.2 any further discussion all right then I call

030for a roll call vote yes yes Kathy yes yes and I'm yes motion carries continuing on to agenda item 4.3 the approval of the curriculum for art so this year we heard the curriculum for music earlier in the year and this curriculum for art is being brought back a second time for approval and I think we also have some additional information regarding textbooks and there's no textbooks being purchased it is mostly equipment and supplies that support it and so therefore there's not a list of purchases but some of the items on the list that we will be purchasing our drying racks for paintings display racks for art to be displayed around the school some laser cutting equipment some 3d printer at the middle school there was talk about potentially using the same 3d printer for

031art and for tech ed but because the courses are offered at the same time we'll have two in the building so it will be small numbers of supplies to produce and display artwork any other questions or comments one of the questions that the last meeting was around the essential questions and how that's translated for students so I just I'm going to read a couple of how those are translated into targets for students not all of them but just you get a sense of how its communicated with students so for example I can show that colors used in a painting can change its meaning which is very different than the AB the teacher language that's around the essential questions statement of I can create a printing plate that uses a variety of thicknesses to show positive

032and negative spaces you can kind of sense the vocabulary in there but still in language that they can understand where's there's one more here that I'll read I can understand or how artists choices are shaped by their own culture and society so just translating some of those larger more complex vocabulary into kid-friendly language all right thank you any other questions so in elementary our students are in art for 50 minutes how does this compare to the surrounding district in our most recent we are on par with what's expected and about where were in terms of comparisons there are some district there's a minimum standard with dpi and I'm trying to remember if we are at or above the minimum standard I believe that we're at the standard for dpi instructional minutes thank you any other

033questions all right then we are posted to approve the curriculum in art so I'm looking for a motion to approve I move to approve the art curriculum as outlined in agenda item 4.3 second there's been motion a second to approve the art curriculum any further discussion then they call for a roll call vote yes yes Kathy yeah yes I am yes motion carries continuing on to agenda item 4.4 the 2019 2020 district scorecard so this is something that we've done the past couple of years that we've approved at the beginning of the year and and some of the trimester report outs are based out on this scorecard and then we use the scorecard during the mid-year updates as well as the end-of-the-year update so dr. kilt shared a little bit of the the revisions and

034how this was mostly presentation as well as a couple of the items that were taken off based on being at a point where we are fully implemented or these those items had been part of our our annual process so anything that kills did you want to share yes so on August 19th we we had conversation discussion around a draft of the scorecard and at that meeting a recommendation was made to have Thor sit down with me and take a look at the organization around some of the weighting and and the argument was that if we're going to have priorities with our three priorities outlined with project-based learning Career Pathways youth engagement that those should be more front and center and we shall wait those appropriately so Thor and I had that opportunity to take a

035look at this and and reorganize so rather than less time with a draft we had four different categories we've actually organized it into three categories one around academic performance college career readiness we've given a 40% weight and when you take a look at the number of indicators we have 20 indicators related to that particular kit sorry we've got more than that we have what 30 indicators associated with academic performance college career readiness so when you think about that forty percent in relation to 30 indicators it ends up being one point three points per indicator we then also organized some of the indicators around the category of project-based learning and youth engagement and with that we have 24 indicators we identified with a 40 percent weights so when you think about the importance of that it

036ends up being a weight of one point six points per indicator so a little bit higher than the career readiness college career readiness by point by three tenths of a point and then the final category is around service excellence and Thora and i weighted that at 20 percent and with that particular category we have 26 indicators so when you have that out it ends up being point seven seven points per indicator so it has the lowest weight but certainly when you compare that to the other two categories that relate back to our priorities that makes sense moving forward so I think that captured Thor is concerned about how we were waiting these and making sure that we are given higher weight to those that are priorities over those service components though all of this matters

037we're gonna take all of it seriously so it just captures that vision and those priorities around the vision a little bit more so Thor anything else to add to that no I just thought it was a great conversation as we were going as we met and talked through this so appreciate your time and I know as you start go back with the rest of the district employees and others to get that feedback so thank you for taking the time to organize it this way it makes sense to me when you look at that 80% of the district scorecard is related to our strategic vision and then 20% is related to service excellence which is kind of the underpinning of that vision we also then took a look at some of the base metrics added in

038some further base metrics from the revision and also noted some of the process owners around some of the milestones as well we're continuing to gather information so as we report out we'll continue to provide updates on the information one of the areas we wanted to make sure we had some baseline information was around our students and families on free reduced lunch so we're still gathering that information that's one of the areas around some of the discrepancies proportionality and academic apps we want to be mindful of and we also need to provide the information related to performing arts and looking at the percentages there so next time you see this and well we post this live as well we'll continue to update it and have a live on our website as well all right any other

039questions or comments otherwise we are posted to approve this I move to approve agenda item 4.4 the 2019 2020 district scorecard as presented second there's been a moat you've got two seconds Mary Ann so you could choose there's been a motion to approve 2019 2020 district scorecard any further discussion then I call for a roll call vote yes yes Kathy yeah yes and I am yes motion carries thank you for the work on this I think this is a good road map that allows us to and I calibrate throughout the year so next on the agenda the academic benchmarking report for this past school year so annually we have done what used to be called a student achievement report but you can see with the amount of data that's provided pretty routinely at this point

040it's an academic benchmarking report and we're benchmarking to other districts once a year so there's a few things that I'll reference in the scorecard as we talk about the results that you see in this report um about a decade ago a little more than a decade ago Montgomery County Schools in Montgomery County Maryland did some research and articulated and defined readiness indicators for success in college and there were seven of them that we talked about at the time that we were looking at more recently Dave Schuler out of district 214 in Illinois formerly a superintendent in the state of Wisconsin but then moved to the state of Illinois he did some research and published a larger study on redefining ready for college career and life readiness so what I did was I used those college

041readiness indicators that stem from that early research in Montgomery County and have been affirmed and expanded by Dave Schuler to determine what we'd be looking at it benchmarking report so you can see we'll be looking at reading a math on grade level 2.8 GPA out of a 4.0 scale at high school is a an indicator of readiness for college-level coursework participation or a passing score in college-level coursework such as AP which you see from us as we were parked quite often and he says that the most important indicator is successful completion of algebra 2 in Montgomery County that originally published as successful completion of algebra 2 by junior year but now his research is indicating successful completion of algebra 2 at any point before attending college is one of the most important indicators of college

042readiness so we'll start with grade level expectations for math and reading this is our reading trends for proficiency and I'm reporting our spring 2019 scores this is the dark green bar is elementary the light green bar is our middle school and we are trending down this is not the direction that we like to see us going um so and we're looking at understanding why we're trending down what we've seen is a heavy increase in enrollment and what history tells us is that when we got students new to the district it takes two to three years for that for our impact to raise the standards to appear so some of this decline is a result of the transition and the amount of new students that were bringing into the district what you saw in the report

043card is that our star indicated that we were lower this year that we were last year and that's reflected in forward but at the same time our baseline measure in September was significantly lower and the growth that students made from September to May on the star indicate that our elementary students in particular are growing tremendously and so that over time we'll see those students make progress but at this point when we look a police compared a year to year we're seeing a decline in performance but when we look at growth of students we're seeing growth each year for our students the benchmark districts that I chose to compare to our districts that we have talked about passed some come from our conference some come from demographic similarities in the region and some come from you

044and other members who have said I'd like to see how we compare to this district so I made a list of the districts that we've been compared to and have given you demographic indicators for those school districts what you see is we're above state average on the number of the percentage of students who require English language support services and you've seen that as we've been increasing our staffing in that area we are above the benchmark for the above the number of percentage of students receiving free and reduced lunch for the majority of our benchmarks there are only two that are higher than us when it comes to students receiving free and reduced lunch and I point this out because these are indicators predictors of success if you will and so our goal is to overcome

045predictable failure based on some of these demographic indicators that we see repeated over time so the first comparison I make is the percentage ecumene yeah go ahead how many teachers do we have four we have five teachers and so how does that break down that one per building almost we have a full-time yell teacher at Island View we have an 80% yell teacher at College Park and the other 20% is serving gifted our students label gifted at Canterbury we have a English language support teacher who also provides reading intervention and it's somewhere between 50 and 60 percent depending on the year and the needs at the middle school we have a full-time and going to English language support teacher and at the high school we have one point for one point for English language support

046so there's actually two teachers at the high school one full-time and one part-time so that's actually six staff members approximately five FTE and that's English language support is not directed language instruction there are times that they do newcomer direct language instruction but by and large they are supporting curricularly with academic language with language supports within the classroom so our students who receive English language support are not separated and isolated from their peers they're included with their peers and the teachers are responsible for providing support and for both teachers and students and that's why we've changed it from English language learners to English or English as a second language to English language support which is very different in delivery so for the middle school in high school level those students would have the e ll teacher

047with them all of sorts they our English language support teachers co teach in the English classroom they make o teach in social studies classroom and at the high school we definitely have co-teaching happening in both science and math as well what about student help outside of their class there is an academic support period where they might get either access or direct English language instruction depending on their needs so newcomers tend to have a class where they're learning English language direct through direct instruction and students who have been there longer are getting study support and academic language support in a study hall type environment or a resource environment and those services are being provided by one of those six staff members are exigent yes thank you so the first comparison that I made is percentage of

048students who are proficient or advanced on the forward exam with the comparison to free and reduced lunch so each of those dots represents one of the districts that is our on our benchmarks and that light green line is the trend line oops you can't see it up there it is hard to see on that one but what you see if you could see the line which I think you can if you look at it online as opposed to on my screen what you see is that Greendale's dot is above the trend line and that's what we'd be looking to accomplish is to outperform what the trend would indicate is typical of the greater percentage of free and reduced lunch the lower the percentage of students who are proficient or advanced on the forward examine and

049we will I that trend the next comparison I made was disaggregating by race and I showed the three races of which we have reportable populations so what you see is the statewide and the other school districts the blue line indicates students who identify Asian the red line the red bar is students who identify black and the yellow bar are students who identify Hispanic you can see that the the statewide I drew a line across so you could see if we were above or below that statewide line we with our students who identify Asian were right in the middle of that range our students who identify Hispanic we have the highest percentage of students scoring proficient and advanced and our students who identify black we have the second highest percentage of students scoring proficient or advanced

050but there is still a gap between our students of color and our students who identify as white on demographics and so there's a gap but in comparing to our benchmarks our students of color are outperforming students of color and other districts we did the same comparison with special education and you can see that miss Kegel and Sherwood are getting higher percentages of students score scoring proficient or advanced on the forward exam or were third in that space we have had some conversations with Muskego with Colleen reported on that pretty extensively last year and her short cycle goals maybe it was two years ago Sherwood is demographically quite similar to us and so we need to engage in some conversations there around what is what's happening in Shorewood that is helping them to achieve those results

051so we having most conversations and then our al comparisons Pewaukee is the only school district with higher percentages of proficient and advanced for ell populations in the area of reading in conversations with Pewaukee they are less than one I think they're right around 1% and anecdotally the majority of their English learners are children of GE employees and so while they're identified as English learners they don't they don't have any support services when we were comparing around project-based learning and some of our other things from staff members they don't have nearly the staff that we do around English language support and their population is a different population than the population of English language learners we have so there's still things valuable things to be learned but it is a very different population of English learners that

052we serve compared to what Pewaukee is serving um I did the same comparison for our math trends our math trends are flat they're not declining at the same rate that we see reading declining but they are flat so we'd like to see positive trends rather than negative declining trends but flat trends are better than declining trends so then when we take a look at the same go ahead why the drop off from elementary to middle we believe that's curricular you know we revised curriculum at the elementary level in 2016 and we saw an incredible surge between 2016 and 2017 with the bridges implementation and we had did not make a curricular change at that same time in our other areas where in curriculum review for math this year we're using ed Reports gov bridges is

053the highest scoring ed report stack of math curriculum and so that's why we we actually saw a growth there used to be closer together because the elementary was lower Elementary jumped up we're using that same criteria as we're reviewing math curriculum this year so that we can make shifts to our math curriculum and you'll see another spot where the change to math curriculum two years ago it has impacted our middle school math and so we're looking to make some changes there so they currently don't use the bridges curriculum or do middle-middle bridges does not exist for middle school bridges as a k5 curriculum only so they have been continuing with big ideas and big ideas ranks very low and I'd reports so we'll be making a shift away from big ideas that we know for

054sure and there's two programs that we're looking at for previewing what will be coming to you at the end of the era on curriculum review that we're considering pilots for illustrative mathematics and ready are to curriculum that score very high on ed reports that were in the process of determining how to pilot at the middle school same thing we are above the trend line on when we compare students receiving free and reduced lunch with the percentage of students are we scoring proficient and advanced we see similar trends in this space our students who identify as black are the highest well I think Sherwood might be on par I think we're about the same as Sherwood and our students identifying Hispanic are second to miss Kegel and our students who identify Asian are right in the

055middle of the range when we look at math again disparities between our students identified white compared to our students of color but compared to other districts that we benchmark against we are outperforming so if you could go back is that third through eighth this is third through eighth yeah and then we look at students with disabilities again sure what's doing very well so we need to spend some time looking at what Sherwood is doing and our students who receive English language support and again Pewaukee is up there but in this case Sherwood F is outperforming in math so conversations with Sherwood will be fruitful I hope so then the the next thing that we're looking at with math is algebra 2 by 11th grade so we started reporting advanced math and sixth grade advanced math

056or algebra by eighth grade in algebra 2 by 11th grade after Montgomery County produced their research around algebra 2 being a gateway essentially to college readiness and I highlighted a couple spots where we made shifts so when we last reviewed math curriculum in 2014 we used to have a three semester algebra course and so students could meet their three years of math requirement by taking three semesters of algebra and three semesters three semesters of geometry and never getting tail dobrze - and we made a shift in that sequencing in 2014 so we went from 68% of our students passing algebra to by 11th grade to 99% of our students in algebra - by 11th grade by the shifts we made how we delivered algebra and how we delivered geometry we've continued to maintain that sequence

057and now algebra 2 is a required course for graduation so by the time our students graduate all but students whose IEP z' dictate otherwise for modified curriculum purposes algebra 2 is on is successfully completed for graduation I though class of 2019 the class of 2020 you see a smaller you see a lower percentage completing by 11th grade but those students who are not completing by the end of 11th grade are completing by the time they reach graduation unless the IEP dictates otherwise which is somewhere between two and three percent of our students I'm not familiar with the new study you mentioned redefining ready but I remember looking at some of the algebra indicators as were typically tied to graduation rates is that what you're seeing as well is that for those that are taking eligible

058to are graduating obviously it's a requirement so but that was the you know when you looked at a college board that's typically what they were looking at from their algebra indicators was just that they would graduate which obviously means they're more likely yeah and what the redefining ready is saying and what montgomery county saw is not only are they graduating but they're also succeeding at higher rates at the university level and our reports on the University of Wisconsin remediation rates is that we have among the lowest remediation rates for freshman in college math in college reading so that's in the work I do with higher ed the fastest growing department in every single University and College Community College because they're remediating almost 50 percent or more of their students and I think the last time

059we reported we were at less we were below 6% in our remediation rates yeah and they're not correct it's not that they're graduating more math majors they're literally growing departments to for remediation and so in that research we made some shifts in the last curriculum review and we'll continue to be mindful of that as algebra 2d seems to be a gateway to college success even whether or not you're majoring in math it's a gateway to college success and I had seen and research that they made the point of saying C or better they do say that that it's you're better and our six our pass rates are our C or better rates are I think I measured 94 percent okay so that all the students who complete algebra to 94% are getting a C or

060higher so that's something specifically we're tracking mm-hmm that might be helpful to get that on the next year's report to include that the number there's algebra 2 it's just all classes I think that we have a grade point average on a report card on our scorecard so yeah we can update that thank you so then we take a look at a CT um and this was an area where we were trending down and we're trending back in a positive direction so what I'm showing first is our average composite score on the statewide testing date which is that February date in their junior year so that's for nearly all of the students the first time they take the test and so that's their first score then we get reports following graduation which is typically it used

061to be August - now it's October where we get their average composite on their last best score and so that's why you're seeing the green bar for the class of 2017 in the class of 2018 because when students retook they wrote they raised their score and we saw some gains there and so we'll know that how much the class of 2019 gained then we compared our just a clarification camp so the the lighter shade of green is the statewide a CT composite average it's not the statewide score no leverage on the statewide administration of that so they actually refer to it as the statewide a CT but the statewide a CT means the statewide administration of the AC team which is the date in February it is confusing so then I compared for students receiving

062free and reduced lunch on the trend line of average composite again we are above the trend line but there are two other schools with low percentages of students receiving free and reduced lunch who are also significantly above the trend line so on the other two we are one of the only ones above the trend line but in this one there are two other districts getting stronger results with lower percentages of students receiving free and reduced lunch and this is the 11th grade test administration where we're comparing here for the class of 2019 all right so in July mr. Lotus mr. blye and I presented at the National cup ap conference and one of the things that we reported on was our equity in AP participation and pass rates and our efforts to increase equitable participation

063so this is our history of the number of students taking the exam the number of exams given our pass rate there is a discrepancy when you look at the pass rates on the reports in AP Central when you go in there there's one report where it'll show 86 percent pass rate one report will show 85 percent pass rate one report where it'll show 83 percent pass rate so this is from the report that looks exactly like this pulled from AP central but in the annual report we took the lowest percentage of all the reports available so that we weren't over reporting our pass rates but this is on this report this is how the report pulls exactly so on the annual report it says eighty-three percent because that's of the three reports the lowest one

064but on this report where it gives the information in AP central it shows 86 percent I do not know why AP Central has discrepancies and their reporting but we're definitely in the mid-80s that's what I can ascertain from that and we are seeing strong numbers of AP scholars continuing what we looked at was go ahead help me remember what ap scholars are AP scholars the lowest level of an AP Scholar is a three or better on three or more AP tests so passing three or more AP tests by the time they graduate there's a piece scholars with honors which I believe is for tests with an average of 3.5 know oh it goes up from there right it goes up from there and I think that the AP with distinction is five past past five

065AP exams with an average of above what or number so no score below a three can be earned for some of those upper-level ones so it's the quantity and performance on multiple AP exams can we see a comparison with the passing rate at some point I mean I would think that those numbers would be pretty easy to comparison with passing rate with other districts GPIO stops reporting those unwise - effective 2016 so I've tried to pull up that data did data exists but DPS that report reporting it publicly so the last year that we can see comparisons this 2016 so short of collecting like sending a survey tell my colleagues to collect that data I'm having a difficult time getting to that we've asked sisa to question that they are shifting their reporting tool for

066districts so the public looks the same as it's always looked but the district one that looks like the public one went away last month and so they're working on that so there's been this leg in them reporting publicly on AP in particular so as soon as we can get dpi to report then we will certainly share that data so this is a comparison that we showed in terms of proportionality so in 2016 one of the things that we noted was that we had disproportionality in our participation in AP by race by socioeconomic status and some of the other indicators but those were the most the two most dramatic and we made some efforts to look at sequencing look at recommendation processes that I shared with you and the short cycle goals in the 2016-17 school

067year and we've been doing some learning as a staff and really focusing and understanding what it is that we do to encourage or discourage students of color we as the board read the book that despite the best intentions where that was definitely an area of discussion so as we were working on that with the board as we are working on that within the schools we saw an improvement so this is 2016 in which you see of all of our student population 81 percent of our students identified white and then you can see one percent American Indian Alaskan native 10% Hispanic then you look across the aisle to the percentage of students taking AP classes and in our AP classes eighty six point seven percent of the students identified white and down the line from there

068where you can see a comparison that three point five percent of all of our students I identified black but only 0.4% of our students in AP classes identified black and then when we looked again in 2019 after our efforts in our work around encouraging students and making some shifts in our course and academic processes we see an increased proportionality so our students who identify white and as a whole school population in 2019 were 77 percent and our students taking AP classes 79.5% identified white and then you see greater proportionality um you see slight under-representation of our students identifying the Hispanic and a slight over-representation of our students identifying Asian but by and large we are much closer in our proportionality for our students of color in our AP classes and taking AP tests that's what

069also the increase of students taking the courses so it's not correct and when you look publicly reporting sometimes it looks like no students took it but that's because the number of students from a pure cow perspective is so small that they can't report pass rates without disclosing who the students might be specifically so if it's less than twenty students they don't report publicly the achievement as the the rate of students taking AP more or less kind of moved with the enrollment numbers growing or has it actually increased percentage-wise of students you know her enrollment has gone up a little bit over the years our high school enrollment has not been going up our high school enrollment has been flat and slightly declining our population as a whole has been going up but our high school

070has been pretty flat we were actually down to in the eight hundreds and we're back up over 900 right now so we're seeing about the same percentage of students taking it and you can see that in the Far column their percentage of graduating class taking at least one AP test you can see that's fairly consistent there was a slight increase in 2018-19 from twenty seventeen eighteen but that's been pretty consistent we've just increased our proportionality by race and similarly when you look at our students receiving free and reduced lunch it was only from twenty percent of all of our high school students were receiving free and reduced lunch but our AP population only five percent where students receiving free and reduced lunch and then in 2019 we saw movement towards greater proportionality and that was

071part of our effort very specifically around scholarship to encourage college-level coursework and promoting that to ensure that that that was addressed so we did present on this and talked about some of our journey around despite the best intentions and some of the things that we were learning through that work and then finally a GPA sorry this is longer than usual GPA above 2.8 we are tracking that now and ettus and so what we see is last spring 68 percent of our entire student population we're earning a GPA of 2.8 or higher and 32 percent we're below a 2.8 some are right on the border but we'd like to see greater numbers here and then when we compare that by race there's definitely disproportionality and this is an area for work it's there's disproportionality by race

072but there's even greater disproportionality by students receiving free and reduced lunch and so this is a space where we need to work to understand what's happening in the grading policies and procedures because we're not seeing that level of disparity and our achievement there is disparity but not the level of disparity that we're seeing with grades so this is an area that we'll be taking a look at understanding why our grades are have greater disproportionality than our achievement scores on standardized measures and since these are all college ready college readiness indicators I thought that I would pull the data that is tracked now and wise - on our students who actually show up to college the fall after graduation and what we see is that were between 78 and 84 percent students who are graduating and

073enrolling in college as reported by the college's fastest and that we used to think we were in the 90 to 95 percent but that was just by what kids told us they were gonna do when they walked out the door and this is actually reporting who shows up ninety two percent of colleges report their so then when we look at that by economic status we see students who are labeled economically disadvantaged which by our measures are free receiving free and reduced lunch are attending at lower rates and then our students who don't receive free and reduced lunch and so that's there's there's reasons why we would expect that and just for clarification when we define colleges is both to a year and for us both to yearn for year and so I did take a

074look at oh I did not we were looking at of the students attending college seventy-five percent were attending that is reported I just did not include that in the slide you do have it in the next oh I do that's it right oh yes that's it so College means all all institutions of higher education both technical two-year institutions for your institutions and then less than to your institutions I'm not sure what that is maybe that's a one-year certificate we have a very small percentage there so you can see 75% of our student sir of the students who are going to college are going to four-year institutions and 24% are going to two-year institutions and so we're seeing that piece there in state first that's what I was looking at up top is 88% of our

075students are staying in-state and 81 percent of our students are attending a public institution and then when we look at college enrollment in comparison to our benchmark districts in the most recently reported year which is the graduating class of 2017 you can see we have the highest percentage of students going on to post-secondary education and with the lowest remediation rates reported in the UW system that is success for us and those going into the world of work are equally productive this is an area that we can report and see readiness and success I'm glad to see the things that were pointed out here is kind of where we have room to grow our obviously also found in our scorecard so thanks for continuously challenging yourselves to do better by our students and tackle this head-on

076so thank you I think that's the under so we asked a number of questions throughout the process or did slides do it any other questions or comments can't say anything that you have no I I think the respond is very helpful so I think we laid it out with the graphs and everything yeah you think you can see hmm I didn't mean to put you at the spot isn't at the big start we mr megan any i just love seeing the actual numbers you know because I just I'm a number I'm not really a number but I like having faculty to be able to put things in perspective and just constantly remind myself of what I'm living and yeah and how we can I appreciate this a lot I had a question at during like

077acp lessons they talk a lot about like more post-secondary like school options like apprenticeship and stuff do you guys track that too um the state doesn't that track so that's more difficult to track what we get these are actually reported by the institutions to which they're attending so that reports back to us automatically with the apprenticeships we know how many intend to go but we don't know how many it's harder for us to track that data because those institutions are not reporting back to us but we definitely have stories and we know who we set up for success there and we know the students who are actually doing the dual enrollment and beginning that that path leaving us but it's it's they're more fuzzy numbers because we just don't have accurate counts so we do

078have information if any student completes their apprenticeship before leaving yes yeah but we don't necessarily have who went on to the plumbers Union and the electrician's Union to the training centers where they followed the five-year program for apprenticeship so that's more difficult for us to report but with our partnership and the summer trades that might be something that we asked them to report back to us so that we have more stronger data in that space is there any way to track once they go to college how many continue through college all the way or there is it's the National clearinghouse which is the data that is used to report who attends in the fall and so we have reported that and check that in the past we see about a sixty percent completion rate in

079the institution where they start well is that in the past four years or five years or after six years six years okay so some sixty percent can you know six zero yes at the last check but those are tracked differently but we do have accurate data on that all right any other questions all right yeah yeah thank you again and and you know I appreciate the fact that you know you're just aggregating the information because we can all be very happy with with statistics but I think it's important that we continue to look further and and see where do we have areas of opportunity and then to engage with other school districts understand what are they doing and and what can we learn for them so thank you for all that alright continuing on next

080item on the agenda is a communication report so this is an annual report that we we received from Miss quiet and it talks a little bit about the the communication to our students our families and the community I'll invite you Kitty to the their success I do appreciate the opportunity to come before you once a year at least and tell you a little bit about some of the things that we're working on in the communications department there are two of us in the communications department me and faith and stoner I know most of you know faiths and she has been working with us oh she predates my my joining the district so she's been here at least about nine nine years or so and she does most of the work on the weeklies every week

081publishes those over to the secretaries she also does a lot of photography work for me and does Facebook and Twitter and also web site good news story postings so go forward here I wanted to start tonight by showing you one of our videos that we produce this year to tell the story of Greendale schools [Music] [Applause] [Music] we we we are we are green note schools we are green del schools we are Greendale schools we are committed to inspiring each and every student every single day we are committed to supporting our community we are community partners we are more than 15,000 alumni we are more than 15,000 dalam night we are green deaf schools Greendale screwballs school we are green no graduates and green no parents we are inspiring minds we are committed to our

082students we are your student leaders we are teaching our children to achieve to care and to grow we are your neighbors we are more than 2700 student leaders we are the school staff that helps students connect their learning today with their life's work tomorrow we are committed to inspiring each student every day we work with families and other adults we are committed to our students we have more than 2700 students in five schools we are administrators parents and been dads we are Greendale schools we are Greendale schools we are green no schools we are green down school we are Greendale school we are Greendale schools so that was one of two videos that we produced this year that were identity pieces if you will that one was released on the last day of school kind

083of a recap of who we are and our different roles that we play in the community both students community partners alumni fifteen thousand alumni Jamie our intern last year actually came up here and counted the Alumni kind of ballparked it but that's pretty close since 1950 the graduating class so the other video that we did was a video test of testimonials from alumni where we set up a booth at village days we also had a couple of days here in the library where we invited the Alumni to come in and tell us a little bit about their story I offered some prompts and it was a tremendous video if you have a chance to go to our YouTube channel and take a look at that that video was released on teacher appreciation week as a

084gift so what's new this year Construction public information campaign construction public information began minutes after the ballots were counted and we knew that the referendum was successful you see on that page on that slide up there one of the Flyers that we produced we papered the village with those fires so that people knew that that August 19 was the first day of school this year I don't I haven't heard any stories that new kids didn't show up until the second okay so we're good so we obviously were successful in that campaign as well um once the the school calendar was approved by the board last year we set about informing the community that that was the first day of school there also while there are no direct flies in the one that was in the

085park and Rec book this fall that will speak to specifically to construction and to what's going on in our schools we are devoting the back page of every one of our publications that we put together to the construction and so the community will be informed the community at large will be informed that way parents are informed frequently in the weeklies and where also putting information up on social media and updating that web page that you're all familiar with we will be doing some vision 20/20 recapping and REE visioning later on this school year I don't know yet what that's going to look like but I'm expecting there will be some community sessions some surveying and some reporting back out to the board into the community on what what the the results of the annual report

086vision 2020 are what they look like and how we will be moving forward with revision that particular strategic plan we have a new website plan this fall working with the tech department we are rebuilding under a new content management program platform called CMS for schools it's run by one of the see says it will give us the opportunity to lock down some of the features at our website we did an audit this past school year and we realized that since we had migrated to Weebly we were seeing that the user experience on the website was not the same across all the schools because we allowed different users to be creating different menus and adding different things to the webpages there were some inconsistencies and so what what our goal is is that when an elementary

087family becomes accustomed to the College Park or the Canterbury or Highland View website when they get to the middle school those buttons are all in the same place so they know oh my lunch menu is going to be here and I can always find the PowerSchool link here and we want to make sure that as we're going as families are traveling through our system that that user experience is the same and this new platform will allow us to lock down that that will happen be launched sometime this fall working with the tech department we are building that site and you can imagine with probably 15,000 pages that are on our website literally that that it's going to take some time for us to do that but we are working on that as we speak also

088this this school year we're planning a communication survey using life in the village as our tool to share that out with the community we are still figuring out how that's going to look and if that will take place in the November edition or if that will take place after the new year in the February edition so I will return that info return again and have some more information with you on what that would look like prior to that hitting the streets if you will I'm also working this year to get the principles up and active on social media the plan would be Instagram or Twitter because those are something that they can do immediately and on their personal phone device noting that they'd have to sit down and write anything a big long story or

089caption for images we'd like to be able to get some more on the spot in the moment publicity for what's going on in the classrooms and in the schools I can be a lot of places but I can't be in every classroom where there are awesome things going on every day so if we can have our principles aiding us in putting that information out I can then share that through our district and widen our network of Watchers if you will I've noticed our new AP here at the high school is fairly active he is yes he's one of my super users yes you hopefully will be a good training person for that do you have a question Emma yeah have you talked to teachers about like sending you posts oh I guess yeah all the

090time yeah and I and I work very hard to also get into their classrooms yeah when the weeklies come every week across my desk I read them and I look for those things that are kind of we call it teased up so that I can get in there so when when the boat regatta happens or physics is easy because there's lots of super cool things to see in physics when apes is out in the back forty if you will I like to get into the science classrooms are very interesting but we also love to showcase when the English classrooms take students out into the garden and they perform Romeo and Juliet in a beautiful landscape or last week the orchestra's students went out into the garden and performed and the choir teachers tweeted that and

091I was able to grab that tweet and share it through our network so but yes I do in fact several times a year I I beg and I get a lot of nice information that way and finally this year supporting the Media Relations needs of the marching band and it's trip to Pasadena for the Rose Parade we had tremendous presence when on them in the Milwaukee media and even in the New York media when we went to the Macy's parade three years ago so we're hoping to replicate that the Rose Parade organization has not been the same as Macy's so a lot of that work will happen here locally with me sending out the news releases and me working with the Milwaukee media to get them here directly so just we'll take a little peek

092at some of the impacts we continue to see some strong growth I have reported you already how I learned some hacks on how to get people to like our pages and so I continued to work on those and I saw some great great growth there's nothing like a couple snow days winter weather Advisory's that make people want to follow us on Facebook because the truth of the matter is that when dr. kilts and the superintendent's give us the call that we are going to be canceling schools social media is the first place I go once the kids know then pretty much everybody else knows because they start sharing those posts so we go there first and then we trickle down with the rest of them the communication that needs to happen also seeing strong growth

093on Twitter YouTube and Instagram Instagram is new to us so we saw about half as many people joined us over the year and I will continue to use those platforms to share out our information and then of course one of the most tremendous impacts was the 67% approval of our referendum question last November so just to recap of that and we do continue to see consistent strong results in the parent survey there's I'd love to see us go up to four point five or maybe even four point six in the the the total people know what they need where they need to find what they need when they need it these when we get our students eltz every spring that's the first thing I look to to make sure that I'm staying consistent in in

094those numbers with parents and then again as I mentioned we are going to be determining a format for distributing that survey this year to our family to our whole community rather life in the village that was one of my short cycles that I reported on this year and we will be meeting probably within the next two weeks with the editorial board for that publication starting to talk about the November edition and and if we can figure out the financial concerns with that publication we hope to go to a four publications so quarterly in 2020 so what's next continuing to inform the community on the construction projects engaging our parents we do have two parents as partners events planned this fall children and the digital world which will be on Thursday and then speaking up at

095school in the community with Amy Melek from teaching tolerance Amy will be coming to the district in November to speak to our community and do some of the same training that she did with staff earlier this year we also continue to collaborate with our stakeholders our other stakeholders in publishing life in the village maintaining our curtain low current levels of social media supporting the ongoing needs of communication in the district and sharing the work of our street three strategic priorities with those hashtags so what questions do you have of me we of course have a large senior community obviously know that kitty compared to other surrounding suburbs what do you do you look to other communities for new ways and engaging seniors so they know more about our schools we actually do have two events

096that we invite our seniors to every year and those are pretty unique to our community we do a senior high event in the fall and that's usually on the fall reality day because that reality day is really something that I think is unique among some of the districts high schools in the area where we offer that opportunity for our students to take on an adult persona and travel the gym and learn about what it means to get a speeding ticket and how much car insurance costs so we do invite the seniors to that and then we invite them to senior night at the theater that happens in the middle of the right before the middle of the weeks of the the play every March in fact I've already received calls and that invitation goes out

097in the annual report and then I also follow up with with flyers to the senior communities in the area doctor killed SCO's to the senior social group he also goes to the coffee shop and visits with the older adult community members who are there we have gone to the library and we participate in the lunch and learns or the coffee with the library director event so that's really the way that we are able to engage with the older adults in the community going out and meeting them where they're at and then also bringing them in to visit us as much as we can we have tested a few other opportunities for the seniors to be and in the in the schools and they didn't they weren't met with as much excitement as the two events

098that we have and so that's why we're keeping those two events strong well so on the inside of the annual report which would have been received at your home at end of last week there was the at-a-glance calendar we now are incorporating that rate as a page of the annual report but it is if you know it's a it is able to be torn out on one side are the important dates where that people are invited to on the other side is the contact information for the entire district so that's that's available to and our seniors are always invited to come to any of our concerts here at the high school the school concerts everything is held here in the auditorium and they certainly are aware that they are invited to participate in those things

099to go along with our two other items that we have available for seniors we do offer them the athletic art to get into our home events where all our athletic events here so I know Park and Rec library have those cards available we hand them out through district office in the schools so we like to have them coming to the games and make sure that they can get in free of charge we also have a tremendous reading buddies program that supported by our seniors and Dee Dixon is transitioning out of it so we appreciate her years of service and and we'll be recognizing her in the future and we have Carol Richard Richards who's going to be taking that over and coordinating it for our elementary schools but we have dozens of seniors who participate

100in that on a weekly basis and that's just a great great opportunity for them to interact with our students in schools kitti also talked about our print publications so that life in the village and the newsletters mailed directly to homes because that's what our community wants and that's how we see them the most it's definitely reaching because when they had the reading buddies meeting this week there was an influx of new participants because there was a story on unlife in the village and so there was contact information and there was a large number that responded to that written story so we know they're reading it and life in the village was a publication that other communities had yes yes life in the village a magazine like that is published by coop really design in Oak

101Creek there's one in Shorewood and there's one in mequon-thiensville and now Greendale I believe is her fourth her fourth publication so that that magazine that publication has been out in those communities for quite a while without results as well one of the comments or questions really I'm still here the thing is though I wanted to let you know I've been following on the livestream tonight and I think it's great that that's up and running yes that took a little bit of what did I say three emails to an online forum and keeping my fingers crossed and it came back up I think we on the that Monday that we were in that I informed you that it was offline we were back up by Thursday so thank you and we'll wave hi Kathy directly on

102our for that I think the link is on the home page of the website it says watch the school board meeting was live should be right on the home page of the website and takes you right to YouTube so it sits right on the home page it's not on so the school board page it's just right there you found it okay yeah sure all right any other comments or questions you talked about the teaching tolerance I'm the parent says partners conference is something that has been here in the district for quite a while a couple years ago we took it to workshops so actually the entire community is invited to participate in that we have the NPR reserved for that but we can always if if there's not enough space in the NPR we can

103move into a into the auditorium which is obviously a larger space but the entire community a week or so ago dr. kilt sent out an email to all families to let them know there's also a notice about it in the annual report and then we'll start with some fires papering the village in the next few weeks so I'm if your question is can students attend I absolutely love to see student representation yes thank you again kitty and and you know I think every year you find new ways to engage with our community so so thank you for that thank you thank you kitty all right continuing on next item on the agenda is a work session to discuss the book bias so for the past couple of years we've selected different books to have book

104talks that dr. kilt has led us through and this year we've selected biased I think Cathy you're the one that had that as an idea so our assignment was to read the first two chapters for tonight's meeting and given that this was Cathy's selection Cathy do you want to get us started I provided some some prompts some questions for consideration but we don't necessarily need to start with that Cathy if you have have a piece of the chapter or section in the book you want to start with and I just thought in general that they did a good job with some definitions the kind of street no you know understandings of what stereotypes and Prejudice are but most importantly I think from the beginning I found that statements we define first and then see to

105be a pretty instrumental first part of this book and so I didn't know if that's one place we could kind of search it was a discussion but I thought that that kind of brings through as far as you know understanding how people don't necessarily always see things the way we think they do does that make sense yes it does thoughts on that coming some other board members or administrators I think the thing that struck me when we in this book was Kath exactly what you said and how that's how our brain operates you know that it's it's not a cultural thing or a social emotional thing it it really is how our brain operates so you know recognizing that and and being cognizant of that I think is important agreed I know when I was

106looking at one of my highlights and it was exactly that statement it says our brains are better at processing faces that revoke a sense of familiarity as part of the comments that they're talking about some of the different biases that we have I thought that was intriguing and I'm actually prompted me to go back and review some of the organizational management books that I've had over the years or have done through classes or just read but looking at some of the different biases and how those kind of coordinate with the things that are being discussed and talked about in this book and there's the concept of kind of this the no I brought it with me because I knew hasn't forgiven I wasn't talking about here but I was like there was the one similar

107to me effect and then the opposite of that being the salience effect I thought was highlighted through the stories that were brought out in this work you know where you see the one side or the other you flocked to kind of the birds of your own thing or you're you you try to over support and engage and create a sense of uncomfortableness with folks that don't look like you and so that was a interesting thing for me to start to mash up some of the stuff that I was reading through I think I'll echo some of what everybody is saying is that the science of the brain kind of just gives you that compartment of okay these are all the people that are familiar to me and you kind of go there and then you

108compartmentalize others and it was very interesting me and very enlightening that that's how it can all begin I kept thinking in what way can our staff I wouldn't what way can this book be used or PD for staff and obviously our mostly white staff I know they had some PD last year around race and around bias but I hope would be that themes from this book can be used for our staff development you know they just talked about you know children learning so quickly from their families before we even realize that they're picking up on cues and I think that's a strong statement for schools that we we have a kind of test with a very challenging role to work with these situations and helping people understand and accept when we already know I guess

109that's that kids are coming in with some of their beliefs just from from the way they've been raised and so forth so it does put a load on the school to try to work with these things and I think that was something else I took out at this part of the book I think to Kathy's point our students are picking up so much on some of the modeling that's there so we're talking about bias and confirmation bias we live in a time where people are choosing media that are fitting their own personal beliefs and so as staff members we have to be able to model that uncomfortability of getting into conversations where maybe we just don't we don't know enough about the other side of the argument but we're willing to have that vulnerability and

110and being in this district a short time I see a lot of that in terms of how we disaggregate data and talk about strategies to address that in a very public manner to create that accountability with our community I guess one of the things that the meetings meetings chapters reminds me of what I do on a daily basis and if I interview many different people all walks of life and I can go in with some sort of preconceived notion but then I hear their story and they're not so different from Who I am no matter what they look like or what they sound like or will be perhaps what disability they have so in my day to day life I kind of live going into that next interview thinking okay who is this person and

111trying not to have any preconceived notions before I walk up there on that note one thing I found really interesting was how it talked about how like our brains naturally like categories categorize people into different groups and I thought that was like really intriguing to think about how just like one experience can cause us to do that I think with like sing with what you were saying how like if we just keep like an open mind and try to like perverse like what our brains naturally go to then that can be like really helpful going off of that and like as I was reading this I was trying to think of like how I could get high schoolers to understand this without reading the entire book because very few high schoolers will read this but

112in that I was just thinking about like how can we kind of change the conversation from blaming to recognizing like where racism stems from stems from or where our biases stem stem from so that people can really understand themselves because that's how you start to understand other people as well and I guess I just want everyone to read this book and also with that I know in middle school we have like required reading for the whole school everyone has to read peak or like my sixth grade year so I was kind of thinking about that could be something cool for a freshman but that's a little off topic you're absolutely right though the more we know about each other and appreciate others backgrounds and strengths the the more of a caring environment we create so

113to your point what are some of those books it may not be this one but what are some other books that may bring exposure to different perspectives different cultures different identities to build that appreciation and better understanding so that some of those biases we may create based on other platforms social media whatever it may be we're changing that mindset in strength email moving forward I think the story she told in the foreword tells us that it's not always the other that we form these categories and biases around and so this idea that her child a child who identifies black whose father is black whose mother is black looked at another adult male who's black and questioned his that he might rob the plane and so that idea that that those that categorization happens doesn't always

114happen when we categorize other sometimes it happens even when we're processing and categorizing people who look like us so I think that that was that story was one that you saw it kind of turned the tide of the group she was presenting to and I think that's powerful the other thing I keep seeing and keep hearing especially as you're getting to the end of the chapter - and it talks about the transformation or the transmission of bias and the importance of exemplars or role models and I think one statement that when I was looking at it from the lens of Greendale schools they watch us and there was a whole longer portion of that piece but the reality is all the students who show up on day one or watching each and every one of

115us whether it's you know tuning into our YouTube of the sport of hating or they're tuning in on day one of school or whatever it might be an in person and so how do we and it also just reinforced the importance of when we look at character as a key component of something that we need to be at a core of who we are as green know schools you know we're in the process of looking at the neck strategic plan and how does that continue how do we be members of good character and exude that for for all students to exemplify as yourself and I think that sets a tone I appreciate the conversation I hope this level of conversation continues as we read the book so appreciate everyone taking taking the time to read

116chapters 1 & 2 we'll continue the conversation at our October 7th board meeting as part of a work session and we'll discuss chapters 3 & 4 so look forward to continuing this conversation moving forward thank you dr. kilts then continuing on with new business agenda item 5.4 stew important member report I mind making anything you want to share given your now no not one weekend because you've been like three or four we have lots of fun stuff going on it's September so all of our fall sports are in full swing we have Megan and I are both on varsity tennis girls volleyball football just girls swimming and boy swimming and also cross-country are all in full swing so that's fun lots of sporting events I forgot soccer student council is in the process of pump

117coming which will be September 21st so that's always fun the first teens of impact meeting will be held this Thursday and applications were due last week the first choir and music concert is October 3rd our student equity team met last week which was a really exciting meeting especially for me because I was really eager to talk about expanding the group and become a more inclusive group for sure and so we made a plan for that in creating an application and like recommendation system through teachers and then also from that having a club that's open for anyone to join and share their voice um some other key points that we touched on during that meeting I'll just go over a few of them we have about eight core ideas which is a lot but one second

118so I'll follow up with our Big Brother Big Sister program I think the biggest thing that we touched on like when we came back and reflected on that was how it helped us just create bonds with underclassmen while it was awesome for them to see what the high school looked like the most important thing is that now we all have freshmen in the hallway that we say hi to and we talk to and that they have our number and they're asking us questions about school about you know what time to get to homecoming at do you get to homecoming at 7:50 or can we go at 8:15 and little things like that where they feel supported by upperclassmen and we're creating that community whether key points basically we're also working on just developing our ideas

119for the cultural night that would happen hopefully sometime in spring our next meeting is September 20 22nd and so we're hoping to narrow down to like three core ideas again but our main focus for this month will be the big brother sister program and having a follow-up event with the mentees that we already have so yeah [Music] so other activities that have been started is the fall play started rehearsals last week and the performances are in November and then the sources of strength had their first meeting a couple of weeks ago and it was a long Friday meeting and it was a great opportunity and new people who were joining the club were able to come including me it was super fun and I think just one big thing of the school's I feel like

120really as you get into September in like the third week of school now it means because we started sooner I feel like the student body's really coming alive and connections are starting to be made from upper classmen to lower classmen through different sports and activities so I feel like that really helps the school bring a more cohesive vibe I'll just highlight sources of strength okay our first campaign is called the We Belong campaign and so we started that last week Friday by each source of strength member got a feather and yeah so we got to write on there like what makes you you and so each member got to write something on there and they could have more than one because we all have more than one thing that makes us us right and so

121with that we're gonna make like a wall art display in the hallway that's wings right and so you people can take pictures with it look at it and because the group is so representative of our student body we're hoping that students can look in there and be identify with someone else within the school and feel that sense of connectedness so can you remind me what the teens were of impact is teens with impact is a group of students who focus mainly on mental health awareness and student advocacy so some activities we do within that is we do activities for Suicide Prevention Month which is September and Mental Health Awareness Week in May and then we also do the express yourself event at the middle school which is connecting high schoolers and middle schoolers to kind

122of we do like discussion groups around mental health and being your true unique self and things like that yeah it's a short little summary great update and I like the way you focused on some of the things that our student led you know you know we talked about in the book bias you know making sure that we talk to the community I think some of the things that you're doing within the with the students is it's important that it's you know it's kind of a grassroots effort with with a student so thank you all right John legislative update well sadly there's not much legislation that's happening and not much action the one article I read from WSB the thinking was divided government is causing the legislature to not want to propose as much and focus

123on education and the way it looks it could be this way for months I'd like to report more for this that's how government works sometimes apparently all right any board committee updates anything in the park Iraq and edy foundation there yeah and Foundation met two weeks ago and kind of getting geared up for the year we're working closely with Park and Rec to do the last dinner auction in November and we have divided into committees to kind of do fundraising and reaching out to the community and building up our foundation membership list so we a lot of talk around that and what we're doing you know going out into the community and speaking about what the foundation is about we're starting something like that so we're gearing up for what I think will be a

124very good year thank you or just to add to that you can buy tickets now for the benefit auction it is just make sure the right date Saturday November 2nd 2019 and this is the final hoorah so if you ever plan to come you have to come this year because there will not be one in 2020 can't see any updates that you either share find the dates here but I don't see it but I think you guys all have the flyer emails that have been coming out very good way to fall regional meetings all right board calendar update anything else happening I know the same weekend that homecoming is at Friday and Saturday are the hay days and a beer garden in the village and doing the gallery nights I think Friday night is what

125they're referring to it as anything else that would people should be aware of um the National Art Honor Society student members are going to be doing live art at that event the gallery night that Friday night yes one all right then we are at the end of our agenda any additional comments or questions from visitors Laura Miller 5 2 3 4 Lakeside Drive I would like to inform you all on the board about a transformative class which will take place here in Greendale given by Pastor Dave of the Greendale Community Church it is called white white privilege let's talk it is a six week course for adults that will be facilitated by Pastor Dave to engage participants in safe meaningful substance substantive and bold conversations on race the course will require serious intensive journaling and

126approximately 90 minutes of reading per week and the cost of materials per person is fifteen dollars the classes will take place from 7 to 8:30 at the Greendale Community Church on the following Tuesday nights October 8th 15th 22nd 29th and November 5th and 12th and attendance is mandatory for all six classes and pre-registration is required before September 24th and so if to register you have to contact Pastor Dave at four one four four two one one two two one and I would like all of you to consider signing up for this class I would also like to ask the superintendent to share this information about this important class with district staff and maybe most specifically the school district equity team I am very pleased that you have begun reading the book biased I'm reading the

127book alongside you and I truly hope that you share what you learned with the entire school district including the students and staff what is important to note is that children are constantly listening and observing challenging and learning in our classrooms as educators you make hundreds of decisions a day and many of these need to be made quickly in a snap judgment research shows that our implicit biases play out when we are multitasking and making decisions under a time crunch since microaggressions are actualized implicit biases the classroom can become really violent space if we are not aware and I would like to speaking of biases microaggressions in the place of learning I would like to request that the policies with regards to the SRO and/or police contact with students be updated and expanded so that there

128is less likely a chance for biases to be introduced to a situation and that's it for now thank you for your comments all right seeing no additional comments we are adjourned our next board meeting is next week Monday and as dr. kills noted earlier the budget meeting starts at 6:30 with the annual meeting starting no earlier than 7:00 p.m. so we are adjourned until then