Greendale School Board Meeting 5/6/19

001it has and roll-call will show that all five board members are present as well as our two student representatives at this time I invite you to stand and join me in the Pledge of Allegiance all right at this time doctor kills any communication that you'd like to share we have a couple of items to share with the board and with the community first of all the middle school had their play this past Friday and the students did a tremendous job it was sort of a satire on Shakespeare and and well I think the middle school students who came over to watch it Friday morning may not have understood everything in it by the end of the play I think they were all laughing and enjoying some of the antics up on the stage so congratulations

002to the students who are involved in that production this week is teacher appreciation week on behalf the board administration I think all staff will work in any capacity with our students your gift and we appreciate your commitment to our families your tireless efforts and relationships inspire and support each and every student every single day so thank you and certainly enjoy the week AP exams are being held this weekend next up Greendale high school so we wish all students taking those AP exams good luck through the next couple of weeks a community conversation on welcoming diversity is scheduled tomorrow May 7th in the high school multi-purpose room beginning at 6:30 p.m. the event is hosted by Greendale schools and facilitated by the Zeidler Center all are welcome to attend Greendale High School is hosting a be

003the match bone marrow drive on Wednesday May 8th from 5 to 7 p.m. in rooms 103 105 at the high school the event is being held in honor of Greendale high school student Jordan Schindler who is diagnosed recently with acute myeloid leukemia AML Jordan needs a bone marrow or stem cell transplant to fight his disease and to date there's no direct match for him to become a bone marrow donor interested parties between ages of 18 and 44 may register by visiting Jordans journey event on May 8th potential donors can also register online by texting Jordans journey to six one four seven four or by visiting join dot be the match org backslash jordan's journey and following the promise to register there is no cost for adults ages 18 to four before to register so we

004encourage people to check see if you're a match and even if you're not a match for Jordan you may be a match for someone else who's on the bone-marrow transplant list so and we certainly wish Jordan and Jordans family all the best lots of thoughts and prayers to Jordan as he goes through this the annual art gallery night will be held at the Middle School on May 8th beginning at 5:30 p.m. third through fifth grade students will participate in a spring concert on May 14th at 6:30 p.m. at the high school third through fifth grade elementary students will participate in a spring concert at the high school at 6:30 p.m. on the following dates and these concerts include choir band and orchestra on May 14th College Park at 6:30 p.m. May fifteenth Highland View at

0056:30 p.m. and May 16th Canterbury School at 6:30 p.m. and finally seventh-grade students will leave on May 15th for the annual outdoor education program so we hope they have tremendous weather for that program thank you doctor kilts any other communication from the board all right at this time I will invite any comments from visitors and again I remind you if you'd like to speak come to the podium and state your name and address for the record and we limit comments to three minutes at a time my name is Laura Miller and I'm at five to three for our Lakeside Drive and I am here speaking on behalf of Paige the group parents advocating for Greendale equity and for my friend Shanice & iyanya black female students are disproportionately unfairly disciplined in school settings given the

006most harsh discipline compared to other genders and races and that is exactly what happened here in Greendale School District at the beginning of this school year it is our hope that this will not happen again and it is your responsibility superintendent school administration personnel and school board your responsibility to ensure you effectively protect and support our students of color from racism and hate speech unfortunately this did not happen back in the beginning of the school year in fact because of this Greendale School District's reaction showing racial bias victim blaming and institutionalized racism our group of parents decided to form page parents advocating for Greendale equity our mission is to represent and amplify the voices of those students parents and community members who feel they are not adequately heard or respected in Greendale especially in the

007public schools and to help Greendale school district and the community at large to make a priority to embrace its growing diversity to become more aware of the systemic racism in its past and present and to become more welcoming community for all so here are some of our hopes and dreams for the Greendale school district as we move forward we hope you remove Sinise's athletic code of conduct violation which is still on her record she should not have this on her record she will be applying for colleges and athletic scholarships and it should not be there also we hope that official policies on racism and hate speech are carefully reviewed and recraft 'add they need to be very clear and explicit and transparent these updated policies need to be explained to the student body school administration

008needs to enforce these policies with consistent discipline for those who use racism and hate speech in order to hurt our students of color we also hope that when a video is cited as evidence as to why a student is suspended that a parent can see this evidence in a timely manner and without being forced to get a lawyer in order to see the video evidence we hope that Greendale police the school resource officer and Greendale School District counselors do not tell students of color to just ignore hate speech that has been directed at them which is what happened at the beginning of the school year students who are bullied are never told just to ignore it we hope you train these first responders and give them real tools that can be used to protect and

009empower victims of racist acts and hate speech we hope you hire teachers of color as close to the percentage of our students of color who attend Greendale school district about 20% this alone would transform the culture at our school right away we hope that you continue the reconciliation process with those parents and students you have deeply hurt by your words and actions over the past many months please note that there are parents you have hurt also by your lack of action and communication as well we hope you teach all students how to deal with incidents of racism in Greendale school district in order for all students to help protect our students who are being targeted empower our students with tools to stand up to racists and enforce appropriate consequences meaningful training needs to happen for

010all our students we hope that you train yourselves superintendent Greendale School District administration and school board in becoming knowledgeable in recognizing and combating racial bias victim blaming and institutionalized racism and finally we hope that you can help us want to trust you with our children show us with meaningful words and actions that we can trust you to respond effectively and appropriately to incidences of racism and hate speech thank you thank you for your comments and invite you and your organization to the community conversation tomorrow evening and the other thing that I will say is at a public forum like this it's not appropriate for us to respond to student discipline issues thank you hello my name is Heather Godley I live at five-thirty 3-1 Millbank Road in Greendale and I just wanted to talk to

011you today a little bit about impact versus intent because quite honestly it wasn't something that I was ever taught as a white person but it was really helpful to me as I continued to strive to learn how to be anti-racist the common definition of someone who's racist as a person who consciously doesn't like people of color I'm sure that we all know someone who fits this description but it's it's really only one limited definition of racism the can't this common understanding of racism immediately puts well-intentioned white people on the defensive which often stands in the way of progress when we feel like we're being called immoral when we're charged with furthering racism Robyn D'Angelo gives us a better definition of racism it's a group's collective bias backed by legal authority and institutional control the negative

012impact of racism comes not primarily from people wearing white hoods or spray-painting swastikas but from the actions of people who would honestly never identify themselves as racist but whose acts have racist consequences nevertheless this is an important distinction in two ways first understanding this definition through understanding this definition we can move beyond that feeling that anytime were charged with racism that it's a personal attack because whether or not we intended to be racist isn't really the issue it's not whether we're racist as people it's whether our actions have racist impact by listening to affected people about how our consequences impact them we can make better progress than by protesting that that we're not one of those horrible people we can we can then begin to move on even more important however is that we need

013to look beyond our defensiveness into the larger structures that keep racism in place even if and especially if we as white people don't realize it in some ways as the Alberta Civil Liberties Research Center phrases it intentionality is irrelevant it's the effect or impact of the action on the target person or group that is to be considered and takes precedence and as Jamie OTT writes this is where listening becomes vitally important for our privilege can often shield us from understanding the impact of our actions if the impact of our actions is the furthering of oppression then that's all it that matters so I'm very glad to hear that there are more opportunities for us to listen to the voices of people of color and students of color and I hope that we can all continue

014moving forward in that in that area thanks you for your comments and we've got other comments from visitors this evening all right seeing then we'll continue on with our agenda oh I'm sorry please my name is Karen Francisco I live in Greenfield but I I don't know if you need my address 4936 South 65th I didn't expect to speak but I did want to attend this meeting because I live in Greenfield I'm very connected with Greendale the bubble of Milwaukee and I'd been very concerned and upset about what has happened since September and I have participated just recently in what is called a white privilege class and kind of reevaluated my whole situation this class was published in 2017 it's available online and since I wasn't prepared to be here I don't have anything to

015enter into the minutes or whatever but I could supply the superintendent with the website you can download all of the pages it has videos that are really eye-opening and expose your inherent experience your things you've learned things you need to unlearn and it would be a great resource for the board and for the teachers and resource people that you have in the community and I would highly recommend it so if maybe after this session I could get your email address and I could email you the information and peruse it at least just start out with the video links that they have they're very short they're very short and there maybe five minutes long so it doesn't take a lot of time to become aware thank you all right thank you for your comments and I'm

016gonna have Kitty go yep touch base with you real quickly ma'am kitty going to touch base with you to get your information so we can we can touch base alright any other comments from visitors this evening all right then at this time we'll continue on so one of the reasons why we're all here is we have a number of students and staff who we'd like to recognize for their achievements and the first group that we are going to be recognizing is our National Merit finalists from the high school class of 2019 so every year National Merit Scholarship Corporation was established in 1955 a time in which there was a concern that the United States was lagging behind in the Cold War scientific race but the public was indifferent to a rewarding intellectual accomplishment him so

017in response the National Merit Scholarship Program was founded to identify an honor scholastically talented American youth and to encourage them to develop their abilities to the fullest through this nationwide competition national merit scholarships are awarded to the program finalists and special scholarships are awarded to other high-performing participants who meet corporate sponsors eligibility criteria so this evening we have two finalists and one commended student so I will recognize all of them at the end we will invite them up for a photo opportunity so the first one that we'd like to recognize is Andrew Lynch he is a commended student and out of 1.6 million entrants his score was in the top 50,000 which equates to the top three percent while a student here in Greendale high school he's part of the band and orchestra and part

018of the drumline he's also been the National Honor Society a member of the high school bowling team and this this fall he'll be going to the University of Minnesota Twin Cities where he'll be studying aerospace engineering and one of his best memories of Greendale High School was participating on the tennis team so we'd like to congratulate Andrew Lynch the next student that we'd like to recognize is Ray and Orford and he's sitting behind the desk because he also helps us with the the technology here at our board meetings so Ray was a finalist so again out of over one and a half million participants his score was one of the best in the top 7,500 of those taking the test so that's in the top point five percent so in the past four years ray

019has also been a member of the the high school band and the National Honor Society and he'll be going to college in Tuscaloosa Alabama to the University of Alabama where he'll be studying math and computer science and one of his most favorite memories while here at the high school has been a member of the marching band so in congratulations ray and the third senior that we'd like to recognize this evening is Andrew wit Liars so again he is a finalist so out of those one and a half million entrants his score was one of the best in the top 0.5% Andrew was also part of the band National Honor Society and he'll be going to the uw-madison where he'll be studying material science and engineering and he to study one of his best memories at

020Greenville high school was being in the marching band so congratulations Andrew at this time we'd like to invite the three of you up for a photo and we've got certificates for you [Applause] okay and then we will be recognizing miss Teresa Kuchiki Alfonso so mrs. kersky is a high school Spanish teacher and world language curriculum facilitator for the k-12 in the district and this past year she was named the cap adjunct of the year for 2019 and cap is our cooperative academic partnership program with the UW system so the adjunct of the Year award highlights exemplary capped adjuncts in the area of academic content areas professional interactions and liaisons with students willingness to give of their time freely to impact Capp students in alignment of curriculum and pedagogical expertise in delivering college-level materials to our

021high school students so Teresa received her award at the cap spring workshop on Thursday April 11th at UW Oshkosh and this evening we'd like to recognize you and thank you for your work here at the high school [Applause] thank you all right sitting in their front row of the the public is we have six students who advanced to the state forensics tournament so at this time we like to recognize them for meddling in their category as well as senior McKayla Saronic received an additional special award for earning gold at state all four years so these students put a lot of time and effort into refining their pieces and delivering their best performances over the season so I'd like to congratulate and come off ur commendations each of the students and I'll read their names and

022as well as the category that they participated in so first of all we had Mary hag and ferry go for a go as she received a gold medal hassled amela Dean had participated in poetry where she received a silver award as I mentioned Mikayla saranac also participated in poetry and she received a gold this year and this is her fourth gold in a row so congratulations Lucy Ramsey participate in prose where she received the gold medal another pros participant was Abigail Graber who received a bronze this year and Alicia Garcia who competed in solo acting humorous and received a gold coach is there anything you want to add well congratulations [Applause] do it now all right and then the the next group of students that we're going to be recognizing and hopefully you'll be able

023to stay a rat stick around and hear their report these are our exchange students so these are students that come from abroad and episcopate with AFS and this year Greendale high school was fortunate to have two high school students the first one was from Tunisia I mean el-hadji and his host family was mr. and mrs. Smith so Sandra and Jody Smith but thank you and we'll hear your report later this evening and then the second student from Germany was Lin burka ben and her host family was Eric and Holly Miller so this evening so this evening both Lin and Amon will deliver a presentation in which they will include some background information and details of their past year here both at the school and with their families we'd like to recognize you and offer you

024a commendation [Applause] join [Laughter] [Applause] and as I mentioned we'll be hearing from our exchange students in a few moments so next on the agenda is approval of the regular meeting minutes of April 22nd I move approval of the regular meeting minutes from April 22nd as approved or as outlined in agenda item number five second there's been motion a second to approve the regular meeting minutes of April 22nd any further discussion then I call for a roll call vote yes yes yes yes and I am yes motion carries next on the agenda we've got some personnel items so we will be appointing and approving this new associate principal here at the Greendale high school as well as a new director of business services who will be replacing mr. hi yes key will be leaving us

025at the end of May any comments from administration or any questions from the board it just will let the board and community know we have two phenomenal administrators who are going to be joining us we have Jonathan Mitchell who's coming to us from st. Francis where he served as the director of business services there for six years so we're excited to have him filling Tod shoes moving forward they're big shoes to fill but I think Jonathan's going to do just fine and filling them and then in replacing miss Derek who's moving on to Canterbury Elementary School we have mr. Christopher del Ponte who is joining us from Waukesha School District where he did a lot of work with the STEM program and with a Career Academy yeah Waukesha West High School so when it comes

026to moving us forward with some of the career pathway work project-based learning work across our system he's going to be tremendous in helping us facilitate some of that work moving forward so we're excited to have both these individuals on our leadership team any other questions or comments alright then I'm looking for a motion to approve I move approval of the associate principal and director of business services for personnel in agenda item six second there's been a motion a second to approve personnel any further discussion when they call for a roll call vote yes yes yes yes and I'm yes motion carries so next on the agenda and thank you for sticking around we will be hearing from our two exchange students so we introduced them earlier so at this time I invite you both to

027this table right here where we've got some microphones that we can make sure that everyone can hear you so as I mentioned we have a student from Germany a student from Tunisia here this year okay sure so hello everyone my name is Eman and I'm the exchange student from Tunisia so to take all people resenting like it's gonna be quick it's gonna be if I hope hopefully it's gonna be fine we're gonna start by our personal background so you can know like from where we came from like some information about our personal life and stuff like that Oleg's gonna start yeah my name is my name is Lynn I am from Hamburg that's in Germany that's in the north and in Germany my family consists of my mom my stepmom my dad my stepdad and

028my little brother along so it's kind of a big family Here I am staying with Miss Miller and her family she is a health teacher in middle school and these are some pictures from my city and Germany it's a second second largest city in Germany so it's really big and yeah that's another picture so my turn so I'm a man I'm from th as I mentioned I'm 18 years old so I came from Sahin it's in Tunisia it's like when I were far away from the city some of the capital which is Tunis my Syria is like it's not as big as the capital but we have like really nice sightseeing like the mountains and like people know it for the food especially and for hiking as well so I'm hosted by the Smiths and

029my host sister goes to Greendale as well she's Darren Smith and she's a sophomore here but my family I have two brothers and two sisters I only have a younger sister all my other siblings are older than me my dad is an agricultural engineer who works for the ministry and my mother is a teacher she works in middle school she's a middle school teacher for science subjects and my to all my other brothers are whether studying or working my elder brother is an engineer he works in the capital my other brother is computer science engineer who works in Budapest Hungary my sister is a nurse and she works in Germany yeah so now we're gonna discuss why we came here you know why we decide to be an extension in the first place so the

030main reason that I decided to be next in the first place is to this experience other culture so we hear a lot about even from people that not like the same community or the same country you live in these other differences and these other cultures and especially the American culture we hear about a lot through like social media through TV shows and those kind of stuff so it was really interesting for me to see like what is the differences how people are different than us even though we live in the same world so I won't discover them by myself and give the experience and we came here to build lasting international friendships it's really nice to find friends from another country and I'm pretty sure that I will keep in touch with them and they're

031probably gonna visit me next year so I'm looking for that one other reason is to improve my English skills because English is not it's not spoken in Tunisia it's the third language we take it as in school so I've been taking it for five years now so it was one of the main reasons because I like language in general so one way to improve my English is to speak it and to be in the country that they only speak English so that's the way like the best way to practice and really learn the language so that's why I decided and we came here to challenge ourself being an exchange student is really fun but sometimes it's like really challenging and sometimes frustrating and yeah I I think it's really cool we say the life-changing experience

032as well because being like early on your own in a different country it definitely can change your life and the way you see like your perspective of like things and how things work so it's a life changing experience now we're going to talk about our experiences first I'm going to talk about the places I have seen I have been in Colorado and Florida in Colorado I have been with another exchange student he is from Italy and we stayed in Breckenridge that's near Denver and we stayed there for like five days and for Spring Break we travel to Florida we drove all the way down so it was a really long drive yeah but it was so much fun and it was such a great time and things that I like about the u.s. are the

033people everyone is so open-minded and really nice and everyone is so interested to learn about your culture and yeah I really like that I like the high school I all I enjoy all my classes and I'm a track and field and it's really nice to meet new people I also like the holidays I think it's like nice to experience another way how to celebrate for example Christmas and I like to learn about new traditions and yeah it's things that surprised me about the u.s. are for example that it's the same schedule every day so you have everyday the same classes in Germany every class it's like two hours long so each day is different another thing that surprised me about the u.s. is that everything is so far away from each other so you need

034a car to go grocery shopping something like that and in Germany I can just go to the next door and it's like five minutes away so I'm still trying to get used to that and another thing that surprised me about the u.s. is the relationships between students and teach in Germany for example the teachers are not allowed to call us by our first names so I have to call them by their last names and they have to do the same and here it's like way different so yeah it was interesting to see that I can't agree more with what she said so with the places that I've seen where I've been to Chicago Illinois it's actually my favorite place because it's super close it's I went I've been there like eight times now I went

035like last weekend I was in Orlando Florida I went to DC I went there for force for a workshop and I went to Indianapolis Indiana and actually I went to Virginia to I'm put there there and the things I tried for the first time I enjoyed so you know being exchange when you want to try new things that we don't really have so the things the first thing and my best thing I guess was skiing because skiing is not to think in Tunisia we don't really have snow it just snows in like really high mountains which I've never seen before like we don't go there so that was really actually a really good experience I went twice skiing and another thing is taking a sociology class so we don't really have those kind of classes

036in Tunisia we have like signs like any kind of like formal classes not like university classes so my sociology class was perfect I really liked it because it's my thing like we're talking about society and how culture and it helped me even to view it the American culture in a different way because that's why we study and of course the cheese curds and who doesn't so the things I was involved with is the marching band I was with the marching band I went to state I went to Nationals and they went to do march in Disney streets I was in the three running crew for both shows Harvey and Newsies and that's the picture from out last show Newsies that's me if can see me and I was it a French teacher Edie because I

037am fluent in French so it was really good experience I really enjoyed that class because I was like I saw how people are really interested in learning a different language I got really to help them so I felt like kind of doing something in my life I was in the campus life club as well I like the game so much I like how like they come together and they discuss stuff so that was a cool experience I was with teens with impact for the first semester I liked how like routines are trying like trying to make an actual impact and I love like all their programming and stuff I was amazing and I recently found the International Club in the school which like that's the highlight of my year actually and people actually came those

038are people from so it's actually fun and I have a picture here so that's our first meeting so it was actually nice and I got selected to go to a civil education workshop in DC and I got to spend the week in DC and to meet the Senators of Wisconsin and discuss for them about the exchange programs and because I'm a sponsored student so they kind of relate to those kind of stuff so that was a really cool experience and I got like the amazing magic of DC and all the stuff happening down there yes now we're going to go to the reflection yeah during our exchange here we have changed a lot for example we got more confident and we get out of our comfort zone express especially on our first day of high

039school that was really exciting to like talk to people and I'm studying English since 2 or 3 years in school so I couldn't really speak the language and yeah that was sometimes kind of frustrating but it was fun and we got more independent we have to face our challenges by sometimes by ourselves and we are not with our family with our family at home in our country and yeah then we gain more personal growth and we got more open-minded because we actually have to like go to people and talk to them and yeah I think we both changed a lot things I've learned my English go way better because I don't really get to speak it as I mentioned before how to face challenges I would say my life was kind of boring I don't

040really get challenges back in Tunisia because it's it the usual stuff you know you phrase them like you're high school first year of middle school and that's all so I really wanted like to be prepared for the person like the professional life because it's like there's more challenges than that so we learned how to do that because we face lots of challenges here definitely trying to adapt and to adjust with all the changes and appreciate the little things like I when I when I like I think backwards like we've taken things for granted lots of things that we just don't think about it and I actually appreciate you when I came here you all notice the little things that happen and that's that's nostalgia for me it's like things that makes you like really happy

041but you just never noticed before so yeah what's it when I have to go back to Germany I have two more years of high school left so I'm not sure what I want to be when I'm done with high school but I'm I would like to be a nurse I would like to do something to help people so I'm probably trying to find a scholarship to study abroad because I really enjoy my high gear here and yeah so but I'm not sure me as well I have two years more of high school and I go back because this year's the gap here for me doesn't count in my senior year I'll definitely apply for universities back in the u.s. I'll apply for the Ivy League's because I have like lots of friend who got in

042and they give really good scholarships Columbia in the first place because I want to study in New York and I'll definitely keep being an active member as an aluminized like an exchange student because we are expected like to take our experience what we learned here and apply them to our own countries and share our experience as well so definitely be doing that and keep busy like always questions if you have any questions thank you for coming this evening I think Greendale schools are richer to have students like you coming and spending the whole year it was very interesting to see what what surprised you and what we're some memories any comments or questions from any of the board how did the clubs and sports differ from your home country compared to what you saw here

043at Greendale we would call them extracurriculars so and Tunisia is a little bit different we don't really believe in extracurricular because we focus more on the academic like face of studies so it's really rare in my school different definitely I was the founder of the two clubs the only two clubs in the whole high school so people tend more to focus on like the studies the actual classes and forget to do those kind of stuff because I would I would understand because we study from 8 to 12 and then 2006 so it's the whole day studying so people don't have ready to do extracurricular activities and join clubs so for me it was amazing I was like I have all the like the whole afternoon for myself and to join clubs and do what I

044enjoy so yeah yeah in Germany it's kind of the same we don't really have school sports and activity in school we just have like our classes that we have to do and if you want to like do sports we have to find craps outside of the school right well first of all I want to thank you for coming tonight both of you are extremely fluent in English so I'm very impressed and you said that you were not even speaking the language very much at the beginning of the year so I just want to say hats off to you very very nice you've really shared a lot with us tonight and it was very easy to understand I was just wondering what your biggest challenge was when you came here I know you said it was

045stepping outside of your comfort zone a little what was that biggest challenge for you and and how did you overcome it if you don't mind sharing either one of you I would say making a friends was kind of hard for me because here people especially maybe it's specific to Greendale like they go together to the same law school same high school and you know like the groom's the club's already formed and it's hard to get integrated like for people who don't really know each other but for me I overcome it I mean I made friends I even went to different high schools and I still have friends with them I went to prom with them too so at first it's easy it's it doesn't it's not easy I mean it's hard because people don't know

046you and they need to get used to you first and for me it's like I had my own groups back in Tunisia so that you have your own friends and in a sudden like you're alone so that was like I would say the hardest challenge yeah I think for me it's the same like when I came here I couldn't really speak English and when I actually started talking about my culture and about the country I'm come from people got really interested and yeah that was like like really great that everyone is so nice and so interested to learn and you know there are something about your culture thank you any other comments again thank you for sharing your experience with us tonight I'm glad there was a positive an overall positive experience Sal you had

047some some great opportunities at the high school so thank you for sharing that thank you so much for having us right at this time we will continue on next item on our agenda will be hearing of the annual social emotional wellness report all right so hopefully you've all had a chance to take a look at the report that I wrote up but I just pulled out a few highlights from the report to go over with you tonight and then certainly take any questions or other feedback that you have so social-emotional learning well so what is social-emotional learning this definition that really explains it pretty succinctly this is taken from you'll find this in a number of places the Department of Public Instruction the castle organization and so on sometimes we refer to these the social-emotional

048learning skills as soft skills but the term soft skills can almost downplays the importance of these skills they're really they're essential to success within schools the workplace are our students personal lives and when we think about as we do in Greendale educating the whole child they're just they are critical to to that responsibility of educating the whole child one of the probably the most well known and respected organizations around the work of SEL is Castle the collaborative for academic social and emotional learning what Castle has done as you can see by their model they've taken social-emotional learning skills and they've grouped them into the five domains of self-awareness and self-management so sort of that self peace how do i how do i how do I recognize the feelings and myself how do I maintain my

049self-regulation for example and then the other piece is how do I interact with others what are my skills around social awareness and building relationships and ultimately the ultimate goal is that students or adults will make responsible decisions when those things are integrated together each of those domains is broken down into smaller components as well so what Wisconsin has done they took a little bit different approach many other states really have embraced fully the castle model and and those domains Wisconsin way back in 2003 developed something called the Wisconsin model early learning Standells standards or we call them the women's and that's for early childhood students so I believe it's ages birth to six or seven and those were so those were in place for a very long time in Wisconsin in that regard we are

050see it was well ahead of the game for those for those youngest students the Department of Public Instruction took those standards and then after those standards were developed the Madison School District developed their own competencies our learning standards and they expanded that up through 12th grade so it's what Wisconsin did with a work team was they took those early learning standards and the Madison and they together they put those together and they developed the Wisconsin SEL competencies so the Wisconsin competencies they use the framework that the Wisconsin the early learning standards used which was really around just three domains instead of the five from Castle so emotional development self-concept and social competence those existed since 2003 but through this work team from dpi they have now taken those and they've expanded that up through adulthood

051and they've broken them down into grade bands six grade bands and within each of those grade bands there are believe twenty-four competencies they purposely and this is actually this that picture is a picture of them the booklet that has everything included in it and they purposely called them compensate competencies rather than standards because they are optional for districts unlike the state standards which we are expected to implement competencies are voluntary so if it's voluntary why why are we doing it why are we focusing on that first of all I think first and foremost when we talk about the mental health framework in Wisconsin which we have talks about before it's part of a complete mental health framework starting at that very beginning level that we do for all students developing those competencies as universal instruction

052building on that solid foundation to help our students develop into healthy adults and all in all respects another reason for SEL is there's research to show that it has a positive impact on on students 11% increase in academic achievement 59% of managers have indicated in surveys that they look for those soft skills and their new hires about $11 return for every dollar invested in social-emotional learning development and 93% of teachers reported as very or fairly important in schools so there's a lot of positive impact from SEL we also have had some areas of concern in Greendale not unlike other districts around the country this is data that was shared in the past around our school the youth risk behavior survey and some of those areas that were a concern when we completed that survey last

053year the same was true of the middle school YRBS we had some areas that we were concerned about students who are feeling anxious not feeling safe students who are having suicidal ideation and so on and the elementary level we don't use something like the YRBS but more from our students tutor engagement survey the comments or the question in this school students are kind to each other was one of the lowest ranking items so that's another reason we want to improve those skills and then some anecdotal concerns the recent racial incidents that we've had comments that have been made videos that absurdist indicate to us that our students are not always able to make those responsible decisions so what can we do to improve that we've also had a lot of over the years an increase

054request for pupil services support student people services staff increases to deal with the the intensity the number and the intensity of students who are coming with some rather significant social emotional challenges mental health related so what can we do before they get to that point to help resolve those those things for them help them resolve those issues so what have we been doing we started out with some professional development now we have we have staff who know a lot about social-emotional learning we have people who that's their area of expertise and we have people who this was kind of a new concept in that it was not something that they had heard directly of so we started out in the fall with a universal training by an individual named Jim better just on what is

055SEL let's develop that Universal understanding of of social-emotional learning we also created a leadership team that is representative of all five schools as well as the health department and we have a parent representative and members of the district office administrative team the goal of that team which will continue next year as well as where we're working on developing a coordinated comprehensive approach to SEL within the schools and bringing that on into the community as well and we've been meeting monthly and much of what we've done this year is we have shared what's currently being done we've looked for areas of alignment where are we already aligned and where are there opportunities for alignment those have been some key pieces of what we've done this year some of the things that are new to us this

056year is addressing the unconscious pilot but we had a workshop on addressing unconscious bias just recently in April where we brought in nurturing diversity partners to examine our own thinking and understanding of marginalization of individuals historically and how that impacts perceptions and attitudes even today we did that and along with that we provided some training in a framework called speak up at school the other thing that we're very excited about is sources of strength and that's something that we've started at we started at the high school and what sources of strength does is each of these each of the pieces of that pie represents a source of strength for example one once one source of strength may be someone's family healthy activities spirituality I said healthy activities I won't try to say all I want

057to recite all of a positive friends for example and how to end students or at origins but how do we use those strengths to help help us be resilient and healthy and how can we build upon those strengths to to have even more resilience and strength it started out as a suicide prevention program but it's really much much broader than that but has a positive impact on really all students I'm going to show you a clip of something that they hopefully so our student it's really it's very much peer led through adult adult advisors help and this is they're going to be reading the the what would you call that girls the it's their mission statement it's their mission statement and they do it in a very unique way we are sources of strength we

058are a group of diverse students and adults from many different corners and coaches of our school and community when you believe that life has ups and downs that all of us will go through the good times and tough times our mission is to ensure that during the rough times no one gets so overwhelmed or hopeless that they want to give up our mission is to spread hope help and strength into every corner of our community our mission is to help students and staff turn to their strengths and their supports that are all around we are connectors to help and strengthen our mission recognizes that our voice has great power and use it to break the silence when someone is struggling and to connect them to the help they need and deserve we spread hope by

059focusing on thorn or friends rather than on stories of trauma we know her most powerful impact comes from our personal actions conversations and messages that use our music our our writing our activities our social media our culture and our voice this gives life for others we are sources of strength [Music] so that was one of the first activities they've done one of the very first activities the sources of strength peer leaders did I think that sources of strength is comprehensive enough that at some point next year it would be great to highlight that and have students come and tell you about some of their firsthand experiences of it what's next district-wide some of the work that we will be doing is we will be continuing to understand the learning progressions of SEL so really the

060work around those Wisconsin competencies and be coming from more familiar with those as well as the pedagogy of SEL what are appropriate strategies to move students from one learning progression to the next we will be looking at social emotional learning assessment tools how do we measure how our students are doing and how we are improving those outcomes we also know that project-based learning has many components of social-emotional learning skills and will be a very important part of the work that we do in helping our students develop those and apply in particular it's an opportunity to apply those social-emotional learning skills so we'll be exploring how those two integrate by prior to the end of next school year we will have reviewed and begun piloting some SEL specific curriculum at the elementary level middle school they

061will be implementing sources of strength they are planning to kick that off in October of next year and they have also investigated an intervention that helps to improve upon students social-emotional learning for those students who are struggling called collaborative proactive solutions there's a group of middle school staff who are going to a training this summer high school will continue to expand the sources of strength they'll be developing more peer leaders and continuing that work and in the community I think one of the things that we'll be looking at is is there a way for us or what are some ways that we can move this into the community for example not to say that this would be it happened but one of the things we could explore is sources of strength is something that could

062be used in it's not designed just for schools it's designed for churches and youth groups and other community organizations so would that be something that any other agencies in our community would be interested in the the Health Department has done quite a bit around teaching some of the mental health frameworks and suicide prevention so continuing that relationship with them to do some of that work as well are just some of the things that we have in mind for moving forward so that's a snapshot of a lot of work that's been done they have questions before we get questions from the board any or Emma any thoughts based upon some of your participation experience yeah so it's um kind of hard to say just because we still are in the really early implementation stages of sources

063of strength so it's hard to speak on any sort of long-term student wellness impacts as of right now um I think a really positive thing about sources of strength is when you go there like you really see that they've brought people in from a lot of different social circles part of the goal was to have some peer leaders that are connected to the majority of the school and to really get that impact out there by doing that which is really cool and in spending time in that group um you really get to meet and like experience or hear the experiences of people who you wouldn't necessarily have classes with or wouldn't necessarily be in the same extracurriculars as so that was really cool um we've missed a lot of school for it and it's not

064easy to really bring those experiences as like my experience from a peer leader standpoint it's not really easy to bring those experiences to the entire school quite yet but that's definitely something that we've been talking to our staff leaders about and it's kind of being reformed and real like we're taking our experience expiry from this year and really taking that as learning and really building on it and I think that's another unique thing about this program is you have a lot of really dedicated staff leaders so we really know that it's not something that's gonna graduate out or it's not really something that's going to stay kind of complacent because that's the way it's always been we have a lot of really dedicated staff members who have put a lot of time and effort into

065this program because obviously the intent of it is really impactful also another thing that I have seen from this program is that it's just brought the conversation into the classroom a lot more than it was before for example in my math class we had a announcement at the beginning of the school day about sources of strength week last week and a couple of kids were just like what's going on like what is sources of strength like what are what are we even doing why are there eggs around the school and so that kind of gave the peer leaders in the room the opportunity to be like this is what sources of strength is we're here like if you have any questions or if you want to kind of have an active role in sources of

066strength or the planning of it and everything like that so that's something that I've really seen the positive effects from something that I think we all want to work on for next year and like building this program is really digging deeper into the different programs that other schools have done and the feed the feedback that those programs have gotten from students from the student perspective because right now we're really just kind of getting the word out and making sure that people can identify the name but digging deeper into the mental health impact I think it's going to be really important for it next year and then did this year yeah there's also an this sure the April pioneer Outlook there's an article that some of the students wrote about sources of strength so you might

067find that interesting so I guess I'm it's not clear to me how many students are reached through sources of strength well hun hundred percent of the students will be reached through sources of strength about eventually eventually I believe that we would be at um yeah it's about ten percent other ten percent of the student body will eventually be peer leaders okay so okay I guess I guess I'm missing something so it's the week was mentioned so so well when is this or how is this being implemented it's not good so the what sources of strength peer leaders will do is they will create campaigns and sources of strength the organization has campaigns for them to implement let me I'll pull that up but is it correct to say that the time that's been spent has

068been training those peer leaders so that they understand the program and understand it's been both so the peer leader the the peer the adult advisors had a one-day training on how to be adult advisor and then the peer leaders had a full day of training that was pretty intense I would say and it was really one of the most amazing experiences of my career bringing these students from all different groups together to examine their own sources of strength and learn about sources of strength then they came back and about every two weeks or so is there a new campaign about every two weeks yeah so um the every two weeks to a month um there's a different campaign and we basically so after our training our first initiative for this year as it's like a

069really new organization was just kind of getting the word out and making sure that P in not only our social circles but around the school could identify us as peer leaders and know who to turn to for more information and then also know that this is an available resource if they are struggling and they don't feel comfortable coming to any like adults in their lives or any other resources that they always have their peers who are here to help and so basically from there we split up into groups to have different initiatives so obviously like in our first training we had identified our strengths and so like for example I was in the group where we were doing presentations so when there was an initiative to help advertise for sources of strength and really um

070get and get its meaning out there we were the ones who would like we presented at lunch and we would present in front of the school to get more of that information out so basically for our spirit week we were hoping to draw and do like a larger version of what we did at our one-day training which was we were examining our own strengths and really focusing on gratitude in our lives and what are some struggles in our lives and how can we use our strengths to really combat that so we wanted to do that on a higher level with our entire school so each of the days were kind of distinguished as like one of the days of the little like pie thing and so each day we were drawing our peers attention to

071a different like source of strength in their life so for example one of the days was mindfulness so that it was like a spirit week and then in the morning as Emma mentioned there was time for gratitude where we just really thought about what we were grateful for and there were continuing initiatives like that where it's just really bringing to mind the strengths and our peers lives so that's basically the structure of it so far if that answers your question and what we've been up to was that I think I saw something on that with the chemistry class or something that was an example okay yeah that was on Facebook so one thing I wanted to point out is I think it's really nice that and I don't know if you would call this a

072program but it's more of a lifestyle hopefully that it seems like you're focusing and the students probably can speak to this most but you're focusing on those that our strengths in your life I think in this day and age with trauma-informed care and so forth it seems like we've been doing a lot to focus on what's not working yes and so it's nice to hear and maybe from your perspective it has that been a little more empowering for you as students to kind of focus on those things that are working for you yes so um that's been really empowering for me in my life for example I have like anxiety around tests like it make me very nervous and it's AP exam week so I finished up my multiple-choice today a little bit early and

073I started a list of the things I was grateful for because that's something that we did based off of this training and that's something that we did in classrooms based off of the announcement like teachers would bring that incorporate that into our classroom and that's something that really works for me and I'm just really appreciative to have some of those strategies especially um I mean this is the type of thing that really expands beyond high school like I'm always going to be able to come back to these strategies when you know I'm struggling or when I see somebody else in my life struggling something that has been really important for me and seeing how the teachers are involved because in the past like I know with teens of impact our leader of teens is Miss

074Miller I love her but she's not around she's it doesn't work at the high school and so to have so many adult advisors it just opens up more discussion and makes students feel like not only do the kids know what's going on but the teachers know what's going on too and I just think that that has been the most like important thing for me to see because we can do as much as we can but if the teachers aren't on board as well it doesn't work so well in one of the alarming numbers I saw in here was a thirty point five percent of students did either didn't agree strongly or agree that this was a place that they felt they belong and so I would hope through this experience you're able to think of

075the things that make you wanna belong to I mean is that does that come out of this as well then or were you able to even tap in that did they look at these numbers as well then I don't know if the students have seen those are not we didn't share those specifically with the students but when I brought up here that you can see these are the campaigns well that's what they call these initiatives or these campaigns one of them is and I believe that there was some talk about having this we belong be one of the things that happens at the beginning of the next school year knowing that it's difficult for any students and when they're starting at high school and we we've we've heard how how it can be even more

076difficult for students who didn't and we have a fair number of kids who come just at the high school point for ninth grade and so this there will be this whole we belong campaign no matter who you are or what your background is or what your interests you belong here in Greendale and then sources of strength provide some resources and some I some ideas of so steps to running a we belong campaign and then those peer leaders will really decide what do we want this campaign to look like here at Greendale high school and then they will work to get that out the adult advisors will guide them but there it is really wouldn't you say I'm like you guys really are doing the work so yeah it's student driven but I'd also say that

077on the adult advisors are a really great resource like we have a specific adult advisor for each one of our separate groups and um not only does it kind of keep us on task like we have kind of a more unified goal I'd say than if it was like completely student yeah yeah but it also just really helps us like build it more productively just because we have that sense of like this isn't just a temporary thing mm-hmm right oh go ahead what's been the reception from the students knowledge you started to roll this out a little bit um well so we that's part of the challenge of having like a new organization in general in our school um it it's hard to tell beyond the people who I've talked to because um obviously when

078I'm talking to people about source of strength it's usually like oh what is that and I have a lot of information then they know but um we like to we are talking a little bit about this in my individual group we'd like to kind of gauge more on a whole scale from the student body about what their general thoughts about it are and like how they feel in terms of being informed and things like that but it's hard to tell on a case by case basis because whenever people have questions I'm like answer I think right now as Annie said we've only really gotten at the surface level of what sources strength sources of strength is about and so to say that this has reached everybody would be an overstatement for sure and so I

079just think that that is just something to motivate us and keep us centered for next year's goals yeah and I think an important piece of reaching all the students is how the peer leaders are selected so it's it's um so it's a very thoughtful process and teachers are asked to nominate students but not just the students that you might typically that might typically stand out as leaders so we have students you know like our to student board members who are very active and involved we also have students who aren't and they may be the ones who are have a smaller group of friends or students who might be one of those students who indicate I don't feel comfortable in this school I don't feel that I belong and they very thoughtfully picking students based on

080some of these criteria take-it representation from every student group and then and some of those students who they are friends with everyone and they've all these connections and they connect various groups it's really it wasn't really built on the use social networking theory as their process so it really is a way to maximize our opportunity that every student will be touched in some way because of the way those peer leaders are selected and then when we grow and we increase the number of peer leaders that then expands that even further when does the youth the why RBS take places at annual thing or is it every well it snows every two years it used to be I think districts were able to do it if they wanted to but now it's really just every two

081years so it was just given or that did that because it's a state or a national survey national survey right let's take one day it's it's so so it'll be given than this coming ball okay so it'll be another data point to kind of show its correctness to the SEL yeah yeah there can be a delay I don't know how quickly we get it there's a bit of a delay before we get those results but and is this kind of comparable data to what we're seeing in other districts and the reason I ask is I work with universities every day for my work and one of the biggest areas that people are putting energy money effort is around student support services in every University I talked to that's the number one thing that comes up

082with presidents other groups around where they're putting energy and money from a university perspective and so I'm assuming that these numbers are not Greendale centric that this is pretty typical what we're seeing which is a little bit scary to be honest I agree across the I think that our results and particularly in this this last time we did it we're we're somewhat better than the state average but we're not great yeah well and - I loved your some of your commentary and I just had some thoughts that I want to throw out with with regards to I agree with you I think project-based learning can be an interesting methodology to kind of wrap around this one of the important parts of project-based learning is reflection which ties into a lot of the things that we

083talked about today but there's also a really interesting program that I got to learn about and work with the creators of from the Stanford d.school called designing your life so they created a program it's actually the largest course taking elective course taken at Stanford now and they turned it into not only designing your life but designing your Stanford so they use the design process to create and kind of organize students around the things that they want to do and it's an adaptive process that you continuously design and you own as a student so that might be an interesting way to kind of bring that student-centered ownership component to bear then you can tie that with some of the more holistic components that seem to be coming out of the sources of strength and then just

084one other observation sorry was the when I looked at the the frameworks right now for castle there's a really interesting framework that I've seen adapted pretty strongly in different settings everything from educational settings to industry settings military so on and so forth there's a Jubilee Center out of actual United Kingdom that created a Center a framework for character formation and a lot of the things that tied into what I saw in the castle area and instead of calling it responsible decision-making they call it practical wisdom they highlight kind of the four major buckets of character formation and then making intentional around not just focusing on one or the other because often in schools we focus in on intellectual and performance both characters but we don't focus in on moral or civic as much as maybe

085we could and so those seem to be may be opportunities for implementation of some of these different strategies as well as you're looking at programs or even frameworks or exemplars because I think that's one of the things quite evident here you're you know went to some exemplar schools you've seen some really good training and we've done some we've looked at some of the character ed work there certainly is all a lot of similarities and crossovers the other piece along those same lines is alignment of our years ago we developed our attributes of a Greendale graduate and there is some crossover there as well and we've very recently talked about per looking at those again and aligning them with the social-emotional learning framework and you know we created that before where the other districts were doing

086that and now maybe we I think we have more information about how we might align some of those things but it's all it's all so similar hmm and the other thing that you can't separate is social-emotional learning in equity yes I love the co-creation approach I think that's the right approach I mean you look at the things that actually work and stick is the ownership I think it's a little bit different than if you said hey implement this from a student perspective so thanks for taking on the not so easy tasks and doing the work to really you know be the exemplars for your your peers to come every single year if I could add an e you touched on a little more but both of you I think through through just sharing with us

087are able you were able to give examples of how this actually has impacted you personally and as Colleen as you mentioned possibly moving down the road we'll hear back from some more students because I think as as you said any for one I see both of them a lot of times when we're on the weekends are getting ready for the weekend and you were both studying the other day and I would have had no no sense that you were really stressing out but then from what you just said you were able to use some of these strategies and I think I'm just hearing you say that you're able to implement that my hope is that for all students that they're able to do that and so I appreciate it both of you sharing tonight because

088that kind of gives us a sense on how this can be gauged thank you and also thank you to you the leaders are really grateful to the wonderful staff members that we have as part of this and I think that that's the collaboration that we have is what makes this program really special so thank you for the time and effort that you put into it absolutely it's been you know I've been able to participate here and there and it's really amazing to watch so did you go off you went off grounds for this training correct we used to say now the community center because we needed a large space and then I came to one of their planning meetings which we started by they start out with something fun they do some sharing and then

089they do some work we started out we were over there and we you partnered up with somebody then you went to opposite sides of the room and you closed your eyes or you decided on an animal noise alright and then you and then you went to opposite sides of the room and you had to find close your eyes and find your partner taking an animal noise oh it was talk about getting out of my comfort zone being vulnerable its right is there any thought to pursuing any kind of DBT curriculum dialectical behavior therapy seems like it would build off this pretty well I'm not familiar with curriculum DBT curriculum I'm familiar with gbt therapy right and I think that our some of our pupil services team has some experience with that and they may use

090that to some extent I think we just have to investigate whether or not that turn moves more into a therapeutic approach beyond what a school would be providing the Jefferson School District uses it and who uses it you know we think the Jefferson school to do specific schools no I mean the are the pupil services members are in charge of their program and I'll be interesting to learn more about wait phone tag with that person today get specifics before tonight but I wasn't able to I do know that for example Aaron at the middle school and Trish Gilpin are familiar with it we just we purchased a resource book about it this is the school year yeah I think it would be helpful considering the as Thor mentioned the troubling data is there specific data

091collected on this program that we can compare one year versus the other in terms of the student body beyond surveys you mean sources of strength yeah well in other words how do we know it's working how do we know what well better than the other I think that's one of the reasons that we'll be examining social-emotional learning assessment tools is we don't have we have the YRBS we have other and we have academic achievement and when we anticipate this it will have a positive impact on all of those things so that will be correlational not causation but those would be some of the those would be the things that we would look at for certain because we already have those but we have we we will eventually be selecting another so there are Universal screening

092tools that we could use to examine examine those those things for with students as well and lastly are some any plans to train support staff on these and they've been included in all of the professional development that we've offered and we do have some support staff for example one of the peer advisors is the guidance secretary right I'm not yeah appeared the adult advisors mm-hmm one other random note of last week I was in San Francisco with a advisory panel that's developing and next Genesis Minh for Project Lead the Way and one of the things that they're going to be extracting from assessment is all the SEL components that tie into that so the transportable skills as they call them versus the soft skills and so they're actually going to kind of highlight as part

093of that and their buildings constructs around each one of those different areas with experts from across the country so some really cool fun conversations over three days that I was able to participate in I met Berkeley and then with 23 other experts from across the country and this one is focused on creativity and critical thinking but they're doing it on all different aspects of that so I'll keep you all the breast of more to come on that but they're really trying to turn assessment on its head a little bit which would be a fun way to kind of incorporate this more holistically versus you know as a here's an assessment that we're going to tie in with the survey or so you know some other component but as it could have tie into something else

094that's already happening within the classroom all right any other comments please I'm back to what you were saying about measuring like the effect of sources of strength I think that's something that has just kind of come to my mind is having students compile like their own personal testimonial of the effect of person of sources of strength and because like as we said before like if you look like at the lunch tables or whatever when you walk into a sources of strength meaning you can really see how each group and social group and whatever is represented like within the group so I think having those testimonials could be a really good measure of the effects of it because obviously if we have representation from each social group then we can see where it is effective and

095where it isn't and where we can grow because if we encourage students to focus on the positive parts but also where we can improve then that won't get lost in our big group meetings good comment all right then continuing on with the agenda next item on the agenda is the professional development so in 2017-18 during the 2017-18 school year we developed a professional development framework that we called the strategic learning plan for teachers and the purpose of that was to guide professional development in alignment with our strategic plan so that is linked and you'll see you saw that linked in the report and is put in front of teachers on a regular basis as we're talking about why and making decisions so there are five areas of strategic learning for our teachers the first is

096project-based learning which you've heard a lot about this year that's very specifically named in the strategic plan the second is workshops which is part of personalization so project-based learning is specifically mentioned in the strategic plan as a methodology to personalize learning and the reading and writing workshop is another way to personalize learning that's a very focused and specific tailored form of project-based learning but that's not what they call it the other area is equity through inclusive processes so that sense of belonging and engagement for all students and then we have two that are part of using data to improve and technology integration so just to walk you through how we go about planning for professional development so what you saw in the report was a series of tools that we use for delivery methods for

097professional development in deciding what's offered in that professional development or following this continuum of learning for each of the priority areas so for project-based learning where our goal is to move teachers towards implementation and so some of the early stuff that we were doing around professional development was building awareness and understanding of what project-based learning is this school year a lot of our teachers that have the initial training and understanding are applying for the first time and some have really moved into implementation which is what you heard at the last board meeting around project-based learning where they were talking about examples of implementation and how they were moving forward in that on that continuum so we have Universal professional development that happens for all teachers throughout the years so this year at the elementary level

098there were two professional development days where project-based learning was the focus and we were really focusing on that application to implementation phase as we were reflecting on projects and doing some work in that space in the summer teachers have a lot more choice but we're focusing their choices by working within these frameworks of the strategic learning plan so we have a series of workshops that are highlighted as project-based learning workshops so for example one of the project-based learning workshops is around making products public which is one of the essential elements of the eight essential design elements and how do you use technology to make products public and you saw lis burisch present on that with how she made the projects public through the Google Sites and through video voice over that students created so she

099and one of her team members are going to present how you go about using that tool to make products public as a workshop over summer so I just wanted you to see how the strategic the teacher strategic learning plan is really helping us to design not just required learning but also choice learning so that teachers have that ability to make choices in their own learning to move along that continuum this continuum is also presented at staff meetings so as the principals are working through it's time to set your goals for the school year we have a scorecard for the superintendent the principals and all of the administrators are supporting that scorecard with our own goals and teachers as well through their SLO s and their PPG's are supporting the school goal which in turn supports

100the district goal so each of the principals at some time in September or October reviewed this continuum and talked about their focus on that continuum of what they valued so that as teachers were setting their student learning objectives and their professional practice goals that these were fresh in their mind and they're choosing one of these Continuum's to really focus their learning for the year in addition when we're calibrating for our observations within educator effectiveness so every teacher is observed in the summative year three times informally one time formally some of these components of strategic moves that teachers make in implementation of the workshop or a project-based learning are on their radar and areas that they're commenting on and providing feedback on and suggestions for improvement when they're doing those formal observations and having conversations so

101in addition to what you're seeing about the structures for delivery of professional development there's a back side where there's some coaching happening from the principals and administrators who are evaluating teachers and it's informing goal-setting and observations last year you heard a little bit about the learning walks that were happening at the elementary level where teams were going out and then they were noticing things there have been fewer of those this year and we want to refresh those and make sure that we have those happening more frequently but one of the things that they're doing is they're doing that learning walk in a different way so for example with the workshop this year one of the schools is looking at components of the workshop that are missing so at the beginning of the year as we

102were looking at the implementation and we were looking at the routines and the rituals within the classroom and we are talking about the share time so here small group work schedules conferences and share time there's three points in the in the workshop in which the entire class is taught the mini lesson which our teachers do religiously and faithfully the Midd workshop interruption where they just interrupt the class in the middle and say hey I've noticed and this is where you can go and they redirect the reading and the focus and the reading and then at the end of the workshop they will call it together do a quick share time what was happening as teachers were forgetting that mid workshop interruption and that shared time at the end that was noticed in the learning walks

103that were done last year so as we were looking at the goals for the school year on the scorecard and we were looking at improving reading performance one of the things that was discussed is one of the potential causes or one of the potential strategies was to make sure that every time that we are teaching the whole group those three strategies in the workshop we're being executed so our classroom teachers have been self-monitoring every day did I do the mid workshop interruption did I do the sharing and they're collecting it on a form and what we've learned as they're looking at it they recognized that in the first month of school they were one of the school's said 60% of the time we're doing the mid workshop interruption and the end of end of workshop

104sharing time so our goal is to increase that to 80 percent so 80 percent of the time we want to do that and so they continue each month to track are we doing that so in some way that is coming back and measuring are we doing what is fidelity or are we fully implementing what we said we're going to be doing that we've learned how to do and as of the middle of the year we were seeing that they were at about seventy eight percent seventy eight percent so really specific number but in fact that's where they were because they they are tracking how many days that they were doing it multiplied by the number of teachers in this school so just a little bit of information on how we're kind of checking back to

105make sure that we're making progress on this continuum within the framework so this summer workshops opportunities and summer cohorts are out you see that we're offering project-based learning 101 again this summer today we have nine teachers registered so we're gonna give a little push to get the rest of them out there and then we have a VM R which is a math support deepening understanding that in that space for supporting math learning and then there was a reading one as well that's being offered by the Teachers College but at this time all of the teachers are on a waitlist because it's full so those are the cohorts that are being offered and then we have quite a few workshops that you had a chance to see and summer professional learning that they got on the

106first Friday in April and then again last Friday so they'll be registering for workshops soon and with that I'll take questions comments or questions the different Continuum's work are those things that were kind of crafted specifically you know how did those come about I guess so um there's quite a few districts that will have what they call a playbook and so when we had the when we when vision 2020 was established we went back to say what can teachers do what PlayBook do they have and the curriculum facilitators really examined some of the language so there were a couple of things that evolved from the teachers in terms of how they'd be motivated to practice so a lot of the models that we looked at they'd be columns of one two three four and the

107teacher said you know what a playbook makes me feel like if I don't do it I'm going to be fired and there's a lot of pressure to do it like immediately so what they talked about was the saturation of color a continuum from awareness to implementation rather than these numbers that make them feel graded and scored and they'll move faster through the continuum when they're seeking to implement and be at a saturation of color so these all came from the research and the professional development that we knew was coming so you see the eight essential design elements which come out of the buck Institute and so the saturation of color is when were there and then it was developed from there so that it's research-based but this is our language in terms of what's expected

108it was really nice to see the consistency to across the different approaches right so you can workshops which obviously are some adaptation of project-based learning this is something you want to look for how does that translate to this essentially the rubric right you're maybe going yeah this is essentially a rubric for a teacher teacher implementation of specific tools but it is less threatening to call it pattern of development and a continuum and and that was by teacher feedback that we designed it that way I like the freedom of I guess being innovative when once you get to the implementation strategy because it's now you feel comfortable you know you're kind of doing bringing that student choice into the conversation so right yes so one thing I noticed were you know I know it's a difficult

109thing in the summer time because obviously teachers schedules are all over how do you go about determining when these offerings are gonna be and do you survey them to fight yeah we surveyed teachers in February knowing it was going to be a short summer we typically offer the workshop week the week before the meet your teacher and the opening day but knowing that that was going to put them in the first week of August we surveyed teachers we gave them the option of the week after school at out the week of April August fifth or the week of August 12th and gave them some information on what was there the week of August 12th was 50% of the staff voted for that 35% voted for the week school at out and so that's why you

110see a Custer of two on two days in June and two days in August I didn't want to make that inference myself but I was looking at it and thinking that you probably gathered yes so we surveyed teachers and I have a feeling that once they figure out that they can't get into their classrooms until they talk they're gonna regret not picking the week of the fifth but I did ask this is I do like the layout of this and it's just it really I mean it kind of gives you that progression and gives you an understanding of how how this all works and where you get from point A to point B if you will or yeah but I think I think it's the visuals that I'm seeing here as an educator myself I

111think this is really kind of spells it out so thank you for sharing this yeah so last week we had a presentation from Highland View with inclusion and the special ed teachers obviously were a big part of that in the elementary level I know a big issue in our schools is our special ed teachers having collaboration time regular ed so where do we stand for next year or what efforts are being made so that they have that collaboration time with the regular ed teachers the there's a couple of things that happen not just with special education but there are blocked times for our reading interventionists and our math interventionists that once every four weeks or every six weeks that there is the this common collaboration time that they're using a format for but you've talked

112more with special education in terms of that a lot of it will hinge on on the schedule of the special schedules so as those get laid out that shows us where we'll have that opportunity it's a challenge because they will are our numbers are such that our special ed teachers although they're their castles are are low or relatively low compared to our neighboring districts or certainly at the lower end of those they'll still they may still have multiple grade levels because you might have a teacher may only have six students or you know 678 that's not a big caseload not an overwhelming caseload but that might be at two grade levels or three grade level so it's a challenge that we're always trying to solve and much of it well as I said it will

113result it will revolve around the special schedules so at the secondary level the school day is longer and so they're planning there's more planning time built between the beginning of the student day and the end of the student day whereas the elementary schedule is shorter then an elementary day is shorter than a middle school or high school day and so one of their planning periods is within the timeframe that students are in school but the other planning period if you look at the traditional sense of planning periods is before school or after school and so those are unobstructed by student contact but those times do fill up with meetings and other things that are there but technically at the elementary level that before school is part of their built-in planning time so John what you're

114hearing is that there's no easy answer in terms of trying to build in that collaborative planning time what a lot of districts have done is they've gone to an early release late start type of model that allows for that collaborative planning time among teams and you do some sort of rotation then every week it may be a different team there you're responsible for but without some of that it's a matter of really taking a look at the time we do have and trying to squeeze it in there given a lot of other variables that are tough to navigate through as well you did something that I was I had an early release time we had a late start for a long period of time and about six years ago we adjusted the calendar and in

115so doing surveyed parents and parents said if we leave our house we want our kids there all day this early start early release late start is very difficult for us and that's when we shifted our schedule to have six full days where if students come to school they're here for the full day the only half-day that exists at the elementary and the middle school level is the last day of school otherwise it's a full schedule and that was because parents say it's it's very difficult for us to find childcare of transportation all of these things with this disruptive thing they also said we like our days off to be attached to a weekend so we're very careful not to schedule like o random Wednesday so we could resurvey parents but I'm bettin that didn't I

116think I think I heard a couple of things that I want to call out that I thought it was great is that you know we started off with the 20/20 vision and you know the vision is established and that people's teachers goals are aligned to that so I think that alignment is key so I'm glad to see that we're doing that and then you touched upon you know some of the walkthrough isn't some of the the the observations that are happening and I think that's key as well because you know teachers are you know we need to close that loop you know whether the teacher is sitting in a cohort or something else I think it's a good opportunity for those observations of those walkthroughs to get the feedback and close the loop and see

117seeing is that project-based learning or whatever the technology or whatever the the training is has that been implemented and as it has become institutionalizes it's just something that we do now so I think those are key things do you have a sense for how much of the training that the teachers are getting is done internally versus going external yeah um we get we do big stuff externally so teachers college reading and writing we've done external because that's a very specific research-based instructional model and in order to do it to fidelity it is critical that we have that directly from the source so teachers College is one of our main sources the second one that we go outside for is project-based learning for the initial we've invested in the buck Institute and decided last year that

118we were going to partner with them so the buck Institute is providing PBL 101 in August and we have several coaching days so Stane support visits from the buck institutes and the third vendor that we shoot yeah for equity we have a framework where we we've moved and done a lot internally but our initial training around integrated comprehensive systems came directly from the authors of the framework and you participated in that as well while some of you did it's only been like eighteen months it feels like longer so those we go outside for and then what happens is we start to develop internal expertise to expand that so teachers will travel and they'd get additional training they may have some university credit or some expertise coming from that space and sometimes what we'll see is

119that we'll go outside for awareness understanding an application but as we move from application to implementation some of those pioneers are figuring out more specific targeted strategies that work for me here locally and so I'm going to show you what I'm doing like the making products public workshop that's being offered I figured out how to do this and I'm going to show you a very specific tool that you can use to enhance your implementation once you have the solid foundation of structure we used to do a lot less external we used to try and do a lot internal and I think that that prohibited some of our growth and so that having solid research-based instructional models delivered from a professional organization that's done a lot of research in that space is valuable to advancing our

120goals I was thinking of to do some of the teachers actually seek you out to offer or are you reaching out to specific yep if you have something to share please tell me I give them a couple spaces where they can do that I talked with the facilitators about what's happening in the principal's what's happening in your school that's worth sharing and spreading and then some raise their hand and say I found this really awesome training can I go to that and then I'll deliver when I come back so they'll ask to go off and see Jennifer Sarah Malo who is descendant of the Teachers College who does a lot of work around strategies for reading instruction so though if there's local things to last to go and then they'll bring their expertise from that

121learning back in like a general guesstimate where would you say we we kind of sit right now within these four different buckets across all different areas you know is it yeah project-based learning where where our teachers are between understanding and application our elementary is moving quote is more in the application space with a couple implementation but the majority applying and our second area is our middle school is definitely application with some really far along and the implementation and our high school is we understand what it is and we're ready to start training so that's project-based learning if we look at reading and writing workshop at the elementary level this is full-blown implementation and they're refining that skill you can expect to see it in every classroom every day at the middle school level they're in

122an understanding space in terms of the workshop implementation they've more heavily invested in project-based learning and at the high school workshop has not been an area that they've trained in other than the English team and they are just starting their way on that journey equity through inclusive practices a lot understand and there's still some reluctance at times like they don't believe that's really possible but then there's we have pockets of strong implementation at all three levels elementary middle and high school and that's what you saw with the co-teaching we've also made some improvements around equity of access to our classes increased proportionality if you will in our classes by making some progress in this space but we're really all over the map with the equity through inclusive prac no one's in awareness anymore I think

123most of them are on understanding or beyond and then the other spaces I could continue alright thank you very much thank you alright the next item is the student board member report we all have a copy of the presentation hey ray can you switch to chromecast thank you yeah are you on public then no did you want to share with me to broadcast okay they call spaghetti bowl I saw you and Colleen okay so aside from our work with a student equity team and with sources of strength and our usual student council involvement this year we kind of had two focuses one being volunteer club and then Annie's going to talk to you a little bit about color guard and some student needs around wanting Jim credit for it for participation in color guard and

124then obviously one of our goals was to maintain student communication and to improve that which I think we definitely saw by being in the student equity group and sources of strength just seeing more and more perspectives and yeah first off volunteer club okay so um if I can jog all your memories so last year and for our new board members um last year our student board member one of our projects was implementing the loud eye system so that's a system that's currently in place now for graduation and it's an honor system based off of participation in higher level classes as one of the components other components being GPA and things like that and performance in those classes just coming from a main student complaints that are issue that students felt as though yeah we have

125our GPA but because it's not weighted that we don't really get a bunch of recognition for challenging ourselves and maybe doing a little worse in classes like that are really hard for us and then so as part of that we were trying to implement things that would make our um as we talked about tonight like an ideal Greendale graduate and so we had a lot of long conversations about how can we implement like volunteering and service work as something that's really important to us as a green know graduate is that something that fits in the system and eventually we had to make the decision that it doesn't really just logistically it was really hard to implement in that system and it was hard to make a differ we didn't want it to just be like

126if you weren't an NHS then you didn't really have the opportunity to be in the system and it was just really it didn't really fit well in that system so this year is kind of an expansion of that because we wanted to continue on that goal of having a volunteering and service would be a central part of Greendale students lives and we didn't see like when Emma and I were talking to beginning of the year we didn't really see any space between students who had where in NHS where they're required to do 50 service hours a year and students who don't other school communities don't have a lot of like formal just like service work focus so students would either be getting that from a different community event or they just weren't getting that at

127all so that's why this year we made our main focus on volunteer clubs so our goals for that we really sat down and we're really strategic about our goals because again we're in talking about a new club and a new organization that we really want to be like a central part of what people are thinking about we don't want it to graduate out when we leave whom we want it to be something that um really stays around so our goals were to create a club that really presents students with opportunities so they weren't really getting opportunities from anywhere unless they were in NHS so to really show them opportunities around our community and beyond of where they can get their service work encouraging students to really find their passions through volunteering so this is another

128place for reconnected with kind of the ideal Greendale graduates where we were we really looked into what the people in the club what their where their career interests were and passions were and then are trying to develop group opportunities and some individualized opportunities based off of to really just help people figure out their passions through service work and then we wanted to again as I mentioned really design that strong structure to make sure it doesn't graduate out and then um really connecting students with opportunities that align with their desired career path to make it a more strong knit community and as well as just making it something that really strengthens and benefits they're alive yeah so something kind of exciting that happened when we first started off the club we got featured in our schools

129outlook and so that was really exciting for me because I realized that people were kind of talking about it and it really got the word out so when as Annie had mentioned one of our goals with creating this club was to kind of give teachers a place for kids to go during that acp time a lot of kids were saying well okay this is great I have my list of interests and what kind of career would suit me but where can I get these experiences and so something that I think I want to work on next year is to really share this information with teachers to encourage kids to start volunteering in their desired career cluster but at our second meeting we administered a student survey and the results that we got back were just

130kind of giving us a look at what kind of career clusters kids were interested in and then from there we also asked what ideas do you have and what can we start looking into for you and your specific needs yeah and then so far what we've been up to is um we started by meeting with mr. Galante and just talking about our activity and he directed us to trying to find an advisor to work with a full-time as we kind of talked about with source of strength that's a really strong way to make sure that your club um maintains its growth over years throughout like different generations of Greendale graduates um then we so we found an advisor miss Alice she's lovely and she was really enthusiastic to be coming in and talking about this

131and so we were able to share her visions with the club with her then in addition to that um Emma and I are both involved in NHS we wanted to make a connection between those two clubs we had also seen the issue where in NHS a lot of times um it's a great club structure but it's taking like 50 of the most involved kids in a grade because you have to be really involved to be able to get in and then adding 50 hours of volunteering to their time so it doesn't a lot of the times there will be times were that we have community members come to us with an opportunity and nobody takes it because it's like oh well you know it's AP exam week or it's you know like um so we

132have a lot of the same type of students who are volunteering there so we really wanted to get more of the school involved so we weren't turning away so many community opportunities um and so we also brainstormed the structure with them to really get an indication of how to get kids really involved and excited about this and then we designed a club structure that would incorporate leadership so we wanted to get some strong underclassmen leaders in this to feel like they could really shape the club the structure of it is a lot more open so that we can kind of we're constantly asking for feedback and we have people who are coming up with their own ideas and own things and that's how we want to sort of shape this club um and then we

133did talk to about like aligning with career clusters and then we've just been continuing regular school year meetings and in the beginning obviously we were doing a lot of recruitment we really wanted to improve recruit a lot of underclassmen to kind of put this as something that's in the front of their mind because a lot of people didn't realize until you know you're applying for college or you're moving on to the rest of your life you're like oh I completely forgot about that huge aspect of my life that a lot of people value and that I could have really gotten a lot out of so we really want to bring those benefits to the forefront of their high school experience rather than it being something that they might look back and regret not doing so

134much of so from there our next steps are to meet with our peer leaders in the club so a challenge that we have ran into while creating a new Club is inspiring kids to want to be like us the to want to be a leader and have to do the the grunt work kind of it's hard to be like yeah don't you want to make slideshows and organize this club when you have a group of kids that really just want to volunteer and really just want to have the fun and build those relationships so that's something that we ran into and we did get one application for a student leader so I'll be working with her next year as Annie goes off to college but yeah next year for sure one of our big goals

135is to encourage the leadership aspect of the club and so it'll be a lot easier because next year it's a new school year and so while kids are building their schedules and figuring out what they have time for this can be one of their priorities whereas starting a club second semester it's a little bit tricky because you already have your priorities for the year and it's hard to fit in something that you don't really know about yet and then we want to continue brainstorming career-focused opportunities right now our big focus I think a lot of the kids that have been coming to meetings are interested in is the stem field and I have a lot of different ideas for that Annie and I both volunteer with MS hum doing research with the DNR for so

136with salamanders and so we've been trying to spark interest with that the kids that I have been showing up to meetings and then also volunteering at st. Luke's is something that I have but did last summer and are going to be I'm going to be encouraging kids to join me this summer we're going to continue to hold our regular meetings and hopefully have other members share their experiences in front of the whole group to just build transparency within the group and kind of encourage everybody to know what our group stands for and to kind of let everybody else take control and make the group what they want it to be instead of us telling them what it is and yeah and continue to build relationships just through volunteering so something that we kind of took

137from NHS is just how we communicate with the club and so what we use is like a remind messaging app and so how it works is you just schedule when you want text to send out and then it makes it really easy to get volunteer information out there really fast and kids can respond and say oh like that date works for me what are the details on this and so on another thing that we got from our Student Survey was to build a communal Google Calendar so that's something that I actually worked with mr. Geiger and I talked to him about briefly to build a Google calendar that could be shared with everyone and make communication a lot faster and easier and then something that's cool with their mind too is like Oh after I

138send out text a lot of times because it's set up with like my I'll get an email it's like oh like this new person joined this new person joined who haven't been showing up to meetings but like you know that they're seeing the text that other people have and they're like oh you know you should sign up for this you should like whatever so you can really just kind of see how it's growing through the remind text I just thought that was kind of cool and then for our other focus this semester this one's a little bit more brief but um a student approached me with a request of making colorguard a option for a gym credit so what we did first was we met with um the band director and um the color guard

139director to be able to talk to them about some of the challenges if with that and what that would really look like um I had brought up the co-curricular codes of like what happens when you violate certain rules when something qualifies as a sport um or like something that would have the gym credit so they're aware of how it could avoid some people from competing at certain times in certain circumstances and they decided to move along with it they encouraged us to keep with this project um then with that we also did some research with comparable districts to be able to find out like what policy like this would look like so we found a lot of promising policy design in southern schools um southern schools are really intense about marching band Oh so we

140found that there were like entire states I believe I don't know which state it is now but there's um a state in the south where that like it's a statewide policy the color guard and marching band counts as a gym credit and they have like a similar program with our so we're hoping to possibly build upon that and then the student and I also met with administration with mr. lotos basically and we're just talking through some of the challenges and strengths of this and he basically told me that it the next step for this would just be presenting it here to all of you and then making it maybe a possible topic for a policy meeting I know that the student involved in this would be willing to present he's said and he's very about

141this so just any further feedback on that would be great and that's pretty much it that's what we've been up to so if you have any questions or comments feel free per usual you to do a great job what you present so how many members of the volunteer Club for next year I think we're at about 12 or 13 right now but as any said more I kind of joined the remind group and aren't showing up consistently to meeting so that and then we also forgot to mention um so like as part of what I'm I was saying with joining a club in the beginning of this school year we also went to the eighth grade transition diet and we got like I forget what I mean obviously you can't like base things off of

142that because people will go and like sign their name on a bunch of things and get really excited but like not really follow through but we got like 30 names at the transition night which was really cool we also it was kind of nice because parents were also there so we did have a lot of people who their parents are kind of like hey sign up for that like so we'll see if there's any growth from that but that was really promising um and so I'm really optimistic for the future of it I just want to thank you both you you're so not only articulate but you're involved in so much at this school that it's a real asset not just to the school but to the community I in looking at this just the

143way you laid it out with some of your graphics and your whole action plan and everything is just really impressive and so I just want to compliment you on that first and ask you how we as a board can maybe help support some of this because one of the things you just mentioned is maybe policy and mister misko and I are both the Nerds that are on the policy TV so we love this kind of stuff but you know we'd like you to think about ways the board can help support you in some of this because it's not gonna be something that you'll be able to do obviously just on your own you've already been meeting with mr. Lotus and so you know as you're thinking ahead or even now if there's anything that comes

144to mind please let and I don't want to speak on behalf of all of us but I think in just listening to to what you're saying here today I think there's real merit and what you offered us tonight so I just want to thank you the volunteer thing has always been something that Greendale has prided itself on but I think you know to step forward oh you're even thinking about next year starting the year off as some of these opportunities as you said I think it's real important because you know as people got involved more they probably aren't really putting that at the front of their radar so I just want to thank you and see how we can help support you thank you I really appreciate that um I think yeah definitely we've just

145been brainstorming a lot of ideas for next year so we'll keep in touch with all of you about what we're coming up with with that obviously we've kind of changed the structure of the student board position this year as just based on kind of the way that it fed from the loud I system but Emma and I have been meaning to kind of consolidate our ideas into something that we could share out with you a little more concisely but I appreciate that opportunity to excellent report I'm just very impressed with our you you do things and and I've watched you when I get out in the audience and I'm certainly listening to you now and you do a great job if there's one of the things I was thinking about the volunteer group is the

146Community Partnership team that we have and so that's a group of folks that are working around some of the career pathways and I know we probably need a little breathing a little bit more life in that so and I'm supposedly the leader of that group so I would get up with it but if there's something that we can do to connect the volunteer piece to the career clusters in the career pathways Worth is happening with the group's we're bringing in you know think about that as another opportunity that maybe we can leverage that group I didn't question one of the graphs you had it's up there and don't you don't have to pull it up again but there were only four areas that seem to be highlighted where it was that did that mean that

147none of the other areas I was looking at like business and marketing and all that was there any one that showed interest in any of those areas or no only we only had 11 responses okay for that so yeah but the distribution the rank order is consistent with the school would have something as a career Locker or whatever the that would see when they're ranked reader rank order was consistent the proportions weren't quite fair book close well in one area that I just kind of happened to glance at the most was the education one and I know that we're doing our work with UW Milwaukee right now so it appears that there would be some opportunities for volunteerism along with that aspiring educators that they could actually go right into their career cluster that way

148too so yeah definitely and you know in Greendale we love combining club motives so we are definitely looking at that and seeing what we could do with educators rising and really connecting with some of those because I know that they have a lot of staff leadership that would probably be more knowledgeable on that field than Emma and I would be but we were really looking to make some of those connections in the future as well as with like you know with stem being early high one HOSA the Health Organization Club just really making those connections so that we can not only expand like the service but really get those teachers who are leading that involved as well just a couple of things that came to mind when you shared your report for as well thank

149you very much it was well done the thing that I heard what you said you know the volunteer Club and I think we talked a little bit about it when the students from the exchange program talked about the International Club I just want to commend the administration for being receptive to new ideas and working with the students where students have new ideas and say you know let's form this club I think that's important and they want to just acknowledge you know mr. Galante and mr. Lotus for working with the students and and as there's a need you know you know working to to develop that with with the students and figuring out okay how do we expand this how do we take this from an idea and execute so I think that's a great idea

150or that's great work there and secondly I think you heard from many of the board members just the work that you put together here you know this is a great example of lifelong skills that you're going to take with you beyond Greendale and you know how to assess it to the situation how to come up with ideas how to assimilate data and present it so nice work and all that and and it's exciting to see that you're taking not only what you're learning in the classroom but working through some of those things as representatives of your classes so thank you all right then we are at the end any questions or comments from visitors this evening hi this is Mew I want to say congratulations for making to the US News and report two of

151the best high schools in view of all Wisconsin thank you thank you very much and to with you know I think you know I read the entire Constitution of the United States of America and I think yours is a bigger idea when you do it the eighth grade transition there to tell the students that and things we need to institute for the high school that um as I said before it was those extended field trips and thus you have a sponsor paying for the whole thing on your family's behalf some from unrelated that your hotel bill has to be your permission slip and say this is required under alkaline section nine of our Constitution to do this thanks to the Aboriginal children out there and just remind you to you that this is also called

152under all Co six of our constitution of this country right thank you all right then we are adjourned an export meeting is in two weeks on Monday May 20th oh yeah