001(upbeat music) (James) Before we start, Andrew, can you hear us? (Andrew) Can you hear me? (James) Yep, sure can, thank you very much. All right, welcome everybody to the January 12th special board meeting. We have two meetings in public this evening. Let's get started. Kinsey, let's call the roll please. (Kinsey) Becker Becker? (Andrew) Here. (Kinsey) McCoy? (Laura) Here. (Kinsey) Lyerly? (James) Here. (Kinsey) Gerlach? (Lynn) Here. (Kinsey) Mineau? (Alex) Here. (Kinsey) Knill? (Jeanette) Here. (Kinsey) Meister? (Samantha) Here. (James) Okay, all board members are present. Andrew is virtual this evening. We are joined at the table by Superintendent Bayer and a member of the intra city student council. Please introduce yourself. (Chanel) Chanel Leopold, Green Bay Preble. (James) Thank you, remember, at any time, please feel comfortable joining in the conversation. All right, we have a couple
002of votes in special session. Lynn, would you please read the motion? (Lynn) I move that the employment of staff as presented be approved. (Samantha) Second. (James) Discussion? - Kinsey (Kinsey) Online voting is now open. (silence) It's you and Andrew. Andrew, are you able to vote online? We can't hear you, Andrew. (James) You're on mute, Andrew. (Andrew) I'll vote aye. I'm still trying to get into a board docs. (Kinsey) Alex? (Alex) Same I vote aye. (silence) (Kinsey) All votes have been entered and the motion is carried with all board members voting in favor. (James) Before we continue to the next agenda item, we've been joined by another member of the intra city student council. Would you introduce yourself? (Miranda) Hi, I'm Miranda. I attend John Dewey and I'm a sophomore and a member of the ICSC
003board. (James) Welcome, thank you. Next agenda item, 2B, Lynn? (Lynn) I move that the resignation of staff as presented be approved. (Samantha) Second. (James) Any discussion? Kinsey? (Kinsey) Online voting is now open. Mineau? (Alex) Abstain. (Kinsey) All votes have been entered and the motion is carried. The results of the individual board member votes are as follows. Meister, yes. Knill, yes. Mineau, abstained. Gerlach, yes. Lyerly, yes. McCoy, yes. Becker, yes. (James) Thank you, everybody. With that, that's the end of the agenda for the special board meeting. I will entertain a motion to adjourn. (Laura) Motion to adjourn. (Jeanette) Second. (James) Okay, we are adjourned. Sorry, all the favor? Aye. - Aye. - Aye. (James) All right, we're adjourned. We're gonna move on to the next meeting of the evening. That is the work session. Sure. (mumbles)
004Thank you. Okay, welcome to the January 12th Board of Education work session. Kinsey, can you call the roll, please? (Kinsey) Meister, (Samantha) Here. (Kinsey) Knill, (Jeanette) Here. (Kinsey) Mineau, (Alex) Here. (Kinsey) Gerlach, (Lynn) Here. (Kinsey) Lyerly (James) Here. (Kinsey) McCoy, (Laura) Here. (Kinsey) Becker, (Andrew) Here. (James) Excellent, all board members are accounted for. We have two people registered to speak this evening for public forum. If there's anyone else that is wanting to speak, we have some forums out in the hall if you wanna fill one out, but we'll get started. We'll start with Jackson DeGrave. Remember to come out, say your street address, and you have five minutes. Oh, we need a microphone, yeah. (Jackson) Hi, I'm Jackson DeGrave. I live at 1055 South Northview Road, Green Bay, Wisconsin. Hello, members of the board. Today
005I come forward not to tell you what to do to fix our schools. No, I'm simply here to vent so all of you can understand what your decisions do to an average student like me. First of all, I'm done with the lying and misinformation. I have heard numerous promises that were never followed through with. I've been told that eSports would be getting more funding so that we can do better. I've not seen one dime put towards eSports. All of our computers are low end and sometimes barely run certain games. It also affects film students because our computers are so bad that I can't edit videos for more than five minutes without it crashing. I was told by Vicki Bayer that she would take time to come and check out our eSports department and I've seen
006her exactly zero times over the past three or four months and she made that promise to me. For all the promises I received and about the funding that we shouldn't have to fundraise just to stay afloat, but guess what we did? I raised over $300. We did a nonprofit charity event. Barely anybody came to it that didn't know about it because there were no signs saying, hey, come raise money for children's hospitals, but as long as everybody remembers to go support our football team, our basketball team, or our swim team, then everything's fine. Secondly, the block scheduling and the backpacks. No one that I talked to wants these things and it's crazy that you are still attempting or have already voted in favor of these things, but I don't even know anymore what's going on
007with these decisions because I just am not informed. It wouldn't be the biggest deal if they weren't going to affect my life for the next two years, but guess what it does? I heard from someone who shall remain nameless that at a committee meeting to decide on half hour lunches, there were kids there who said they didn't care about half hour lunches as long as they could get done with school earlier, but how many kids were there? How many of those kids were seniors who left school every day during lunch? And how many of those kids sit alone at lunch? ELA class talks about misleading statistics as a bad thing, but can it really be a bad thing if the school board does it? Third, I'm fed up, I'm truly fed up on this backpack
008and the locker ordeal. To anyone who wants to vote yes to this, do you carry a bag around work every day? Do you have a locker on the other side of the building where you are required to keep all of your stuff? Just think about that. I'm so infuriated that little care is put towards students and how much is put towards looking better as a school district. It's gotten to the point where me and many other students are discussing homeschooling and or switching school districts. Many students that I know hate Preble and I can assume that it's the same way about other schools hating their own schools. None of the students are happy with block scheduling. None of us asked for it. None of us cared to spend an hour and 40 minutes in one
009class. I genuinely wanna hear how this will help us get done with school faster. We still have to spend five days a week, 180 days a year and 12 years throughout all of school. So if we have to do this for the same amount of time, can we at least take time to think about the students who have to go through this? We are not just cattle used to get this school district money. We have rights. My final point is I'm scared. I'm scared to go to school every day because the clear backpacks are a reminder that no one can be trusted. I'm scared to go to class because scanning in means that I'm not trusted to be where I'm meant to be. I'm scared to go at lunch because you are getting rid of
010open campus lunch, which means nobody is trusted to leave the building. I'm scared to go to lunch next year because the reduced time means none of the students are trusted to be at lunch for more than a half hour. And finally, I'm scared for when my little cousin gets to middle school and high school. He's the same way that I was in elementary school. And I'm scared for the bullying he could receive in middle school. I'm scared for all the more safety protocols than there are now. Why should I feel scared to attend a place of education and learning? That is for you, the board, to think about. My father always taught me not to quit. This will most likely be my last board meeting. I simply can't do it anymore. But if need be,
011I'm willing to return if nothing is done. But I leave with one final request for the school board. Do better for the students, not just yourselves. If anyone wants to know the real facts, not halted by a five minute timer, then I'm asking you please contact me. Thank you for your time. (James) Thank you, Jackson. The next person we have registered is Jeff DeGraves. (Jeff) My name is Jeff DeGraves. I live at 1055 South Northview Road. Listening to that is heartbreaking. Nothing teaches people to stay quiet faster than speaking up and watching it go nowhere. This statement has rung true in every one of these board meetings. People have brought up many thoughts and questions to this board and this administration. Nothing has changed. Nothing has happened. Are we heard? Does anyone care? I have
012a question. How can decisions be made about students behaviors, concerns about their day, their attitude, who they are, what they are, when no one spends any time in their class, in their hallways, at their lunches, talking to them about the decisions that are being made? How many of you have spent time in a classroom talking to the kids, maybe at lunch or a sporting event or a concert? Very few. Students have concerns, real concerns. Number one, am I safe? They're not afraid of the gun that might be brought to school, but the kid sitting next to them, the one that has the cursing outburst, screams, throws stuff, hits other kids, yet remains in class. Another, where's the support? Where's the gifted and talented help that three months ago they promised he would be receiving nothing
013yet. Teachers, I love them, they're great, they're fascinating. When I went to school, they were available after school to help and talk to the kids. Today they have meetings, they're not there. Three, why do we have this advisory thing that involves watching videos, taking some tests, doing surveys, wondering why that time is taken away, so they don't have a longer lunch. All of us here probably have at least a half hour, 45 minutes, maybe an hour lunch, and we don't wanna let them have that, doesn't seem right. When I say nothing has changed, examples are still no internet or fast internet or anything done with e-sports. Gifted and talented, I got an email after I started showing the people the email because it basically told me that I had to go find the answers from
014the department head or whoever she was, the email disappeared, gone. I didn't lose it, it just disappeared. We're looking for equity. I found out that money handed out to the events or the athletic department is done by the athletic director. So if he or she chooses that basketball, football, other things are more important than e-sports, trap, DECA, FFA, other activities, they don't have to give money to them. It's their decision, not yours. We have a YMCA program that supports less than 10% of our children in the elementary schools. How much money do I pay for the thing that my son can't get in? How much do other people pay for something their son or daughter can't get in? But I have a final point. If I'm here to be heard, how come I get no
015responses from any members? What happened to all the talk about roundtable events for safety with students and parents? I'm not gonna fail my son again. I need answers. I talk to parents and all the response I get from parents is I can't wait for my son or daughter to be finished with school. So I'm done dealing with the Green Bay schools. It's embarrassing. Things need to change. I give my heartfelt thanks to the many teachers and staff who do help and support my son. It is fantastic how great these people are. Mr. Tranek at Preble is a counselor. If it wasn't for him, my son would have no clue what classes to take, what things to do. He is the guy that encouraged him not the gifted and talented that is supposed to be doing
016it. We have a slogan that says, see something, say something, speak out. It really seems to me is do as we tell you, don't question anything. See what we want you to see, not what actually is and listen to what we tell you. I feel I'm not educated enough to be talking to you people. I feel that's how I'm looked at by members here is you're not educated enough to be involved in these decisions. Lastly is it's heartbreaking. They have to go home every day and listen to the things that happen at these schools with no consequences. I tell him not to give up, I tell him not to give up to keep fighting on. So it's my job here today to keep fighting on. I appreciate your time. (James) Thank you, Jeff. Okay, with
017that, we're gonna move on to section three, strategic planning. I'm gonna turn it over to Superintendent Bayer, she'll lead us to the strategic planning updates, related to academic excellence, unless David has made it. (Vicki) Nope, I've got it. Thank you so much. Come on up team. We are going to present today on the, as you mentioned, academic excellence update, with an emphasis on collaboration throughout the system. What they're going to demonstrate today is the collaboration that shows a commitment at the classroom level, specific to our goals, building teacher capacity to become the leaders. And we're really excited to have this team here today for the board. (Angie) Hi, I'm Angie LaCombe I'm the director of curriculum. (Dan) I'm Dan Slowey, I'm the director of secondary leadership. (Andrea) Andrea Huggett, sixth grade math teacher at Edison
018Middle School and math department chair. (Brenden) And I'm Brenden Whitfield, the proud principal of Edison Middle School. (Angie) Okay, so tonight we are here to talk about academic excellence and that is really found within the vision of the portrait of a graduate. So this is our vision for students. We want to ensure that we're seeing students demonstrating intellectual growth and achieving their highest potential in their endeavors. We know that the number one factor in helping students achieve this vision is high quality, engaging instruction, delivered from teachers who are talented, skilled and dedicated to our students. (Dan) Tonight, the agenda that we're gonna follow tonight is first we're gonna look at the academic excellence overview, we're gonna discuss our instructional vision, shifts in data, strategic goals and actions and focus, and then we'll talk about our
019next steps that we'll be taking. (Angie) As we've talked about in our previous academic excellence sessions, we have some strategic goals that we are working toward for October of 2030. Tonight, our focus again is on high quality, engaging instruction and we believe that when that occurs in classrooms that we'll be able to see a positive impact in all of the goals on the screen. So tonight we won't be focusing on just one or two of them. It's really about having this across the board in all of our classrooms so that it affects all of the goals that you see on the screen. In order to do that, because those are ambitious goals, we have a set of strategic actions that we're working toward this year. All five of the strategic actions in academic excellence are
020on track right now. Those actions are gonna be continued throughout the year, though many of them aren't really gonna come to a complete stop, but instead they'll continue throughout the entire year and probably into next year as we hopefully find success in these areas. Tonight, though, we will talk about only two of the strategic actions in depth. The first one is around scheduled check-ins with school leaders and the second one is around learning walks. (Dan) First portion of this we wanna talk about is our Green Bay Area Public School District instructional vision. This was co-created by input by many educators within the district. At this time, you'll notice that highlighted in this is grounded in grade level standards. We'll discuss that in great detail this evening. But I'll read the instructional vision for us all.
021We provide high quality, engaging, affirming, and meaningful instruction that meets every student's needs, grounded in grade level standards. We value each student's background and experiences, creating a learning environment where all students feel seen, supported, and empowered. Students will grow by building the knowledge, skills, and confidence to be successful. This instructional vision, as we'll talk about in great detail tonight, bringing this to life in our classrooms, is really grounded and embedded in a lot of the work we're doing and is one of the key areas of decision making and all the actions we're taking. (Angie) And so before we get into the two strategic actions, we wanted to spend a little time talking about what does it mean to see grade level learning in our classrooms? Because that is a big focus of the work that
022we're doing so far this year, I should say. And so in a minute, I'm also gonna show you some baseline data that we collected from some of our external partners last spring in regard to grade level learning. What it is is we want to be able to see students engaging in tasks that are grade level. And so we have standards that are set to be at grade level, and we wanna make sure that students have the materials in front of them that are aligned to the standards and that the activities that they're doing are also bringing them to the standard. Because we know that not all students are going to come into classrooms having the background and experiences to get them right into standards. So we want to make sure that we're lifting up the
023students to the level of the standard, not lowering our expectations for students. And then the final piece of grade level learning is really about individual accountability for the standard. We want students to collaborate in our classrooms. We want them interacting, exploring, learning with their classmates. But at the end of the day, we also need to make sure that we give them opportunities to be able to independently demonstrate the knowledge and skills that come from the standard. That's how we really bring this grade level learning together. But Brenden and Andrea are going to share some examples of what they've seen grade level learning look like in their day-to-day work. (Branden) So I think one of the areas we've grown a lot at Edison Middle School, I started off with some support by the Board of Education
024where we piloted some ELA curriculum. As an ELA department, we'd always thought about we would put the material in front of students and that would be the grade level expectation. An example that we quickly jumped into with some of our leads was using the excerpt in sixth grade, a long walk to water. We would start out, we would have the excerpt in front of students and we'd start right away with an audio overview for students. We would have some scaffolds for students. And we really took a step back because our students, all of them in that classroom, didn't have the chance to have their productive struggle together and really dive into the instruction. So we've really taken a step back now and when we do our planning together as a collaborative learning team, we look
025at having every student participate with that sample of literature and we have those scaffolds ready for targeted students that need them right on demand. It's really helped us stretch their learning and have a better idea of which students are mastering that standard and which students need additional support. (Andrea) And speaking for math, we have great high quality curriculum that you guys approved for us and we've really enjoyed it, but we kind of overscaffolded at the start. It was a very text-heavy curriculum and a lot of the times we would inadvertently steal the struggle from the kids. Like we would have annotating strategies that we would provide for them and they wouldn't need that scaffold. So as we worked through our lessons and looked at what the students need, we decided at CLTs and teachers what
026strategies we might want to use, reading strategies we might teach for some kids, and again providing it for some students, but not all of them because we didn't want to oversimplify it for them. (Angie) And one of the words I picked up on when Andrea was speaking was the word "inadvertently." And I think that that's something that's really important to remember as we think about grade level learning because no teacher wants to take away opportunities for students to have grade level learning. Our teachers in Green Bay are skilled, they're talented, they want students to experience grade level learning. But sometimes with the best intentions, inadvertently, because we're trying to help students lift them up to the standard, sometimes we do things for students that we should check to see if they can do on their
027own first. And so that's where this is not something that is unlike any district, other districts within the United States. So there's studies that have been done, one that we reference a lot, we've worked in department chair meetings, reading about an opportunity myth, this research is called. And it's based on the idea that most students in the United States do not have opportunities to engage with grade level assignments. And so again, it's not something that is happening intentionally by our students, by our teachers. It's something that we all have to work together on to understand why is it happening. Are the materials aligned to standards? Are we offering scaffolds only as needed? And do we understand the standards that adapt that's going to allow us to be able to really support students? And so Dan's
028going to talk to us about our strategic actions, and really these strategic actions are the opportunity that we have now to be able to have the discussions that we are now engaging in to really talk about how can we ensure grade level learning in our classrooms. (Dan) Thanks Angie. One of the strategic actions we'd like to really highlight this evening is really the cadence of learning that happens. And a lot of this professional learning is embedded in our classrooms and embedded in our work. During the month, the week one, Brenden and myself, the leadership teams meet with the principals on a one-on-one basis. The coaching opportunity, it's an opportunity to talk about their school success plans, which they have co-created with a lot of feedback from their success teams, which has many members from their
029building on them. So we talk about that one-on-one, we talk about how we can support their bringing that success plan to life. The second week, we do learning walks. So together with principals, leadership will go into classrooms that usually that they have identified that we just want to go in and look for some trends and see how we can learn together to see what's happening and look for that once again, that instructional vision coming to life where those grade level standards are, kids' students are being lifted up to those grade level standards and how can we learn together to better support our great teachers in the classroom and give them what they need to be successful. And then the third week, we have two things that happen. Third week, we have our district leading for
030learning sessions where all of our instructional leaders, that's our associate principals and principals come together to really do that learning and together. And then on the opposite month, every other month, that third week, we go into classrooms as a whole group really doing that learning together. And all this once again is connected to student learning, grade level tasks, that high quality instructional material implementation. And then week four, it's that flexible time. Some principals might need some different supports in their building or sometimes when we have to make up some of these because of unforeseen circumstances. I think Brenden wanted to say a few words about this as well. (Brenden) Yeah, so I think this cadence has been really critical to success for Edison Middle School. So Dan and I are able to talk about kind
031of what I'm seeing with my leadership team at Edison Middle School, which isn't just the administrators, it's our entire leadership team, including about 12 teachers on the school. And so it's been great to have that thinking partner. An example that comes to mind is, as educators, we've used our state standards for years. And they were there when we all went to teacher college and we became teachers. We took a step back at Edison Middle School. We really wanted to dive into and really think about what is it that the action or the verb that is asking our students to do. I thought we were a little further ahead as a school and I got some good feedback from our sale team members that we need to take a step back and work with our departments
032further. So that's where talking with Dan and teaching and learning some of those departments, we're able to get those resources to kind of get that in time learning for our staff that was critical for their success. Kind of without this cadence, I felt like sometimes we would be a little bit lost in the fog. This has consistent check-ins and I'm able to talk with Mr. Slowey and other people from the district office right with our continual school improvement plan that is led by our staff. For example, March 12th, we'll be right in the next 100 days. It'll be somewhere right here in the building and Mrs. Hoggett and other staff will be putting those together. So it's been critical to keep those success going here at Edison Middle School. (Dan) This next slide just shows
033some of the strategic action learning walks that we've done together. And once again, it's about bringing that vision to life and us all learning. This is our instructional leaders coming together. You'll notice that in October, we went to four different schools, two at the elementary and two at the secondary. We visited together 41 classrooms and we had 73 participants. In December, we went to four schools as well. And we had 26 classrooms that we went into and we had 82 participants. And this has been really advantageous to us to have those conversations after each classroom visit to really look at where we see in this instructional vision come to life and how can we continue to support our buildings and our teachers. (Brenden) So this is rolling right into what we do at the school
034level. So just as Dan talks about learning walks that we're doing administratively, we're actually taking that in its role right into our school improvement plan at Edison Middle School. We're actually midway through it. So our school improvement team, our SAIL team, did some of those learning walks to learn from each other. We would huddle after we'd go through, see kind of what we're seeing in the classroom. And actually we're working with our department chairs and our school improvement team members on Wednesday. We're facilitating that learning experience for all of our staff. We do it at Edison by neighborhoods because we have five stories. We're a relatively large system. And we're going to do a facilitated learning walk where we have a benign video clip that's outside of Edison Middle School where we can take kind
035of a low risk, high reward moment where we can talk through some of those things that we're seeing and how it aligns to what we're looking for in our instructional vision. (Laura) Not everyone might know what you mean by SAIL. (Brenden) Our goal is we want to eventually facilitate these with all of our staff. And that really builds on the climate and culture we have at Edison because we've used bright spots before where teachers would go into each other's classrooms and talk about those great instructional strategies they're seeing and really celebrate each other. At Edison Middle School, our staff works incredibly hard and they like to celebrate each other really well. So it kind of ties in really well with kind of the cadence of what we're doing as a district. (Andrea) What I like
036most about this process is that it allows us as teachers to have a lot of say in where we are going to take the next steps for our students because it doesn't feel like a really top down approach. It feels like they're doing the learning and the work alongside of us. And we're given the time, we're given the space to kind of air what we need and spend time learning about those things that they might not be a big shift for what our building has been doing. But those kind of like micro moves that have a big impact on what our students need. (Angie) And Dan and I have had the opportunity this year to work with other directors and department chairs at the secondary level. Andrea is one of those department chairs that we
037work with in sessions throughout the year. And this embedded professional learning has really taught us a couple of key pieces and they relate to our strategic actions because we're hearing other teachers share the things that Andrea shared tonight about the opportunities to be able to talk more about what is high quality engaging instruction in classrooms, what does grade level look like, and to be able to really all of us to be supported right for me to join Andrea's classroom and to be a thinking partner and teammates across district office to be able to be in classrooms and partner with teachers and school leaders. And so these conversations we're having are really important conversations to have. With that said, there's many teachers who are telling us these things and we gathered some feedback from teacher leaders
038department chairs in particular. And on the screen, there is a teacher reflection. I'm just going to pause for a minute and ask you to take 30 seconds to read this reflection. (James) Lynn (Lynn) Can you just explain to people who don't necessarily know the lingo what it means if you're over scaffolding for students. (Angie) Yeah, absolutely. It's, I guess I'll go back to the kind of some of the examples that were shared here tonight. So one example would be if we were going to have students read a text. And so we may put the text in front of them and then have the audio played instead so that really they're listening to the text and maybe reading along instead of assuming that they're going to be able to do the reading and then offer the
039audio if necessary. So sometimes we make those decisions again best intentions like we want students to succeed and we want them to be able to read that. But we want to try to train ourselves really to start with the lowest scaffold possible and then to increase as needed. And the teachers comments that are on the screen really amplify what Andrea spoke here tonight as well. Saying the same thing that teachers are appreciating the time to be able to intentionally plan together to think really deeply about the instructional materials they have because they have really tough decisions to make about how to scaffold, how to provide access for students. And so that that time and that intentional planning to get students to that area of productive struggle so they can succeed is really what we want
040to have happening in all of our classrooms. So again, I think that the strategic actions here tonight really have just given us opportunities to have discussions in so many different layers of our organization. (Dan) And we just want to finish before we have questions if you have any next steps we're going to continue the collaboration with a focus on our instructional vision. We also that means learning walks. As you heard, we've been doing district level learning, learning walks in many of our buildings as Brenden shared are doing those school level ones as well. Be up here is teacher lead intentional planning and the key there is teacher lead that's coming from within and they're they're owning that time and utilizing that time to what they need as teachers. And then 2. want to expand the
041opportunities for embedded professional learning. We've seen so much rich feedback for when the professional learning is really embedded in the work that they do and not on an outside area. So that's that's our next steps. And when we look at the next slide, you will see that once again, we'll have our portrait of a graduate and just reminder that's our ultimate goal is that our students when we bring this instructional vision to life when they walk across that stage at graduation. They have the knowledge they have that that the skills and also the confidence to go do the things they want to do in life. Thank you. (James) Thank you. So board members questions for the Alex. (Alex) What kind of embedded professional learning are you expecting to do and what would you see or
042think is most optimal and is there anything that you think that you're going to need support from the district level. (Angie) There's a couple things that we're trying. We have been trying actually for a number of years in middle in middle school math is one of the areas. So what we've been doing is trying to offer opportunities that are embedded in the school day so that teachers have time to do some planning together and then they teach the lesson in the classroom and they're provided some some feedback from sometimes an external coach. Sometimes our own coaches that we have in in the district. We did that with social studies this year as well. And one of the things we did differently was we dedicated a half day to that work instead of the shorter time
043after school. So time is always a factor. And so I don't know that there's anything necessarily that I guess the commitment, you know, what we appreciate, I guess, from the board is the emphasis on wanting to be able to find time for teachers to be able to collaborate. And the as Andrea mentioned the high quality instructional materials because we base our work on that and then support teachers through, you know, getting subs so they can have that half day to do some planning and then, you know, have that opportunity. So it all costs a little bit of money as we come together for adoptions as well. So those are all things to consider a little bit. (Dan) Yeah, one of the things I'd like to add to that because it's a very good question. One
044of our middle schools, much like Edison getting teachers in each other's classroom. What they're doing is they're going in and doing these learning walks in each other's classroom and they're huddling outside of that time and really talking about what they what they witnessed what they saw and what they can learn from each other and then give each other feedback to support those classrooms with those strategies that they talk about. (James) Other questions. Samantha (Samantha) First off, I'm really excited to hear that this is the direction that y'all are going with this. This is quite literally programmed into week three and teacher prep in my courses we teach the opportunity myth and how to partner with your curriculum so I'm really excited to hear that this is the focus here as well. Just a question in
045terms of obviously the focus on this has been secondary side of things. What similar applications to the elementary side of things because I see in my work in the schools. I see a lot of very unintentional, you know, it's hard to watch little kids struggle to and so just what kind of applications to our younger students in our elementary focus teachers, is this going to have going forward. (Dan) I can speak on that all the examples that we share tonight with our learning walks professional learning for our leaders and the same cadence that's happening at the secondary levels also happening at the elementary. I'm right. I should have did a better job explaining I'm the address. One of the directors of secondary leadership. I know Cindy Olson is here as well. Jessica and Shana are
046also doing all this at the elementary and having the same cadence with them. So thank you for that question. (James) Others. If not, thank you very much. We're gonna move on to second four of the agenda. That's the education. I am assuming correctly that that is a B and C in that presentation under strategic planning. Okay, so, um, a was which is John Dewey Academy of Learning contract renewal. (Vicki) Thank you. We have the principal from John Dewey Academy of Learning along with Cindy Olson, the director of secondary schools. This is the five year contract period for Jadall to be renewed and Jen is going to share with us the recommendation for changes. (Jenny) I'll just reference the memo. We're just used to talking. I'll just reference the memo that came out. (Vicki) I'm sorry.
047Jenny Wasinberg (Jenny) Jenny Wasinberg principal at John Dewey. (Cindy) Cindy Olson, director of secondary schools. (Vicki) Thank you. (Jenny) Sorry about that. So just referencing the memo that came out. We had some changes that were made within the contract itself in relationship to repetitive language that was in the contract and then also making sure that we were better aligned with the best practices in project based learning. So those are the changes that you see within the contract itself. (James) Any board questions, Kynn. (Lynn) Maybe it's just me, but I didn't see any red lining. (James) Yeah, I didn't either. So it's called red line, but there is no red lining. So, so we can resolve that issue over the course of the between now and the board meeting when we need to take action on
048that so we can get a read of it. Any other questions. Thank you. Next is four B head start self assessment. (Vicki) Rachel De La Cruz is here to represent the head start programming. There you go. (Rachel) Okay. Good evening. Thank you for having me on the materials. I'm sharing with you tonight. Start with our self assessment, which is our roadmap for the upcoming year for our strategic strategic plan for our green bay head start program. What we do every year is we bring together our staff and our community members and Lynn was able to join us this year to look at current data and how we're succeeding in meeting our goals. And then what we do is we create an improvement plan for the next year in order to better grow our program. Our
049first area in our improvement plan focuses on academic growth, where we will prioritize intentional coaching based on the data that we're seeing in our classrooms. We follow a coaching process called practice based coaching at the moment where teachers identify their own strengths and needs, but we are going to move toward more more toward following the data. Our students are showing us. Secondly, we're taking a proactive approach to student health by offering more onsite health services for both medical and dental services. We've been making a lot of gains in that area, but we want to continue to grow. Third, we want to strengthen our family partnerships through strong interpersonal relationships with our students and families, ensuring that our families always know who their partners are in their education and creating those really strong bonds together. And
050lastly, we want to take a very strong focus on our attendance. We've been making a lot of growth in attendance, but we really want to figure out what the barriers are for our families so that we can so that we can address those and help break those down. Ultimately, this plan is about rightful presence for our students and ensuring that they all receive the education that they so well deserve as well as supporting their families in our Head Start process. So in front of what you were given was our summary of the day as well as our improvement plan. Do you have any questions based on that information? (James) Board discussion questions? I don't think so. I will tell you that Lynn has been doing this for two years now. This is the third year,
051and she has put in the paperwork not to run for election, so board members. It's a great cause, and we'll be looking for a new representative for the Head Start committee in April. Thank you very much. (Rachel) Thank you, I think I'm the next one. (James) All right. Okay, Head Start selection criteria. (Rachel) Yes. The next piece I have to present for you is our selection criteria. Each year we have to look at our selection criteria based on our community assessment and make any changes to it based upon what we see. However, our community assessment didn't show us that we needed to make any changes, so we're not recommending any changes for the year. (James) Yes, it was a quite short memo. (Rachel) Yes. (James) I appreciate that. All right. Any questions or questions on
052board? All right. Thank you. (Rachel) Perfect. Thank you so much. (James) We'll move on to 4D open enrollment space designation for 26 and 27. Superintendent Bayer? (Vicki) Yes, this is the requirement from the state of Wisconsin that we present to the board every January our open enrollment space designation. The board will note that we have zero spaces for all areas with the exception of vision. (James) All right. This question, does everyone understand the memo? All right. And this matches basically the surrounding district's position? (Vicki) That's correct. (James) Right. All right. We'll move on to operations with 5A. We'll just get a quick update on the school board election. Jeanette? (Jeanette) Thank you. So January 6th, 5 p.m. was the deadline for people who wanted to run for school board to bring in their paperwork and
053get on the ballot. So we have four people who are going to be on the ballot. And before the meeting at 4:45, we drew names to see what their place would be on the ballot. So I'm going to read the four people and I'm going to read them on who's on the ballot first through fourth. Mr. Eric Riemmer, number one, Samantha Meister, number two, Laura McCoy, number three, Mary Lou Yang, number four. And those are our four candidates who will be running in April because there are three seats and we have only four candidates. We do not need to have a primary in February. And if there's any questions. (James) I do have a question. Maybe just to add to this, can you give us an update? Do we have paperwork due all first filing
054January 15th? (Jeanette) Yes, that's correct. Financial filing for all of us. And also, I believe for candidates as well? No. Not for the candidates. It's for us to file. Candidates file like there's not much activity going on, but they need to put in who their bank is and all that kind of thing. But they probably don't. (James) Great. So if. Yes. Okay. (Laura) So, Samantha and I have to do a. (James) Correct. (Laura) Okay. A filing. (James) Right. (Laura) Depending on if you've had any activity. (james) You potentially have a starting balance. Yeah. (Jeanette) And if candidates have done any fundraising, if they have any kind of activity, they have to still file. If they don't have any activity, then it's it's basically a blank page. (James) I just I would recommend all candidates feel
055very comfortable reaching out to the clerk, navigating any of the questions. We'll do our best to make sure that you get accurate information in a timely fashion for everybody. (Jeanette) Yes, that's that's absolutely correct. You can reach out to the office. You can call Kinsey. She will be able to take care of a lot of your questions, but you can also reach out to me directly. (James) All right. Thank you, Jeanette. And with that, we've come to the end of the agenda for the work session. I would ask Lynn to read the motion to adjourn into closed session, please. (Lynn) I move that the board convene into closed session pursuant to Wisconsin statute. Nineteen point eighty five section one. A an app considering financial, medical, social or personal histories or disciplinary data of specific persons,
056preliminary consideration of specific personnel problems or the investigation of charges against specific persons, except where paragraph B applies, which if discussed in public would be likely to have a substantial adverse effect upon the reputation of any person referred to in such histories or data or involved in such problems or investigations. To it for the purpose of holding expulsion hearings under the Wisconsin statute. One twenty point thirteen section one C and D. (Alex) Second (James) Discussion. Kinsey. (Kinsey) Becker. (Andrew) Aye. (Kinsey) McCoy. (Laura) Aye. (Kinsey) Lyerly. (James) Aye. (Kinsey) Gerlach. (Lynn) Aye. (Kinsey) Mineau. (Alex) Aye. (Kinsey) Knill. (Jeanette) Aye. (Kinsey) Meister. (Samantha) Aye. (James) All right. We are adjourned in closed session.