001it is 7 P.M I am calling this Germantown School District Board of Education meeting to order please rise if you're able and join us for the Pledge of Allegiance and a moment of silence n1a official meeting notification Dr reuter public notice of all meetings has been given by communication from the superintendent's office to the public to those news media who have requested such notices and to the Milwaukee Journal Sentinel Northwest now Express News and the West Bend Daily News public notice has also been posted in our schools throughout the district and on the Germantown School District website thank you IMB roll call Melvin here Bernie's here close here here Brown here item two approval of the agenda do I have a motion motion approve the agenda second Barney and you were with the second any
002discussion see none all those in favor all right opposed that passes we were not item three reports item eight yes they're communistrator update Dr writer thank you um we're coming to close here I believe we have less than I think 13 days total left um in our school year as you know as a board you're all formally invited to our June 4th graduation ceremony here at Germantown High School at 1 pm that will be in the field house as well as the KMS promotion ceremony will take place on June 9th at 8 30. Mrs valgum's house will be the first to go through a promotion ceremony and then at 9 30 MS Hill Shafer's house as well so all of you are invited to that and if you can RSVP with Melissa that would be
003excellent also we have many end of the school year events it's very busy we have coming up at the elementary level we have visits to Camp Whitcomb and our graduation walk which is always great our high school seniors go back to their Elementary and walk through for a formal goodbye to Germantown school district and see their other their former teachers and the last thing to report on something that we have initiated this year emergency act with the work of our principals and our teaching staff is K2 map testing previously we've only done that grades three through five we have administered map map testing in reading and math for all of our K2 students the results of those who go home this at the conclusion of the school year like they do in grades three through
004five and again the reason for that is to monitor growth of our students in reading and math and utilize those data points for future use around multi-tiered systems and support in our RTI process so Mr miziako most likely give Updates this summer on that process and what that looked like through the teaching learning committee so just a few Updates this evening on the closing of our school year very good thank you any comments questions [Applause] okay I went out to Item B student representative report come on down welcome hello good evening this works all right um at Amy Bell the excitement is building as summer is approaching and the weather turns nice however they have not stopped working hard they have all been working hard on their reading thanks to the second grade teachers that
005they have established a little lending library which is currently the work located in the cafeteria however plans are on their way to have a family construct an outdoor stand for the students to enjoy during the summer to keep the Wildcats active and engaged the PTA program has been organizing vigorous activities currently the students are participating in a program where they're aiming to collectively walk the distance from Florida to Wisconsin during resource or recess during the destination an imagination team just left this past week to compete at Global finals they are showcasing their talent and hard work um in honor of bus driver Appreciation Day the PTA is arranging a special breakfast for all the bus drivers Additionally the bus drivers will receive a unique book created by all the students the excitement continues to mount
006as the school prepares for their nature Day on June 1st all the students including those in 4k will be spending their day at Camp minakani they will have a fun wide range of activities over at County Line the county line comments have been busy these past few weeks the PTA hosted a marvelous muffins at the beginning of May over 400 parents and students attended this event which was held in the Crossway church parking lot they also had an all-school superhero day to celebrate the last month PBIS focus of cooperation this month they're working on Courage the students completed their spring portion of the marathon as well students ran laps at recess which totaled either a half marathon or a full marathon and as they wrap up their school year they will be having a school-baked
007lunch Picnic Day in June over at MacArthur the PTA recently organized a highly anticipated Fun Run that was enjoyed by all the many scholars this event was filled with various activities creating lasting memories under the warm sun the atmosphere was Lively and exciting making it a joy a joyful Day to Remember the third graders at McCarthy recently showcased their hard work and talents through a wonderful concert they empressed everyone with their performance demonstrating their progress they've made throughout the year it was a proud moment for both the students and their teachers this month they focused on the Eagles focused on creativity they are encouraged to tap into their imagination and think outside the box to create something new and find innovative solutions to problems it is a valuable skill that will serve them well in
008the future looking ahead at the upcoming weeks MacArthur is filled with some exciting events the students are equally awaiting the ever most popular field day where they can engage in Friendly competition and enjoy a day in the Fun Zone it is event that brings the entire school and Community together as the school year draws to the end they are motivated to make the most of their remaining time and cherish the moments they have started the school year at Rockfield has seeming flown by leaving the staff amazed at the progress they have witnessed in the students in their writing abilities throughout the month of May their focus remains on nurturing the students creativity and encourage them to explore new options and problem solve on May 8th Rockfield elementary students celebrated a special event called mix it
009up at lunch the students award mismatch clothes and had the opportunity to sit with someone new during their lunch time this event aimed to foster a great understanding of others and create new friendships among other students although the school year is winding down there are still a few exciting events planned at Rockfield all the students from kindergarten to fifth grade have the opportunity to spend the entire day at camp in akani this promise this is Promised a day to be with outdoor activities and valuable learning skills for all additionally an inflatable day has been organized for the students several inflatable structures will be set up for the kids in Kinder in grades K-5 to enjoy the day and play to add to the excitement the Kona Ice truck will be reserved to provide the students
010with a delightful sweet treat this event serves as a great way to get send the students off as they bounce out of the rock field the students and staff at Kennedy Middle School are filled with excitement as they approach the end of the school year the students are particularly delighted as they have just finished up their map State Testing marking a significant milestone in their academic Journey with clubs and activities winding down everyone is preparing to close out the school year on a high note in music Kennedy middle schoolers had a remote remarkable showing at the solo and Ensemble event several students received an outstanding score of ones and twos showcasing their talent and dedication as a result these students were awarded scholarships to attend a Summer music camp and a testament to their hard
011work and commitment to the music program meanwhile the art students are buzzing away with a lot of different projects these projects students not only develop their artistic abilities but also learn measurement enlargement techniques matting and presentation empowering them to proudly showcase their talents and achievements through the school the creativity and learning is ever flowing at KMS at Germantown High School the atmosphere was buzzing with preparation for final exams and anticipation of graduation for seniors however the pace of activities and achievements has not slowed down one bit the musicians at ghs have also been busy participating in the solo Ensemble competition the Germantown High School had an impressive 42 entries with 31 of them earning a superior rating showcasing their talent and dedication of the music program the wall of sound the school's marching band has
012already begun preparation for the upcoming fall marching season their dedication and hard work during the practices and rehearsals were surely contribute to the remarkable performances the German temp forensics team earned a w-i-s-d-a-aa district distinguished in speech award a testament to their external performance at the state speech Festival the Germantown baseball and softball team have been putting in countless hours of hard work to ensure a successful season despite the challenge posed by inclement weather determine the determination and dedication have propelled them forward similarly the boys golf team has been impressing everyone with their exceptional performance throughout their Stevens and overcoming the obstacles posed by rainy conditions the girls soccer team has been enjoying a series of victories in recent games showcasing their skills talent and hard work the JV track team just concluded their season on
013a high note achieving remarkable outcomes at conference on the other hand the varsity team has just competed at conference and is now gearing up for regionals tonight and sectionals this coming Friday representing ghs with their talent in hard work with final exams on the horizon the students and staff at ghs are getting ready to wrap up their school year and are equally looking forward to a well-deserved summer break the accomplishments and dedications of the students in various activities in sports reflects the vibrant spirit and commitment to the excellent at Germantown High School thank you thank you another outstanding report Jerry thurl appreciate it it's always great to hear the many many activities that are going on throughout the school district thank you for that anyone anyone else great job thanks for the update thank you
014okay moving on to item c i t e a 2022 program excellence awards Miss just yearn hello welcome my name is Jessica garan I'm the principal of Kennedy and I'm here to introduce who two people you probably already know but Mr Jeff filki here Mr John Parrish they have recently been honored with one of the greatest and highest honors given to Technology and Engineering education programs the iteeas international technology engineering Educators Association and they were given the program excellent award which they were able to receive and were presented with in April so they're here to just tell you a little bit about that but I'll tell you a little bit about them Jeff is has been teaching Tech ad and Vocational vocational Ed for 39 years they probably just want you to stand up so
015they can see you for two seconds 39 years their teaching and Tech educational out of 17 years in the high school level 22 at Middle School 12 years we've been blessed with him at KMS and he became a teacher for tech ed because he loves working with his hands and he inspires likes to inspire kids to do the same so Mr Jeff flukey then we've got Mr John Parish as well our check-in department is fully represented here he has been teaching in classrooms for over 30 years he was originally educated as a social studies teacher and he was beginning to lose hope after 50 or 60 job applications and only two interviews sorry I didn't mean to laugh John where he didn't get the job I can't get the job but he's entering his fourth
016year substitute teacher in a series of Life events led him to a UW Stout career office where they encouraged him to become a technical education teacher and we're glad they did because he entered their Master programs in 1997 graduated in 99 and has been at KMS ever since so this is John Parish they're going to tell you a little bit about this award that they got but we're just really proud of having them at Kennedy we already know that they're awesome and award-winning but now they've got a plaque to prove it so here's Jeff and John [Music] uh good evening uh first of all we'd like to thank you for administration and school board for supporting the program because without the support we wouldn't have the flexibility to develop really high level curriculum and try
017different things we also have a huge business and industry support in the area that helps us financially with equipment materials and again without their help we wouldn't have all the cool equipment for the kids to use and materials so we don't have to use our budget to buy things in 13 and last year we achieved program of the Year award at the state of Wisconsin and they only give that to one Middle School in the state and so we were able to get that twice now and then in 14 and this 2023 we achieved a program of Excellence award what that is is you they take a portfolio take a look at what you do with the kids your curriculum everything involved and compare it to an international standard with Technology and Engineering and then
018if you you meet the standard then you achieve the award only eight middle schools this year were granted that award across the United States and we were fortunate you know to be one of them so John anything else you want to add yeah I just want to Echo the support thank you pretty good to us I did want to say you know with budget cuts and whatnot I got a mic over here but we pride ourselves on the robotics program and that is not an inexpensive program and some of the parts particularly onboard computer run about 250 dollars a piece and these are in a middle school and some of them have done amazingly well and lasted a dozen years but some of them are just aging out because of the technology and new things
019are being introduced so please just be aware when you're thinking you know how the money is spent in this district and you know everybody needs some but a really good robotics program you know takes a little more also while I'm here I actually just want to congratulate Jess Guerin on finishing a first great year at Kennedy she's just been doing a wonderful job there everyone else she's a lot of energy and a lot of good ideas so I'm looking forward to a lot more thank you are there any questions for us well first of all I would say thank you we've been hearing the good things about you guys for a long time and you know some of us have students that went through your programs as well so we got to experience the things
020that you do for our students firsthand and I very much appreciate all that you guys do it's definitely well deserved we know what kind of a program that you guys put together we've toured your facilities and we see what you do on a daily basis and you guys are great and the Germantown is lucky to have you as well so thanks for all your hard work and all you do for us and our students it's much appreciated you guys are always welcome to pop in if you like absolutely yeah it's a great tour definitely want to see it thank you okay moving on to itemd committee assignments 23 20 worth this one's me in your packets you'll see that we have all of the new committee assignments for board laid out and for the people
021at home or in the audience it is also available online so you'll be able to see who's on what committee every year we reorganize our committees and we have two new members this year so that required a little bit of juggling but I think everybody got the positions and on the Committees that they wanted to be on so moving forward those are all set any questions okay we're going to have to either four citizen comments we have several people tonight um I'll read the first name and I'll give the person that's going to be on deck as well first up is Sandy Hi and then on Deck will be Linda Paul hi my name is Sandy pie Sandy P actually um I guess I'm here and I'm going to speak from the heart um I
022have a major concern I walk my dogs in alt Bar Park and there were swastikas there and I guess the next day the same kids that Drew the swastikas pulled a night fifth graders pulled a knife on some kids for their crumble cookie and as a member of the community that really enjoys going to the parks and especially being a little more senior this is of grave concern to me because I've heard from other students in our neighborhood there has been an issue with swastikas in the schools and also some colorful language and I'm really getting nervous walking my dogs in the park and we only have a few weeks left to the school year and I'm really hoping this gets addressed because it could be a very long summer if these kids are continued
023to be allowed to get away with this until it can be addressed next school year in the fall if you want to shove stuff under the rug within the school number one I disagree with that I think it needs to be addressed immediately and severely but when it reaches out into the community it's it's severe and the fact that it's occurring in the park where I enjoy walking my dogs for some peace of mind and to enjoy my afternoon and to rest up it really rattles me and that's a hateful sign it's it's pure hate and this should not be happening this does not bode well for our community at all and I really seriously hope that you all address this so that we can have some peace of mind in our community and not
024be fearful of what's taking place with the students thank you thank you went upon them on Deck we have Jamie Kent kenstrom correct me if I said that wrong my name is my name is Lydia paw and I'm a current sophomore at Germantown High School I'm here today to offer a first-hand student perspective on some very concerning issues occurring in Germantown schools I have personally witnessed Prejudice and harmful Behavior towards my friends and towards my fellow students for expressing their Identity or for simply existing my focus today is to raise awareness specifically about the increasing and alarming rate of anti-Semitism in our schools here's some examples examples of anti-Semitic actions and words I've experienced and I have witnessed swastika's drawn on surfaces in school students given Nazi salutes while saying derogatory comments about Jewish people
025and the use of anti-Semitic slurs this is unacceptable and Incredibly harmful to the Jewish students of the school school is supposed to be a place where everyone can feel safe and included and what I have witnessed is the complete opposite I'm aware that emails have been sent to parents about some recent incidents but I am also aware that no real meaningful action has been taken to address this issue given the lack of proactive and Swift response from the school these incidents are continuing and increasing on a daily basis I'm here today to ask you to do something doing nothing means you are complicit in these actions you are allowing anti-Semitism in the school and this cannot be another issue that gets swept under the rug ignoring it is simply not working I'm asking you to
026please take action before the end of the school year to address this openly this is an opportunity for you to educate students in a meaningful ways that aren't performative don't just send an email or make an announcement do something we are counting on your leadership and we are counting on you to do the right thing thank you [Applause] Jamie is up next and then Mallory [Music] hi uh Jamie canestra GAA representative um I'm just we're coming here I should thank you guys for letting us address you guys every time you have a community meeting um it's really welcome um just a few things to say um concerning the Personnel committee meeting today we've had many meetings with Chris and he always talks about problem solving and using data to help solve these problems identify these
027problems when we come to them that's kind of a big thing what's the data so I guess for me it's like what's the data that led to changing of our work hours that's the kind of thing I want to know to me it comes off as we didn't do enough this year teachers did not work enough this year teachers did not do enough when you're going to add to hours that's what you're saying to me that somehow you guys took data from our principles and our principal said we the teachers did not do enough so to solve the problem we need to keep them here more because they didn't work so I think that's if that's not the data then what's the problem if we're going to focus on data based Solutions database to problem
028solving that's how we are interpreting that it's like what didn't we do that we have to change our hours was it databased or is it something that you felt you wanted to do is it a problem or something you want so I guess that's the way we feel about it and if that's about the fine other Personnel committee thank you thank you thank you [Applause] malaroid garbies and then Melissa garvey's foreign hi my name is Mallory Garvis I'm in sixth grade at Kennedy Middle School I'm here today because there have been many drawings of swastikas around our school it first started when there was one on my friend's desk now they've gotten worse than nothing except a minor punishment has happened I saw the first one when I was on the gym floor I was
029astonished that someone would do something like that the swastika means Universal hate and the sign it is the sign of the Nazis when people write things that are bad they usually don't know the full meaning of this or don't think that it is bad this also causes others to follow their footsteps and write another one for attention I want this to stop I think that it would be beneficial for someone to have for someone to come and teach us about this so that these drawings will stop and someone knows about how bad it is they will stop I also hope that you will put this plan into action and these will stop thank you for your time [Applause] hey Melissa garvey's and then Brad hiring thank you good evening my name is Melissa Garvis and
030I am the parent of two KMS students I'm here tonight like these speakers before me to raise the alarm about the acts of anti-Semitism in our community especially by students of our school district in the month of May alone there have been swastikas drawn on the gym floor as mayor Larry shared with you on the boys bathroom style at KMS on the back of a KMS choir door at outbauer Park which you heard Sandy tell you about and there was a metal swastika found by a ghs shop class in the trash bin throughout the school year we have also had spots goes down on desks lockers School textbooks but most alarming is the use of white supremacist websites with vile content openly and on school property by Germantown High School students all of these incidents
031have multiple Witnesses so whether they happened cannot be denied the lack of adequate response by District leadership is deeply concerning and I'm not referring in any way to whatever disciplinary actions may have been taken the only thing happened in terms of Education was an email to KMS families asking parents to talk with their students and that there is an anti-harassment and bullying policy in place that same email was simply read word for word to students in the following days no explanation about why swastikas in particular are such a hateful symbol no focus on using education to address the ignorance that exists which is supposed to be the purpose of a school it is time for every person in this room to take a hard look in the mirror and reflect on how our words our
032actions or our silence have contributed to fostering environment where students feel emboldened to vandalize our community with swastikas to make our transgender students feel so unsafe they are not comfortable eating in the JHS cafeteria where they are assaulted in our restrooms where our black students do not feel safe in our schools and hear the n-word regularly where all of these students know that the administration is aware of these problems and choose to let it continue because they have made it clear they agree with the aggressors through their words their actions or their silence it is time to begin repairing the damage that has been done to our district We Must Stand United against all forms of hate in our community we must work together to eradicate the hate especially through education every parent of every
033student in our community should be made aware of what is happening I am asking that you communicate district-wide with a message that makes it clear hate will not be tolerated in our district any longer and that students will receive education regarding the swastika and its history before school is out for the summer with additional education around diversity and inclusion to follow in the fall when school resumes thank you [Applause] forehead is up next and then Michael Pickett good evening Brad sharick I'm a parent of one student at KMS I'm here primarily to support those who are speaking who might have been more directly impacted by the hateful graffiti in the schools but I did want to use the opportunity to share my thoughts as well and I these are pretty much what I put in
034the email to you but I want to speak publicly while I'm certain it was not intended to come across this way the intervention is as Mel alluded to that amounted to an email going home and then being read word for word to the students I think that says that the school district doesn't really care about this problem and has no intention of doing anything about it I I as I said I'm certain that wasn't the intention that is the message that came across some might disagree um but I firmly believe that our schools should be a place where our kids learned about compassion and tolerance this this is an opportunity to try to correct things that are clearly happening in their homes where they're learning the opposite we have to do better so I'm just
035here to plead on behalf of those you've heard from and we'll hear from to do something yet this school year do something meaningful thank you [Applause] Michael Pickett and then Michael price good evening I just kind of want to reiterate everything that you've heard tonight about the culture of hate that we have in our schools unfortunately you know we have incidents of the n-word being written on stalls in the bathroom at the PAC two weeks in a row this past fall we've got swastika's drawn in lockers doors windows floors just recently at the KMS gym floor and again you've heard about the metal swastika made in a shop class in on District property I mean it's it's it's so unbelievable that we have such a culture of hatred happening in our schools right now and
036with recent board policy change where we can't teach a curriculum about some inclusivity about tolerance uh just just sending home an email isn't going to make a change it's just not you actually need to educate these children on what that symbol means it is a universal symbol of hatred I would hope every all seven of you would agree with that that it is in a disgusting display of hate and and for us to to turn a blind eye or to not want to address it it is shameful I have two children in this district and I don't ever want them to ever be exposed to such a hate and intolerance but they do they hear it the the things that are said in these hallways the things the stories that are shared with with me
037from kids it's it's disgusting and it's it it it hurts my heart to feel that children learn this where are they learning it is it coming from home is it does it start with the parent is it something that they're learning at school and if it is if the excuse is going to be it's learned at school that just smacks in the face that we have to teach Dei or SEL or some type of curriculum that teaches children that this is unacceptable that we should be tolerant of everybody's difference whether you agree with it or not children need to be taught this and I would hope that some action before the end of the school year comes from the seven of you thank you thank you Michael price yep hey good evening School Board thanks
038for Michael price I'm from 590 Stonegate pass in Colgate Wisconsin I'm here to speak about American Legion Baseball to each of you honestly after that I'm going to withhold until next month I think that's way more important than my topic to be honest [Applause] thank you I didn't miss anybody okay thank you all item five consent agenda item a approval of the April 24th 2023 median minutes approval of teacher resignations and approval of donations motion approved consent agenda items a through C ycle can second okay any discussion I'd like to thank our donors this evening that are outlined in the report we have donations from an anonymous donor to the ghs choir the great grand Foundation MacArthur PTA generously for field trips and smart TVs Cabela's for our ghs environmental Club Ridge Rivers Edge Nature
039Center and Milwaukee tool we had a donation from Milwaukee tool that Mr Smith our high school associate principal was able to align we had 10 pallets worth of tools totaling over 134 thousand dollars that are technical education department will be able to utilize for years to come thank you I also like to take a minute to uh thank Ashley hope hope holds Emily Jess goliak Tim mering and Melissa Curran for their so their service to their students families in the Germantown School District thank you anything further okay hearing none all those in favor aye opposed that passes moving on to item six finance committee Mr Logan yes the finance committee met two weeks ago on Monday May 8th the video is up on our website for the full meeting so what you get here is
040the eclipse notes version first thing we did was we approved the April consent of vultures second item is what I refer to as Britney's variance report and I'd say the I don't want to go through all the numbers but the big numbers are we spent four hundred and ten thousand dollars approximately less this year than last year at this time but our revenues were also four hundred and six thousand dollars less this year than last year at this time next item is our full board item 6B and this is the five-year Capital Improvement plan for 2023 through 2028 and just briefly The Five-Year Capital Improvement plan CIP has been created in order to identify plan Implement and complete all necessary projects and or updates to the district's facilities and grounds so we bring a motion
041to move forward with a positive recommendation to the full board to approve the 2023 five-year Capital Improvement plan okay that comes with a positive recommendation does not require a second any further discussion hearing none all those in favor all right I opposed that passes okay the next item is a full board item 6C and that is a ghs roof replacement it's listed here as section ee which is the science wing it was last replaced 25 years ago so 1998 and we bring a motion to move forward with a positive recommendation to the full board to approve the replacement ghs roof section ee using fja Christensen in the amount of in the amount not to exceed 207 221 dollars funded out of the Capital Improvements budget that comes with a positive recommendation does not require a
042second any further discussion questions see none all those in favor aye opposed that was it for uh Finance okay thank you Mr Lowe you're welcome item seven teaching and learning committee Mr eward teaching and learning committee met on May 15th we were provided with a proposal for a fall reading pilot program to include the following curriculum resources super kids for grades K through two hmh is into reading grades K through five McGraw Hills wonders in grades K through five Pilots consisted and the pilot program consists of several levels of data collection a lot data point collection along the way to use for analysis of decision making towards the end of that process as well as provided a timeline for the pilot programs committee was provided access to each provider's content some concerns were noted by
043the committee due to the content and context from the provider falling short of our communal values the community the committee motioned to table this decision citing need for more information as well as alternative providers be explored and we would look for that to come back in a further committee meeting I would recommend that if you'd like to see the discussion surrounding the entirety of that to review the posted committee meeting that's it for item a Item B our committee met April 10th and received information and a to move forward with curriculum implementation surrounding open up resources 6th through eighth grade math at that time the motion was made as a positive recommendation motion to move forward with the class of recommendation for the full board to approve illustrative math as our sixth through eighth curriculum
044resource we are going to hear from Jake here in a minute I find that that current positive recommendation would be an inaccurate um motion or recommendation given the sources he will be discussing here in a minute regarding open up resources for that I would make a motion to um deny this as written okay uh Jake do you want to clarify tell us uh what came out of committee yeah there was a discussion around open up resources and there were some further questions that were asked about that resource versus uh the difference between illustrative math and open up illustrative and math if you look at the FAQ on their website they said that they do not have a partnership with open up resources so we're recommending that the recommendation to the full board be to approve
045the open up resources that I'll tell you more about in just a little bit okay if there are further questions I'd be happy to answer those right now anything else um well given where that motion is do we have to vote on that first prior to Fielding the rest of the information well you didn't bring it with positive recommendation you're saying that wasn't the case I guess let me clarify the committee did recommend as a positive recommendation okay then we need to vote on that motion and my my motion was to deny that positive recommendation based off the wording and to have further discussion presentation determine a new motion for approval okay we'll table that motion thank you all right so open up resources the first thing I'd like to do is I'd like to
046thank the teachers at KMS who are part of the math committee that reviewed the open up resources and um or work to get us to the point where we were able to recommend a resource to the full board for our six eight math curriculum or math resource so I'd like to thank Jessica Schultz Amy Willard and Thomas Tracy Rhody Marilyn sirwinski Lauren doucher Laura and restivo Heather Yankee Brenda ripplinger Jody Carroll and Amanda flood for their work this year to get us to this position very early on in the year we had talked about what our priorities would be for the math curriculum and you can see them up on the screen one of the biggest things that they were looking for in a math curriculum was a curriculum or a resource that would get
047students excited about math so that was a key priority that we were looking for in the resource one of the things that they noted increased student engagement with math was problems that require inquiry and work to develop deep conceptual understanding so they're looking for are rich problems interesting problems that allow kids to explore math another thing that we know about middle school kids is middle school kids love to collaborate with one another so they were looking for a math resource where they could work together in small groups to explore problems and come to different solutions and different Pathways to solve problems and the last thing that we were looking for was an align into the Wisconsin math standards and the math practices so the resource that the team would like to recommend to the full
048board is open up six eight math resources this is a unique resource in that it's a publicly available math curriculum open available through open up so open up is an uh is a provider that allows access to their math Resource One of the unique things about them is they've also been independently evaluated by Ed reports and they receive the highest evaluation possible by Ed reports in that it meets expectations in terms of its alignment to standards and as well as its usability for teachers a high degree of usability is important because that would lead to consistency of the implementation in classrooms a little bit more on what in an open educational resources which open up is it's an oer so an oer refers to a teaching and Learning Resource that's accessible to the public without
049any cost to us it's released in the public domain under an intellectual property license these resources can be freely used and repurposed by anyone we can distribute tweak edit and build upon the materials that carry this license this provides us a high degree of local control in terms of our content and the ability to edit the content if necessary as an oer there's also a substantial parent access to this curriculum which provides a high degree of transparency every single student problem is available to the public so the public can access every single problem that's within this resource the other thing is it's it does offer a cost savings to the district curriculums I don't have a specific curriculum that I'm going to point out now but they kind of range most Middle School curriculums also
050have a book that comes with them on a yearly basis they average in price somewhere in the neighborhood of 21 to 34 dollars a student so annually we could be looking at a cost Savings of about nineteen thousand to thirty thousand dollars a year another element of being an oar and in this case it offers wonderful family resources so the family resources that are provided by open up provide clear explanations about the concepts that are being taught in the classrooms this provides parents with some idea of the the concepts that are being worked on as well as some information on how to help them so when kids come home and they're struggling with their math problems the family resources offer them some idea about not only the learning outcome that the students are working towards
051but it also provides them some examples and some illustrations about how they can work with their student to help them solve the problems Dr reuter tweaked my presentation I promise you that all those words were once in Black and very readable I just wanted the slides to match for the viewers at home I'm also colorblind so we helped me out with the color scheme um I think you skipped a little bit of my information so if it was back in the timeline a lot of this information on the timeline was provided to the teaching and learning committee so early in July and August the curriculum team met to review what the priorities were and we established the priorities that I explained to you earlier the other thing that we did was we engaged in a
052discussion around five levers five lovers is a book that kind of illustrates to teachers the degree of change that they're looking for within the scope of their program so our teachers some of the higher levers that we focused on was standards so that there's consistency and educational outcomes the strategies that are being used within the classroom so open up has several routines that the students engage in on a regular basis that Foster collaboration and discussion which are teaching strategies that lead to Greater gains in student outcomes and finally instilling in students a belief in themselves that they are capable of handling any math problem that they see that they can all see themselves as math students there are some times that we hear students say well I'm not a math student or a parent say
053well I was never good at math and that's exactly not the attitude that we want our students to come away from our math program with we want all of our students to become flexible problem solvers that are able to tackle or be willing to tackle tough problems that they see in early September yeah identified the priorities of our new curriculum as well as we looked at the best practices in mathematics and we determined professional development needs that the teachers would need to effectively pilot open up resources one of the things that our teachers suggested very early on was that when they initially started using the the resources in 2021 they weren't necessarily sure as to how to implement those resources so we partnered with cesa 6 and the math Center at 606 to provide some
054professional development around open up resources so that teachers could feel successful when they piloted the materials and tried them in the classroom and then in November and December they piloted open up resources in all six eight classrooms which led to at least one unit being used at the sixth and seventh grade level they've been using open up resources all year long you can go back and nope in January um that's when we evaluated the resources so we met as a team and we evaluated the resources and again this was information that I provided to the teaching and learning committee uh the team evaluated the resources based on rigor and balance focus and coherence and usability and at that point we determined that we would make a positive recommendation to the teaching and learning Committee in
055February teachers further prioritize standards so they looked at what the key elements of each piece of the curriculum or the resource were and how that aligned to our educational goals and then in March we further provided additional professional development to our teachers associated with open up resources so that they could continue to use those successfully the professional development that was provided to the teachers in March actually wasn't just a line to open up resources but it was aligned to high-yield strategies that work in mathematics so it would work with any math resource that we selected irregardless of our move to open up so what they were looking at were different structures and strategies that we could use in the classroom so that students could become collaborative and work through problems together so what open up
056resources is is it's a problem-based resource in mathematics and the goal is to provide students an opportunity to have exposure to a problem and then work through those problems teachers often give them students a start they frame the problem and then they release students to work through those problems and then prompt them as they work on the problems the goal is for students in math classes to spend the majority of math time working on math problems so the value of this approach is students spend more of their time working on the math practices which you're going to see on the next Slide the math practices are kind of the transfer goals that we have for students in math and they are what we want students to have once they leave the Germantown School District we
057want students to be able to make sense of problems we want them to try different approaches once they hit barriers we want them to be able to evaluate the reasonableness of their answers and make sure that once they arrive at a solution that they're able to evaluate that solution and decide whether or not that solution makes sense and one of the things that our teachers said from very early on was that they wanted to make sure that whatever resource that we selected that there was a high degree of focus on the Wisconsin State mathematics practice standards and those practice standards are what I just described to you in terms of the the different skills that we hope students to develop while they're working in a problem-based scenario so a typical lesson in open up resources
058this could look like a typical math class in the very beginning there's a warm up in that warm-up sort of Gears kids up for the day that warm-up can be used for a variety of reasons so it could be used to review content or it could be used to Prime students to get ready for the problem that they're going to engage with after that they're going to engage in one or more instructional activities those instructional activities have several purposes that I outlined on the next slide which include providing students with a math problem that they can see in context they help students develop a deep conceptual understanding of a math problem they introduce a new representation of a problem so they can induce a little bit of cognitive dissonance or make students feel a little
059confused at first to see how this new representation fits and how they previously thought math worked it can be a little bit more traditional and help students formalize a definition around a math concept and it helps students work towards Mastery of a concept or a procedure once you move towards the end of an open up lesson that's the point at which typically we see this in a traditional classroom where a concept is taught so in a typical classroom sometimes that concept is taught at the beginning where a teacher gives students enough information to complete a lot of problems and this kind of flipped scenario at the end of the lesson that's where the teachers start pulling it together so they look at the variety of different paths that students have taken they talk to students
060about how they arrived at their solution they allow students to argue and discuss the procedures that they took to arrive at a particular answer and then the teacher Works to create the conceptual understanding of the math concept that they were looking for or the goal that they had for that day and at the very end what I did for you is I included just a couple of the examples but again I would encourage you to take a look on their website because every single problem in open up is something that we have access to open up has a couple of nice features in it they have some simulations that students are able to play with to develop conceptual understanding so the first problem that I have here it's not an interactive on the slide but
061it is an interactive in the resource where students can manipulate the amount of colors that are in um these graduated cylinders and as they do that they start to develop an understanding of ratios and proportions and then on the next slide you can see a more traditional type problem that you'd see in open up but again I wanted to give you a feel for what a problem-based problem would look like in that students are given a couple of representations of different problems and they're asked to use both the table and the graph to start making some predictions about a baseball player's performance and at this point I would ask for any questions that you might have regarding open up resources or I would like to propose that we adopt the six eight open up resources
062as our primary middle school math resource okay Mr Paul so come with a positive recommendation so the original positive recommendation from the teaching and learning committee held on April 10th was a motion to move forward with a positive recommendation for the full board to approve illustrative math as our sixth through eighth curricular resource um so procedurally you're trying to clear up so what I would do is withdraw my motion um no my motion to disregard that as inaccurate which was on the table I will withdraw that so now we have to deal with the Positive recommendation of a blessed Street of math from the committee so for the community who's understanding this happened on the 10th and our last meeting it was on the agenda to discuss this however with the new appointments to the
063committee and the board we wanted to make sure everyone had time to vet the curriculum prior to making this motion at a meeting we thought that was towards the beginning of that being I believe we removed it from the agenda I made the motion to remove from the agenda for that reason since then members have had a chance new members have had a chance to take a look at it as long as existing members to take a chance to look we look at some of the issues or information provided however the positive recommendations still stands so the board as a whole has to make a decision on that that it's on the right okay just for clarity we're talking about illustrative math and we're talking about open map are these one and the same are
064these something different yep so originally illustrative math authored the open up resources once it was released to open up as an oer illustrative math said they are not in partnership with open up so for increased Clarity it wouldn't make sense to adopt open up resources as our six eight curriculum and not illustrative math okay so the the motion was for open or was the plaza recommendation was for illustrative math but before we do it I'm just confused as far as what's on the table out you had mentioned that you would make a motion but okay bring that bring the positive recommendation forward again and then we'll vote on that yep and I withdrew my initial so the motion to move forward with a positive recommendation to full Board of to approve illustrative math as our
065sixth or eighth curriculum resource presented by the committee okay that comes with a positive recommendation does not require a second discussion let me throw another wrench into the main on our agenda we don't have illustrative math action on illustrative math so on our agenda and what time's pointing out is currently the agenda States tonight's recommendation is fair open up motion to improve open up resources sixth or eighth math as our sixth or eighth resource the positive recommendation from the committee I don't I don't at some point we can't take action but we can't tonight because it's not on our agenda correct but we do have the open up resources available for a motion which would require so the board could approve open up resource this evening as an action item correct and table the positive
066recommendation and in the June meeting technically we can't withdraw correct yep so let's tell you so I guess I do have a question on the open up resources and regarding Ed reports so my understanding is that Germantown has said that we want to move away and stay away from Common Core um according to Ed reports they do not unless a curriculum has Common Core they don't evaluate it it's automatically kicked out which means that open up resources is involve Common Core so the Wisconsin State Standards have a degree of similarity to the common core standards so when we look at the Wisconsin State Standards those are the same standards that our students are available evaluated on on the forward exam as well as our state report card is based on so when we looked at
067the open up resources what we did was we looked at it through the lens of the Wisconsin State Standards and the standards that we prioritized so what we were looking for was does the open up resources or do the open up resources meet what we're looking for in terms of the Wisconsin State Standards and they do so um what we're looking for in a curriculum resource is a resource that provides students access to the content and skills that they're going to need to do well on the forward exam as well as standards that we've prioritized that said these are things that students need to be successful in math and progress through our math curriculums so when we look at the curriculum for bridges that goes from K through five do you think that because it's
068it sounds like it's a different type of curriculum where you go from maybe more problem-based solving to now these you know the traditional I guess what I would consider traditional to a different style of curriculum yeah so bridges that we use um at the K-5 level and then open up which we could use at the six eight level both of them have more of this conceptual understanding slash problem-based approach um so they actually fit pretty well together in addition some of the routines although they all go by a different name in bridges are very similar to the same routines that they would see and open up so some of the activities that students are familiar with and bridges that they've experienced in their K-5 classrooms would be similar to the structures that they would see
069and open up go ahead I have a question um for clarity purposes you said that open up is not in partnership with illustrative math yeah an illustrative math their website has an FAQ and on that FAQ illustrative math lets you know the partners that they have so there are several curriculum curriculum companies that have actually purchased that curriculum because it's in oer they can do that and then they've packaged it and now they're selling that same curriculum so you can buy versions of illustrative math but every time that that company you know they purchase it they work with illustrative in terms of the changes that they can and can make as they publish them that's not the relationship that they have with open up so open up um and the FAQ states that illustrative is
070not in partnership with they're not in partnership with but open up is offering the illustrative math curriculum as developed by Bill McCallum the the curriculum was originally authored by illustrative math and then open up it was offered to them as an oar as well so then as openup has it it's now their resource it's a resource but the base curriculum is Illustrated math correct as developed by Bill McCallum correct who developed Common Core so they're just repackaging Illustrated math their Arts if you were to look at each one of the certified partners of illustrative math there are differences that exist between open up and the certified partners look I'm sure there's differences but the Core curriculum is illustrative math it was originally authored by illustrative math correct okay so Bill McCallum developed that they've now
071for lack of better saying licensed it out to various selling groups right okay just for a little bit of History I think we need to go back to the beginning of when we rejected Common Core the problem at the time that we noticed with common core is it was a very politicized curriculum and that was the issue that we had with it it would look more like indoctrination rather than education this to me has not seem to have that issue when we look at the open up resource I looked through the problems I didn't see you know political politicalization of the curriculum in this and I think the fact that it's transparent is exactly what we want I do worry about I mean I do like the fact that it's free but I always worry
072that you get what you pay for and there are things that can happen down the road that could make this very difficult for us to accept but with the transparent part of it I do appreciate as far as the curriculum goes I think that's what this community wants we want to be able to see what our kids are being taught in school and this seems to be a robust math program from what I could tell as well so from my perspective this part of it I like um where it came from and who's all involved in it as long as we can monitor it and see it have we gotten any feedback from parents or students on this at all and we sought that out there has not been any concerns that have been raised
073by parents in terms of the problems in terms of feedback that we've received from our students are you know that was anecdotally collected from our teachers and our teachers who use the curriculum or the resources in both the pilot and then our six seven teachers once they started using it with their students they saw an increase in engagement which is one of the reasons why they wanted to continue to use it with their students so this is a kind of a unique resource teachers started using it in 21 in the 22 school year and our sixth and seventh grade teachers used it for different durations but a good chunk of 21 22 and then we restarted the pilot in 22 or 23 20 22 23 this school year and we did that so that we
074could make sure that teachers had effective training along with it so that we could evaluate it as well as Implement rubrics to monitor it so as they did that they felt a little better equipped to use open up resources and with feeling a little bit better equipped to use it they also saw increased results with their students so that they understood how it worked a little better at the end of the day our teachers like I said the the full team of six eight which is another unique piece of this curriculum review team that all of our sixth seven and eighth grade teachers use this math resource at one point during the school year they came to the consensus that this would be the the resource that they wanted to recommend to your point earlier
075about it being freely available all of you can download the entire version of you know it's in its second iteration it will go into a third iteration but we could take the entire second iteration and download it at this point and then we would have access to it so that's one of the the pieces of being an oar so we would have access to it for as long as that we would need to yeah and I did appreciate that because before the last meeting I was able to go on their website and look at the problems and go through lessons for each grade and be able to see exactly what they were doing I think that's what we need and want Mr Barney yeah yeah I'm kind of talked about what I'm going to ask
076but I'm just going to ask it a different way what's the difference between what you piloted illustrative math and what you're recommending tonight it's exactly the same resource it was kind of uh so it was making a distinction between um so the original motion we were trying to be clear in that that it was open up resources but it was authored by illustrative math we're just changing it for terms of clarity that this is the open up resource to make sure that there isn't any confusion that it's illustrative map because that again is offered by several different um companies and we want to be clear about what resource we're actually recommending to adopt and I I'd remind the board that you adopted standards in July the Wisconsin state standards that Mr miziak is speaking of
077that are the benchmarks of our state assessments that then correlate to our state report card to show us as a district how we perform which is front-facing to our community and perspective new people to our community and additionally we we've used the term resource in the last year because this is truly a resource we can download the entire thing and pick and choose out what problems what we want to use because you have local control the standards and through previous teaching and learning committees Mr miziak has shown the work that our teachers are doing on through understanding by Design where we prioritize standards and build a scope and sequence that has not existed in this District that's curriculum this is the resource that would support it so it doesn't mean we're lockstep with every problem
078but we need something as a model so we're not making it up as we go along so I do like the fact that we are have access and we can change things but I just want to read you as far as your comment about politicizing education right [Music] quote from the CEO of open up we have work to do internally and connected to our curricula which has a power to positively catalyze change in our country through liberating educational experiences that is a extremely political comment so I guess in in understanding that we can change things right but how extensive labor expensive is that going to be to keep monitoring you know every year and the changes in the curriculum as was stated earlier I think one we've had access to these problems for the last
079two years and as teachers have worked through them they haven't found problems that they've um felt that way about um I think the two examples I didn't um I literally could click into any of them and show you those problems so that the ones that I selected were to both highlight some of the representation pieces that are there plus a little bit of the give you a feel for the problem-based piece of it sometimes when we say those things in education the terms are uh misconstrued so I wanted to make clear what we were working on I don't believe this is going to be a labor-intensive process for our teachers um it there there was not a high degree of change that our teachers felt that they needed to make within the problems nor were
080there any problems that they stumbled upon that um they didn't think work towards the educational goals that we have but again we can download it as a particular version so we've got version two which and you have access to all of those through that Oar so version two is completely accessible to everybody as a board member you have a school district email so you can get into the educational side of things parents don't have the same access as Educators for some obvious reasons the the number one being that they don't have access to like answer keys and things like that for all the problems because our students could get into that and then their homework would be very easy at that point in time so that's one of the the differences or distinctions between the
081educator access and the and on the parent access but in terms of the parent access they have access to all of the problems that exist within it it's just the um the teacher side offers that okay Mr probably yep what's available to the students for Behavior because I know a lot of times having that pencil putting it on paper so the cost savings yes book versus notebook I totally get but what is it do how are we going to manage that aspect of it with regards to I understand some things are online and interacting yeah uh so there's a couple things so like an increase in paper cost we essentially have been using it in that sixth and seventh grade and then eighth grade has printed much of their own materials as they've you know
082pulled things to try and meet standards or that were similar to the materials that they had been using previously it's our paper consumption year to year I don't think is going to see like a significant increase to next year however like the ability to to have problems sent home teachers given that it's it and oer they can download the problem sets they can select within them so often what middle school curriculums will do or resources will do is they'll provide you know 12 example problems and then it's the teacher who's deciding which of the 12 problems that they think their students might need is some additional practice in so one of the big differences between purchasing you know a bound set of problems versus having problems that they can kind of Select from is there
083is a paper savings on that coming from a district that purchased volumes on a year-to-year basis my teachers again would look through them and say wow these my students have already mastered these problems I don't want them to do them so we're going to skip them so then you're essentially wasting some of the paper at that point in time the other thing that if you visit some of our Middle School classrooms one of the things that they're doing to encourage collaboration is there's a lot of vertical services in whiteboards and then there's also whiteboard tables that they're using to allow students to work on together so they can give students access to the problems on their Chromebook they can look at it but then they're working together collaboratively either on the vertical space the Whiteboard
084or on the tables I've seen it in several of the classrooms they're not even whiteboard tables they're just your standard tables and the kids will draw on those as well apparently they wipe off just as clean as the whiteboards but that's it gives teachers a flexibility in in terms of how they would like to utilize the problems for a problem like the one that you're looking at obviously this one's a little bit more complex words that you might want students to have access to a piece of paper another thing with regards to uh about this week version two you whether we should make changes or not a few handful do we know that if we go to version three and stay creative we know for a fact that the resources it's not like at some
085point in time but I know the software in general uh we can download the entire resource and have that saved I can put it in the teaching and learning drive that I own which would then give all of our teachers access to version two and then we can evaluate version three as it comes forward um they have draft teacher materials and they don't look significantly different than version two I think they've made a couple of enhancements in their opinions in terms of some of the problems so they receive feedback from teachers that you know there's a particular problem that students struggled with because there's you know a lack of clarity that's within the problem that there was some misunderstanding so sometimes as you increase or they go from version one to version two um a
086lot of that's just rewording of certain problems to make them more clear to students as to what students are expected to do but we would be able to download the entire version too so that teachers have access to that from here on out Mr England I was gonna go off course from what I'm talking about but if you were on a course with it what's it if you're on course with what he's discussing right now I'm going to take the conversation in another Direction he's again taking a little different direction also so go ahead okay um so I am and open up resources are both offered free right and in my research looking into it they're both 501cs so they're receiving funding for that somehow it's not from us as a district looking at their
087donor list it seems to be an identical list um to me that is signaling a partnership there as or I would look at it as I am is the curriculum or the resource and open up resources the gateway to it in Partnership and I know you've said a couple of times now that it's not but I've read articles specifically from I am stating they are so we're having confliction there right an issue there as far as information accuracy um when I discussed the reading curriculum update or pilot program that you brought forward there were several data point collections built into that process I think those are driven from conversations around not having data to help make this decision other than well somebody says this is working so we don't have a data point to show
088have our students shown Improvement based off our utilization in this program do we have data now since we've last had that conversation are we still lacking that data there's been an inconsistency in terms of map administration at the middle school level for the last couple of years so there's often not a spring data point for us to compare to so there isn't a standard data set that I can take to take a look at how students have performed using this Resource as compared to a different Resource One of the unique challenges of this and this is one of the big differences between the the reading pilot and this this resource was already in the hands of teachers and had already been in the hands of teachers for an extended period of time by the time
089that we looked at utilizing the resource so they had access to it all of last school year and we're using it all at last school year so the discussion for it was to evaluate this one particular resource in alignment with our goals so that in structure that's one of the biggest differences where we're going to collect more data points within the reading pilot because we're collecting it on a potentially three different resources at this point in time that kind of leads into the next question I got is um the original pilot predates you for this curriculum it it didn't work the first time around uh our sixth and seventh grade teachers continued to use that resource so part of it was for us to evaluate the resource more critically so this year we spent time
090looking at both the standards the strategies that are used to teach math and then look at that through the lens of open up resources so again it it's not that it failed the first time through it just didn't have any structure teachers were given the materials last fall and then asked to use them but there wasn't necessarily any kind of information that was being collected or asked of the teachers as they were using those materials in the classroom so this time through what we did was we started to look at it and then I provided some of the information that we evaluated it through and then had discussions on okay nor was there training or professional development they were given the resource and off you go there's very little measurement or followed along the way
091so this year was spent doing that so you then come into the role and you're handed this curriculum we'll say um it's not like you personally reviewed it you kind of said this is where we're going with it we need to now the second year measure it and get a better idea of how it did so that was one of the decisions that we first talked about back in August was whether to continue using the resource and at that point in time teachers had experienced the resource long enough that they wanted to continue to use it so a lot of it was based on our teachers experience with the resource in their classroom with students from the previous school year and them making the call that they would like to continue to take a look
092at that resource and evaluate it to make sure that it met our educational goals okay so you continued it's not like you took a look at any other resources at that point at that point correct okay have you since then take a look taken a look at other math curriculum that is not based on illustrative math we have not I'm one of the challenges was the degree of utilization that had already existed with our teaching staff so given that they were provided with the resource at the beginning of last school year and had already used it for an entire school year um the undoing and taking out would have created some inconsistencies for our students that we weren't looking for okay we're not trying to put a square peg in a round hole in just
093for inconvenience um I would say that part of the reason why they were able to continue with it is some of the features that I put forward so in met where this resource checked a lot of the boxes that we were looking for in terms of a resource that it was a high quality resource that it was aligned with the math practices that it offered our students Rich problems so given the quality of the resource I think that's why our teachers wanted to continue to use it okay so you're can you believe that this is the resource that will make up the Lost learning problem we have in math I think a resource only goes as far as the teaching strategies that we have with our teachers so I think there's there's a a lot
094of factors that go into um making sure that our students continue to make educational gains in mathematics I think a lot of that comes through what I propose to the teaching and Learning Community Committee around the loss of learning plan where there's professional development that we provide to our teachers in terms of the teaching strategies that go along with growing our math students it's you can't just take a resource give it to our teachers and then expect that that one particular resource is going to be the thing that's going to move all of our kids forward it's the it's the way that our teachers use it with our students it's the strategies that they use and then it's that belief that they're able to instill in their students that they're able to attack math problems
095so the resource in and of itself is is not the the magic ingredient I think it's the teachers that we have and the strategies that they use and if the teachers are provided with high quality problems to start with is the basis of the curriculum that this can form the foundation for what we're looking for okay so along that lines in is there any data that suggests or shows that you've said a couple times getting the students engaged doing group type projects as we've seen a decline in math scores across the United States over the last few years and this type of curriculum has been out there is there data that suggests that group math kids getting together in small groups is beneficial uh collaborative work as well as discussion in math our high-yield strategies
096that have been studied by numerous researchers there's meta-analysis that's provided by John Hattie that outlines several key strategies the strategies that we would promote our teachers using the classroom are also strategies that yield high growth in students are we talking LCL or raw data that says the students see an uptick in math scores through working with groups um can you repeat the question I'll shorten it up are we seeing is there hard data out there you said you know they've researched it they've taken a look at it I I get all that but the end result is are kids achieving Better Math scores using this type of approach the strategies that have been evaluated show higher growth in students and so specifically talking specifically the groups kids breaking up in small groups working through problems
097in a group of three or four then I guess the teacher would come over and monitor at that point because you keep saying the kids like the engagement Factor we got to get kids engaged and I get that if the kid's not engaged if the teacher's not engaged nobody's learning but at some point we have so many minutes a day in the classroom we have to be teaching these kids we've fallen behind in math do kids like it because they get to hang out with three other people or you know you shook your head no so is there data that shows that so putting students into groups so that collaboration piece has multiple factors that go into it so when you put students into groups so that they can work on math problems you increase
098the amount of time on task that students have so working on the actual problems that strategy alone increases educational gains in addition to that that Fosters the opportunity for students to discuss and debate that strategy increases students gains in math so you guessed the the sit and get so if I'm you know going back to a traditional math classroom where teachers in front of the classroom they teach a concept and then they allow students to work independently for a long duration of time or they speak at students for a long duration of time and then ask them to do a few number of problems at the end those educational structures would not have the same educational gains as the methods that I've described it learns through traditional learning through repetition because there is value to
099repetition and we all know that in our daily lives so is there a balance between just doing repetitive problems versus working maybe on two or three problems in a you know 45 to 50 minute class um there is some value to developing fluency with problems that require a high degree of procedure so you know same steps but that doesn't necessarily create deep conceptual understanding of math that's durable that lasts that then students can carry forward so yes there is a benefit to doing um you know multiple problems and there are strategies to do that effectively most of the time some of the strategies that there's been research shown that these are strategies that positively impact learning would be things like mixing up those problems so unlike what we've seen more in a traditional classroom where
100you'd have 20 problems of exactly the same they call that block practice mixed practice where students have multiple types of different problems to deal with that yields Higher Learning gains than block practice so the more traditional approach of I'm going to teach you a lesson you're going to do 20 problems or just the odds that approach does not necessarily yield as high a result as students learning how to attack a problem in this method and then maybe later on getting three or four problems from different units so that's kind of a shift from the traditional math classroom okay just to move things along a little bit yeah we'll keep the discussion going but I want to have a motion on the table if we're going to have a motion and we can keep the discussion
101going so I'll entertain a motion at this point if we want to talk about open up resource [Music] second and I think your mic's not on okay Mr Pollock with a motion Mr burning with a second any further discussion yes Mr Barney go ahead um in reviewing some of the resource information provided specifically on open up resources I'm trying to figure out where in their literature I'm sorry in the resource itself reflecting from their literature that they're tackling dismantling systemic racism and K-12 education in the United States do we see that come through in the resource itself I I don't believe so um when you so and and I ask that for the simple fact that their Chief academics equity and social justice officer quote States Dr Childs brings a vast experience through k-16 as
102an educator speaker author and thought leader for open up to open up resource senior leadership team parent partnering and develop to develop and drive forward key strategic initiatives to the organization in service of dismantling systemic racism in K-12 education in the United States so is this company doing that or are they not doing that and would this be a disingenuous statement from them I don't want to evaluate their mission when we evaluated the resources that there wasn't anything that I saw within those resources that um I think I could justify that statement so I would not I would not take a position one way or another on on that I find the inconsistency there um to me that means they're doing it I'm just wondering how they're doing it when we evaluated the resource that
103was not one of the lenses that we were looking for again as I provided through the teaching and learning committee the the way that we evaluated the resource and the priorities that we had those were the things that we were looking for within the resource Mr Bernie can you recap again how many classes have piloted this over the last couple years um so in the six seven um classrooms they average four or five teachers so all of six all of seven piloted it in the 21-22 school year all of our classrooms piloted it in the 22-23 school year our sixth and seventh grade classrooms have used it for nearly the entire year and I say nearly because they've supplemented in certain places where they thought students needed some additional practice problems and things like that
104eighth grade eighth grade piloted for a select unit so they did it specifically for a unit okay so is it safe to say if we do nothing they'll probably continue to use it next year I would say if the board is not recommending to use it that um I think our teachers would be in a position where they'd want if it's not something that they would if the board doesn't recommend to continue to use it I don't know that our teachers would want to continue to use it but if they like the curriculum even if we you know don't approve it then they would have a choice obviously to go back to what they were using or this correct and I think they see the value in it they would continue to use this versus
105doing it absolutely and I think that's what happened I think if we wouldn't allow they wouldn't have the option to use it right I would think that a teacher think that if the board did not approve said curriculum that that would mean that it's not something that should be utilized in Germantown which puts our Middle School teachers in a predicament especially at sixth and seventh grade to go back to what they were doing two years ago during the learning loss period of time and inventing it as they go along into Mrs higginbotham's point they did have that choice so I think what happened was they had the opportunity to go back to using the other resource and they wanted to continue to use this so they chose to use it during the 23-24 school year
106once they Transit like once they were offered the opportunity to use it in last school year the sixth and seventh grade team liked the the resource and continued to use it with their students as opposed to reverting back to using the old resource which was the connected math project so moving forward if I mean if this was the curriculum that they used we are putting in place better ways of uh seeing if it is a successful curriculum versus just saying it's so then you move into the later phases of a curriculum review so there are additional things that we would do in years three four and five of the curriculum review uh we would continue to look at the priority standards how they are represented within the resource we would start looking at common assessments
107that are aligned to the the standard so that we could take a look at how the resource is performing within classrooms we could look at variances that may exist between classrooms based on those common assessments so in years three four and five we would refine the curriculum or the resource anything further Mike yeah I have a question uh some students really won't learn I think maybe I was one of them unless they worked the problems themselves so you've got this collaboration in the classroom is there enough homework assigned that students do work problems on their own also our teachers still do assign homework problems to students when they feel like they need additional practice on any skill um one of the things that comes of resource reviews and this happened in my previous District when
108they look at math problems there are are sometimes Math teachers that don't they love assigning math problems so that's one of the things where if there was one of the the minor criticisms of it was just the number or possible options of math problems that they could assign to students for homework given that it's an oer we are able to to add to it fairly easily and ADD problems if teachers thought that there were some additional problems that students needed for for practice purposes okay it's just going to say to follow up on Mike's Point there is there an option is there an option or can we have as an option in class groups and those that want to work individually um I think as a former Middle School teacher that's one of the things
109that you always kind of have at your discretion so it sort of depends on the educational goal I would have a hard time believing that our edu our our teachers in that instance when they have a student who came to them and said I would really like to work through this problem on my own that they would say no unless they had a solid reason to do that um and then again as a former Middle School teacher and a middle school principal um I would say more often than not our students want to work in that collaborative environment but there obviously are times where students can work independently I have been in classrooms this year when you look at that structure of the the classroom during that warm-up period sometimes teachers ask students to work
110independently during that time work through the problem on your own see what you come to and then compare your strategy or your result with you know the students that you're working with another strategy could be for students to independently tackle one of the problems that they eventually release them to collaborate on so work through a piece of it independently and then they send them out into their groups to work so there are multiple structures that teachers could use so that students have the opportunity to work independently I will also reassure you that our teachers use you know tests and quizzes and all those other opportunities you'll see that there's a cool down phase to the normal structure of the open up routines the cooldown is typically something that students complete on their own um and
111can be used as an assessment so teachers can understand how well did the student you know conceptualize or understand the material that was being worked on they apply it on their own during the cooldown phase of the lesson so that the teacher can collect some data on on how well the student learned that day I just want to make sure that while they're in the classroom every student has the opportunity to do as much work as you can and be accountable for it instead of sitting in a group and having the smart kid always do the work and go home looks good ultimately students would be accountable for their learning on the assessments that we provide to students ultimately and I don't want that to be a deer or something out of test and I
112would argue that our teachers don't want that either so those are those instances where they want to make sure that they're maximizing opportunities for students to learn and again I would say as a middle school teacher if a student came to me and said hey I'd like to work on this by myself for a while I wouldn't let them do that that seems to keep being a one-off you keep kind of addressing that as if that would rarely happen that's maybe a one-off as opposed to just saying it's time to time to do what we learned and let's see what you learned break into groups or those of you that want to you know struggle on this independently have at it I and that's purely from my own experience and again I would not argue
113that all Learners are the same in any way so right are we then are we kind of forcing them saying whether you like to be in a group environment or not you're going to be in a group environment no because I think students again in instances where they'd like to and they would often ask to work independently and within the structures there are opportunities for students to work independently often to start the lesson or to end the lesson there's chances for them to do it or in other structures that I explained earlier where you might use that to allow students to kind of grapple with the problem first before you release them to work collaboratively final tests are those done independently so that all of a sudden you don't have it a set of students
114sitting back and all of a sudden you know you get to the end of the year and they have not picked up the concepts because they've said that all along the way there are formative checks and tests that come at the end of the unit that students are doing independently Mr Egbert um kind of to Eric's Point why and listen you explain this process if we have three students working together and two are strong and one is significantly showing issue I should say some solutions have struggling with the problem how does the teacher identify that student and ensure they get the assistance they need versus the group did well in that masking the student's poor performance and by poor performance I'm struggling due to they don't have the skill sets to meet the test so
115to speak so how does the teacher identify that there's a student within the group that's right prior to the testing process yeah so yeah so they're multiple times right so uh you could see it one a common practice of our teachers so there's assigned work as students are engaging in that warm-up they're walking around the room to check the independent work students did at night another way to check it would be as students are working in the beginning phase of the lesson the warm-up piece they're walking around they're taking a look at students progress at the end of the lesson you can see it when you have that cooldown another opportunity as students are working in those groups teachers are walking around and they're talking to their students while they're engaged in it and they're
116asking questions about the process that's being used so you could imagine that if you've got a group of three and there's a student who's writing on the board what the teacher might do is walk over and ask one of the students in the group hey can you explain what he or she is doing at this point in time and then that student would be you know explaining the work that's happening on the board those are all ways that teachers can engage along the way how well a student is progressing with a concept so there's multiple times that students or teachers could check in with students to see how they're progressing can I ask that because I want to make sure we're not letting anyone slip through due to some of this group work that we're
117engaging in I hate to see a student fall behind because we've missed the chance to identify the issue in the system at the time on an ongoing basis but here is a one-off can actually do better jobs that they can actually do whatever But ultimately an ongoing basis your quizzes interactions throughout the day I think I have confidence that yeah our teachers are going to recognize if there's an issue middle school or about an issue not even involved me and let them figure it out thank you very good um as far as the math curriculum I support this for the reasons I stated earlier I think we've heard a couple of red plagues that were mentioned here that could be a potential future problem down the road but from what I've analyzed and what I've
118seen I don't see those popping up in the actual curriculum itself and I think the fact that our teachers are seeing this as rigorous that they're it's open and transparent that we can review this that we can actually see it I would support this moving forward Mr Barney yeah um first Jake you're doing great sitting in front of this firing squad tonight so thank you um I think at this point we're going to cause a disruption if we don't move forward with it because we're two years removed from the curriculum they used before it given that there was learning loss during covet I'm not interested in causing further learning loss it was recommended by the staff it has the transparency we're looking for as a district and because of that transparency if there's any political
119activism in it we'll find it and we'll see it because everything's public so I'm in favor of moving forward with it two quick points hey what kind of my two points I was going to Echo the same thing Jake thank you for sitting there and taking fire from the board math and literacy are the foundations of Education if we get this wrong you one one more last year is going to look like a walk in the park we shouldn't have done it so thank you for sitting there and we gotta fully vet this thing the other thing is to kind of circle back we keep saying well you know we'll find it we'll find it we'll find it in the investment world and we're hearing it across everybody's 401ks and 403 B's is ESG investing
120environmental social governance where it's not the investment itself but we as investment managers are looking at the company and saying are you a good student Stewart of conservation are you championing the right causes and if you do go to these websites and look at these companies you will find it so it may not be in the equations but the company itself just like the big range out there now is ESG investing and taking a look at a company and seeing what their values are so I I suggest if you go to these companies websites it's it's right there I would reiterate this as a stagnant curriculum this is version two we're looking at that we could if you approve tonight Jay can hit download and it's stagnant it's not evolving with an update every week
121or every day so we will have that captured we can look at it and use it as a resource towards the standards that have been prioritized and adopted by the board so again it's stagnant it's not growing or changing every day that we have to be watching or the concern of the board or community members what is in front of us is what's in front of us today and over the next couple years as we utilize this curriculum to its potential thank you I I agree I don't think that was a concern that there are sneaking equations and it was just from a company standpoint a lot of these questions are coming up that doing the due diligence we went out and looked at these companies and went why are they going down this path
122so I don't think Jake you've done a good job saying you know it's not here it's not in the equations in anything so I just wanted to point out that a lot of the questions that you hear coming at you are from the side of the education World they to your credit you're not looking at you're focusing strictly on the curriculum so I I would Echo what mostly people said up here tonight that we appreciate your due diligence and your willingness to sit there and facilitate this open discussion on all these issues you and I have had private conversations in regards to approaches when looking at curriculum and I've always challenged you kind of with I think two things one being a the best curriculum for our students possible and be clean curriculum non-agendized curriculum
123but I've always added a notation to that if the cleanest curriculum we could possibly find is bad curriculum that's equally if not worse than uh editable curriculum as frustrating as that is for me to sit here and see the world not open itself up today mathematics and in its need to insert political agenda into them in our due diligence then requires us to refute some of that while taking the good resource and curriculum from it that could be frustrating but we've challenged you with really challenging us with that question can we do it do we trust you guys as the district and our teaching staff to do that um those are the real key issues I weigh in this I understand the teachers bought into this program probably due to its piloting process which I
124think we've also discussed and said was uh initially a failed process due to the person that was implementing it and how to implemented it and you kind of brought it back around is a true implementation of a pilot with giving those teachers those resources because they weren't overly in favor of this my understanding is the first time around due to some of those support pillars not being there once we gave them that it seems like they bought in and under they believe this is the way to go okay anything further all right we have a motion on the table by Mr Pollock to approve the open up resources six through eight math with a second by Bernie all those in favor opposed that passes anything else from teaching and learning I think he's good for
125the night I still have one more thing coming so thank you Jake thank you thank you thank you much moving on to Personnel committee Mr Edward back to you oh I had a whole other subject tonight oh that's mine this should be a shorter discussion although shoot it's not not important um let me get to where we were at so we met this evening I believe the entire board was there for the discussion and participated in it we heard from Mike regarding opeb which is our retirement compensation as well as full compensation study I believe the board was pretty well in support of conducting a full study to see where we fall as far as overall compensation as well retirement compensation those would be two independent studies given their nature probably being done parallel to
126each other so we should see and probably along the lines of next month some recommendations and a full plan for implementation to conduct those studies um we also heard discussion brought forward from the district office regarding certified staff start and end times and their desire to have some of that more formally set and with that we the committee would bring forward a motion to move forward with a positive recommendation to the full board to approve the proposed modifications to teachers start and end times to be noted to in the teacher section of the employee handbook for the beginning of the 23-24 school year okay that comes with a positive recommendation does not require a second any discussion I will just say Jamie thanks for coming tonight I hope you didn't hear anything from us that
127we don't appreciate our teachers as professionals I think I would like us to go to that point where our future hours are just professional hours just like some other school districts do I think that is a direction we're heading we're going um I think the eight hours gives us that flexibility to be able to have those meetings and Communications with our teachers when we need it I don't think we're locking anybody into an eight-hour schedule and trying to cut your pay or doing anything like that we totally respect our teachers and appreciate all that you do so just from the board perspective I hope you don't feel that from us so thank you well I think what was pointed out though during the meeting was I'll use it in elementary school example if all of
128the teachers know that they need to be we'll use Amy Bell they need to be at Amy Bell from eight to four and and their current start time is 8 30. that the expectation from their peers is that if we need to meet at eight o'clock outside of school hours they can because that's the expectation we all know that teachers in general grade their quizzes grade their tests do all of their prep work all of this other stuff within the confines of the proposed or normal start and end days but they also do that in the evenings early in the morning on the weekends occasionally because they have to because right now you're expected to be in seven you know seven hours 15 minutes seven and a half hours whatever the case is the start
129and end times don't Define how much work you do because we know that you do it outside of those times as well okay any further discussion see none all those in favor aye aye opposed that passes moving on to item nine new business discussion and action to approve wiaa boys and girls lacrosse Co-op Dr Royer thank you I have a report in the packet from Missy nirdle our athletic director to share with you regarding um WIA border controls approved this last year and sanctioned lacrosse as a WIA sport for both boys and girls Mr inerto provided a interest survey to all of our ghl students to see what their interests would be for the 23-24 school year startup season and based on that interest we did not have enough to field our own team in
130both boys and girls and similarly in the Hamilton School District in Menomonee Falls School District they had minimal numbers as well but together as a co-op like we do in other sports in our district we can provide access for both boys and girls Hamilton would host those are as the would be the host school and their athletic director would run um the operations of the program we would pay a fee per student participation as outlined here and you can see the interest that we we do have for next school year ranging from grades 9 to 12. Hamilton has a club that they've had established as a like a co-curricular club for lacrosse that other school districts in the area have had to participate so we would just be joining that club but now is it
131fully functioning WIA Varsity Sport so we're looking for approval this evening to join the co-op as outlined for the 23-24 school year thank you I'll entertain the motion motion approved the wiaa boys and girls lacrosse Co-op as presented Mr Bernie with the emotion mystery Woodward II any further discussion hearing none all those in favor aye opposed that passes moving on Item B discussion in action to approve board meeting and schedule Dr ryer yes outlined here is the proposed board schedule for the current 23-24 school year starting in July just looking to see if any there are any feedback or comments from the board with approval tonight we'll publish that on our district website you're right my favorite the decision for the board to move to a singular meeting a month was made before I was
132on it and I forget the rationale behind it other I believe it was something along the lines to provide the board a chance to review digestive material presented at committee meetings and give us a couple weeks to vet some of that information prior to making a board decision I think we see like what happened here this evening with the Personnel committee that doesn't always come through and I think sometimes we also see and I've seen several times board actions that need to be taken that are taken late due to having one meeting a month it's there a way we can mitigate those issues and keep this current set up or is it simply easier to go back to two meetings a month in whatever curricular committee meetings that occur on that same date would have
133to be reserved for Action the following meeting um I guess I'll address it a little bit since I am the one that kind of came up with this format when I became the board president last year what we were finding was having the two board meetings worked well for timing issues like you said and we want to keep that flexibility we have the two dates set up so that we can run the committee meetings and again it gives you that time to digest and review and and before you make the decision at the board alone we can have um more time to review material which makes perfect sense having a meeting and then immediately having to make the decision at the board doesn't give you the background to be able to go search and that
134we've tabled items because of that um and I've said since I've been on the board that we want time to be able to make decisions we don't want to have something presented at the board meeting have to make a decision that night without being able to do any homework any research at all so we've kind of gotten away with that by keeping those two dates with the committee meetings it gives us a lot of time to delve into the topic at the committee level and then bring it to the board as far as your timing issues with some things being laid if we have to we have that option to throw another board meeting in there for the committee meeting so I don't have the idea of the flexibility and generally if you look past
135the last several months our board meetings haven't gotten much longer but it actually shortens it because all of the action happens in the Committees so I think there's an advantage to doing it this way and keeping it with the flexibility that we can always have meeting and we've had to do that on several occasions I think where some of the things with the timing that I've come up have been travel issues when all of a sudden a team is eligible for a state tournament or like tonight we have some of our co-curricular clubs and they are leaving four days from when the eligibility came up and so in those instances we can either call special meeting to approve that or we can have a discussion further discussion about how we want to handle those but
136we we've been working Melissa my assistant and I've been working when it comes to donation approvals and any of the overnight field trips to be very cognizant with their advisors with their co-curricular Department of being proactive with that versus it's being turned in at the last second but those instances have come up in the past year where the team has already left and you're approving their travel yeah and I think it's been some contractual issues too that have come up as far as a higher school I think we've seen that ultimately if we're flexible in having that to meet those needs and we're not slowing down board business and action being taken in a diligent manner because that's a balance yep I don't see a problem with it I just wanted to have the discussion
137to make sure we're not stunting District actions due to the scheduling yeah I didn't look through every single date to check my calendar but for the most part this looks familiar as to what our board has done in the past and the dates look good um so I'm okay with it and Miss alt Nerf gave her input for the annual meeting so that that's aligned for budgetary reasons as well perfect I prefer the old way better two meetings a month it gives the citizens uh two chances to speak to the board rather than one and it you know back as a newbie board member that's a long time ago now it was difficult to do a finance committee meeting and then deliver to the full board right after that that was a tough job but
138after so many years now it it's actually tougher to have a finance committee meeting two weeks ago and now deliver it to the board because now I have to remember for two weeks or have an old son you know what we talked about so I'd rather actually you know do it the same night it'd be easier on me at this point but I I I admit that you know in 2012 it was different I think that would help Brittany get all the materials she needs put together anyway again we can make ingredients that we've designated a Time on the schedule for committee meetings but those can be held exactly just like board meetings at any time and case in point we've had committee meetings this past month not on the scheduled night because of the
139need to have the discussion right and we've had chairs that held the meeting on a Wednesday because that was the day they worked for them I mean they were the work for the committee so there is flexibility there and we record all of our committee meetings so there's that access to them for community and other board members I'd say it seems we're unique in that manner too as far as the transparency provided to the work being done in the Committees to some of our surrounding districts who do not record them correct exactly and hold them during the day instead of evenings where parents and community members could come in I think that's a huge distinction I've seen from our district to some of the surrounding districts yeah and I would also add that as committee
140chairs of your committees you have the opportunity to bring in called the comment if you choose at your committee meeting to allow the public to discuss topics that you're presented with that evening by all means bring them on so that is also a possibility anybody else okay all those in favor all right all right opposed that passes moving on to item C discussion in action to prove 2023 summer school contracts Mr Messiah in April I brought to you the summer school schedule and the classes that we were offering I'm sure we had a motion in a second on it right oh okay so I'll make a motion we had a good discussion you're right I did write that down I'll make a motion to approve the 23-24 board meeting schedule I was presented second okay
141Mr Barney with the motion Mr follow up with the second we'll try this again all those in favor aye aye opposed that still passes all right now we'll go down to see thank you Jake so in April I brought forth the summer school classes that we're offering this summer and tonight I'm bringing forward the contracts for the teachers who will be teaching those classes so what I would like to recommend I don't have to read all these names correct wonderful um what I would like to do is recommend to approve the contracts as presented with one note that there's one position that we had previously filled but is now open that the teacher was unable to fulfill um or wasn't able to um take that contract so we removed that one it's not in here
142but there's one more position that I need to fill as well as there's some minor AIDs that we might need to do for students who might have some needs during the summer so there are a limited number of contracts that we still need to to fill okay I'll entertain the motion I recommend to approve the contracts as presented second this is second bathroom with the motion Mr Pollock with the second any discussion Mr Ebert just wanted to ensure we'll get those prior to them actually working their contracted hours uh I would hope so um we're working to fill that position sure Mr Bernie that covered it okay thank you anyone else okay all those in favor I opposed that passes moving on item D discussion action to prove extended school year contract Mr lamb yes
143each year we have a few students who are in a unique place with progress towards their IEP goals and their IEP teams determined that a break in service would result in significant regression that would take too long during the fall to recoup so those students have extended school year services incorporated into their IEPs to control for that possible regression over the summer and so we ask that you approve the staff that are indicated in the background to provide the extended school year services this summer okay thank you I'll entertain a motion motion approved the extended school year contracts as presented second Mr Bernie with the most and Mrs Higginbotham with the second any discussion will we see you know last year we saw two rounds in regards to IEP evaluations that's different than what we're
144looking at now correct correct in my head I want to make sure correct yeah this is different okay can you think further see none all those in favor all right opposed that passes moving on an IMD discussion in action to prove FBLA overnight field trip request Mr writer doctor thank you future Business Leaders of America or FBLA um are heading to the National leadership conference from June 21st through July 1st in Georgia um we're looking for a motion to approve tonight overnight travel request for 10 students and two advisors for that trip to Georgia and I believe all expenses are paid out of their fundraising account excellent I'll entertain a motion promotion to approve the overnight travel request for 10 students and two advisors to travel to Atlanta Georgia from July 21st to June 21st
145to July 21st June 21st to July 1st 2023 to attend the FBLA National leadership conference 2023. second all right mister you were with the motion this higginboth Boston but the second any further discussion like the congratulate them and wish them good luck all those in favor aye opposed that passes we'll be down to item app discussion and action to approve skills USA overnight field trip request Dr reuter yes we have two students heading to Atlanta Georgia must be the destination of choice for these National competitions and one advisor at a conference at this conference to compete against students from across the nation in the skills USA 2023 National Conference so we're looking for a motion this evening to approve the overnight travel for two students and one advisor and all expenses are covered by the
146students through fundraising thank you I'll entertain a motion I'd like to make a motion to approve the overnight travel request for two students and one advisor to travel to Atlanta Georgia from June 19th through the 23rd 2023 to attend the 2023 skills USA national conference I'll second okay Mr loath with the motion Mr Brown with the second any further discussion I would like to wish Mr staholiak and his students the best of luck thank you all those in favor aye aye opposed that passes moving on to AMG discussion and action to approve Hasa overnight field request field trip request Dr writer yep the health and occupational students of America HOSA would like to attend the International Leadership Conference in Dallas Texas and there is an error in the recommendations as Atlanta Georgia so just says
147note they're not all three going to Atlanta Georgia from June 21st to the 25th it would be five students and one advisor and all expenses are paid by this covered by the student through fundraising all right I'll entertain the motion I'll make a motion to approve the overnight travel request for two students and one advisor to travel to Texas Dallas Texas from June 21st to June 25th 2023 to attend the HOSA International Leadership Conference exactly okay Mr Brown with the motion Mr Pollock with the second any further discussion see none of those in favor aye opposed that passes all right we'll entertain a motion enter to close session pursue it to Wisconsin State Statute 19.851e to deliberate and negotiate the purchase of public properties the investment of District funds or to conduct or the conduct
148of other board business wherever competitive and bargaining reasons require a closed session Wisconsin State Statute 19.851 D to consider strategies for Crime detection and prevention and also Wisconsin state statute 19.851c for considering the employment promotion compensation or performance evaluation data of any Public Employee over which the governmental body has jurisdiction or exercise exercises responsibility so moved second okay Mr Paul Mr Barney with the second vocal Amendment yes yes myself yes loath yes Pollock yes taking a bathroom here here Brown yes oh session at 9 12. we are not coming out nope okay we will not be coming out of the whole session thank you all for coming please drive home safely