School Board Meeting 6-17-19

001call the show that for board members our president and mr. storm misko is excused this evening and this evening we have one of our two student representatives with Miss Annie Terry having graduated last last week we'll have our new board member join new student board representative join us next month at this time I invite you to join me in the Pledge of Allegiance any communications you'd like to share back to kilts we have a couple of things for the board in the community first of all the annual Dan mattis memorial golf outing fundraiser for the Greendale Panther athletic boosters club took place today at tuck away Country Club hope everyone had a great day the weather certainly was cooperative and we'll see how the different teams did certainly appreciate the athletic Booster Club putting that

002on and and all the people who participate to raise funds for our athletic teams summer school has begun and will continue through July 26 there will be no summer school the week of July 1st for the 4th of July holiday all summer school classes are being held at the middle school this year elementary schools are closed for construction all summer and if you've driven by any of the elementary campuses you'll see that construction is well underway the 2019 summer trades Institute is taking place this week it's in its second year summer trades institute offers a week-long experience at ten different local trades training centers this experience is open to our consortium schools and this year we have 15 Greendale high school students participating so we hope that they find it a great experience and find

003a pathway moving forward Greendale Education Foundation will hold a food truck frenzy on July on June 19th beginning at 4 p.m. at the community center at 6200 cell 76 Street also that evening the annual kickball tournament will take place from 5 to 10 p.m. all money raised from the tournament will go to the Greendale Education Foundation to support learning students and staff in our community the first downtown Greendale green market other summer will be held this Saturday June 22nd from 8 to 12 p.m. the Saturday markets will continue until October 5th fall sports meeting for parents and their athletes will be held on June 25th beginning at 5:30 p.m. in the multi-purpose room of the high school the veterans will hold the 13th annual public reading of the Declaration of Independence on July 4th and

0049:30 a.m. at the flagpole in front of village hall so we invite the community to come and listen to their reading finally we have the following donations that were received by the dist first $25,000 from mr. Joel Russ of New Berlin for the Alonzo Howser statue restoration on the middle school grounds mr. Russ is here this evening certainly it would invite him to come on up and just share with us briefly why he provided that donation my mom was a Greendale original she moved here to green dough and she was 5 on the property and Basford Street up and till she died and I'm gonna be a third-generation owner of that her name was Beverly and she well four years ago she was driving through the village and she said if they ever restore the

005statue I like to contribute to it or pay to have it done I don't think at the time she comprehended how much it would cost to have every done so she had a stroke two years ago and then she passed away last November 20th at the age of 85 and when I found out they were restoring it or working to start raising funds to restore it I approached Gary and said you know how much is this gonna cost and they had a ballpark and then we saw a general actual number was and I actually upped the donation from 20 to 25,000 to get it done we're closed I think you didn't have another friend donating couple hundred dollars sort of put us under 11,000 dollars to having a statue be stored so I think this

006is something she late they have done she told me a lot of stories about growing up in the village she was a second graduating class from Greendale School District in 1951 I've showed him and someone a staff a year brookson back then so I think it's something she would definitely appreciate and I'm looking forward to seeing it completed thank you Joe thank you for your generosity and thank you for leaving that legacy for your mother a couple of other donations of note $700 from outsource America Inc Kohl's Cares to Canterbury school for a first grade field trip to the zoo and $1,000 for fourth grade trip to Junior Achievement of Wisconsin and then the Park and Rec Department also received the following donations 315 dollars and 20 cents from Greendale Entertainment Association from the fall

0072018 hallway Walker's program $250 from Perry Broome LLC for the Greendale Community Band 300 dollars from Greendale Woman's Club for the Gazebo concert series another 300 dollars from the Greendale Woman's Club for Special Olympics 267 dollars from winter spring hallway Walker's program for step up to better health and finally $100 from Greendale Woman's Club for movies in the park so we certainly thank all of those organizations for their support of the different activities either through park and rec or through our schools all right thank you very much at this time I invite comments from visitors this evening and I will welcome all those who will be speaking this evening to come to the podium and would like to remind you that the school board meetings for the purpose of carrying on the business of the

008district they are official business meetings that are held in public through school board policy 186 the board allows citizens to make comments scheduling to opportunities on the agenda to receive citizen comments and in Corden swith the intent of open meeting laws please be aware that although the Board of Education welcomes feedback and comments from the public we cannot discuss or debate any items that are brought up during public comments and in order to hear from all citizens who wish to speak and to ensure that the official business of the district is addressed board policy sets a time limit for citizen comments and we will be adhering to that board policy in its time limits at tonight's meeting so persons wishing to address the board are asked to come to the podium and state their name

009and address for the record and comments are limited to one time and individuals will be speaking will be limited to three minutes or five minutes if representing a group my name is Kendall Curtis address five three one six alipio lane of course in Greendale I know that a lot of individuals are kind of recognizing my face it's not the first time I was here obviously I wasn't here before until an incident happened at Greendale with a particular student a student was suspended some things happened with a particular minority student at Greendale schools when I had asked the last time was what was being done about that situation with that individual I'm not sure that individual has been made to this point here also nothing's been reported in school connection that goes out to all the

010students and everything nothing's been reported at all so as far as the individual student goals that individual doesn't clearly understand if they've been made whole or not they're still waiting to be made whole if they haven't been made whole I believe they have not been made whole at this particular time Greendale high school was founded in 1953 and I think I'd mention that the last time I was here and I'm wondering what changes for diversity have been made since 1953 are we still using to sing policies that we had since 1953 clip 2 now we had a clear situation to stand out and be the greatest in state of Wisconsin for diversity however other schools are already doing things in regards to diversity Greendale high school hasn't made any strides up to this point as

011far as the public knows I'm a resident of Greendale I don't know that I've got a child that attends our Greendale high school as well and I'm not going to a high school but is in the system and at this point we're not sure what Greendale is doing in regards to diversity in the community I'd asked that the last time up to this point I give you guys update as well as a marketing or group page and up to this point I've got nothing to update nothing's been updated to the students none has been updated to my group and we'd like to have something updated in regards to diversity just what are we doing different today that we weren't doing in 1953 I believe that we're going about the same policies and doing the same

012things and again we had asked for things to be mentioned in school action with the regards to what we're doing different we had asked if a particular student was made whole as a result of an incident that happened in Greendale high school nothing's been reported to that individual and I don't believe that individual has been made whole despite repeated efforts to reach out to the school board to find out how can she be made whole or how can that individual be made whole at the particular school none says nothing that's happened up to this point I'm going to abide by the 30 second rule that I have now because my time is diminishing although diversity is a major major issue and we should be the number one school that stands out in regards to what

013we're doing in regards to diversity although other schools in the state of Wisconsin I've already jumped out in front so I believe we may have lost an opportunity to be number one leading the pack in regards to diversity the last time I was up here I said a lot of the same things so here we go you'll see me up with up a lot more and over time you guys will learn what will it take to get us to stop coming before the board talking about diversity what would it take for you guys to say look we accomplished our mission and they're gonna stop coming up I can see my time thank you very much for your comments as I mentioned last time we do not discuss student discipline issues in a public meeting nor

014would we ever discuss student issues with community members and as far as the the policies we do have a schedule we do review policies throughout the year I believe there's about five or six policy meetings and they're approved periodically throughout the school year my name is Holly Curtis 53:16 Olympia Lee I've lived in Milwaukee all my life I have lived in Greendale for about six years sheíll I have a child that attends one of the schools and so we are not going to go away for a very long time we are here we have put a lot of investment time because we do own a property it has come to my attention that the N word is pretty much being said every single day at the high school it sounds like it is also going

015through the middle school and some of the elementary schools my fear is that I know one day that my child will come to me and ask me about the N word and I will have to explain it so with that this is why I'm here and this is why I'm a part of Paige because we need to have a more diverse community you guys need a lot of training your teachers need a lot of training especially if the children are called the N word every single day and nothing is being done I know that you probably have children of different backgrounds different religions even gay and homosexual I had come to my attention that people even with learning disabilities cannot be called the R word people that are homosexual are not allowed to be called

016the F word but everybody is be using the word the N word so there's obviously something is going wrong and nothing is being done about it so what I'm asking for the school board and the teachers is that you guys take diversity training and know what the N word means and it's just as hurtful is using the F word and using the R word thank you thank you for your comments good evening my name is nate godly i'll be giving an official statement on behalf of Paige as a group the school school year has ended as it began back in September with a controversy over how Greendale school administrators handled an issue regarding race in our schools once again district administrators dismissed and erased the lived experiences of a student of color once again an

017opportunity to have uncomfortable but necessary conversations about race and bias has been missed if not deliberately avoided we in Paige continue to call on the Board of Education to push the district administration for a much deeper and more effective commitment in this area the words used in the artwork that has hit the news over the past couple of weeks and that was removed or certainly shocking that was exactly the student artists point if administrators were shocked how do you think the student feels hearing those words directed at their person on a regular basis in in the supposedly safe space of a school the assignment required students to create artwork that would provoke conversation about a controversial topic that the student cared about the art teacher approved the artwork as both meeting these criteria for academic

018success and as being suitable for display along with several other successful pieces by students that dealt with controversial issues such as abortion doctor kill tease and principal notices email to parents expressed understandable concern about the lack of explanation given for these artworks and informed us that quote all of the art pieces have been taken down until the appropriate context is given for the display end quote as far as we know none of the pieces were restored to display despite each student having written an explanatory essay as part of the assessment that could easily and quickly have been edited to provide a couple of paragraphs of context and direction to those viewing the art but despite that implied promise of the email to parents no such suggestion appears to have been explored with the students over

019the teacher and none of the artworks were restored to display all of the students were silenced despite an easy remedy being available the particular artwork in question could have stimulated the kind of uncomfortable but necessary conversations about race that page members have been calling for since last September but once again the administration of both the school and district level has sought to avoid such a conversation there's a constant there's a consistent damage control mindset in evidence here one which appears to place the comfort of white adults above the clearly articulated needs of students of color and which ignores a huge body of educational scholarship on students of color and predominately white institutions this is white fragility and white supremacy in action and it's hurting our kids so what has been done and what is going

020to be done the district announced in November a modest equity plan that as we've previously noted in comments it failed to complete six weeks ago of a 100 Greendale residents spent an evening discussing issues of comfort and inclusion in our community and okay start but any diversity consultant worth their fee will tell you that such conversations can only be the first step in a long and difficult process of unlearning racism the materials handed out after that event included no plans for such ongoing conversations just a presentation to the community in late July and even the steering committee that's directed by superintendent kilts that was supposed to oversee further planning has not met as scheduled and as with various components of November's equity plan the advertised meeting in late July appears unlikely to proceed on schedule

021if it occurs at all if the district consistently fails fails to meet the low bars it sets for itself in this process how are we as parents of students of color and allies expected to have any faith expected to have any faith that statements on this issue by district officials are anything more than we window dressing intended not to improve the well-being and safety of our kids but to protect the superficial reputation of the district news flash the strategy of sweeping this under the rug of ignoring the voices of people of color of refusing to acknowledge their experiences of racism in our schools and in our community in ways large and small individual and institutional systemic systemic and personal on a daily basis that strategy has not worked in this past year and it will

022not work in years to come without acknowledging how society and institutions in Greendale a structured to privileged to the voices and concerns of the majority of the expensive expense of the basic welfare of other members of our community without deeply examining ourselves and confronting how we ourselves are complicit in bias and racism without admitting that those structures and behaviors caused harm to our neighbors our classmates our students Greendale will fall further behind the times hurting both our students and our reputation we must embrace these difficult conversations we must constantly ask ourselves how our own behaviors cause harm we must ask others in our community to do so with us and we must commit the truly systemic and restorative change the district administration's current approach to questions of racial bias is failing whether through incompetence lack

023of understanding there the board must demand a new direction on this for the upcoming school year not just your own credibility but the reputation of the district and the safety of our children depend on it and Paige will continue to ask you to do this and push you to make next year better than the last thank you thank you DNA I'm Aryan I want to start with something positive Thor who wasn't here but I was very pleased that he acts to have equity moved up it shows us that at least one board member sees the importance of equity I also want to go over once again that I asked to be put on the agenda and Joe stated I had to meet with Gary and Kathleen when Dave pastor of Greendale Community Church acts to

024be put on the agenda he was answered quickly I will email all board members so you can see this email for yourself this way Joe doesn't have to respond diversity should be discussed at each and every board meeting since its it seems you're on the news monthly because of the lack of training and the lack of movement forward I am on the steering committee and that meeting was canceled day of recently I sent out an email I received no response however Kevin email today and a response was quickly given so it shows me that parents of color voices are not being heard this fall I would be registering my 4k foster daughter so I will continue to be the voice of those who are not being heard here in this district so at this time

025to stop sitting and stop contemplating and what you need to do and do something the world is watching [Music] thank you Laura Miller 53 for Lakeside Drive I am here for Shanice mdonya I wanted you know to all know a little more about Shanice who you chose and are continuing to choose to punish because you decided that her behavior was disruptive when she verbally defended herself against hate speech that was directed at her in the hallways of the high school last September she nice with the support of her mother Dania is a go-getter always learning and bettering herself and she has always been that way she's been a Girl Scout since she was five and is still going strong through her mother's Girl Scout troop she has improved our Greendale community in countless ways most

026recently she and her troop just finished the fourth consecutive annual daddy-daughter dance which hosts up to three hundred attendees she has hosted many story times at the library participated in various parades spent time with our elderly residents crafting and singing and lesson where she constructed a food pantry which is located at the church across the street and she helps to maintain this these are just some of her Girl Scout activities she has also volunteered multiple summers at the library and volunteered as a lifeguard for a grande Ovilus event through high school she has volunteered for the community in countless ways including through her baking and pastry class and the Buddy Club and now she has created the Black Student Alliance to further help the art community she volunteers her time as an actress and dancer

027for various Elvia ters and has been in such plays as Madagascar and Jesus Christ Superstar she is currently working on Jekyll & Hyde with the West Allis players was one of my daughter's first friends I'm she helped my daughter learn grow love and enjoy life I watched her grow into the person that she is now Shanice Knox is a beautiful well-rounded empathetic talented helpful and caring teenager who we are blessed to have in our community and you have failed her your decisions were hasty and drenched in bias the investigation was inadequate and based on circling the wagons to protect the institution the changes you are attempting our baby steps and are made for the comfort of the majority you have failed Shanice and I know that you cannot discuss student disciplinary actions I just want

028you to hear my extreme dissatisfaction with your performance as leaders thank you all right sheeni Schnucks I will be speaking for my group BSA I wanted to say first Joe I don't need you to respond to every comment you sit here and say when there are people around that you've responded to emails when you clearly have it why would you waste our time coming to every single board meeting stayed in the same thing over and over this is not fun this is not a fun thing that we have to do but we have to do it because you won't do it I see you pulled out some papers that you still haven't responded to but we'll go with it I'm going to be speaking for the group like I said BSA this is the last

029board meeting that I'm going to be attending but I'm very very disappointed in every single one of you the way you treated me the way you treated my mom the way you treated treated the rest of these members here it's just very plain not disrespectful and you know as a teenager telling adults it's just it's just a struggle all right Joan Capital has raised his voice and yelled at my mom which is very disrespectful Gary kilts has called my mom a bully threatened to call the police on my mom told lies about me about an incident that happened in the summer that I didn't even attend which I have yet to have an apology from that the rest of the board members have done nothing as well but I do want to point out which

030Thor is not here but he did bring up equity so I do appreciate it okay I had no one talked to me or any other other students of color about being made whole we were left to the dust I've never felt so alone afraid and hopeless because of how the board has made me feel coming here crying before you looking up and seeing not a drop of sympathy like I said two meetings ago I don't know what else to do to make you do something maybe something it's been a year school is out and you have done nothing BSA has put up signs of african-american actors activists singers and etc we have to do the representation because the school doesn't there are other ethnicities that are not put up on the wall and they need

031to be represented as well Highland View stop celebrating Black History Month because my mom left the school representation matters especially to young kids and I honestly feel bad for the young kid to hang up you Canterbury College Park because they don't have that representation at their school no longer it can't be up to one african-american person to make all everybody else matter that's not fair that's extra work for that one person to do the stuff that you can simply do by putting a poster up I have been in classrooms where kids say cuss at each other and they are sent to the office talk to God parents called possibly even submit suspended but when the n-word was said no teacher budge or said a word to the students multiple times this has happened multiple and

032I've sat there looking at my peers and staff member waiting for something to happen waiting for something to be said and nothing silence imagine how uncomfortable that must feel sitting in a classroom with kids saying this racial slur in front of you and the teacher ignoring the n-word how can I trust to go to admin and say the n-word was said when the teachers don't even acknowledge it who's gonna have my back no one several times I have heard it in their hallway I've heard it in the bathroom like it's normal language I'm just very disappointed and everyone because this is the last board meeting and seeing nothing being done makes me very upset for future kids of color who come into Greendale high school I don't know what I can do for them but

033I'm gonna try because you won't thank you thank you all right seeing no further comments we will continue with the agenda next item on the agenda is the board meeting minutes that need approval from our last board meeting I move up I move approval of the board meeting minutes from June 3rd as outlined in agenda item 1.1 second there's a motion a second to approve the regular board meeting minutes of June 3rd 2019 any further discussion they call for a roll call vote yes yes yes and I am yes motion carries moving on to the financial report anything for an administration to share or leaving Greendale school board it's my first time talking at a board meeting so I'm getting used to the microphone for those of you I haven't met personally my name is

034Marquez Guzman and I am the Finance Manager for the school district filling in for Todd is key who left the school district what at the end of May and I'm going in until Jonathan Mitchell joins us on July 1st the two reports two monthly financial reports that I have prepared for you are the revenue and expenditure reports both of which are on pace with previous years we have 66 percent of the fund 10 revenues received as of July I think I ran the centralite or I'm in June 12th and that was the same last year at this point and then for expenditures we have 71 percent of the fun ten budget expended and last year at this time it was 73 percent so there's very similar to last year at this point and then additionally

035there are the checks and disbursement report at the end you have any questions about anything please please let me know all right any questions otherwise I'm looking for a motion to approve checks and disbursements how can the percentages be relatively low with limited time left in the fiscal year I didn't look into specifics but it could be a number of different factors our biggest expenses salary and benefits depending on and stipends being paid out or certain times I know we had a large percentage of our stipends that just got paid on the June 15th payroll that and there's multiple payrolls so the teaching contracts are prorated through the year with five paychecks run on June 30th so that's another major expense that will be coming yeah sorry I was thinking of it in terms of

036why is it two percent lower than last year it all depends on when the stipends got paid if they get paid on June the end of May or the beginning middle of June but yeah we have five additional payrolls loss okay thank you all right any other questions I'm looking for a motion to approve cheques and disbursements make a motion to approve checks and disbursements of five hundred sixty two thousand five hundred ninety five dollars ladies in 86 cents and I'm told general disbursements for the period of amount of two million four hundred and seventy two thousand eight hundred eighty three dollars thirty two cents for a total three million thirty-five thousand four hundred seventy nine dollars eighteen cents a second there's been a motion in a second to approve checks and disbursements for a

037total of three million thirty five thousand four hundred and seventy nine dollars and 18 cents any for a discussion they call for a roll call vote yes yes yes I am yes motion carries continuing on to new business first item on the agenda is personnel you think from administration so we have a couple of teacher appointments and a teacher resignation as well as administrative retirement to approve I I move approval of the teacher appointments and resignations along with administrative retirements as outlined in agenda item four point one second there's been a motion a second to approve teacher appointments except the teacher resignations and the administrative retirement any further discussion I just want to thank Colleen for her service to the district Thank You Colleen two plus M hmm I call for a roll call vote

038then yes yes yes and I name yes motion carries and congratulations business Colleen we will miss you next on the agenda is an item to approve the music curriculum and resources so this is something that we heard at our last board meeting and it's being brought back for approval and I think Kim you probably have some additional details the approval of the curriculum is the approval of the scope and sequence and the resources the budget itself is approved with the budget so the exact expenditures as long as they're within the parameters of the curriculum review get approved with the budget so when you make vote for approval tonight it's not for how much we're spending on it it's for the context of what is being spent so in looking at the resources that we discussed

039last time general music is an online subscription and the annual cost is 5620 so this year it will be coming out of curriculum review and then budgeted for in the regular curriculum budget for future years the piano quotes came in at fourteen thousand three hundred dollars so all the pianos that were addressed in the report will be purchased with that money there the choir resources there are a handful of resources that they're looking to purchase our own practice materials and that's a small number then when we looked at instrumentation the total cost of instrumentation was significantly more than this but we are capping at 30,000 for the orchestra and 40,000 for band instruments the orchestra will be primarily cellos and basses and the band instruments will be primarily percussion with a single instrument in each

040of the woodwinds and brass for the teacher at each school so that she can model and demonstrate right now she carries instruments between schools and it's taking its toll on their well being so those are the purchases that we're looking at there you did ask me to run through other instrumentation they had an additional sixty thousand dollars worth of instruments that included some large brass instruments some additional percussion instruments and some additional mostly large back brass and percussion and then if they were to look at some of the larger inventory of the more common instruments flutes clarinets saxophones violins and violas we'd be looking at an additional thirty to forty thousand in inventory so we are going to be talking as a team and looking for ways to run some sort of capital campaign there

041is money in the budget annually on the amount of fifteen to twenty thousand dollars for additional instruments and maintenance of instruments so there will there would be a way that over time some of these could be purchased but this is what it would it would cost approximately a hundred thousand more than what we budgeted for full instrumentation so we are working to figure out other ways to do that so that gives you a sense of what we're looking at from a purchase perspective a set of Tiffany which is one of the things that is on the band list is about sixteen thousand so for Tiffany so that gives you a sense why we're looking at high numbers a base costs trying to remember I have it on the list a base costs I want to

042say 600 for the half which is the middle school size so they're between 600 and $1000 is an average price for one of the larger instruments some of the tubas are like three thousand four thousand dollars each how much does Friends of music typically donate in a given year Friends of musics donations are typically supporting some of the travel and then they there are budgets for each of the music teachers that they can tap into and make purchases from and so that they'll complement the curriculum materials with some additional resources that I know each of the music teachers appreciates kind of having that I'll call it a petty cash account that they can do some of the extras that aren't covered with the curriculum and they have purchased they have made some purchases to support

043a variety of things so I don't know what their number is I I couldn't tell you that off the top of my head but it's definitely used to support a lot of student travel and support student fundraising can you please go to the other slide music okay just that will engage in a conversation about how we might be able to run a capital campaign of some sort for donations similar to the way that we would have engaged with the Greendale Education Foundation to make technology purchases before we had reached a point where technology prices had come down and we could fund it so that's what we did when we wanted iPad at the elementary level we worked with Greendale Education Foundation ran a capital campaign and we're able to raise about 40,000 people tend to

044give more money when they know what they're focused on regarding the quaver if we gonna go back to the other one so I was I'm actually surprised it's only fifty six hundred dollars that's K per year per year but that is K five through seventh grade mm-hm and all of those students would have access then to that program so they didn't do it out of per pupil it was just a district yeah it's a it's a district quote based on four schools three teachers and the number of students that we have and the grade spans that were supporting seems like a fair mm-hmm so if we were to purchase six years all at once it would be in the neighborhood of thirty thousand dollars so we'll go year by year it gives us flexibility will

045you well then they kind of evaluate how that program has gone after the first year um with this adoption they will be purchasing annually if we abandon we would come back and let you know that we're abandoning but it would be an abandonment not they have to ask for it that makes sense sure so it will anticipate being renewed unless something arises where they believe that it's not worth the investment and then we would bring that back is there any way to sell the old pianos and we do there there's a list of pianos that will be sold there's a list of pianos that will be discarded and then there's a list of pianos that'll be donated so some of them will be sold and there is a plan for that any other questions so

046as Kim mentioned we are here to approve the curriculum and resources to go along with it and then when we approve the budget later this calendar year we will be approving it'll include the curriculum budget and I will note that this is twenty thousand dollars more than originally planned for and I'm making adjustments within the curriculum budget thank you look for a motion to approve move to approve music and curriculum resources and budget as outlined in section 4.2 second there's been a motion a second to approve music curriculum any further discussion then I call for a roll call vote yes yes yes I am yes motion carries next item on the agenda continuing with the budget since we're coming up on the end of the fiscal year we will be approving the 2019 2020 budget

047and school fees yes the 2019 2020 budget was brought to you may board meeting there have been no changes to the preliminary budget at this point I did want to mention that the per pupil the $200 per pupil increase has been confirmed that was one of the things that we were uncertain about back in May so that is now confirmed and just wanted to let you guys know that if you have any questions please let me know what are the special projects fund can you help me remember what that means special projects is would be funds 21 and 27 27 is special education which makes up the largest portion and then fun 21 is our activity fun and then the difference between the debt service fund and a capital projects fund so debt service is

048money that we owe well let me put it this way so we had a big referendum we took a 27 million dollar bond and the bond proceeds going to fund 49 which is one of our capital projects funds all the expenditures related to the referendum projects are also captured in 149 right and then we paid off that bond and now have debt in Phan 39 that we will be paying over 20 or 30 years depending on the time frame of the bonds we issued so so 39 is simply is paying it back over a long time pretty nice just capturing all the activity related to the actual capital project okay and the other questions so so we're here to approve the budget tonight this will be the budget then that begins the fiscal July first

049then in September at the annual meeting the the community will approve the the budget at that time is it's an advisory vote at that time and then at the end of October when we have some of the finalized numbers with student count and things like that we will vote on the final budget and the final tax levy so this is a preliminary budget that allows us to pay the bills in July and just a clarification the $200 is what came through Joint Finance Committee and certainly I think will be supported by legislature and approved we'll see what the governor decides to do he's talked about plead veto of the entire budget because he hasn't quite gotten the dollars but we'll see if he truly does that and it may be going back to the drawing

050board if he does take that severe action I don't think he will and I think the $200 will be something that will continue to move forward all right any other questions all right otherwise I'm looking for a motion to approve motion to approve 2019-20 budget school fees as outlined on section 4.3 my second there's been a motion in a second to approve the 2019 2020 school budget including school fees any further discussion then I call for a roll call vote yes yes yes and I am yes motion carries next item on the agenda is budget amendment so as we finish the 2018 2019 school year fiscal year there are a number of budget amendments that we saw at the last at a previous board meeting to kind of move money into the appropriate accounts based

051on where the the actual spending has occurred so anything yep so budget amendment review here just captures all of the changes we've made to the budget throughout the school year and these changes can occur for a number of different reasons when we get final grant allocations we adjust our grant budgets it happens in our ID a grant common school fund we don't get the final numbers until the spring so we adjust we estimate and in the in the fall and then in the spring we revise the budget the referendum hadn't passed in October when the budget was approved so that wasn't in the budget so we added that in and then the DPI made a number of changes to the Wolfer coding which is the Wisconsin uniform financial accounting requirements so we had to change

052the account codes that we use and mostly the areas that were affected where technology accounts there were a few other minor changes so there was some movement in and out of different accounts that way let's see so you can see the amendments in a number of different formats the first one is the standard notice of change in the adapted budget which will have to publish assuming everything is approved tonight the the second item has a summary of the changes so that one kind of breaks down what changed and then the final one shows the all funds revised budgets based on fund and then the type of revenue or type of expenditure and I'd be glad to explain or answer any questions you have at this time the IAS a grant is that three hundred and

053forty seven thousand nine hundred sixteen what page is that I'm I'm on page two you said I oh I SA Oh under this van ronk lead under the general fund oh yes yeah it looks like it might be a typo on there should and this actually came from the DPI so huh it should in my understanding should be the ESS a grant which is title one related your title funding it's often look and clarify but this template right here comes from dpi and I just fill it out so I didn't even didn't even notice the is it or IAS a and refund of disbursement what is that so refunded disbursement that's where we captured our ear eighths refund and that would come in twenty thousand dollars less this year and so we'd rested it down

054twenty thousand dollars I just had a question about the undifferentiated curriculum versus a regular what what is that what does it mean because I see it's twenty-eight thousand less for the undifferentiated yep undifferentiated is the function code that would typically use at elementary schools where one teacher teaches multiple subjects and then regular curriculum tends to be in middle school and high school where one teacher teaches one subject area that's that's the main difference but they're very very similar and that's where all of our instructional costs would fall into one of those categories all right any other questions then we are posted to approve the 2018 2019 budget amendments motion to approve the 2018 2019 budget amendments with the change to ESA ESA a as outlined in Section four point four of the agenda there's been

055a motion a second to approve the 2018 2019 budget and budget amendments as outlined in agenda item four point four noting the change to IASA grants any further discussion I call for a roll call vote yes yes yes and I'm yes motion carries then next on the agenda is the approval of the open enrollment seeds for 2019 2020 so again this is something that we voted on early in the school early in the calendar year and then brought back some after sharpening the pencil and taking a look at things last month last meeting there was a recommendation to make some minor changes to a couple of grade levels so based on our actual enrollments referred to our projections in January and then projecting again now in June when we see where class sizes are falling

056where I made the adjustment as was pointed out on the last report that the class size was listed incorrectly for grades 1 through 3 so that has been adjusted on this report to the minimum class size target of 20 which creates space for one seat at first grade since the last meeting at 4th grade we have added some additional resident students so I made that adjustment as well so our projection has changed altered they're just slightly it was 9 seats now down to 7 we've added a couple residents and then at ninth grade with the ten sections of English recommending 19 open open seats based on our so it would be a total of 27 seats so any additional questions so the one thing I was looking at was the fifth grade between Canterbury College

057Park and Highland View and I noticed Highland View is getting very close to our upper recommend recommended numbers and anna-marie is quite below that is there any consideration because I just see like some possible concerns maybe with Highland view class sizes getting too large so we aren't adding any new seats at fifth grade we that is an area that we are continuing to monitor fourth grader was also large this year so we do have a couple tuition waiver students that moved out of the district so they're down a little bit from what they were in fourth grade with our our policies in the way in which they're written that if students have been attending Highland View we wouldn't do a mandatory transfer to one of the other Elementary's to balance out class sizes but we

058do honor district transfers where we're able to where we have space available so fifth grade would be an area in which we would consider that of any families that are interested in having their students voluntarily attend college Parker Canterbury that we could grant that to help alleviate some of those larger sizes at Highland View and then if there perchance will be any increase over the summer are we looking at another FTE for fifth grade at Highland View it's it's an area that I have flagged as we need to continue to watch and monitor that class size space is an issue at Highland View we have done in the past when we've gone over in class sizes we can look at some other solutions including adding paraprofessional support possibly adding a half-time teacher to support in

059math and reading rather than separating out a whole nother classroom so those are all alternatives that we can look at as we continue to if those numbers continue to increase and when do we typically see the enrollment I mean when is I mean we may have families move into the district that didn't come in during the summer is that how we're notified of them then yes so we do continue to monitor those enrollments as they come in through district office through the summer and work with the secretaries to continue to update the open the enrollments so we will monitor at real time this summer as new enrollments come in there really isn't a typical and particularly with the early start this year I think that may you know make adjustments in terms of when families

060are moving in and enrolling we have Kitty's done a lot of work in terms of publicizing the early start this year so that that's out to realtor's and apartment complexes are aware of that early start to get people registered as soon as possible all right any other questions otherwise we are posted to approve the additional open enrollment seats for school year I move approval of open enrollment seats for the 2019 2020 school year as outlined in agenda item four point five second there's been a motion a second to approve the additional open enrollment seats for the upcoming 2019 2020 school year any further discussion then I call for a roll call vote yes yes yes and I'm yes motion carries next on the agenda there is this is an Annie the next couple of items

061are all annual agreements that we approve so the first one is the southeastern Wisconsin School Alliance so this is an organization used to lobby and influence and Madison it's an organization that meets on a monthly basis Terry Phillips as the executive director and South Milwaukee serves as the fiscal agent for the organization so this is a great collaborative that really allows districts in southeastern part of Wisconsin to work together on some key legislative issues and bring those forward to our legislators so you'll see one is a 6603 agreement are related to that fiscal agent being south milwaukee so any questions or comments about that agreement otherwise it how many schools its it represents Kenosha Racine Milwaukee osaki Waukesha County so I'm going to say around 35 to 40 school districts yeah when if you look

062at the the financial statements that's attached say based on 30 members oh I'm sorry I missed that yeah so where it says Do's it looks like we'll be paying $3,200 annual the thing that I was a little confused with is down below where the proposed annual budget it says dues memberships mm so is there something different about those two the additional costs were for membership into a research organization as well and that would have increased it's another $1,200 I do not believe that SW si is going to be renegotiating that contract with that research company so what that research company what it allowed us to do was bring regional topics to the research company that then did a meta-analysis of the research out there put it together into an executive summary for us to use

063within the districts and there there was an additional cost currently it's 3200 with that as an additional cost okay but the dues are 2004 SW si all right any additional questions they look for a motion to approve this agreement I move approval of the South Eastern Wisconsin School Alliance for the 2019 2020 agreement and resolution has outlined an agenda item 4.6 second there's been a motion a second to approve the swass 2019 2020 agreement and resolution any further discussion then I call for a roll call vote yes yes yes and I am yes motion carries similarly the next item on the agenda is a shared services agreement for joint IT services so this is between the school district of Greendale and the village of Greendale and I believe we approved this once before but there

064was some changes made at the village level so now we are seeing this based on those further changes and would need to take action on these revised agreement correct so after we took approval on it the village attorney I wanted some changes made to the indemnification clauses we had on here and what both the village and district decided to do was take those indemnification clauses out so rather than holding each other liable were we're just holding ourselves liable around the work that Ryan does within each of our organizations any other questions otherwise we are posted to approve this new agreement I move approval of the 6603 shared service agreement for joint IT services as outlined in agenda item 4.7 I second there's been a motion a second to approve agenda item 4.7 any further discussion

065did I call for a roll call vote yes yes yes maíam yes motion carries next item on the agenda again is an annual agreement this one is for an independent hearing officer we've had this agreement in place for a number of years it's only enacted when it's needed and I don't believe to date that we've ever used their services but at least it's in place should we need an independent hearing officer and this then aligns with our policy as well right any questions this wasn't used for an expulsion a couple years ago that would have been three years ago okay all right just making sure I I know what that that we have used it actually all right any further discussion I move approval of the independent hearing officer for the 2019 2020 school year

066resolution and agreement as outlined in agenda item 4.8 I second it's been in motion a second to approve agenda item 4.8 any further discussion then I call for a roll call vote yes yes yes and I'm yes motion carries next item on the agenda agenda item 4.9 so at this last board meeting for the 2018 2019 board meeting calendar we are approving the new calendar of we'll do the reports in a second agenda item but now we are approving the board meeting minutes and in most instances it is either the first Monday of the month or the third Monday of the month you'll see that there are a couple of meetings in October as well as in April where State statues requires that we meet no earlier than the fourth Monday of the month to

067take action on a couple of items one be in the budget and the other being the board reorganization and then I think the other thing is we do account for the Labor Day holiday so any questions by the way they look for a motion to approve motion to approve the 2019-20 board meeting dates as outlined in section 4.9 of the agenda I second there's been a motion a second to approve agenda item 4.9 the 2019 2020 board meeting calendar dates any further discussion all right tonight call for a roll call vote yes yes yes I'm yes promotion carries so next item on the agenda is the calendar of reports so this is where at the last board meeting we had some conversation regarding the different calendar of reports and different items that we were going

068to review and discuss and I think there are some changes based on our conversation at the last board meeting and I think this allows everyone to see when we're taking action on certain items as well as when we are reviewing certain items so I think some of the changes that we talked about are highlighted in the attachment there all right so we noted the change in the policy committee meeting time with a start time at 5:30 we changed the subject of the curriculum reviews we also added in updates for the Greendale Coalition for diversity equity and inclusion so one will occur on October 7th and then we've added a second update for April 27th we also per the board's request have added in a student culture and climate report August 5th that we'll take a

069look at student discipline and the records that we have available there overall so the general data and stats that we have and then we've also based upon moving forward with early learning we have early learning report recommendations in early January with early learning recommendations then coming forward for action January 20th any other questions thoughts before taking action I brought up the suggestion of moving policy committee to 5:30 to 6:30 will there be opportunities if we have more on the agenda to alter that time at all because I know this year we had one or two times that maybe we're a little longer and I know Marianne has to get up here I think an hour is gonna be enough time but I just wanted to double check on that I think we'll be fine with

070an hour okay if we feel like we're going to need a little more time we may shift it back 15 minutes and give us an hour in 15 okay so but for the most part we're going to keep it at the 5:30 time any other questions are those joint bored village board are those there on the calendar right now but I know in the past we've kind of bumped things around is that set with them at this point we only have the one date November 21st and right now that was agreed upon by both the village and the district okay yeah you're right though those dates are more ad hoc as but we try to do one in the late fall and one in the spring but the intention is to continue those biannual meetings

071all right any other questions all right so I appreciate the administration kind of continuing to revise this based on our feedback I think this serves as a good road map for not only ourselves but also the community so that we see what's what's happening and and when we are going to be presenting different reports because we typically don't just put individuals on agendas any other discussion there was we are posted to approve tonight's meeting calendar of reports I move approval of the 2019 2020 calendar of reports as outlined an agenda item for point 10 our 4.10 is there a second second it's been most a second to approve the 2019 2020 founder of reports any further discussion I call for a roll call vote yes yes yes and I am yes motion carries continuing on

072now moving over into new business we will hear the third trimester reports from our elementary schools and a number of the central office departments so we thank Tracy and Mike for being here and starting with elementary just for clarification miss Slater since we have you here the MLK celebration still continues at Highland Buick rect is one of our audience members brought it up that that has not happened but that has continued to go on Chris we do celebrate Black History Month every February we are actually talking more as a staff about how to not just isolate that celebration of diversity and how to extend that into other races and cultures throughout the school year and so are working on that and then highlighting during February during Black History Month every other year we do have

073an African dance troupe come in this year was our our off year for that our PTO funds that so we do it every other year so next year we would invite that group to come back and perform as well thank you I figured since you're here provided timely research I appreciate the opportunity thank you Thank You administration for clarifying some of that misinformation all right so we are gonna go ahead and start with Highland view and then Kim is going to take College Park representing Carrie and then Mike finish us off with Canterbury so we have each presented now after this evening will present on each of the goal team areas that we have so it's Highland views turn to talk about math so our annual goal was that 73% of our students would reach

074the grade level expectation of the 50th percentile or above as measured by our star math assessment or what we call the easy CBM assessment which is administered in kindergarten star does not have a kindergarten assessment so we do as a different assessment for our 5k students and so our short cycle goal we worked a lot this year on math discourse and constructing viable arguments and critique the reasoning of others which is one of the mathematical practices through the state standards so our goal for this last short cycle was that we would increase the amount of teachers who felt that their students were active listeners during math conversations in the classroom from 73 percent to 100 percent that was our short cycle goal and then to help us reach that goal we had the math goal

075team we have representatives from each grade level on our math goal team so they instead of doing a very large PD professional development opportunity with our whole staff we did it in smaller sections where those goal team members went and did some professional development and some learning with their colleagues their grade-level teammates about you know how to create anchor charts and anchor turns charts are kind of visual references for students on what the expectations are during a conversation and math we use anchor charts in reading and writing math we use them just for behavioral expectations through our culture and climate goals so they worked with them on how to create those anchor charts specifically for math discourse and then how to create math partnerships and groups to help students continue to increase the amount of

076conversation they have in the talking they do around math and their thinking around math so when you look at where we fell with our goal our short-cycle goal we came just shy of meeting so our goal remember was that 100 percent so 18 out of 18 teachers we had 17 out of 18 teachers feel that their class improved in that area so we reached 94% which is still an increase from the 73% that we had initially in the second short cycle as far as our annual goal we did not meet that 73% reaching the 50th percentile we we had we actually had exceeded it in the spring we were at 74% of our students being proficient or advanced at that 50th percentile and then slid down 6% and ended the year at 68% so the

077graphic that I show shows our year and this is 1st through 5th grade it was started then we added in our 5k assessment as well you can see that gains were made even into the the spring but we had when you look at I have to do no doing the math when you look at the the total population of students and that 6% decrease from January to May it's about 24 students who did not meet did not make that growth that we wanted them to her slid back from previous there's a couple of factors that could play into that we did see a pretty significant decrease in 5k we we had a long-term substitute come in in right after the the January assessment was given and was there through the end of the year so

078we think that may have had something to do with it 4th grade they were able to stay the same they did not increase in percentage but we also had a long-term substitute in our fourth grade fifth grade had a significant decrease in the their test results and I think a lot of it has to do with the testing fatigue at the 5th grade and they had just finished up the forward exam then they went into the 6th grade math placement test and then followed up by star and then our reading DRA assessments so it was quite a lot of testing right there at the end of the year for them and so moving forward but one celebrations that I do want to show you from math you know when we came and presented our Panther

079pride segment to you we talked a lot about our co serving model that we are using in third and fourth grade so this is the the data from our third grade co serving classroom and you can see the significant amount of growth that happened in that classroom from fall to the spring when you look at 30% of our kids being in that tier 3 level in need of additional supports and and decreasing that to 10% is a great celebration of the work that was done in that classroom in the work that the students put forward and then our fourth grade one of our fourth grade classrooms you can see again 38% almost there you know 38% were proficient at the beginning of the year and that extended to 51% almost 52 percent in the spring

080so again the efforts that were made through that that Co planning and co serving model has been very beneficial for our students so then moving forward one of the things that we want to make sure we're doing and we want to recalibrate how our classroom teachers are administering the star assessment making sure that they're proctoring across the grade levels in a consistent manner so that we can ensure that validity of the assessment and then we're really looking at we differentiate for our kids all the time day after day and so we want to look at how we can take our math and our reading goal and differentiate that for our teachers and the specific needs of the kids in their class so this year we all worked on one goal around math discourse so there

081are teachers that are doing that very well in their classrooms and there are teachers that while that would be an important thing for them to work on maybe as a newer teacher they may need something else maybe around goal setting and formative assessments and how do you use formative assessments to help inform your instruction for the next day so we want to look at how can we have teachers take we'll still have a very large annual goal that we would measure using star but then how could we have them set almost smaller goals within that annual goal that are more specific to what they need and then link that to their educator effectiveness work around their SLO and there are P P G and then the learning cycles that we do in our building for

082professional development so we're going to be looking at that and how we're going to track student data with that how we're going to report out around that it's kind of an exciting exciting thing that we're going to look at for next year could I ask a question I'm going back to your chart the second slide or two slides back you might have to that one said the last second-to-last there this one yes so I was looking at the wood the the pink is that the basic is that students that are basic or what would you call that those would be students in need of significant intervention so the one question I had about that it it looks like that even went down from the fall which is good went up a little bit in the

083winter it was there any indicator as far as our special ads students how many of them fell in that particular category and if you know where their movement was or it was this just overall everyone this was overall for the whole class I think I should probably because of cell size not go to that level of detail say that in here your you'll have far less than 20 students and so to go to that level of detail would be problematic okay just from confidentiality of oh yes okay all right but no I want to come into that I think it's great the growth that was shown from the fall to the spring overall is really great mm-hmm what we find in our co serving classrooms is that really the the the planning that the teachers

084do together is really benefiting everyone in the class not just specific students because all students can benefit from different strategies and different ways of accessing the curriculum [Laughter] so the college park school that's being highlighted is their reading goal and they set a goal to have 65% of students at or above the 50th percentile on the star test and you can see that they have exceeded that goal they went from 61% proficient which means above the 50th percentile to 79% of their students above the 50th percentile in reading as measured by star the other half of that goal was to have 35% of students who were below the 50th percentile at the beginning of the year make at least a year's growth and you can see by the chart on the right that they exceeded

085that goal as well with the students who are below the 50th percentile 72% of them made the expected growth and then they broke it down further by breaking out the twenty-fifth percentile and those the students in the 25th percentile are duplicated in the 50th percentile and below but you can see that they made 71% of them make growth so they did me they exceeded the goal and you can go to the next page so she's basically showing in this circle the red is significantly below yellow is below average but what you see is that these are the students below the 50th percentile and then where they landed at the end of the year so you could see 41 percent of them moved into 50th percentile or above which is substantial so the strategies that they

086used to get there was they assigned reading Mentors because one of their theories was there one of their hypotheses about why students were struggling and staying below the fiftieth percentile is because they weren't engaging in the reading strategies and were not engaging in their reading so they assigned reading mentors not to remediate or do any kind of specific intervention but to build a passion and an excitement for reading so teachers we're really just talking about books with students to rebuild that level of reading that was one of the strategies that they employed another strategy that they employed was working on professional development about understanding texts and readers we've become so obsessed with leveling students that sometimes we lose track of the love of reading and so understanding texts and readers is that we don't just

087assign kids to books based on their word calling strategies or their level of being able to read words but their comprehension their interest and all of those things impact their ability to consume texts and comprehend texts and so that was something that the teachers worked on to support their conferencing and to support their instruction in the classroom and finally they had some they've been over the last year and a half which you've heard a little bit about in their Panther pride worked on common planning so at least once a week all members of the team that supports students which include the classroom teachers special education teachers English English language support teachers guidance reading and math interventionist come together and have conversations about planning using assessment data and so that purposeful planning was impacting the universal

088instruction which is a lot of what happens in a co-teaching environment but in the absence of having both teachers in the room every day this is how they plan together to make progress so those were the strategies that were used to ensure that growth and you can see they made some great growth so when there's significant improvement like this what kind of effort is made district-wide so that all elementary schools adopt something like this so the the elementary administrative team has been talking this year a lot about the the co planning structure that's been happening at Highland at College Park and they've begun to employ some of those strategies so that's one of the things that they're looking at the understanding texts and readers is going to be presented district-wide in a workshop in August

089so all teachers in the district have the opportunity to engage in that conversation and here's some of the things that happened it will be presented by Shauna and Monique for all teachers elementary all across the district in terms of elementary so those two are being spread and the conversation has been there throughout the year so it was a strategy that they tried they talked about their strategies and and share their strategies as they have success so the same with College Park they're employing strategies around behavior they're employing strategies around math that were explored at the other schools how does a tall reading buddies is that played into or do we know any effect on how that might have and students reading we've had reading buddies in place for in excess of 20 years and what

090we know is that reading buddies provides an intergenerational relationship around texts and it's really not meant to instruct in any specific strategies for reading but it is meant to engage in conversation about books and share a love of reading and so we know that that helps our students to feel a connection to their reading to be excited about reading and to want to read more and what we know is that in the absence of all instruction reading more does improve your performance so we know that it's having an impact to be able to measure that impact would be difficult without taking away reading buddies from someone and so what we know is the research says it has an impact like we're employing the strategy and we're seeing positive results so ok we won't try and

091control that out in the pure scientific experiment on that note a reading buddy's pretty like across the schools are they pretty much the same oh yeah contact that the kids are having I know the people that the adults that are involved in that really enjoy it so I think it's a it's a great community effort help the students it really gives the kids a connection to the greater community outside of their learning community at Highland View as well and vice versa you know I think when when you've heard from Addie and the team you know it brings your community members into the the schools as well and I think to the first of all I'm Michael Moll and I'm the principal of Canterbury Elementary and I'll be here too to talk about culture and climate

092goal but just a quick piece about the reading buddies - I've been impressed these last couple of years about their dedication to making sure that their libraries really reflect our student bodies that wasn't something that came from me they came to me and said hey Mike we really want to make sure that our that our books reflect all students within the Greendale schools and and I respect and really appreciate that piece so I'll be talking a little bit about the culture and climate goal I'm not sure if you're aware but each each time we do our have the opportunity to talk about our goals we each switch so last time I was in celebrate math this time I get to celebrate the great work at Canterbury around culture and climate as well so so one

093of the things in terms of the rationale for this particular goal we took a look at a staff survey and the staff survey indicated that students would just like our teachers would just like some more help around strategies working with students and then especially with the focus around proactive strategies what can we do universally ahead and to help support students who may who may be struggling we did one of the things that the team selected we went to a conference by dr. Johnson and we selected his book on proactive discipline for reactive students he also supported a number of professional development tools and books and other things for us so throughout the year we did a book study which culminated each month around our staff meetings and then we know that helping to improve classroom

094management not only makes a more positive environment for the student for the teacher as well but obviously has a has a significant impact on the building culture and climate so that was kind of rationale for the work also we took a look at our studio survey and one of the items on our studio surveys the students are kind to each other at this school was three point two four so that was a little bit lower still pretty high number but one was something that we wanted to focus on so thats tutor data also tied really closely to our work about kindness and also making sure that we had some proactive strategies around managing student behaviors so our annual climate culture and climate goal was that a hundred percent of the Canterbury staff would improve their

095understanding and implementation of proactive strategies around classroom management and of student behavior as a member as measured by a PBS self assessment survey so we also looked at all the the tools available through our PBIS processor system and they had some great assessment tools that we use throughout the year to help measure our work how our teachers feeling about their strategies and how are they feeling about student progress in terms of behavior so we use that as our metric to measure our progress along so for that particular goal for our annual goal then we had 95% indicated improved understanding and implementation of those strategies so we didn't quite meet our goal but we're very satisfied with 95% so the short cycle these are the kind of a reflection of the short cycle goals throughout the

096year and and how and how do they help support our annual goal so in the first cycle goal we had 100 our goal is that hundred percent of the classroom teachers would implement a classroom matrix based on PBS guidelines and Tracy had mentioned like the Sankar Chartwell the classroom matrix was a large matrix built and took a look at being respectful responsible and safe and then what did those specific behaviors look like in the classroom and then as the teacher went through the first month of the school year they were able to add to that matrix and add those behaviors as they discussed them now one of the teachers that did really a nice job on that was mr. Rigsby who's sitting to our left and mr. Rigsby took took it one step further and

097he actually put the matrix on the desks I think I have a picture of that actually put the matrix on the desk and then was able to have conversations with the students about what that looked like in the moment so I really appreciate it Edie's work around that and that was very successful as well so all the classrooms had them up on the on the on the walls so that students could see them and then mr. rains we took a one step further so he just happened to be with us tonight then the second second cycle goal also increases a percent of staff who feel confident around these classroom management strategies to eighty eight percent so our initial survey came in about 84 percent so we wanted to bump that a little bit up and

098we got up to 88% for this second cycle goal so our goal met and then our last goal was to to get that above 88% as well so our goal is to increase the percent of staff who feel confident around the classroom management strategies to 88% and based on that goal we we got it up to 95 so 95 percent of this of the staff in the building the especially classroom teachers indicated that on 10 critical factors the classroom management was partially or currently in place so we saw a significant increase in those critical factors that are really important in creating great classroom management and also being proactive around the process so really teaching the kids what are some of the behaviors that are expected one last thing to mention too with this with this

099work is that dr. Johnson's book tied very closely to our work already being done in bis so the two went hand-in-hand so that's why the book was chosen as well and a lot of us were a big fan of his work so this is just to show you some of the increases that we saw throughout the year around that metric that I mentioned the PBIS assessment tool that we use to measure our progress and then lower some of the key strategies some of these I met I mentioned we took the first four weeks of the school year to teach expected behaviors so those first four weeks were really focused on teaching the behaviors within the classroom environment and then also making sure that we're also creating those communities within the classroom environment as well so

100it was a strong push to create great classroom relationships with the students and a great learning environment before we dolfe heavily into the the instruction and I think we saw some great success with that I mentioned the building the building book work study around proactive discipline each classroom construct constructed the classroom matrix if you look in the lower right I stole that from mr. Rings B's classroom I don't think he's even aware of it and but that was one of the things that we put on he put on the desks so we'll be implementing that throughout the building next year also the one in the middle this was a first grade version so a lot more pictures and and this these are large these are probably maybe 3 foot by 4 foot so they're large

101they can easily be pointed to and have those discussions around hey what does this behavior look like what does that behavior look like so great learning tool and then each child will also received a positive message home through blooms phone color notes per semester so that's actually strategy we've been using for a couple of years now making sure that we're sending home positive messages to parents and all stakeholders and then also one of the strategies we use based on the feedback from one of the tools we were using is that each staff member choose a proactive strategy to focus on and implement that for the semester so we took a look at all those different strategies that could be implemented in the classroom and staff members chose one or two of those to really focus

102in on and for this semester as well what is blooms so bloom says blooms is a secure tool that we use to communicate with our parents the stakeholders so it's kind of like Facebook but it's a secure environment they're there we asked the parents to become involved they have to request it you get a special code we use it you can put video on it you can put messages and we started using blooms two years ago and that's our primary one of our primary communication tools that we use with the parents you find most of them participate it's amazing maybe in terms of the parents yes a hundred percent okay yeah I think we have one and so forth and we've been working with that family it's not a it's not a technology piece but

103next year they're they're very excited about giving on board so yeah yeah thank you I'm gonna somewhat repeat my question from before is the other plans to have the other other elementary schools read proactive discipline Kim would you there aren't currently plans to read that specific book I think it will be one of the things that we'll be considering as we move forward with social-emotional learning and what curriculum we're using at that Universal level and then what we're building on to that tier what we would consider tier 2 and tier 3 it's certainly a possibility that we would but I think we're really we've been our SEL team has been focusing getting our getting that universal component in place that's really where our efforts have been at this time there's a lot of great resources

104out there dr. Johnson's work we started this a couple of years ago before really dove into the SEL work that's currently taking place but there's a lot of great books and different professional development opportunities around around proactive discipline and and I agree with Kelly and I think a lot of the work we're doing around social-emotional learning to addresses those same diseases I think - just like we differentiate for our students and our teachers we differentiate for our buildings as well and the needs that we each have in our in our own specific buildings so while we're not reading this book specifically next year I love you staff is participating in the responsive practices work around the first six weeks of school and looking at rebooting some of our PBIS Tier one systems so the classroom

105teachers are reading the first six weeks the specialist area teachers are continuing their book study from last year around responsive practices in The Specials classrooms and I've just ordered for all of our paraprofessionals I'm going to get the title wrong but it's teasing tattling and defiance and then ten other behaviors that that are often seen in small group work with our paraprofessionals on the playground in the cafeteria so that's how we're addressing some of our needs at Highland View any additional questions or comments for the elementary schools in the other reports there's obviously a lot written about recess what staff members are out on recess what does that look like it depends on lunch recess we have paraprofessionals out because that is the teachers dedicated lunch period and then their bonus recess are you know

106just there 20 15 minute recess that they have either morning or afternoon are the classroom teachers and what does their training look like in terms of equity issues or cultural issues first of all the all of the paraprofessionals participated in the teaching tolerance work and the nurturing diversity partners work on April 2nd and that's continued they're participating in staff meetings and working through scenarios from the speak up at school looking at scenarios that have actually happened in our schools and how they can address those in in the moment rather than ignoring it and trying to figure it out later not that they were ignoring it but sometimes what to say is difficult and so they have all participated in that training then there is some work being done this summer that all that Tracy and

107Mike talk about in August all of the elementary staff classroom teachers and paraprofessionals as part of our Welcome Back day we are working with Playworks which is a company that works around the social emotional competencies and works specifically around more unstructured times during your day who specifically recess times and so while it's pretty paraprofessional heavy as far as our supervision goes at recess we felt it was important for all of our staff k5 in all three of our buildings to have the same common understanding and common language that we can use with students when we're out at recess so they're going to take us through some training around what that can look like it's a very positive results and and feedback that we've heard from other districts that have used play works and so we're

108really excited to move forward with that in August that's a really good question thank you for sharing that I know we had a community member comment about that early and I don't see anyone I think there's one person left so perhaps the single person here could share that with the rest of the group to let them know that there's things going on we also John we also have students participating in the process as well so we have students who are trained as peer mediators and they go through the training we also have some students coming over for the middle school as well and they also help they're out there with their clipboard and they're also helping solve little challenges and then obviously an adult is eyes available if that challenge becomes any larger so they're

109also not only gaining the skills through peer mediation but then they get to practice them as well is that with peers or would like a fifth grader being a first-grade recess with its peers here typically about the same age peers so so yeah it's it's for fifth graders and they may be they may be working with another fourth or fifth grade or maybe and the students do such a wonderful job they'll come to the peer mediators and say hey you know what we're having a struggle here solving this in the peer mediator will actually go through the process they have a clipboard and they'll go through the the peer be nation process with them it's pretty amazing to see I mean those are obviously life skills no matter if you're in fourth grader 45 absolutely

110you said some of the middle schoolers are coming over as well at Canterbury some of the middle schoolers through a panther pals program they come over they've gone through peer mediation as well their help they're there to help support at the playground on the recess time as well at lunch all right thank you both for coming this evening thank you and Mr Bond just want to thank you for again for your time here at Greendale schools and appreciate all your hard work so thank you thank you one of the goal areas for curriculum this year was around increasing the number of students who are actually who were taking the courses that are dual credited with University of Wisconsin Oshkosh and making sure that we increased the number of students who are actually registering to get

111the credit from Oshkosh and what you see is the 2017-18 data which is broken out by course there were five courses film finance speech sociology and Spanish and over the course of the school year one of the strategies we used was around we increased the number of offerings we were able to run additional classes and we added a cap biology course there are in film and in speech we see increased percentages of students and in the other areas we see more students taking the courses so over the course of the year there was an increase of 39 there were 39 percent of eligible students took the credit took the course for credit so we increased slightly we increased the total number of high school students enrolled in in cap courses dual enrollment capable courses and

112then we increased by 21 students earning credit for that at the University of Wisconsin Oshkosh we are one of the things that we did to do that was to increase communication we had surveyed students which you heard earlier in the year so going forward we're looking to control and maintain where we are but then in addition continue to increase the number of students taking courses for cap credit by refining a communication package with annual timelines in which we have forms and reminder emails that the counselors teachers and administrators can send out periodically so instead of just a single letter saying this is your opportunity that there's a here's your opportunity a reminder this deadlines coming up in a week a reminder this deadline is tomorrow make sure you follow through on this so just increasing

113the number of communications about enrolling and making sure that they are in credit because we saw students who just missed the deadline because they weren't reminded so what are you finding to be the best communication source with students because I'm sure they're using all kinds of the students are getting lots of communication in class the best communication source with parents is email and so not only do students need to get the reminders but parents need to get the reminders as well because when the students get the reminders it doesn't always get home and not the students are not paying for the credit they're not right so parents need reminders too and the best form of communication with parents is email the best form of communication with students is right in their classrooms and then on

114top of that emails and reminders I think the whiteboards and I mean teachers like giving reminders over and over again every day like kids might roll their eyes but any other questions so are we going to get the end-of-the-year reflection in a district update what did I miss something the very end at least in my report we can we can put something in the district update you're talking about the the end of the forum yeah the a3 forum there are a series of questions each other directors and principals so we can do a follow up with thank you any other report you Chuck oh my goal for this year was to develop a support staff mentoring program and I'm very excited to share that last week Friday we did our first training for support staff

115paraprofessionals who will be serving as mentors so some we structured this very similar to what we have done with our teacher mentoring program and surveyed staff in terms of areas of need as they got started in the district things that maybe as they continued to work in the district where they could use additional support as well as their thoughts and feedback on the role of observations as part of the mentoring program and we were very pleased to see that they were very open to the observation piece we weren't sure how that would look at a no paraprofessional role but it was something that they felt would be very valuable and provide them with feedback so we built that in and included that in our training program that we did on Friday we had some people

116that had conflicts for Friday so we're planning on doing another round of training in August probably looking hoping to get more than six but somewhere six to ten additional people that will train then in August so we've developed a handbook we've developed the program we've set it up for four observations they'll observe twice they'll be observed by their mentor twice and then we also have scheduled for after-school workshops that we'll be offering for the paraprofessionals the first one is role of a paraprofessional fostering independence and students something around culture climate PB behavioral expectations and then the end-of-year celebration which is similar to what we do with teachers as well so all new hires hired for the 1920 school year all paraprofessionals will be assigned a mentor who will work with them throughout the school year

117our intention at this point is that it would also similar to the teacher plan be a two-year mentoring relationship but we'll evaluate that at the end of the year and make some decisions about that as we move forward did you say are the mentors are they volunteers they come forward are they compensated for that so as hourly employees they will all receive their hourly compensation for the time that they spend within the mentoring relationship ideally we're looking at up to two hours per month beyond the work day that they would spend in the mentoring conversations and and work also to include the observations so about two hours per month for each of them I would feel that that's a nice way to welcome new staff members to the district as we're working on being a

118welcoming community being a welcoming school - I am imagining that there's there's a feel of support there network for each other yeah and totally off topic but we did just get our survey results back from the teacher mentoring program and that's exactly what we see it's you know all the reason for is very high ratings for the effectiveness of the teacher mentoring program so I'm hoping to extend that to our paraprofessionals as well yeah that's great Thank You Julie thank you there's no service jackie sherrill because she's been working in parking records been working very closely business services on the facility rental process i'm sure time could do a better job of this presentation but I'll try him again the whole goal of this work that we've been trying to complete was to create a

119new and more efficient rent facility rental process to improve customer service for both internal and external users and also our staff who have to use it and so we've been working on this since 2017 so it has been a long time and we just haven't seemed to move forward or we do and then things don't go quite right but basically this is around the school dude program we had reviewed there's other software programs but school do it is what we have and that is the one that we're trying to continue to use so what we had done was sent out 240 current organizations requesting them to create an account and to date only about half of them have done that and that's even been with a follow up saying please do this we also realize

120that our policy and whoever's on the policy committee that is a very long policy and mr. Hoyer Skees goal especially in the auditorium section which is like 10 pages long to try to really condense that and have like a one-stop shop for a rate for users so I believe the policy committee is working on that and that'll be done by I believe in August there's another review of that and then we need to set up a training for the internal and external users I had set something up with one of our users to try it as a test pilot in creating that external account and that part worked out really well but the problem which is something that mr. I asked you mister carnist and I had talked about because he as part of this

121also was and it's exactly what happened once they set up their account and they submitted use of facility they assumed they just had it they didn't wait for a response that it was approved they just said oh well I put it in and and even though I had the side this was just a test and so we really have to refine that I think part of where our struggles are is that also we had hired our youth adult sports supervisor after we started this and some of that customer satisfaction and service that was kind of lacking we condensed that and that position then became the go-to for the gymnasiums and that's where the real problem in creating this whole goal I believe was in that use of gymnasium because you wanted to use a gym

122in the past you would call each school independently well that took a lot of your time to call around and say hey can I get a gym for this night this day and so when we hired our youth adult Nick when he was here that was one of his big goals was to work with the youth sports groups and he put together I mean I felt a very good template that kind of tried to balance the soccer or the basketball baseball and I think those are the three areas for use with our facilities and so part of that work has been very positive and so part of our way of looking at this new process is how do we still save those dates and times and still get them to do it themselves so we're

123not entering it all but not taking everything in the system and and that's just things that we have to work out as part of this we again like I said only half of the users have submitted their focus but the other thing that we do need to do yet as well but we've done some research and there's a Beaverton Oregon School District that use a school do it and they have a really good called community user page or splash page just for use of facilities that it means everything it's got the links to policies and that was something we were looking to establish as well so we still have a ways to go and again we hope that we'll have this ready then by January 1st of 2020 to get the community more involved and

124have an efficient for all users so committee you got a lot of work going there I we've looked at a once already yeah and I think we've refined some of it already it was very involved right I think it would be a turn-off actually to reserve anything but the way it was written before and so we know that and that's where my mr. husky was coming working with you guys to just get that refined and yeah we'll continue to do that I recall we took we took a lot down and like pages X we did so and mr. Mitchell will be the person to lead the next iteration of that and certainly work with the team yep to make sure that this comes to life those 40 different organizations do not necessarily have to register

125ahead of time they could register as they're doing their first reservations correct they can our goal though was to try to get that all done ahead of time so when it is time to go in there you know we're not that they would just be ready to go their insurance all their information there contact people and part of the problem I believe we were running into with the users situation is like a PTO they change presidents they change so we would send out information saying we'd like you to to do this but maybe it went to the wrong person and if they don't forward it because they're done or out even like you know Twilight we had to go in and and we were looking and mr. brown Schmidt was still listed you know on

126that organization and he hasn't been involved so there was a lot of back stuff that we needed to try to clean up and and that was what we did when the first round we didn't get very many we went back and looked to say hey who did we miss or you know who show me been contacting thank you thank you okay I'll just keep going that works please all right so again we were looking at continuation of how many students are participating increasing how many are using our after-school activities so focusing on that focusing on the feedback that we've gotten from our families from the students and from school staff we continue to look at what's being offered I had reported last month about last report about how wonderful it was to be able to

127drop and subsidize some of the costs and we had talked last time about the impact that that did have and then using edits to create a better feel for the data and understanding that we have so we chose to I'm sorry my narrow order notice we had we had reported we had 237 students participate in fall after-school activities then in winter spring that number was up to 292 so we had increased by 55 participants and then in our spring program that number raised to 335 total now this is total for the year 2017 or 2018 19 however you know we did still see another increase of students participating in the activities that were offering so and again these numbers are out of a thousand 67 elementary students grades 5 K through 5th grade so I

128think what the data shows was we were successful in retaining participants while increasing additional students who were participating by season and then this particular slide the ATA's program is fabulous and data you know that Park and Rec doesn't work a lot in data but this has provided a kind of a fun tool to be able to see where things are at and since we talked about the economic impact of of our after-school activities we chose to pull that data and to see where that economic look was and so that's what this slide represents and then again just our diligent doing our after-school activities again we have lots of good ideas but to increase our opportunities we've were challenged with facility space you know trying to share the gym with other activities but even within what

129we're doing trying to balance cultural enrichment with physical activity even the schools you know I know Highland View it was really difficult to hardly even find a classroom to do mad science after school so that's just continually a challenge and and it's not that the teachers are awesome to allow us to use their classrooms mrs. Weber god bless her at Highland View with the coding program you know the computers in her classroom and that kind of thing she's been very open to allowing us to to use that but besides the facility we also have a problem of hiring staff and coaches to work some of those programs because again we're working on a 345 time slot you know so if we did have parents or other people interested we had thought for our kids basketball

130program if we could try to recruit some of the high school basketball people and have a supervisor of course young people look up to those high school kids a lot you know there are role models for them but our basketball was the same time the basketball programs going on and but that's when the youth are interested in taking it as well so you know they have their practices after school and our program is after school so we did have a little bit struggle there and we continue to but we keep looking and trying to do our best to come up with staff so between facilities and staff I think if we can continue to subsidize the programs and I think that's reflected in the increase of participants that we've had families appreciate it any questions

131well Jackie I just want to thank you for offering so many opportunities for after school I've been pushing for that for years and it takes a lot of work and I know the families appreciate it well thank you we enjoy it and the support is like you're saying the families really do seem to support us and they're there that basketball program we had a hundred and twenty kids participate yourself shows right there that was very very good and already had the comment from a family who know they want a separate girls and boys program which is great request however again it's like okay now we have to figure out again equitable gymtyme for boys and girls and how we can make that work but we're gonna work on that the summer so come next fall

132winter when we go there we'll definitely give it a try and we appreciate that parent feedback so that's what kids want cuz she felt this mom we would have had a lot more girls if we would have separated them but for a first-time program we were just going to make sure it ran you know bottom line so Jackie do your participation numbers include some of the outside groups that we're bringing in or not I I'm thinking of young is there young rembrandt I don't know all the groups that are coming in but the the participation number is not those groups as well or yes because those are our outsourced through token rocks so they are technically a program okay that we've contracted with but if there was a different organization coming in that's not part

133but our four are bad science bricks coding chess okay they're the ones that we work with as an outside so those numbers are part of the participation numbers that you're seeing okay good great thank you very much all right said are we through the third trimester cycles yeah I think so okay that should do it thank you then continue now invite mr. Chrissy Hamill and she is here she will give us an overview of some open meeting laws and closed sessions in quorum conversations knowing that we have a number of board members that are new it's always even for you need projection we can make sure that gets set up and if you want to join us at the table Greendale power Oh Joe is there because he we appreciate you being here tonight and

134sticking with us impatient so I was asked to come to speak with the board kind of a broad strokes global overview of open meetings law and my initial question negeri was how much time do I have and I said I could do a presentation in a half hour 45 minutes I do these trainings for two hours so pick your time and gary said the two-hour time if anyone needs to use the restroom first I'll order some pizza right in all seriousness we'll go about 20-30 minutes I just want to do kind of high-level overview and identify a couple issue areas that we have seen recently and I say this because there's always watchdog groups that are watching schools counties municipalities with respect to their governing bodies and the meetings that they have and at any

135given time groups such as some Freedom of Information council or the Wisconsin Institute for law and liberty are sending letters to governmental bodies alleging violations of open meetings law some of these matters will make their way through the courts some are resolved early on but my purpose tonight is to try to ensure that the Greendale School District is of avoiding ever receiving these letters from these watchdog groups so in terms of open meetings law the public policy behind this law is really that meetings are going to be open to provide the public with the most complete comprehensive information about the workings of the governing body and so I have here the policy that's just pursuant to the statue it's been developed through case law and I think that you know the really important thing to

136remember as a board and I think your district already does a very good job of this but you know continuing to move forward is that courts do look at meetings and liberally construed whether or not a governing body is holding a meeting so generally speaking anytime your group is getting together and there's this concept of the board discussing government business discussing the business of the district if you have enough board members present you're going to have a meeting that should be noticed now certainly that creates issues because I'm sure you're all active members in the community you might appear at events together and things of that nature and so you might have in your mind if four of you happen to be at the same event you're standing in a circle talking to one another

137members of the public might look to you for board members and say hmmm I wonder what they're discussing I wonder if it has anything to do with school district business so you always have to be mindful of you know the appearance that you're putting on to the public when we're talking about the application of open meetings law you can move ahead to the next slide so in terms of what is the definition of a meeting what is covered by the law the open meetings law the definition of a meeting is whenever you have the convening of members of a governmental body for the purpose of exercising the responsibilities of that body so anytime you are discussing governmental business you have a meeting you should be posting notice of that meeting the other piece of this

138is that if one half or more of the members of the body are present you can presume that that is going to be deemed a meeting so there's two elements of this and this is known as the showers test you can move ahead to the next slide where the meeting encompasses that that purpose to engage in governmental business and numbers enough numbers to actually conduct the business of the board and so we see this anytime you have a quorum of board members who are getting together to discuss the business of a district you have a meeting a meeting that must be properly noticed under open meetings law this is a little bit misleading because as we have seen through case law that's developed over the years you as a board also have the really great

139responsibility to appoint committees you may have a number of standing committees of the board you may engage in discussion with administration through a board meeting where you appoint in charge administration with the authority to create a committee to look at a particular topic one of the ways we have seen this come up is a school district that is looking to go to referendum which I know this district has done recently and the board says to the superintendent we would like you to form a committee to talk about improvements that are needed at the school and come to the board and talk about what these improvements are that you seem to think are necessary now this may be a far-fetched scenario but in that situation where a board has charged superintendent with creating a committee a

140group to look at changes that are needed in the school and report to the board as to what those changes are and ultimately the board is going to make a decision perhaps about whether those changes ought to be included in the referendum project you likely have created a body a committee that is now subject to the open meetings law so any time you as a board are have a responsibility of power of the board that you then charge or task administration with completing you have to be mindful that open meetings law may apply to a group that your administration forms to address the particular concern that you have charged administration with addressing it's a very tricky area of the law but I bring this to your attention just to be mindful of the fact that

141even if you think you are solely creating an Administrative Committee you are charging the board with undertake or excuse me you're charging your superintendent with undertaking a particular task at the direction of the board and you're directing the superintendent to create a committee to fulfill that task that committee may open itself up to the open meetings law and so that's really important to keep in mind because it's an area where we've seen districts run afoul of the open meetings law and have found themselves in litigation on that particular point so this this purpose to engage in governmental business is really what is P anytime you have that particular responsibility where you are passing something off that is the business of the board to somebody else or you yourself as the board are engaging in that

142governmental business a meeting is held so things like discussing a particular topic making a decision all of the action items that you have on your agenda information gathering all of those activities can be considered governmental business engaging in the business of the board for which you might need to be weary of open meetings law an example of this that is often missed by governing bodies is if you as a board feel that there are topics on the village agenda the village boards agenda which you might need to be present to hear because there's going to be a direct impact on the distant district for example that IT services agreement if the village was taking that up and having a discussion on that agreement on their agenda and you as a board decided that it might

143be worthwhile for a few of your board members to attend that meeting to hear what a village is saying about their position with respect to that agreement if four of you attend that meeting and you attend for purposes of listening gathering information about the villages perspective you likely have opened yourself up to having a meeting of your board within the meeting of the village such that you would need to post notice of your presence as a school district board at that village board meeting there was a court case that dealt with this very topic of governing bodies attending meetings of other governing bodies so again be aware that if you are attending other groups meetings as a board or as a group of your board you likely have opened yourself up to open meetings the

144number of members present requirement is is key oftentimes a lot of boards think well as long as we don't have a quorum it's okay as long as there's not a quorum of the board president and maybe only two or three of us attend we're okay we haven't met that numbers requirement generally that might be true because you don't have a quorum there's no way three of you could take action that could or two of you excuse me you could take action that could affect the governing responsibilities of the board however there's this concept of a negative quorum which is a number lesser than a majority that has the ability to act as a minority and block majority action in a situation so even though you might not have the the quorum you don't have enough

145individuals for a quorum you still might have enough individuals for a negative quorum such that you've created an issue for open meetings law as well so what does that look like how can two of us prevent something so that would be in a situation where you have like a supermajority vote or a three-fourths vote I don't know if any of your I think the tax levy is probably the best one so if you know two board members are attending the tax levy meeting at the village board to see where they're going to levy so that we can figure out what's how that impacts the school board tax levy then the negative quorum would apply but only in a super majority yeah yeah because I don't think I don't think any of our policies require super

146majorities thank you so the next piece that is probably the most critical to discuss with boards is this concept of a walking quorum and what is it I mean I'm sure you've heard of walking quorums and you need to avoid engaging in a walking quorum but perhaps you really aren't sure of what that concept actually means that's actually a series of gatherings of less than a majority where there is this agreement by members to take an action in each of the little groups that meet with one another cause there to be a quorum about a particular decision so for example on your agenda tonight again we'll go back to that IT agreement if that's an issue that's come up before the board where the board is going to take action on that and there's some

147you know consternation about whether or not that agreement is truly in the best interest of the district we heard that there was some tweaks to the indemnity provisions of that agreement by the village and there was concern by the board as to whether or not that might be in the best interest of the district and you have two members that have a discussion about whether or not the board should approve that agreement and then one of those board members chosen has a conversation with another board member about their concerns with the respect to the agreement and they discuss and one of those members then has another conversation with another board member about the agreement all of a sudden these individual discussions that have taken place between only a couple board members that have kind of

148had this trickle-down effect where all of a sudden all board members have been involved in these individual discussions and there's an agreement that results as a part of those discussions where there's going to be action taken or no action taken by the board all of a sudden you have a walking quorum and so the important keys to remember with this is that there has to be this tacit agreement or express agreement by the board members in those individual little conversation taking place in order for there to be a walking quorum now I say this to you because I don't want you to be scared to have any interactions with my fellow board members because of the fear that you might be creating a walking quorum merely by having a one-to-one discussion with another board member

149it's only in those situations where there's actually an agreement that comes out of that discussion that could impact board action down the road and so it's that agreement to act that you have to be weary of when you are looking at the walking quorum issue that's merely you know hey how's it going nice to see you we're in the grocery store having a discussion you don't need to be concerned about the walking quorum issue and so with this kind of the best piece of advice that we give when we're talking about the walking quorum issue is if it pertains to board business and you encounter another board member stop the discussion about district business and take it to the boardroom have the discussion here where a meeting has been posted versus having that discussion in

150the grocery store there is likely nothing that you could discuss with your fellow board member in those informal settings with respect to board business that can't wait until you're here in the boardroom where the public has the opportunity to view what is happening so I teach government and politics and obviously I teach the concept of a whip and in Madison there's a whip whipping up votes mm-hmm why are we under different obligations versus state legislature or Congress it's a very good question and I think it's merely because the legislature makes the law I did they are special and different rules apply to the legislature then and so I think you bring up a very good point and one that I was going to mention on the next slide with respect to walking chorim's it really

151does become an issue where you might have your superintendent for example because you want to avoid the open meetings issue say you know Gary could you kind of pull the board members and see where they stand on this particular issue ask them how they might vote what they might do and you know if they're not in favor maybe give them a nudge and let him know that there are three of us who are currently in favor of this right right that's where you know you're engaging a proxy you're engaging your superintendent to have those discussions to avoid having those in an open session before before that public I just want to clarify that I mean that's where you're you're acting as a proxy you're acting as a proxy but as a good district administrator and

152a good superintendent he should be taking the pulse of the board Todd to see hey before we spend a lot of time going down this IT services with the village and you know are there roadblocks that I should be aware of are there hurdles that you want me to overcome and I think that's certainly when it's coming from that direction where it's superintendent is asking the board look we've been approached by this by the village on this you know I'm willing to move forward but I don't want to waste my time your time our resources in doing so do I have the go-ahead it's okay for for your superintendent to approach the board but it's when the you're right the board is approaching the superintendent that it becomes problematic you can go ahead and skip

153ahead so just briefly a few issues that we have seen though not as frequently as what the 1980s when telephone meetings were often utilized by boards if you are having telephone conferences you're opening yourself up to a public open meetings violation and again there's literally nothing that you can discuss over the phone that you can't discuss here in the boardroom in the public so be leery of trying to circumvent the law with telephone conferences or if you have video conferences again you know in this day and age with technology these are a little bit outdated but there's something that we are still seeing some districts trying to utilize if you do use video conferences best approaches to ensure that if for some reason this room is full or they're sound issues that are happening in

154this room where you feel that the board cannot meet here adequately you could perhaps hold your board meeting in another room perhaps a district the district office conference room and then broadcast your meeting but you need to ensure wherever the meeting is being broadcast is a place where public can access and be present to view the meeting the other technological advance you can skip ahead on the slide is with email it's very easy in this day and age of technology to utilize email to communicate with board members again it's okay for superintendent to shoot out an email with respect to giving the board a heads-up about a topic that may be coming down the pipe or for example Mary Anne to send out the board agenda with items on it in advance of the meeting

155or to seek out agenda items that need to be placed on the agenda for the meeting but it's when the board members are emailing with one another that we actually have an issue of an open meeting itself or potentially a walking quorum and so again if you're emailing one another having conversations with one another through email or if anyone uses instant messages you have to look back to the showers test and look at do we have the numbers do we have a discussion of governmental business and if so you potentially have a meeting that's occurring through email and as you are all aware those meetings are easily identifiable by your public because all it takes is a single public records request for all email communications by in between board members for your public to have

156access to information that shows meetings are taking place through email so there's an attorney in our office who often presents on open meetings law and public records law and the one thing he always says is don't do it don't email don't use email as board members and while that may not be entirely practical in all situations I think it's pretty good advice because you really can avoid and only the open meetings issue but also public records concerns by again keeping discussions in the board room you can go ahead and so talking just briefly about closed session one of the really important things to remember is that you as the board get to control your agenda you are able to control what items go on the agenda you have complete authority over that while members of

157the public can certainly request the particular items be put on the agenda you as the board solely get to govern what what is covered and so then in terms of going into closed you as the board have the sole authority to decide whether or not to go into closed session one point I wanted to bring up with respect to citizen participation and I think Joe you do a really good job of setting forth the parameters of citizen participation is it's often misunderstanding by your public that they have a right to attend and to observe the meetings of the governmental body but they don't have the right to participate they can certainly have that opportunity to come and speak during public comment which you as a board have elected to provide that opportunity to your public

158but it's certainly not required and there certainly isn't that opportunity for the back-and-forth discussion that often times speakers expect when they come up to the podium because it's natural its natural to express an opinion and want to hear something in response and as Joe you identify with respect to public comment that's not something that can happen if it's not on the agenda the board should not address it that doesn't mean they can't but you certainly have the potential to run afoul of open meetings off there's comments that are made based on what others are presenting and so that said then when the board chooses to go into closed session it's very limited there's only 11 exemptions under the open meetings law that allow the board to go into closed session and those exemptions are strictly

159construed you have to absolutely meet what the definitions are within statue in order to go into closed session and so open meetings law says that these exceptions should be used sparingly and only when necessary to protect the public interest and so if we click ahead to the next slide these are not all 11 statutory exemptions because there are several that just simply do not apply to school boards for example designating burial sites I don't believe that's something that you as a board regularly engage in but these are some of the ones that you might so the judicial or quasi-judicial hearings oftentimes we see that with respect to people expulsion with respect to school districts where you go into closed under subsection a employment in licensing matters this particular closed session exemption B applies only to

160public employees and so this wouldn't be a situation where the board would go into closed to discuss for example an elected official a board member it's only with respect to employees under that under subsection B an employee does have the right to request that the meeting be held in open session and in some situations that employee has a right to an open session meeting with the board under subsection B but for the most part again the board has the authority with respect to closing the meeting subsection C is the common exemption that we use for all employment compensation promotion performance evaluation matters and again this applies to public employees courts have also found that this particular exemption would apply for applicants as well but again it doesn't apply for public officials so if you're having

161a discussion in closed session or you want to have a discussion in closed session about a board member this particular provision is not going to be applicable subsection 1e involves where there's competitive or bargaining implications this actually has to be situations where negotiating or strategic positions of the district are in play it doesn't apply simply when you are making a determination about an ordinary contract for example the purchase of Chromebooks or iPads for students there actually has to be negotiation strategies or competitive or bargaining implications that are at play to go into closed this is a subsection with a lot of districts and governmental entities often run afoul because they think well it involves money it involves then it involves a contract we're simply going to go into close but it's very limited subsection one

162F is another subsection that is subject to abuse and that is because under this particular exemption discussing financial medical social or personal histories has to be likely to have a substantial adverse effect upon the reputation of the person you're discussing and so there must be actual knowledge that there could be a substantial adverse effect on an individual not just that you know it paints somebody and a negative light but there's actually that adverse impact to the person's reputation and so again this is one that is oftentimes abused because it's very easy to say oh it involves the per the social history of a person we need to go into close for that but without that substantial adverse effect you can't use this particular exemption the conferring with legal counsel per oftentimes abused as well and

163I say abused it's not intentionally abused it's just there's a lack of understanding about when boards can go into closed under this particular provision this hat this is a provision that applies when you're getting advice from legal counsel and so generally speaking that means legal counsel should be present in the room for the discussion or via telephone it doesn't simply mean that you've received a memo from legal counsel or superintendent is relaying information that's been obtained from legal counsel it's actually having that conversation with legal counsel and obtaining advice from legal counsel on strategy so the one way that we see this often being abused is you know boards there's a lot of issues that you want to talk about or you feel should be talked about as a board to maintain confidentiality or to

164keep the matter close to the vest while the board is making you know further decisions about a particular matter and so it's very easy to say well let's just bring in legal counsel then we can close the meeting under subsection 1g because we're conferring with legal counsel but it has to be with respect to litigation which it is involved in or is likely to be to be involved in so the board has to have an indication that there might be a claim coming in order to go under the subsection or consulting legal counsel you simply can't bring legal counsel to every meeting and say we're going to go into closed session for a portion of the meeting and have discussions because the other situation where you can go into closed session is to talk about

165receiving confidential written advice from an ethics board so if you have an ethics or conflict of interest situation that you think might be percolating with respect to a board member or a number of board members you can go into into closed session to confer about whether or not you should seek the advice of the Ethics Board with respect to a particular issue and so those are the very limited exemptions as far as when the board can be in closed session and it makes sense that those are limited it makes sense that they're strictly construed because of the public purpose surrounding or excuse me the public policy surrounding open meetings and that's open government giving your public the most information that you possibly can so when you're thinking about topics that are noticed for a closed

166session you have to keep in mind that it really does have to fall neatly into one of these categories if it doesn't fall neatly into one of the catechol categories that are specifically enumerated and then the statute you probably should not be in closed session as a board then as far as you know who can be in closed session with the board that really is subject to the board's decision as well you get to determine who is going to be in closed session with you I had one school district that wanted to go into closed session and invite all of their staff members to come before the board in closed session to talk about concerns that they had with how the school year went and they said we need this under closed session Krissy can

167you provide the exemption I said there isn't an exemption where you can bring in every single teacher in your district and it was a larger School District so we were talking you know close to 200 teachers who would be invited to appear in closed session of the board and one of the questions that I posed then to the board president when I was being asked this is how do you anticipate maintaining the confidential nature of the information that is just discussed in closed session if you're inviting 200 individuals and is it really important to go into closed session if there are at least 200 other individuals who you feel could have access to that information and so one of the things that you can think about when you are closing a meeting and in terms

168of who you invite to that meeting is limiting the number to only the individuals that are absolutely necessary to be involved in that closed discussion closed session discussion because once you open it up you run the risk of information from closed session becoming public and you run the risk of the question being asked did you really need to go into closed session to have that discussion when you open it up to so many other individuals and so I say that not because I see this district as the one who made that request to have all teachers in closed session but it can happen where closed session you start inviting several administrators or several staff members or members of the public into the meeting and all of a sudden the information that you discussed is then

169out there in the public Saphir and so then what it does is it starts to erode that trust that your community has in the board because they expect that certain things are going to be maintained confidential confidentially by the board and it starts to then potentially have members of the public question you know again whether or not your board is truly complying with open meetings law so yeah so you have to be very careful with closed session that you abide by the specific statutory exemptions and then when you do go into closed that you're careful about who is involved in the closed session final point with respect to closed session is it becomes very easy for example when you're discussing staff matters you go under one C to talk about the employment of particular individuals

170and all of a sudden you're talking about you know a performance or a misconduct concern and it leads to a question won't you know did they violate a policy well no we don't have a policy on this oh we should develop a policy you know with respect to how we're going to have staff members interact with students in disciplinary situations we need a policy and I think it should have these particular policy components now that you've started to talk about policy you've gone well beyond the particular reason for which the board has gone into closed session so anytime you're having those discussions and closed as well you have to be mindful of what was the reason that we went into closed session and ensure that you're limiting the discussion in closed to only that particular

171item that has been noticed on the agenda with that I would open it up I know that was very very quick and I only touched on really the tip of the iceberg respect to open meetings law but are there any particular questions that you have seen so far I guess just in this new kind of post-election cycle with new board members that are concerns can you please share that slide presentation yes I will email it to Gary thank you and if you want I can provide you with kind of an extended version that goes into additional topics as well they're just kind of broad strokes overview you want the additional topics to review I can certainly do that thank you very much your examples are really helpful lwas beam has gone I've been through a

172number of trainings with this and they do a good job but having additional examples I think has been helpful we we obviously have a tight-knit small community here Maryann was on top of it last week with four of us our Lions Club members and so those types of things do go post-it she's pretty much London it's always on top of it anyways because she knows what we're all doing but but those are those are times that you were talking about where people could construe that we're and we don't we don't all hang together when we're at those events but but it's important that those are posted right and it's just kind of that appearance of impropriety where you know there's often times especially when you're dealing with contentious issues at the board meetings where if

173you're in the same place at the same time and you're having a discussion with one another even if you're talking about you know the most recent accolades that your student body has received there's always that suspicion whoa what are they actually talking about what decisions are they making that's a really good point so just because it's posted doesn't give you carte blanche to now have a conversation right so that's a really good clarification is that it's supposed to to let the public know that there may be three or more members present but still to your point earlier we should refrain from saying hey so what did you think last week's meeting or hey do you see what's on tomorrow night's agenda and having those kinds of conversations it's very easy to sort of story I

174gave one of these presentations a more in-depth presentation to a board and we discussed the walking quorum issue and sort of that appearance of impropriety and that you just have to be careful that when you're having those discussions the public is likely thinking that you are about School District business and so immediately after providing this you know kind of training or update to the board as we're exiting the the meeting it had adjourned and three of the members of a five-member board were seen outside in the parking lot next to one of the board members cars having a discussion and you know they were kind of close to one another kind of looking like they might be whispering and instantly there was a question raised about what are those board members talking about so even

175something as simple as exiting the meeting together where you're having a discussion and it may be about you know plans for the weekend or you know something that your your children are involved in there's always going to be that question that arises in the minds of your public so you you know again not to scare you from having discussions with one another but it's it's just always something to be mindful of there's a newer board member I really appreciated the information I know one on a kind of a superficial level but it was nice to get the more in-depth look at it can I just ask you to go back to the conversation that you had about public meetings and public meetings that take place at the directive of the school board so you're right

176there are things that the school board says dr. kills will you look into this but there are other things where the administration is going to say you know what what would it look like if our high school started early you know they're going to convene administrate administration can convene they're going to have conversations with teachers with staff with with other districts those are not public meetings because unless unless I mean in my example the administration is just doing their day-to-day operations they were looking to make changes or improvements or things like great and so really where the distinction is if is if there has been a rule or order of the board so in that situation if your direction is dr. kilts we want you to form a committee to look at this particular issue

177and we want you to ensure that you bring in someone from all of the schools and different individuals from district administration to look at this then you've likely formed a committee but you're absolutely right if you just give a charge to Gary to look into a particular issue and he on his own says hey I want to meet with all the school principals one day to talk about this that would not be a meaning that would be subject to open meetings law because you haven't as a board haven't formed that particular committee you haven't directed the creation of a committee that's been organically created by administration all right any other questions or clarifications please sure so with respect to how you post your agenda to the public there are no rules outlined in statue as

178to what the agenda includes it's all kind of developed through case law or best practices or attorney general guidance as far as what should be on the agenda and really what is required is enough information to allow anybody from your public who picks up the agenda to know what exactly it is that the board is discussing so for example if the district were looking at a particular piece of property and that just and the board was considering whether or not it should purchase this piece of property for the district it is probably insufficient notice to post purchase of property on the agenda well certainly it alerts the public that the district is looking at a piece of property it doesn't tell what the property is what the purpose is for the purpose of purchasing that

179property it just says purchase of property you need it and that doesn't tell the public enough to know whether or not it might be something that they should come to the meeting to learn about if you specifically identify the address of the property an adjacent property owner would know oh the district is about to purchase a piece of property that's adjacent to my home I wonder what their plans are for this property are they going to build another school are they purchasing the property for a recreational facility are they purchasing the property to build an administration building what is the reason that the district that the board is looking to purchase this property for the district so you need to give enough information that allows the public to make to be able to make a

180decision as to whether or not they want to attend the meeting because of the item being discussed with respect to those closed session items it's it's critical that the agenda not only indicate that you're going into closed session under Section 1985 subsection one subsection C to consider the employment promotion etc citing the language of the statute so that any individual who picks up the agenda knows the exact statutory citation the exact statutory language and then also a brief description of what it is that is going to be discussed and so under one C it involves promotion employment performance evaluations what is it that the board is discussing if it's going into closed session to discuss the performance evaluation of superintendent note that you're not giving away any information as far as what that evaluation looks

181like but the public then knows you're going into it closed under one C not to discuss dr. keltus continued employment with the district but to evaluate the superintendent and so it's critical to have statutory citation statutory language and a brief description of the particular issue that is being discussed otherwise the agenda is really up to the discretion of the board as to how you want the agenda to read there are some there are some governing bodies that choose to be very precise as far as what they're discussing and I think your district is one of them where you actually linked to documents that help to define what those agenda items are there are certain items where that might not be required it's really about ensuring your public has enough information to make a decision about

182whether or not they they want to attend the meeting - to learn about a particular topic all right any other yeah I had a question we we oftentimes we go to different conferences and like for instance this week we have our board retreat how does that factor into the whole because we're posting it but how does that factor into the open meetings law I mean is it still for the public so technically if it is posted as a meeting it is for the public to attend if they so choose I mean the problem with that is could somebody attend your board retreat I suppose so but from a logistics standpoint there might be additional cost because you're gonna have to get a bigger room for the public to attend the retreat there might be you

183know additional cost just in terms of the fee a facility might charge there might be registration fees for a conference for example like the annual state education convention that takes place in Milwaukee oftentimes every district across the state is posting notice because they have a quorum of their board that is attending that where theoretically the public could attend that conference but the problem is is once they actually show up to participate in the conference those who run the conference are gonna say well you're not registered you can't be here so what's in theory is that the public could attend generally I have never seen an attorney general opinion or a court case where someone has challenged that particular ability of of the public to attend again thank you for coming tonight and sharing this this

184is valuable information I think like you said it's important the public is aware of you know these are public board meetings these aren't Town Hall sessions where we're going to engage and give feedback so I think it's unfortunate that some of the community members they were here earlier have left and not had the benefit of hearing your your counsel so thank you can I one other thing can I ask since you brought that up we do have people approaching the podium wanting some feedback from us are we okay one on one then to talk to these individuals after the meetings because it's not a meeting anymore and it's it wasn't posted because some some clarification I think needs to be out there as Joe said it's very unfortunate that people are saying things that maybe

185aren't true and in so I'm not sitting here not caring I do care very deeply about all all of the citizen comments but we're limited on what we can do here yeah and I think you're limited as far as what you should be doing when you're interacting with members of the public who you know do come up to the podium and express a concern because you have to keep in mind that when you're responding to a particular individual over something that they've addressed at the podium they are taking your response is not a response from you individually but you and your capacity as board member and so anything you say to that individual is you speaking on behalf of the board and what you say might not necessarily be something that is shared by the

186collective board and something that the board as a whole wants you to share with the public so I think it's you know it's it's difficult because you're right you do want to share with individual I hear you I do hear your concerns however you have to understand that I'm not able to say that to you when you're at the podium you you want that's human nature to want to do that but anything you say is there's a potential that that's going to make front-page news as Greendale Board of Education has said XY and Z so I guess I would encourage you to exercise extreme caution when approaching a member of the public based on something that they have shared during that public comment if it's that important that it needs to be addressed what I

187would encourage you to do is have a discussion with the board and the board president about including that as an agenda item on a future board meeting okay thank you mm-hmm all right Thank You Chrissy thank you are we continuing on with your agenda legislative update Jan is Eric yeah as was mentioned before the Joint Finance Committee passed the budgets along party lines we proposed as of right now is $200 per pupil revenue increase first year two hundred four dollars the second year special IDI funding for state funding went up to from 25% to 26% first year and then the second year 30% this was however not even close to Governor Everson's proposal at 60% in his second year it's still among the lowest percentages in the country from the information that I was hooking

188up something else that was passed by the Joint Finance is 20 million dollars for student mental health although I couldn't find what that was I think the plan is to do something similar to what they've they did the last biennium where it's going to be competitive grants okay 20 million dollars wait amongst 424 school districts it'll be very few grants given and then I wrote down many bills that have been proposed I'll just highlight a couple in the interest of time I thought one was interesting requiring school report cards to include participation in music dance drama and the visual arts so for Greendale we would come out looking pretty good with that and then both houses have approved Korea career and Tech Ed grants and something interesting that I found Senate only I don't know

189if this is going anywhere but an elimination of the 1,000 year moratorium on energy-efficient projects that happened when Governor Walker did that line-item veto last year so maybe we can have energy-efficient projects again Hey thank you John any board committee reports no we have the foundation is having with the park and we're yeah the ED foundation went last Friday we're just we were just preparing for school's out which happened on Tuesday had a very good turnout um despite the rain and looking forward to a good turnout again on Wednesday for food truck frenzy and the cable tournament anything else before I don't know Mary Ann if anyone else has signed up to go on the 12th and 13th of July but they're having the equity symposium on Friday night and it sounds like that's going

190to be a very good discussion and then the leadership they have several different breakout sessions on Saturday so if anyone's not been to them before they're very good and I recommend going thank you alright Community Calendar I think Noel mentioned the the food truck frenzy and and we're a couple of weeks away from the fourth of July celebration Independence Day celebration here in Greendale another item June 24th around 1:00 we do have the bowling for roses competition the fundraiser where we have the village against the district participants so that starts at 6 o'clock around 1:00 it sounds like they don't have any bowlers right now well hopefully all right continuing on any additional comments from visitors this evening all right seeing that we will be going into a closed session so I'm looking for a

191motion to close session under Wisconsin statute in nineteen point 85 subsection 1 subsection G I move that we move go into closed session under Wisconsin statute 18 point 85 subsection 1 subsection G in the principles conference room immediately following the meeting to confer with legal counsel for the governmental body who is rendering oral and written advice concerning strategy to be adopted by the body with respect to litigation in which it is or is likely to become involved i second there's been a motion a second to go into closed session any further discussion they call for a roll call vote yes yes yes and I am yes we will not be coming back into open session after the closed session so we are adjourned from open session and annex board meeting is Monday July 15th