001[Music] Heat. Heat. [Music] All right. Good evening everybody. Um we have a couple of things that are going to happen this evening. First we're going to um start with a short special meeting and then we'll get into our work session. So um welcome now to the October 13th special board meeting. Um Kenzie, can we please call roll? >> Becker >> here. >> McCoy. >> Oh, sorry. McCoy is excused. Larly >> here. >> Gerlock >> here. Mow >> here. >> Canel >> here. Meister here. >> Right. Um all board members are either present or accounted for. So we'll move to the action item 2 A. Lynn, are you you're still booting up. Um Samantha, can you please read the motion? I move that the employment of staff as presented be approved. >> We have a second.
002>> Second. >> Any discussion? >> Kinsey. >> Online voting is now open. >> I'm having technical issues. I vote yes. Andrew, are you able to vote online? >> You good? >> Yes. >> All votes have been entered and the motion is carried with all board members voting in favor. >> Thank you. And that is the one agenda item in the special board meeting. I would entertain a motion to adjurnn. So moved. >> Have a second. >> Second. >> All in favor? >> All right. Thank you. We're going to transition directly over to the next meeting, which is the October 13th work session. >> Last one second, please. Okay. So, now we're going to transition over to the October 13th work session. We will call role once again. >> Meister here. Canel >> here. >> Mow
003>> here. >> Gerlock >> here. >> Larly >> here. >> McCoy >> still excused. >> Becker >> here. All board members are accounted for. So we'll go into um a public forum and we have several speaker have if you are will wanting to address the board this evening and you have not filled out um a form to do so you have some time. We have several speakers. All right. Um first we'll hear from Jeff Degrave. As you come forward, please remember to give your name, your address, and then you'll have five minutes. Hello, I am Jeff Degrave, 1055 Southview Road, Green Bay, Wisconsin, 54311. I am a father of three, all went through the Green Bay school system. My son currently is a sophomore there. I have a simple statement. Why is nobody standing up
004for the well- behaved average hard-working student in the classroom? If you are an A, B, or C student, there is no support, no extra effort given to those students. We spend lots of money on the students that need help or the students that are way above average. My son isn't gifted and talented. since third grade. All I get is a little email telling me that he's doing fine and keep going. Um, no one-on-one work. That teacher has never or that person has never met my son. My son, his teachers have documented that he is basically bored in class and that he needs to move on. And so basically, we're paying a huge amount of money for the gifted and talented program that's not serving our children. Second of all, I see young students and they're
005not all treated equally or fairly. Students can curse, threat, hit, disrupt other students in class with no consequences. I think that's part of our safety and security issue that we need to have consequences the same consequences for every and all students in every school. It has to be a outline thing where every school you do this this is the consequence. I know there are special exceptions but it needs to be a standard one for covering all of our schools elementary through high school. Every principal has to be on the same page. Every school has to be on the same page. I'm also advocating for my son. He is in esports and he is in prebel trap. We spend millions and millions of dollars on facilities, equipment. We pay coaches. We pay for transportation for all
006of these high-end sports. But yet the small sports, FFA, esports, trap, deca, all those things are on their own. They're required to basically raise money to keep going. I am a coach. I am paying my own way to be a coach and that's fine by me, but if we're going to do it for one, we need to do it all. I hear the word equality all the time. We're not really accomplishing that in my opinion. The other thing I want to get into is curriculum. My son was given four books to read for ELA. of those books, one is about police brutality, on one is about systemic racism, um, one is about a town horror because they needed a town Can't we go with positive books? Something that encouraged a child to want to read.
007I mean, Call the Wild, Red Bed Courage, inspiring books, books that keep kids interested. These books don't. and to have only four books. And when I talked to curriculum last year about this subject, the person I talked to, I have never felt more downtalked, disregarded, like she I I I don't want to say names, but that is a person that should not be talking to anybody in public the way she talked to me. If we were anywhere but the school system, someone talked to me, I would have said my piece. That is not a good representation of what we have going on here. We have such excellent excellent programs, but yet our people fail to push those out sometimes. The other thing is the math curriculum. My son, four four times in his 10 years
008that we have changed the math curriculum. My daughter had the math curriculum changed. I spent money on a tutor so she could learn to memorize and do her math. which my son learned and he picked up from her. With this new bridges math, it doesn't even apply. And I hope we're going to go back because math hasn't changed. Math is math. I look at my grandfather, my father, who can say, "I want to plant 133 acres of soybeans or 133 acres of soybeans and I want 150 pounds." And he can tell me exactly how much soybeans I need in his head. It's amazing. Kids can't do that. Now, where did the math change? Where did we we lose that? I mean, I can do it on paper, but kids can't even do that now. I
009think we need to go back to the basics of learning. So, thank you. Thank you, Mr. Degrave. Um, next is uh Jason Degrave. I'm sorry, Jackson. Apologize. Hi, I'm Jackson Degrave. I'm a 15-year-old Prebble student. I live at 1055 South Road, Green Bay, Wisconsin. My intention for coming here today was to talk about the books of racism, sex, and police brutality that we are being forced to read in the LA class. Unfortunately, that will have to wait because again, the district is focusing more on punishing the good kids and rewarding the bad. The clear uh the clear backpack policy was the first step in punishing the good. I accepted this policy and I customized my backpack and changed what and how I carried my stuff to school every day. Good kid, following the rules. I
010didn't feel any safer. My family spent money on following the rules. Now the 3-week old policy or policy is up for change again. No surprise to anyone. put the band on or problems on side. Never get to the root of the problem. Just patch it. All who attend school know what the problem is. It's the no consequences for bad kids. It's the lack of leadership from this board. This administration. It's not supporting our staff, parents, or our students. It's funny how we're promised to be informed about school situations, but yet again, I learned about these possible changes through local media. Again, promises broken. A perfect example of this board not following their own promises. Let me guess, there will be no consequences. This policy makes no sense. First, backpacks will not be or the backpacks
011won't fit in lockers. The lockers are way too small. Second, the passing time does not allow me to get across the building to my locker and then back across the building where I need to be at my class in time, much less to switch what I need for each class. This leads to tardiness, more wasted time. We make exemptions for sports, band. What about kids who have to bring their stuff for all other activities after school? We were supposed to have an Alice drill, but instead we stayed in class. We just discussed situations. There's no practice, a major fail, a major failure of this school. I'm speaking to you in person. I hope we haven't again to uh have no audio like our last public address. As a student who is supposed to enjoy school,
012learn, and grow into a community ready adults, I'm spending more time worrying about safety, addressing our board's failures, and watching fellow students become increasingly f frustrated at school. I think it's time for a change. I think it's time you start listening to us. Thank you for your time. Thank you, Jackson. All right. Um, next is Everett Olsen. Hello, I'm Ever Olsson. I live on 1089 Dman Street. Um, nice to see you, Vicki. I think she's kind of new here. She's been here for about a year or two now. in your position. >> Yes, sir. >> So, I hear a lot of complaining about a lot of things. Obviously, you guys hear that a lot. I'm not here to like advocate for either side. I'm involved in the community with my daughter having a school within
013the Brown County and my my son as well with special needs. But, there's some big changes coming to Green Bay. They have a Star Elementary coming to the district which is going to bring in a lot of new um teachers, staff, and curriculum like you're discussing. But other than that, that's not what I came to talk about today. Just wanted to say like that's pretty cool news and exciting stuff. Sorry, this is my first time at a board meeting. So, little nervous, but I c I came here to talk about uh the kind of backpack thing that you guys are talking about. I'm not really familiar with the whole scenario of Prebble or whatever really happened, but being proactive. Um people, I assume, called in saying, "Hey, what are you guys going to do about
014this?" And instead of saying nothing, you did something. Maybe it's not a long-term thing. I'm hoping that's not the case because clear backpacks are not going to be a long-term thing. The cost effective wise, it's not going to be cost effective. You have eight schools that this affects middle school and the high school. So, it's about 4,000 students that it affects. And if you're going to be cost effective, those backpacks probably cost, what I looked up, $10 to $13. that is equal about $40,000 um per year, which is not something that falls back on the parents of the city. It's not a requirement for you guys to pay for supplies. It's actually um education is intended to be free. We do donate and provide assistance with the school district because your guys' funding isn't always
015meeting where we'd like it to be, but it's not mandatory for us to do that. So, I would hope that this isn't a long-term thing cost effective wise. It does not make sense. I know that initially people definitely would have said something about metal detectors, right? It's a first thought. And of course, that's going to take you guys to go look and find contractors and people that are insured and approved. So, it takes time, but it's it's good that you did something and people are like, "That's not going to work." Right? Clearly, you can put like a non-clear backpack inside of a backpack. And it also not just that it's people have their um personal things in there. It takes away from that individuality. I mean that's important as well. It's just not going to
016be a long-term thing. It's not going to it's not going to work. Um so with having eight schools and needing two doors for fire code purposes, you'd need two metal detectors. And with that cost, they're between $3500 and $6,000 on average in the state. That's not including the maintenance, but that's a one-time cost. And with that math, that equals out to about $65,000. So, you spent $40,000 on clear backpacks. Not to compare the two, but in people's heads, they're thinking, why this and not this? It's you did something and then hopefully there's something in the future. I'm here in hopes that you guys can give me a response back as to what is this a long-term thing or is this just something instead of nothing for now? because they obviously got people that are worried
017about it. And um there's Department of Health Services and there's, you know, they're right down the road, CLTS, they have people that do security and um they contract with the state already. I kind of reached out a little bit. Hopefully you guys can find somebody to contract for the metal detector things. It would be a big contract for them. Just hoping that um the safety of our kids in the schools and our community, we'll have something that's long-term effective, cost effective using the tax dollars of the people to be cost-effective in a way that's going to provide everybody with a sense of don't waste money, don't waste time. We want to feel assured that everybody's safe. So that's that's why I came here. >> Thank you, sir. >> Y Okay. Next is Christina Joski. Hello,
018my name is Christina Jski. I live at 119 South Jackson Street in Green Bay. Um, my concerns, I'm sure, are very similar to a lot of people here tonight and I'm concerned about school safety. Um, the concerns that I have are regarding school safety at school sponsored events. There's been a lot of talk about how to keep kids ska kids safe during the regular school hours from beginning to start end of the school day, but there's not been any conversation that I have seen about at sporting events, school dances, musicals, uh academic competitions, um solo ensemble, whatever. Um I have submitted uh through the the at the round table, I submitted a card to ask about that. um through the different FAQ forms and I haven't even seen any we're still working on it kind
019of comments. Um the school sponsored events are just that they are school sponsored. When my kids are within the walls of the school, whether it be for English class or for forensics competitions, their safety is in part be because of and responsibility of the school district. And I have not seen anything about will there be big bands at forensics competitions? Are we gonna start bag checks at football games? Are we gonna have an increased presence at Friday night football games? If a student's willing to bring a gun into the classroom, they are probably they could be just as likely to have a beef with someone outside of the football game on Friday nights. And I have not seen anything. Furthermore, if we start, you know, branching out and discussing safety at extracurricular events, what kind
020of standards do we hold students from another school district to if we're competing against Bayport or Notre Dame or Shboan or Schwabanon? Are they going to be subject to clear bags? Are their parents going to be subject to, you know, we we really need to start having these conversations because there are a lot of implications and I have not seen these kinds of conversations. We have not gone to a school sponsored event since this incident because there is no clarity. Um I just and the last point on this is how are we going to educate the public about safe procedures at these kinds of events? Do we have evacuation routes posted on the outside of the auditorium when you're at a musical? um are exits clearly marked at the football stadium or is there just
021the one entrance for paid, you know, entrance and every other gate is locked and we're have people flocking to locked gates? Like there just isn't education happening about how to keep the general public safe when we are in a school space. Thank you. >> Thank you, Miss Oski. All right. Um next is Sarah Lamb. My name is Sarah Lan. I live at 853 Kellogg Street in Green Bay. And um I'm here speaking on behalf of myself as an individual and not representing any group or organization. And I just want to start by saying that I'm a very enthusiastic supporter of the Green Bay Area public schools and very grateful for the rich educational experiences that my kids have in the district. And I just want to share my perspective for your consideration as you uh
022make these difficult decisions. I'm from Hong Kong and completed my schooling there from preschool all the way through high school. And from that perspective, the thought of having metal detectors in a school is incomprehensible. Yet here and now, it immediately comes to mind as a possible option. I think we should all pause and think about that. And we can't let that feel normal. That is not normal. If we were asked to picture a school where we want our kids to learn, most of us would see smiles. We would see faces deeply focused on a project. We would hear discussion, debate, and laughter. I doubt that many of us would picture security lines or locker searches. I want schools where my children's stress comes from grappling with tough questions, being challenged to try hard things, learning
023how to navigate friendships, not from feeling constantly reminded of danger or being sent the unintended message that they are being viewed with suspicion. I know that all of our district leaders want the same for our children. I understand how frightening this has been for all of us. Both of my children attend district schools and my spouse teaches in the district. All of my closest loved ones spend their days in district schools. Like every parent here, I want them to come home safe at the end of the day. That's why I feel a lot of empathy for you all as board members. You're being asked to solve a problem that reaches far beyond the district's control. We shouldn't have children who want to bring guns to school. When that happens, it reflects a deeper failure in
024our community systems. Failures we must confront together. A child shouldn't be able to access a gun so easily. This too is a systemic failure. Focusing only on school security is not going to address these root causes. And as a parent and community member, I commit to advocating for solutions that prevent violence at its source. When we focus only on what the schools can do, we are making our own children pay the price of safety. I owe it to my children not to put that burden on them, and I hope that my fellow parents and community members will join me. The district's vision calls for a thriving, equitable learning environment. I hope that as you make these decisions about safety, equity remains central. ensuring that every student regardless of background can experience school as a place
025of belonging, growth, and engagement. You have a responsibility to understand the implications of your decisions. Please read the research on bias in school discipline and on the schoolto prison pipeline and on the special education to prison pipeline. It shows that students with disabilities, black and brown students, and especially boys, are more likely to face harsher exclusionary discipline actions such as suspensions. And this often has severe impacts on their life outcomes. Being suspended for many children is a turning point that changes their outcomes for the rest of their lives in many facets of life. and after gun incidents. Research shows that districts often double down on these types of disciplinary practices despite the harm that they can cause. As you look at the evidence on various measures that you are considering, please look at how they
026impact safety and how they impact disparities and outcomes. When you accepted your positions as board members, you made a commitment to all students. You owe it to all students, not just some, not just those with the loudest voices or those whose parents have the loudest voices to make decisions that promote safety and belonging for every student. Thank you. >> Thank you. Next um is Damian. Damian Duran. Good evening everyone. Everyone, I am one of those preschool to prison pipeline survivors. All right, so my first couple times I fumbled so I had to write stuff down. Uh good good evening board members, superintendent, and community partners. My name is Damian Dorne. I am the executive director of Youth Empowerment Summit and founder of Mr. Green Bay LLC. And I'm here to collaborate, not criticize. I believe
027when schools, families, and community leaders move in alignment, our youth win every single time. And tonight, I want to speak on the safety, academics, and opportunity because each of these connect directly to mental health, emotional health, social health of our students. When we talk about safety, I hope we remember real safety starts with connection, not control. Metal detectors and clear backpacks might create compliance, but they don't create trust. Our young people need to be seen, heard, and guided, not just monitored. I urge this board to invest in preventative relationships with programs like Yes. Brothers helping brothers, dads that do that. Train mentors and community fathers in deescalation, emotional intelligence, and restorative response. Give our youth someone to run to, not just something to run from. This agenda mentions new reading and math goals. But we
028know test scores are not the result of how uh we both know we all know that the test scores are the result of how student feels about themselves and their environment. When we teach students to own their stories, write their truth and see themselves in success scores rise naturally. I'm asking GBAs to consider or to include creative writing, storytelling, and self-expression workshops as part of the literacy plans, not extras. Let's measure growth through confidence and comprehension, not just percentages. As a district expands universal screening, let's make sure we don't reduce children to data points. Data without context can label a child instead of liberate one. Train our educators to interpret the data through trauma-informed biasaware lens. Every number on a spreadsheet represents a name, a face, a life story, and sometimes a simple cry for
029help. I'm excited to hear a charter update because I'm working to establish Legacy Academy of Wellness and Excellence myself, which will be a community-based instrument instrumentally chartered focus on mental health, leadership, and life skills. We are not asking the district to complete to compete. We're offering to collaborate and help reduce suspensions, violence, and dropouts. Please keep space at a table for a community leader such as myself. um innovation that will grow from green based soil. And as you finalize the 20 2025 2026 budget, I ask that we invest in prevention, mentorship, and engagement, not just reaction and consequence and discipline. We need youth empowerment, innovation fund that supports programs like mine to build belonging after school circles. uh youth youth employment, leadership development, and mental health education along with emotional IQ awareness. Every dollar we
030spend nurturing potential saves 10 I'm sorry, every dollar we spend nurturing potentially saves 10 times the amount cleaning up the aftermath or neglect. When the high school schedule changes, let's make sure it creates time for students to breathe, to reflect and reset. Let's give them a 30 minute mindful Monday or a or a legacy lab. Each would each could contr uh each could transform behavior and the morale which is what we need. And as job descriptions are updated, I hope to see language requiring cultural competency, you know, as this board doesn't represent uh all of its population, student population. Um hopefully it has restorative practice and emotional intelligence training in the role of every teacher that touches our youth because from what I understand there's no real, you know, continued education for the educators, which
031I find interesting. Our children don't just need better grades, they need better grace, better leaders. Let's make Green Bay the model for what it looks like when education meets empathy. Thank you for your time and keeping youth empowerment at the center of every decision you make. I really hope to be one of your chosen partners as I uh am a survivor and I know how this exact school district treated me when I moved here from Illinois and uh it's been 30ome years and we're still having some of those problems at a very large scale. So um thank you. Have a good night. >> Thank you sir. Um, and this is last call because this is my last sheet. So, Miss Jackson. >> Good evening. My name is Miss Jackson. Um, I am a parent, a
032youth activi, a youth activist, a community activist. Um, again, as we look around, you guys are not the voice for our kids. You're not you don't voice your your concerns don't match up with the concerns. You're not the voice of our kind in our community. So, I feel Yes. very unsafe. Um, as well for our students. the fact that with black scheduling, uh, black scheduling, I had a student at East High School, at East High School. I had two kids at East High School. Um, my sophomore, um, I kept getting complaints, kept getting calls because he's just not attending class. He's leaving halfway out. Um, it went on for a while. He's roaming the hallways. when he roamed the hallways, he got criminalized by certain staff and SRO in the school because he couldn't just
033sit for that long. Um, I had to make make a decision quick and I transferred to Prebble High School. Um, yes, last year, middle of the year, transferred. It took him a long time to fit in and to get into his own shoes and his own space at Prebble High School. Um as we speak now my student he's is doing he's thriving he is beyond yes Prebble High School is unsafe the teachers and staff certain staff are very unsafe but my child is thriving um around the doors he's showing up to all those classes he knows he has to be accountable because he is an athlete as well um dope athlete I mean last year last week he had four touchdowns in a game. So, it's like when it comes to leading our kids in
034the correct way and taking accountability, I have beyond done that as a parent, a youth activist, or whatever position I'm in. Um, so when it comes to black block, I have major concerns. It doesn't cut. um phone policies. I've had conversations numerous times um with Vicki as well. Um and I also know that when I was present over at um Prebble High School during the week of the gun found in the book bag and the new the fights that were going on. Um me maybe because I was minding everyone else's business in school as well and continue to keep our sa kids safe while we're present. Um walking around and looking in classrooms, you know, see if everything's going okay. Well, I noticed I thought we had a phone policy. I thought they had to
035be up. Well, to see certain teachers are letting students be on their phones in school and in class, it caused a major concern. What are we doing when we are you we leave our our kids in your guys's hands and we're asking for clarification of what is the discipline? What's going to happen to my child if he has his phone or whatever it is? What what is what is the consequences? But at this point it's like damn this teacher's doing it. This teacher's doing it. Now this student gets into a different classroom and can't that student has his phone and here comes the the teacher and student like hey in this class she lets us do it but we can't do it here. We have to pick and choose our battles. We have to pick
036and choose our battles. If our teachers and staff don't want to step up to the table and do their job the correct way, we're gonna have problems. And these problems has lingered into suspensions. There's no reason why our kids are getting suspended on a daily and it's almost 10 kids daily from each school are getting suspended. So, let's pick and choose. You say your teachers are trained for this. You guys train. Well, what kind of training did you do for this phone policy concerns? Um, now I'm I'm going to get out the parent real quick because I feel Let me get out of that. So again, when I say Miss Jackson, Taiisha Jackson or Issha or the community activist or the community leader or whatever in that position, I've been targeted and harassed in all
037these positions by certain staff in our um in our school district at certain schools. When it's time to hold our teachers accountable for mistreatment, hey, shame on you. You can't stand up for kids. Prime example, we had a child that was um in a body restraint bag because he smelt like marijuana and they carried him out like that while your SRO's and two certain staff sat in a bedroom sat not a bedroom but in the room that child was in and watched him get mistreated mistreated for smelling like marijuana. Did our support team of the East High School, did we reach out to the parents, hey, I have concerns. This is what happened. No, there was no kind of communication, no kind of outreach. The only outreach was me and my partner. Hey, what's going
038on? Showing up. That's not okay. So, and then the fact that communication around the table, I'll answer you in a second when I get done. Over at Prebble High School, when the gun, how did that gun trigger in here? How did that linger in here? Let's get to the ground root. The ground root is there's been so much things that's been going on and we have to leave it for our school admins to take care of. But our school admins are not being compliance with their boss with their with their superintendants and hey, we have this going on. How can you help us? No, they're leaving it for the district to dig out information when things come arai come up. Miss Jackson. >> Yeah, >> your time is expired. So, >> thanks. Well, you know,
039>> I'll let you wrap up for 15 seconds. >> Okay. Well, anyways, I'm Miss Jackson. If you have any questions, you may talk to me. >> Thank you. >> James, >> yes, >> one more came through. I don't know if this is for tonight, but just in case, uh, the person's name is Jacob Hansen. Is Jacob present? >> Okay. You sure he's not online? He wouldn't be online. Okay. All right. That concludes our public forum. We'll move on to the strategic planning um agenda item. So 3A and I think that we'll invite several to the table. Welcome. Are we all good? Right, David. >> Good evening, board, student leaders, and the community. Um, we are coming to you this October with our monthly update on the strategic plan. One of the four strategic prior priorities
040um voted by the board was uh academic excellence. And I have a team with me. Uh my remarks will be short. I'll set it up and then they will uh uh lead you through the presentation. Eager to hear any questions you have or comments that you might have. Tonight we're going to um focus on a component that is especially timely within our um strategic actions throughout the year and that is the use of universal screeners. We'll take a little time to help um explain what those are, how they're used. Um about this time last month, there was data uh released publicly and shared by the media around um academic proficiency across all grade levels. I want I want the board and the community to know that um come November, we will provide an update on
041the DPI school report cards and district report cards at this table. So, we'll address that in a larger context of the report cards. The intent tonight is to stay pretty focused on um screeners and what it's telling us about our students progress here now about a month and a half into the school year. I'm going to introduce uh the team. Um, with me tonight is Angie Lome, uh, director of teaching and learning, Jamie Creewalt, director of literacy, uh, Jess Vandenhuvil, associate director of data and assessment, and Jen Trembley, associate director of multilingual programs. Who's going first? Okay, before you start, Angie, um will there be opportunities for us to ask questions? If you want to organize questions that we ask, just let us know when a good opportunity uh is to ask. Okay, thank you.
042Um, Angie Lol, director of curriculum. Thanks for having us here tonight. I am the facilitator of the academic excellence um, work group and so happy to kick us off with an overview. I'm just going to figure out where I need to point this. There we go. Sorry, Alex. Um, so as we think of through academic excellence, one of the pieces that we want to always focus on, right, is the portrait of a graduate. So this is our visual represent representation of what our community has hoped for our Green Bay graduates. And tonight we're going to really focus in on academic achievers where we are um focusing in on students having high expectations for their academic goals and also committing to that learning that that it takes to be able to get to those goals. And
043we as supports for students will be thinking about and discussing tonight how we as teachers, as parents, and even as students how we can um continue those conversations and stay informed through data so that we can support this whole picture of the portrait of a graduate. Um again, as David mentioned, last spring the board adopted these strategic priorities. We have four of those. Tonight we're going to focus on academic excellence. I don't know. Sorry. Oh, there it goes. No, that's good. Um so again tonight we're going to focus on academic excellence which um you can read there in the bottom is the continuous pursuit of acquiring knowledge and skills where students demonstrate intellectual growth and achieve their highest potential in their learning endeavors. Tonight we're going to talk about I'll give you a little overview.
044We're going to think about our goals going to talk about our initial findings some learnings that we've had already this year and then some implications and next steps that we have in this area. >> It's the wrong way. >> Oh the wrong way. I'm sorry. >> So, um, our strategic goals, um, those are long range goals. Our goals, um, there are six of them in the academic area, academic excellence area, and our goals, um, are set for June of 2030. Tonight, again, the two that are highlighted there are focusing on ELA and math, in which we are, um, expecting to meet or exceed the annual state average um, for both ELA and math. In order to do that, we need to be able to set goals and benchmarks yearbyear. Go ahead. Um, our benchmarks for
045this year are to increase by 4%. Um, in ELA and in mathematics. Again, there are other benchmarks for each of the areas, but tonight we'll focus in on ELA and math. Uh, the strategic actions that we have come from those benchmarks. So in order to have the benchmarks in place after this first year, we wanted to focus in on some strategic actions that are really going to help us to hone in on the things that we need to be able to uh focus on so that we can move those th those four%. Um tonight again, as David mentioned, we're going to be focusing in on the third one that you see on the screen. That is to install the universal screeners and to talk about a data analysis protocol. Um however, throughout the year, we'll
046be back and we'll be talking about each of those strategic actions more in depth. we have a dashboard um that you're all familiar with that shows our progress and helps us to be able to monitor the actions that we are um working toward. So the top visual that you see there, those are the two goals that we've talked about um so far tonight and they show our starting point and then our expected outcomes for the year 2030. Um right now we are at about um 33 uh percent in ELA and then we have um 35% for math um achievement. Our the state average is right around 50% for each of those areas. And so we do have lofty goals um for the next five years. And those benchmarks that you see um that we've talked
047about and then the action steps underneath are going to help us get there. the action steps. Those are the bottom visual and this dashboard helps us to be able to see how are we doing on those and to report our progress so that we can all continue to have these conversations. Right now for each of the action steps that we have for academic excellence, we are on track in each of those. We are as we're where we expected to be. So most of them are on track. One we have not started but um that is because we have a plan to do that in the upcoming month. So again, tonight our strategic action that we're really going to focus in on is the installation of the universal screeners and the creation of a data anal
048analysis protocol. We've chosen to focus in on this one because we've just installed those universal screeners in this past fall. And so this is a really timely um meeting to have to be able to further discuss the um screeners. So, at this point, I am going to turn it over to Jess and Jamie to give us more details about those universal screeners, including our findings and some of our learnings. But is are there any questions from me at this point during this um transition? Yeah. >> Would you please define universal screener? >> Sorry, Jess and Jamie are actually gonna go ahead and do that in the next couple of slides. All right, perfect. So, just what you asked for, what is a universal screener? Um, universal screeners are excellent for c catching some of that
049large grain data and trends for students in the subjects that they're assessing. So, we have screeners in place for foundational literacy. Those were put in place last year with ASWE. And then we also have ELA and math screeners going through some of the secondary levels of of schooling. And when we were talking about getting the big picture large grain data, our screeners are meant to answer and to inform those three questions in blue there. They're really for the big picture. The screener can tell us where are students generally ready. How are they doing relative to a national norm of other students who have taken that same screener? And also across the year, how are they progressing toward proficiency? And that's something that we will continue to report to you as we have our baseline now
050from the fall going across the year. How are we progressing toward proficiency based on our screener measures across the year? The major screeners that we have in place for u would be the as web plus which we set in place last year for our foundational literacy our our youngest grades 4K through grade three. They are quick assessments, one-on-one teachers do them with students or sometimes um in grades two and three there would be kind of like a group setting where students are doing them all at once. About 15 minutes per student on average would be about what an aim screener would take. And then the other screeners that we have in place in grades four through 10 generally would be the STAR screeners. And there's an ELA version and a math version and accompany um
051Spanish versions for each of those subject areas. It's a computer-based test. It's adaptive, which is how we know where students will come out ready for instruction and approximately 30 35 minutes given in a class period to the entire class at once. I'm going to take it from here for the next couple slides. Um so I'm going to talk a little bit about our initial findings. um from the fall administration. First, I'll speak to Ames Webb Plus. Um when um providing this initial screening for AES web AES web, I can't talk. I'm sorry. Ames web plus um the English measures um were at 74.6% our students were above the 25th percentile. And then on our Spanish measures, we had 74.4% of our students that scored above the 25th percentile. And then when we're talking about STAR,
052um, we saw 62.7% of our students that scored above the 25th percentile on the reading measure and then 60.8% of our students that were above the 25th percentile on the STAR math. Um, and I will also speak to why we focus in on students above the 25th and why we're focusing so he heavy on that 25th percentile. um when we look at and analyze data on a use of universal screener um we want to use the 25th percentile because that allows us to consider students that may need additional supports in those different areas. So what we would do is we would provide additional diagnostic assessments or testing um to really hone in on the skills that students may need more supports with. Um, and that's that 25th percentile gives us that quick indicator of students
053that may need that additional testing and additional support. So, looking deeper into Ames Web Plus, this um this screen shows data across our grades now. So now you're looking at the K through three and the different percentages that were above the 25th percentile on the fall screener for the English early literacy screener and then for the Spanish early literacy screener. I want to just um extend a little bit on the notion of the 25th percentile. um that Miss Crealt shared. Um the board will remember last year we talked about um Act 20 and the series of assessments that ultimately resulted in a student having an individualized reading plan created for them. When we look at the K123 um data here from Ames Webb for this fall, that that is the the number that we would
054look to then to create those individualized plans. And I mentioned that because we had some discussion about that last year as the flow of uh the 4K through three reading uh sequence. >> I don't want to jump ahead, but is there an explanation as to why there's not a grade three in the Spanish instrument? >> Uh so in grade three the programming is such that English is the focus of their literacy goals and um the only who were given the Spanish version were new to the country and there were fewer than 20. So we redacted that because it's identical. Turn that back on. All right. So here you have the a quick look here at the star reading and lecturer. So again reading was the English measure. was the Spanish measure given. Um just as
055an overview for you all in four through eight, we did have students take both tests typically so that we could track their by literacy development. So you'll see um high participation in in both numbers there. Um overall screeners between the AS web and the star had very high part um participation across the district. And again with a star screener, this is the first time we've given this in years and years in the district. So this year is sort of our baseline year where we're getting this look at again using that 25th percentile as our indicator. But now schools are looking at what does that mean? Who's in that group and what supports might they need or what closer look really might they need so that we know what um kind of goals we could set
056for them in class. But this is just that almost like that first net before they take a deeper look at the kids and and how they're doing in class because that's going to give them even better information for student goals. This would be our first look coming up at math in the next slide. >> Can I ask a quick question? Did I hear you say correctly that for the last number of years we haven't given the stars exam? Um, is there any I'm just I'm just curious why >> Oh, sorry. >> That's right. Because I was in the district for a long time and for a lot of years we were doing the star all the time. So, I'm just curious to learn what that transition process was like. >> Sure. Um, prior to my
057being in the role, I think around 8 2018, the universal screeners had paused in lie of development of interims. Um, and we had curriculum based interims basically is what it was. And then we had a call from the field for some common data points that weren't specific just to a single grade level, but that went across grades. So we are back um for ELA and math doing these common screeners. So we have common data that can flow from an elementary to a middle to a high school level. uh subject areas like social studies and science are still developing their curricular interims so that they have common data within their grade levels or within their subject areas to inform their next steps. But this gives us gives us that common data point. >> Can you explain
058why grades 10, 11, and 12 are lumped together? So in grade when we say the screeners are universally given through grades nine and 10 that's for the courses that are typically assigned to those grades in ELA and in math. So ELA 9 ELA 10 would have re have been given the screener. Now there may be some students very few in 11 or 12 who are rostered to an ALA 9 or 10 or for math algebra 1 or geometry. So very few of those students were gathered into that grade levels um that grade levels data because they may have been rostered to do that to recover those credit. So they were also given the screener. >> We have a student question. >> So this is Eda. She goes to East and she's a 10th grader who
059tried to take a test and she said that she had trouble re um accessing it and that that was a big problem across a lot of students. So were you aware of that at all? >> Yes. So with East, we did have some rostering issues initially with it being on a different schedule and and I actually specifically know that you wouldn't have been in a course that needed to take that that I did talk to Mr. L captain about it, but yes, I do know that that was an issue um that we did get resolved by the end of the window, but it it you didn't need to because of where you're rostered. So, if you were rostered, you're rostered to advanced courses and you are not in an ELA 10 or geometry. So, you
060are not part of the group that was screened. >> Great question. She wants to see. >> Yeah, we were we had to fix the rostering issues and it they caught who they could before the window closed and then we were going to catch them in the winter window. So, the next window is in December and we'll catch them at that point. Yeah, great question. So again, this one is that big look again, 25th percentile first gathering of this data. So it just sets our baseline for where do we need to look in a little bit more closely within our universal setting to know who these students are, what do we do, what might they need next with them, what kind of conversations can we have with them. And um actually I'm gonna let you go
061to the next one. I think I have Yes. So key learnings this is more to speak about it in setting up for the screeners staff uh were trained for as web plus in combination with their literacy coaches and their principles. STAR screeners they were trained um principlesled training that were um provided by Renaissance which is the star company. We had different accessible trainings that they had for both administration for analyzing the data. We had student slideshows available to teachers to be able to introduce this to students. We had family letters go out via parent portal and school messenger or very not parent portal the um the pre-letter went out via school messenger letting families know that this was coming. So one of our big learnings was how to administer consistency of it and then the
062communication of it. Um the next thing that we're learning and that we're going with a lot especially STAR is what can this inform you know with AS web plus we know what it informs it informs whether a student might need an extra academic plan extra assessments looking into them a little bit deeper with STAR it's our first year we're learning which data points do we want to pull out of there it's going to be percentile ranking again looking at that national norm are we performing as they would be expected and are they growing going across the year. So across the year, you're hear me talk about the student growth percentile to watch are they growing across the year. So developing the understanding of what to lift out of this because there's a lot of potential
063data to look at within these and then analyzing data is not new to our teachers to our principles. But what do we do with this specific data and how do we between having different screeners unify what we're looking at and how we might take that through a process to supporting students is is something that we're working on moving forward. Okay. >> Part of the um next steps, and we'll go into a little bit of detail on that in a second, will involve having a reference point to share with you as we come back together again periodically throughout the year in terms of where our screener is pointing us toward in terms of thinking about how our students might do on other assessments. That's certainly not its sole purpose, but it is um a reference point
064that we have now that we would have otherwise not had prior to this. Um so in regard to some other implications for the installation of screeners, there are some budgetary implications as well as some scheduling considerations. Um some of which we've learned through the process that we've gone through this fall. Um Screeners are an ongoing monitoring of students and so with that each year we do need to make sure that we are budgeting to be able to purchase those screeners as well as u budgeting for any associated training that would be needed. Jess referenced some of those types of uh training sessions that teachers may need. Um, additionally, time is another factor in this. And it's not just the time that Jess mentioned, which is relatively short for students, but it's the time that teachers
065need to be able to have time to work through um the analysis of the data that we have. And so some things that we want to consider as we move forward are thinking about when we're scheduling the assessments so that we're able to maybe schedule them um in times where there would be a teacher workday that would follow closely after so that teachers would have extended time to be able to have those discussions um to address all of the the things that Jess has mentioned as well. Uh and that leads us into our next next um steps and a few of them were already discussed. But in in summary, the in the universal screeners are an opportunity for us to be able to gain some insights on our students and to be able to enhance
066our conversations as we move forward. Um the action steps that we'll review throughout the year in the academic excellence area are really going to be enhanced by some of these conversations. So, when we are having the scheduled check-ins with school leaders, being able to reference these one these data points as one of the data points that we can talk about um regarding students, that's going to help us to be able to have better conversations around student achievement and academic excellence. In addition, when we're talking about a universal planning process, um teachers coming together and having data to be able to make decisions on how to lesson plan and um and how to think about next next steps for instruction. These are all things that will be able to be enhanced through the um data that
067we're collecting. Again, it's one piece of the puzzle um but it's a piece that's important for us to get some foundational information and then build upon that throughout the year. So, that all that we have prepared um for our talking points. Um any other conversations or questions? >> Questions from men. >> So tell me if I if I'm understanding this. Um so your goal is that toward the end of the school year when you test the students um you will have we will have made perhaps 4% increase in how many are reaching the state the level that the state sets. But today early in the year, you're using this screener to identify those students who are most likely to need extra help to move in that direction. Is that correct? I I'm sorry, but I
068just never worked with the universal screener before. I had to understand it. Thank you. >> Can I ask a question about how the presentation of data was managed? Um, at the beginning, we were giving a statistic of where we're performing against state average. Um and that percentage was delivered as an aggregate right our district is you know at 38% or whatever that number was um is it useful or I I think it would be useful to me when you're presenting grade level assessments and screener data um to and if it's available and it may not be so I I acknowledge that to see how at grade level we're performing against state average as well. Right. So is and I don't know if the we have to wait the scorecard or what um but when I
069look at this and we've had a we had a conversation when we first saw this presentation about how am I to interpret this data and what does it inform me of and it's not a trend and it's a early year data point no be compared to another but we're also wanting to see um how we are trending towards our you know 2030 goals as as well. And we all know that there's probably a a blip in a couple of age groups um due to COVID and quarantine that are making their way through the grade uh grades as we run. And I don't know if that's one of the reasons why we're not seeing this kind of performance against state average at the grade level, but if that when we come back in the end of
070the year, um if it's feasible, I would appreciate that data. >> Yeah, thank you for that. We will when we um share with you uh the growth measures in the second um installation of this screener share with you a look at the importance of using the 40th percentile um as that predictor of um proficiency on state exams and so we'll have we'll have one full cycle of the screener to show and we'll disagregate it that way. So, if I understand it correctly, this greener data, I can't compare it to where we're performing against state average because the report card is against last year and this is a snapshot this year. Is that right? Okay. Thank you. I just had to work through that a little bit. I appreciate the time. >> Yeah, Sam. >> Um,
071I just have a question about thinking about next steps and how these ongoing data conversations are happening at the classroom level. Um, and you know, in in your slides, you know, you referenced developing that common protocol, scheduling check-ins with school leaders, you know, that universal planning process. And I just would like to get your um kind of take on where teacher voice enters that and seeing as how these are happening in individual teacher classrooms and then the results of this information is being implemented in individual classrooms. Um just understanding where you know teacher voice comes in in terms of the discussions around how data will be analyzed used and those broader conversations of engaging teachers in that. >> Can I start with a couple points on that and then pass it down the line? Um
072the very um the very fact that we have the star screeners and that we've brought back the star screeners has come heavily from voices from the field saying we don't we don't have something in common to operate from uh to begin those conversations which um I think also is a attest to the 97 plus um percent um assessment rate with this there was there was a thirst for this information um and came heily from teachers especially teachers whose role is defined by um supporting students who are struggling the most in school. Um the other side of that is uh the importance of teacher voice in helping us work toward um a more uh a more collaborative environment where um teacher time is understood and respected to be u preserved and protected for just these kinds
073of conversations. And uh I'm very thankful for the teachers who have been very active and engaged in some uh sessions that I've been working with to really help name and define what what a day needs to look like for them in order to be able to um have the time to be as committed to student learning uh that that they want to be. Um and we've got to move some things out of the way so that that can happen. Alex. >> So if we are to consider this more or less a formative assessment um in part at least and also assume that we have a goal to meet in five years and that this is at least one of those years where we need to be seeing progress. You know we're going to get these
074data points a few times or so throughout the year. What do we have in place right now that we are doing or will do to then take the formative data that we have and make the adjustments necessary to get the growth that we want? I mean, and what might you feel like we need as a district to make sure that we get that growth throughout not only future years but also this year because we can't obviously waste this year. Um, so kind of operationally making sure that we can do whatever we can to support actually putting work in to make that progress, not just spending time having the data, if that makes sense. >> I'll just add one um quick comment also related to um the question that you previously asked which I think connects
075um the question that Alex had as well. one and and it goes back to the the data protocol um and the teacher voice and I think one of the pieces is um developing that protocol um so that we can use that in multiple areas throughout um the field and I think that we're starting with um we're developing that protocol based on some of the feedback that David referenced but also calls that we've all received from teachers asking us um what do we do with this data now people are eager to be able to use it and so Um the teacher voice piece is is um we've been very intentional over the past number of years to make sure that when we're trying things out, we're trying them in different spaces so that uh district leadership
076is having conversations. As soon as the data comes in, we're having conversations talking about how will literacy coaches, how will math coaches help to support teachers um and students and then bringing teachers into those conversations perhaps through department chairs. we have some structures set up now to be able to get teacher voice so that we can develop this protocol because I think the protocol is going to help us to be able to have a common way to talk about data so that that we're not just looking at it as it's coming in but that we're taking some action steps and then we can add some >> I was just going to add that some some of that happens through the the PRP process with um our literacy plans that we have for students that are
077working um within that 25th percentile or lower and we are continually looking at the data around those students and providing instruction that meets the needs of those students um that directly relates to the specific skills that those students need. And the plan is outlined to focus in on those skills. And then the progress monitor tools that we have um in place also measure that on a weekly basis so that we can see whether students are growing in response to the instructional strategies that we're providing or if they're not then being able to adjust that and teachers now being able to use that tool um from last last the winter and then this the last spring they're more familiar with as web and how to use that tool. So now they can align their instruction to
078the data that they're seeing around their students and really hone in on the skills that their students need help with. >> Other questions? >> Well, thank you um for the presentation tonight and I think if I'm correct, we covered board 3, B, and C in that presentation. So appreciate it. Okay. All right. Um, next on the agenda is 3D, which is the update on the safety and security measures. Um, and just for to level set, uh, we had the community roundt. Um and um during that time and beyond we made um a commitment to have this conversation tonight. Um and it will start with a presentation that from of that feedback by superintendent Byer. So >> thanks and uh team members if you want to come on up. What we're going to do is um
079as uh President Larly just mentioned I will run through uh the feedback from the round table and then uh the team will be here to respond to any questions that the board has during deliberations. >> All right. Um the agenda tonight for this part of the board meeting uh we will review the tabletop discussions that happened at the round table event at Prebble. We'll cover existing security measures short and midterm action steps that occurred in the aftermath a summary of recommendations from the community from the round table and then um set us up for discussion about next steps. So to begin uh September 15th we held the community roundt presentation at Prebble. Um the turnout was fantastic and as I mentioned to the media earlier today that um didn't surprise me uh because this community
080really cares about our public schools and our students and our staff. So it was a a wonderful turnout and the goal there was to engage the community in some tabletop discussions. Specifically, we had three questions for the community. Question number one, share with others at your table your feelings from last week's events and your response to the district's actions that followed. And uh what I'll share with the board are the themes that came out of each question. You can find more detail on our district website. If you just go GBAs safety, it should take you to the website with the the comments and uh any of the questions that came up from the round table along with answers. The themes that went along with the first question were communication concerns, concerns about safety and security
081measures, student behavior, discipline and accountability, emotional reactions and trauma and need for mental health and relationship support. And then finally, desire for proactive, not reactive planning. Question number two. Can you help me out? Thank you. The district has shared its safety protocols and took action last week to implement the change to the clear backpacks. share with your table what other suggestions you have to improve school safety and the themes were if you could K enhanced physical security measures stronger mental health and prevention supports clear and consistent discipline and accountability improved communication and transparency structural and environmental changes and finally culture relationships and community partnerships. Question number three, what community resource resources or strengths do you feel the district is not tapping into or should connect with more that would help improve school safety? And the
082themes were mental health and social emotional supports, youth mentoring and positive role models, parent and family engagement, community organizations and partnerships, cultural and community connections, and communication, coordination, and visibility of resources. There were some common themes across all three questions. Next slide, please. And if you could just um go ahead and put them all up there if you could, Kenzie. The last one will be background checks. What you see on this slide is a list of it's not comprehensive, but it is a highle list of our current existing security measures that we have in the district. And I wanted to pause here to see if um without getting into any great detail for security reasons if the board has any questions or students have any questions about the list that is currently in place. >>
083Please tell me what are universal components? >> You introduce yourself? >> Yes, I can. I'm Christina Jingle. I serve in the role of associate director of pupil services. So, um I'm pleased that you asked that question because we actually employ a number of effective strategy violence prevention strategies. And the tool I would love to call out is what one of our presenters talked about tonight, one of our speakers. He talked about trauma-sensitive schools. Over the course of last several years, we have trained all of our new educators in trauma sensitive schools, which really teaches our educators about the impact of trauma on brain development, but really about the importance of relationship building as well and is that as that applies to our learn setting. The other thing that we train all of our new educators
084on is restorative practices is the other thing our presenter brought up tonight and we really focus on um inclusion circles within the classroom that really give our teachers a tool to um create those safe caring communities within their classroom. So those are two of the high leverage universal strategies we use. >> Alex, >> um do we have any checks or assessments currently in place to look at our schools um in regards to ensuring that classroom doors are locked during instruction? Are we assessing that at any point in the year? Random checks, anything in any level? Just curious. Well, we do the site security assessments which is part of that. We also rely on our principles to um reinforce that uh policy along with having them and their other administrators in the buildings doing some of
085that enforcement. >> Other questions? Okay. >> Thank you, Kenzie. If you could go to the next one. the short and midterm action steps that we took uh over the last couple of weeks. We increased adult presence, uh moved to clear backpacks, modified the discipline plan. Um that one was specific to unsafe behavior. Uh we've developed and enhanced civic partnerships. We've initiated the school security assessments. We do that on an annual basis anyway, but uh Mr. Coller was able to speed those up a little bit. He's also in the process of developing the student safety committee, which he spoke to ICS about last week. He's going to bring back the district safety committee. We're in the process of reviewing after school activity safety protocols. So, thank you to the uh community member that spoke during open
086forum regarding that. And then uh we are going to ask the board to um approve a job description tonight that would allow us for additional safety and security a position specific to that. Next slide please. The roundt recommendations from the community were divided into two categories. Uh physical security and then building supportive school communities. And under the physical security it includes weapon detectors, metal detector wands, exterior door alarms, dress code or school uniforms, close campus, increased SRO's and harsher discipline. And then under the building supportive school communities, the themes were uh build relationships with students and mental health services. Next slide, please. The next steps for the district include completing the school safety assessments, evaluating exterior door alarms. We will continue to explore increased mental health and student supports, explore community volunteer and partnership opportunities,
087and as I mentioned just a little while ago, establishing the student safety committee, reestablishing the district safety committee, and evaluating the discipline changes that we made. >> Yes. Is there a reason that the district safety committee was not currently operating? >> Yeah. Um COVID it stopped and we never started it again. No. The next steps for the board, next slide please, is to deliberate on um the recommendations that came from the community. So, we're asking the board for direction um and next steps and um the team is here at the table again to respond to any questions that you might have about the options that were presented from the community. >> All right. Thank you, Superintendent Byer. Um before we get started on our deliberation um we've seen this um we had access to and
088it was posted and I just want to make sure that if any board member has any part of this they want to drill down into a little bit um you know please we can do that in advance after which um my plan is to go through and and um as listed at in the last section of the presentation and um as we have in the memo. Just going to step through each of the recommendations um including um a the uh the evaluation of a new policy around backpacks um and have a conversation and at the end of each conversation I want to record what the board direction is um and make sure and it is not a only adopt or reject. is if we need additional information or if we think that there's a step
089in a process that we need to go through, um let's record it. Let's make sure that the district walks away this evening with a clear understanding of what our expectations are um for each one of these recommendations out there. Also, um and we have a list of them that um I'll be using um and I don't know if we want to put that on the um up on the screen. Keny, do you have access to my spreadsheet? You probably do not. I'll share it with you. Um, but I want to make sure that the board has an opportunity if you don't see something on the list um that you feel like um the board um has a a say in and you want to make sure that it's in the context of security, it's um
090relevant to speak to this evening. Um we'll take those at the end. All right. So, we're going to start back at the beginning just in the presentation. Is there anything you want to ask of any of the districts resources we have just based on the presentation? Andrew, >> um, thank you. Um, not a not a question, but I just want to point out something that's not really going to get much discussion later because it doesn't need to because we're already doing it. Um, I want to make sure that people understand that the the some of these things we're already doing, um, they aren't they aren't exciting. They aren't big ticket um, items. they don't attract a lot of attention. But the the the bottom line is the most the most important thing that can that
091can happen uh sometimes if a if a threat actor is just bound and determined is quite frankly harm reduction and our that's where um locked doors are extremely important and I think we're anecdotally they seem to be seem to be a very high percentage locked uh locked doors when I was going around visiting schools this year. That's just anecdotal. Um that's critical. The secure entrances are critical. Anything that would slow down someone and give authorities more time to respond. I don't want to get into extreme detail there, but th those are things that are known to be very important. Um what would slow down the progress of of an incident. And so we are, you know, the the fact that there's suggestions about new things after an incident, I didn't want that to the um
092the momentum, the public momentum towards doing something I want to make sure doesn't neglect what we are already doing, which are some of the most important pieces that we've had in um committed to and committed funds to with the the secure your entrances and and so forth. So, I just wanted to make sure that was out on the table before we start. We're not we're not starting from we're doing oh, we're doing nothing. What are we going to add? We're doing quite a bit of important researchbased stuff. Is there anything to add? I think is the better question. >> Yeah, I appreciate it. Great. Um and that leads I have a question and I don't know um Mr. caller if you feel comfortable but I know that we accelerated an external assessment and it's an
093annual assessment that we have done to um Andrew's point um this is not something that we you know we're not at the beginning so just went through it and I know we're still in the process early observations um are we are we as a board should we expect anything to come out of this latest um evaluation our assessment that we should um include in a conversation. >> To answer your question, having been through the four assessments that they did at the high schools, u the things that in my opinion that they and I obviously haven't seen the report, so things that were discussed at the table with the administrators after the assessments were done would be things that I would have probably had the same conversations about. obviously reinforcing things like making sure classroom doors
094are locked and closed, making sure that we've got on the proper um safety information in our classroom, evacuation routes posted. Um there were some new pieces to the assessment that were uh some uh different things that um they were asking about that we hadn't really discussed in the past. So um some signage around um adding um signs for letting people know that there was uh security cameras in use. Um, I don't anticipate there being like a a big gotcha kind of thing that's in there. I mean, I'm guessing that based on the the feedback that I got from them and that they provided to the um the building administrators that we we do things pretty well here and overall um the compliance that we're asking from our buildings is is done pretty well. Obviously, there's
095going to be things here and there that are missed or things that could be improved, but um I don't think there was anything that was going to be so egregious that we would be shocked that it was not being done before or that we um have some significant improvements to make. But having not seen the report, I don't >> sure >> I can't speak for sure. But there there'll probably be some things there for us to review and discuss, but I don't know exactly what quite yet. >> Right. I appreciate that. Other questions are for the staff? Alex? Um, when I think about my many years in a lot of our schools and I think about communication with um, GBA over the years, including, you know, this year, and I think about all the community
096members I've talked to over the last couple years, and then I think about the feedback that we've gotten recently um, not only from speakers tonight, but also what we see in the round table feedback. There's a continued constant and large majority of people asking for us to be better when it comes to our behavior responses and our consequences implementing those systems. Um, and that part's pretty clear. So, my question at this point is what plans are in place or are we considering putting in place to make changes to to how we deal with behavior? We've uh we've made that change to the way we are addressing the unsafe behavior by extending the consequence period of time. Um that would be again for the public if if you hadn't heard after a suspension and student returns
097to school in the past they would just return now. Instead, minimally, there will be a week of um supervision. Uh there won't be unstructured time with an out an adult present. Uh that means you're eating lunch, uh being supervised by an adult. During passing time, you are with an adult. Start to school, end of school, you are with an adult. Uh it includes parent conversations so that we can help support the parent in uh digging into the root cause. Why is the unsafe behavior happening in the first place and how can we support the parent and making sure this doesn't happen again? And the parent also supporting us to um help instill a mindset of uh being safe at school. So we're in the process of monitoring that. It's only been implemented now for um
098I think this will be the second week of implementation. Uh so we will monitor that. >> Can I and maybe I should reframe my question better. Uh so my apologies. What can it look like for us to go through a more wholesale revision of what we currently have in place in totality? You know, you you gave a perfect example of something, you know, a small piece of how we can respond to something when they're, you know, and that's just one small piece of it. It's also kind of on the back end. But if we were to go through what a lot of again I think a lot of people in the community in various different roles are asking for is more or less how can we go about taking a wholesale approach to analyzing, reviewing
099and probably making um some changes to a larger portion um of again our behavior policies as a whole. >> Um Are we are we talking about making uh consequences stricter? that is likely um definitely a part of it considering um again the feedback and I I think the need you know for example when sometimes we've had major incidences there's there's many times a lot of preceding incidents um for the same student who would you know instigate a larger incident and a lot of times there are situations at least that I have seen um where if we had taken a different approach earlier and sometimes it might simply mean a stricter um approach might mean more consequences in earlier incidences. It might help deter and or prevent or lead to a different outcome in future incidences
100or prevent them you know. So again because that is that is along the lines of what a lot of people in different capacities and different aspects of our school district have asked for. How can we go about more of a wholesale revision process of our behavior approach? >> Yeah, and you you raised a good point. Um, it's probably been uh Melissa has a better memory than me and uh I don't know if Christina was around when we did this. Uh it's probably been at least five years since we've done a calibration with the board of education. And uh what I mean by that is and I think Andrew is with us. Um we met down in the um room on the first floor. We had the behavior team with us and we presented to the
101board of education different circumstances that we deal with uh as a school district uh different behaviors and then we asked the board to have a discussion about u based on the policy as as it's written what do you believe would be an appropriate consequence for this and then we as a team talk through well this is how we dealt with it does the board agree um if not are there modifications to the policy that needs to take place. I think that's what you're describing. >> Yeah. I think we have changes that we are being demanded to be made to our behavior policy and approaches and I think we need to commun what I'm asking is what do we need to do to make that happen? Because I I think I think that's the request from
102teachers from parents from community from the round table and we need to start that process and so I guess I'm asking what do we need to do to go through that again and at least go through the process of seeing what we need to update if anything. Can I ask a follow on question? Do we have a partner in this? I mean, is this something that the district does in a calibration and an assessment or there external partners like a CISAR or whatever that we lean on to help inform that practice in their practices or is it just really an internal district? Okay. Thank you. >> And for a little bit of additional clarification, so we kind of did the same thing roughly five years prior. So we kind of made a pretty significant change
103in implementation and I believe it was 2015. We kind of introduced what a lot of people refer to as our MLSS and that kind of came in and more or less replaced just the standard handbook language. I was the dean of students that year and we didn't really have the process that we have more or less had for a while now. And you know so we like she said we kind of just decided to do those kinds of things. And at least it's it's been a while since we've really done anything different. what we've had in place structurally for a long time now. >> Okay. So, um I I appreciate that. I'm going to pull us up out of this conversation, but I put it on the spreadsheet because I do think what you're asking
104for is some follow-up conversations or follow-up action item and we'll come back and we'll address them. You want to turn off if you Thank you. Um so, we'll come back um and we'll wrap and make sure that I capture an action item um there for you. All right. Um I had another question about the presentation and that is another theme across uh different um questions was mental health services and I'm left wondering that's that's a very large topic and and what would that look like if we made changes or if we added um different supports. What are we talking about there? Do we have any idea yet? >> Yeah, that that would be a difficult one. I didn't want to leave it off because it was unrealistic. I think it was important to have the
105discussion about it, but accessing mental health care right now in the state of Wisconsin is I I would say at a crisis level. Uh and I'm wondering if Christina, could you respond to that as well? >> Yes, I can. As Vicki mentioned, we really understand the importance of our community partners to really address the mental health well-being of our students. So, we've developed a number of strong relationships with providers. Um, one of the things that we're offering is school-based mental health and despite the shortage, we really remain committed to expanding school-based mental health services to really improve access of care for our students. So, this year alone, we've onboarded five additional schools who now offer school-based mental health, culminating in a total of 22 of our schools who offer school-based mental health. and we're continuing
106to have conversations with partners to be able to offer this in all of our school buildings as one facet to ensure that our students have timely access to mental health services. >> I I do want to because people might be listening to this and thinking I can access this tomorrow. U that's not the reality. There is a capacity issue with the mental health providers. So, we're talking about if if we're working in tiers and tier one is the universal, these are tier four uh when the scale is usually only tier three. >> Yeah. Thank you, Katie. >> I know that last year IC we had an initiative to develop what we thought students thought the most accessible mental health um counseling was. And we thought that that was an online service and that that was
107something that we discussed being implemented in schools. And I'm just wondering if there was ever any progress on I don't know about an online service but I can tell you that we've created a process for teleaotherapy in schools. So essentially if we have a student who already has a provider but there's an issue of again access of getting to the provider during the school day we now have a process where you can receive that service during the school day right in a confidential setting within the school. Alex, >> along this same theme, you know, generally speaking, I think a lot of people would agree that focusing sometimes certain resources on our younger kids tends to have benefits in the long run to their, you know, to their outcomes. Is there any thought to knowing that
108mental health services are extremely arguably inaccessible to maybe reallocating or any thing that we can look at possibly doing to see if there's a different way we could utilize the personnel that we have to maybe get a better benefit so to speak than what we have now or at least something I'd like us to consider if we know we can necessarily expand our capacity. >> That's a great point. Um what we've done in the past is we've actually used needs assessment to identify schools that have some supports already in place and then um we prioritize schools based on this assessment and then that's how we determine where we allocate the resource but it definitely to your point we could we could relook at that >> other questions Samantha >> in a similar vein with um
109kind of the ongoing development of mental health access. Um, the other piece that came up that wasn't necessarily directly on us, but I think informs the rest of the conversation is what does that ongoing building of community partnerships look like and kind of what is the vision or direction of what that might be going forward because I think that hugely impacts some of these other options on the table for us. Yeah, thank you for that question and observation and much like um Katie shared uh that student initiative is really where we're looking next with community partnerships and volunteer commitments. Um I think we can reasonably think as adults we know what students would want and what would benefit them in the school setting. Every once in a while it's good to actually check in on
110them and ask them that question. And so, um, over the next couple of months, we'll be, uh, fanning out and spending time in smaller groups of students, um, seeking, uh, large representative groups and also very small focused groups of students, uh, to help us answer that question to make sure that, um, the partners we go out and leverage, the needs that we identify are are have a match with what our students are asking for. Um we're going to ask questions like um how comfortable are you uh if a stranger comes up to your lunch table and says how you doing today and how are things how are things going that might inform how we uh bring volunteers into the school setting. Um so really directly to your question those remain to be determined because we
111um we certainly know what we have available but I think the more effective routes will come through these conversations with students. Janette >> and and that's great. We're going to ask the students as we should. Um but are we going to have roundts like that with parents, especially parents who um feel like they're struggling? They they want the best for their student just like we do and probably more than what we do, but they don't have the resources or the knowledge. What supports do we have for parents? And how are we getting information know what they feel they need to support their family or is that even appropriate for Oh, sorry. Uh we've attempted over the years parent education opportunities. Uh it's hit and miss for attendance. So I I don't know if Christina would
112disagree at this point, but um uh There has to be a different venue and we'd be interested in exploring what that might be. Christina, >> yes. Um, one of the things and I believe I spoke about it previously was that we host what we call table talks and it's really designed to have a conversation with their parents around mental health. And so we did that previously with our English speaking families. This year we're going to do it with our Spanish speaking families. Um, we we rotate we alternate years with that. We um we were able to facilitate that with our Spanish speaking families a couple years ago. And what we heard was that they found that it was so invaluable, but that we really needed to market it differently to our families. And so what
113we are doing right now is we are reaching out to our community partners to get some feedback about that. How do we really market it to our families that they're aware about this opportunity? And then we hope that we'll increase attendance that way. Um, David, can I ask a question? There are a couple of items that we're going to talk about this evening where I'm very interested in additional student engagement and I know we've just touched on it. Can I um ask how we intend to engage students? Um and you know the reason being is I know and I value and respect the ICSC's role in our district but when we think about the round table you know we didn't say hey community leaders come and tell us about and give us feedback. we said
114community. Um, and so I'm trying to figure out, you know, is there a mechanism that we can reliably use over and over again systematically to get, you know, student data or student feedback um in a in a um way that's useful. You know, the round table um concept was fantastic, right? I think we had 500 people in a room and I felt like we got um unbiased, unfiltered information from a lot of people in a very organized way. All right. So when I think about I'm getting information from students, I know that surveys is probably not going to be a great way to get information from students. So you know when we look at that uh do you have any suggestions of how we would engage students across the schools? >> I think you name
115a significant challenge and opportunity right there um to be able to do this in a way where uh each student feels heard and each student feels approached in a way that's comfortable should they want to engage. Um the what I had just shared about some of the outreach that'll take place over the next month will be done um with the uh leadership of Miss Ingred Parker Hill and the family community engagement team. Um this is an area where they specialize their work and so um that team will be putting together uh the outreach approach. Um I think I can safely say we're going to test a model with this. Um there's also an opportunity uh to rembbrace the original purpose of advisories in our high schools and to really recognize those as smaller communities of
116students and teachers who have a strong bond and are building up the relationships to be able to have these conversations in an ongoing way. So that'll definitely be a a lever that we'll be looking to for this as well. But in terms of a kit right now, not yet defined. Well, I I'll just share with you a conversation that I had this weekend with another board member and trying to, you know, noodle on this same problem and I said, why aren't we kind of laying on top of advisory at points in time a roundt type of discussion? It's a small group. um people would be able to give input and have it synthesized, collected, and potentially brought up through IC of our but if we could say, hey, we need student engagement and we all
117knew what that looked like and felt like and the understanding of how we would get that data, I think it would help us kind of um understand how we move forward on a couple of these things. >> All right, any other questions? Lynn, >> this is not related to student mental health or anything. This is a whole new thing. Um, so is that okay? I think this probably would go to either superintendent buyer or to um Oh, I'm trying I'm sorry. I'm trying to look at my phone because um some one of our um comm our public school advocates in the community has asked me a question and I would like to ask it of you folks. The question is, do we as a school district have enough personnel to meet the needs of children
118in a safety crisis? >> In a safety crisis. Uh, I would if if it were a crisis, I would say yes. Um, we have incident command and each school has a crisis team to respond. Um, district office is prepared to I don't want to get into too much detail but to deploy as a large team as needed. Um, I think where we wouldn't have the capacity is dealing in uh, god forbid an aftermath where we would need to rely on community support. I don't know if Chris and Christina might respond and David differently than that. >> I would agree with what you said that um I feel like we would have resources on a district level to support a school in a crisis depending on what that crisis is and how large of a crisis
119it is could um cause us to have to get assistance from outside of what we have the ability to to do. Um which is not unusual for other school districts as well. I would expand it to in a crisis um any school safety plan is going to need to outsource help from community partners, police department, fire department, etc. So that is part of the plan with that. So the resources during a crisis and after um does have a high level of community u partner um participation Other questions? Okay, I'm going to now walk us through the exact recommendations or what we heard from the community and let's have just a very um controlled conversation about them. And the objective is to identify what the board would like to see, what we want to direct the
120district um in in developing either responding to the the recommendation or not. And so I'm going to start with weapon detection uh metal detection implementation. Um it was in the community feedback um and it has been um um said loud in many different venues. Um, I've heard from individuals from the community as well. Um, so I'll start there and I'll open it up to the board and if we want to go around the table just to kind of organize the conversation. Um, Alex, I can start with you and if you want to, you know, establish your position on them and if you have a request um for additional action, um, let's let's let's start the conversation. >> Sure. So my initial thoughts are um you know I've gotten a lot of feedback from this over
121the last month from a lot of community members who have reached out and you know a certain amount I would say and including the roundt feedback you know there has been enough voices that people would like to see a weapons detection system um which kind has been kind of all over um but then you know when I continue to read a lot of research um that I find in my own research that's been provided um not only from maybe people in the district but also other people who either have been in education or community members who are versed in some of these systems through their jobs. You know, I I'm conflicted because the research out there is not really very strong and that's probably the simplest best way to put it that there is really
122a meaningful impact um especially when you look long term and And as I said to a lot of community members, I'm never interested in doing something just to do something. It's not how I operate. I always want to do something that's going to be um effective and helpful and hopefully in perpetuity. Um so, you know, I I'll simply put my stance that I hear everybody, especially those who've reached out in favor of them. Um, but the evidence of them being effective, um, especially considering what it would take to implement them from a taxpayer perspective, from a from a teacher and a school and a personnel perspective, um, it it makes it hard to to have a strong uh desire to to go that route at this point. >> So, I'm going to just I'm going
123to put you on record, right? Um, do you want the district to take any additional action on this or are you okay saying let's move on and let's look at uh more appropriate control at this point and put this you know and defer. >> I I would uh I'm not sure I know exactly how to answer that right. I would say to some extent I would defer as um I I would prioritize other things that I want to see us maybe get right and get going. um short and long term before this would supersede that. So this is going >> Yeah. Yeah. Turn off your mic. This is getting strange feedback and I appreciate that you use the appropriate term. I didn't defer is the wrong term, but prioritize this is not your top priority.
124Is that fair to say? Janette, >> I agree a lot with um what Alex just said. There is research that shows that this does keep weapons out of the school, but it doesn't necessarily um help with violence that occurs in the school. And we have devices that can create weapons um guns that can be made that cannot be detected. So, I guess there's better equipment out there than just metal detectors. But the big thing is there was somebody who spoke this evening and said, "Do we really want our children to have to go to school where they feel like they're closed in? They're protected in that that is that the image we want to give to our schools?" I have a little problem with that. Um and um but I think that the district should
125be looking at what the cost is, what the implementation is. It is a way to keep weapons out of the school. It's not a way to keep weapons out of the playground or as kids are walking home from school because oftentimes that's when um kids don't bring the gun into school then because they know they're going to get caught with it. they leave it in the bushes outside and wait for the and and I know that that has happened because my daughter was a teacher in the inner city of Chicago um and that's what happened several times in her um to her class to some of some of her students not all at once. So, we we need to protect our kids in school, but I think there's other ways um other priorities. Maybe door
126alarms. Um and we're also doing some things now that are are good, but we can get better. Um I agree this is not a priority for me, but I think the district needs to look at it. I think the district needs to look at the cost and the feasibility and then have further discussion. Thank you, Samantha. >> Um, I would echo kind of what's been said already. Um, ultimately, you know, I really look at the research that comes out in terms of creating a welcoming space and the the National Association of School Psychologists this I mean there's really there's really nothing again it prevents weapons. it doesn't address the root causes of conflict, violence, victimization in the schools. Um, and I also think that having something like this in place would potentially allow us to
127become complacent in our other safety efforts because we have a very visible detection system that then we can check a box. Not that that's how any of this would operate, but okay, we have weapons detection. I think that that would potentially allow folks to have a false sense of safety and again because it's not addressing really the root causes of violence or victimization in schools. Um I I can't hugely prioritize this. I think that I I agree with Janette in that saying I think it should potentially be something that we look more deeply into from a cost perspective and potentially explore a pilot um with some very clearly defined criteria to see what that effectiveness would or would not look like. Um but in terms of just you know kind of wholesale saying yes, let's
128go for it in all of our secondary schools. I I don't think that that's the strong priority for me right now. >> Lynn, >> um I would separate the efficacy of the um of the action from the cost and all of the other things of everything on this list. The only way you can detect a weapon and prevent someone from bringing it into a building would be this one. Um, I remember the olden days when you could get on an airplane without going through uh metal detector. Um, you could walk right up to the airplane door and hug somebody coming off the airplane. Uh, things changed and there was a reason for that. I would say that um when you live in a country that has 330 million people but 500 million guns, you have
129to face reality. I agree 100%. This does not make a welcoming atmosphere. It doesn't address uh anger and and students who feel like they are um not connected with anyone and they act out for that reason. The only would do is keep guns out of school. But when your country has 4% of the world's population and 46% of the world's guns and those guns are owned by half the population, you have to do hard things like this. So, I would definitely look into it. I'd hate to have to do it, but it might save lives. >> Andrew, um, thank you. I'm ultimately my one of my issues with this is the the the false sense of security that it it creates. Um because it doesn't it doesn't stop um it stops one particular one particular
130kind of attack which would be someone attempting to smuggle a weapon undetected into a school and then to use the the weapon. Um we've seen uh tragically that um sometimes that's what happened, but there have been plenty of plenty of times where there have been horrific casualties where the the metal detector would have had nothing to do with it. Um and not that's not even unfortunately that's not even new. It was um one of our articles we had here referenced the um um the the Red Lake incident, a school district that was a a very early adopter of of metal detectors. And what um what happened was the asalent took the lives of the people in charge of the metal detectors and and proceeded in. Um, and that's the type of situation where what we
131do as far as um, you know, what are we doing as far as making access within a a building difficult, slowing down, giving authorities more time to respond. Um uh so that's just on efficacy be before we get into the environmental piece which I I think is is important and valid. But if this if the if there was if there was some some kind of a thing that would prevent any incident from happen happening at or at or around a school. Um it would go far beyond far beyond what what this this would be. And I just don't know that someone who is considering um considering such an act would I I I could see someone just retooling to what you know what does work. There's also possibilities that if there's a back any backed
132up line, if people are out, if there's a machine defect and there's a a backup out the door, that that could be a critical problem as well. So, um I'm not I would never say don't get information. Um maybe there's uh I know we had one proposal from some place that suggests a very unintrusive type of monitor that might even be portable that could be a special circumstances. Uh increased, you know, if there's increased security that needs to happen somewhere. Um and the it's a a device that can detect where there might need to be a second look without having to make lanes and and so forth. But I would see that more as a more as a situational thing probably. Um I guess just and if the you know if we had you know
133if if we had a wide a wide body of research that this is effectively stopping all these different mechanisms by which harm could come in a school. I would be much more you know I would be much more interested. But then you al also these u you know fail rates of detection are are high too. So um I would be I would be interested in maybe some of that more limited information about situational or or a portable system uh than a universal system. >> Right. Um, thank you, Andrew. So, you will you turn off your mic because we're getting feedback. Appreciate it. Um, uh, hearing everybody. Uh, I'm on, um, I find myself in a minority, I think, in that I have a background in information security and I don't offer that as evidence that
134I know what I'm talking about. I offer it as a when you deal information security there are like 12 domains of activities right that set out and establish a comprehensive security plan and I hear and it is correct that a a weapons detection system will not in and into itself stop and create safety. Um, but when I look through and and establish security plans, I don't also say I'm not going to do this because it to itself will not create safety. I want to do all of them, right? And when I think about mental health services, when I think about behaviors and changing um that yeah, that addresses the root cause and we make u efforts there. But we also make sure that weapons don't enter the school and and that contraband doesn't enter the
135school and I see clear backpacks popular or not popular as a way to enable our student body to see something, say something and it's part of a whole um in a comp comprehensive plan. So we have a mechanism as an organization to define get more information and and study this. So I would suggest and I would hope that the board would um allow the district to go through an RFP process. I I want to formalize it. I want to have the district put together what the requirements are, do the work, um put it out there, get information um from uh from um reputable vendors and then I want as part of an evaluation of um finalists um to have them agree to a pilot program, you know, of a certain amount of duration so that
136we can put one or competitively put multiple vendors in schools. so that we can get information because I agree that the research is soft right as to the efficacy across everything right backpacks there's not really good um evidence there it's not good EV because we are judged by our failures not by our successes right um and so I I think that I don't know if it will be acceptable to students um and if it will change the environment because um our students walk into Six Flags and they walk through lanes and they enjoy themselves. Every time they go to a department store, they walk through something that detects if they're stealing something. I think this is not the the same argument in the 90s and the 80s and when I went to school where it
137was an indication of an inner city school and had a negative connotation. So, I I don't see it the same way. Um, but I also am not going to throw a significant amount of money on something that hasn't gone through a vetting process and that we are doing our due diligence and we as an organization have the ability to not only judge whether it will work in our organization, whether we can staff it and fund it. Um, but that the students have a say, the administration and the the teachers have a say about the efficacy and how it's done um implemented in schools. Uh, someone that spoke tonight also said, "Hey, what about football games?" Right? And what about other events and metal detection? These systems are portable and they can be put in and
138now the kids from Bayport and the kids from other school districts have to abide by the same security protocols that we put on everyone that are entering the stadiums and everything because we're not going to enforce a backpack policy to that that kind of event. But metal detection and weapon detection is is a I would have to reconcile not doing that against why the NFL doesn't it does it and stuff like that. So I I would um hope that we go through at least an RFP process and get to a point where we have the data and um to evaluate yay or nay. So if we have um if we have pilot programs and trials, that is that is a a a backdoor. I'll I'll say it now and you can you can tell me
139I'm if you do it, you can tell me I'm wrong years years from now when I am off the board, but I've I've said before that I'd be off the board sometime. But um I think that um I it just tends to just keep happening. Um, so I um anyways the um so here's my concern with that. If we if the steps go all the way towards triing it. Uh so a couple things. First of all, um we'll never we'll never know what it what it stopped, right? pro probably hopefully it stopped nothing because we would have gone from no one intending to bring a weapon in in the school anymore to nobody presenting a weapon at the mouth. I mean that would be ideal but we would never know the answer to that question.
140Um the damage that is done um the damage that's done to the to the environment and the the climate of fear it creates is is subtle. It's it won't be noticed at at first. It is a very subtle damage to the sense of community. And I I think the I think it's very likely that um staff and students will say seems seems fine because I I don't think that they would truly believe number one I don't think they would truly believe if they didn't think it was fine that it would would matter. I I think we have a lot of a lot of input that we get. People not because of what I think anyone here does, but because of a history in this district, uh don't speak their minds. Uh I hear staff uh
141staff still tells me that they they fear retaliation from things that have happened in in the past prior to this administration, but it takes a takes a long time. I think if you do if your information gathering includes putting in pilot programs, you will never be able to not permit make one or more of them permanent. And so I think I think there needs to be a board vote before we're doing live testing. Um and again there there might be some limited you know a portable type of system or you know truly unintrusive. I would maybe think about, but I guess I would like to know if we're going to do an RFP, I'd like to have a separate discussion of what we're going to allow to be live tested because that that in itself
142changes the character of what we're doing. >> I wouldn't automatically say no to an M RFP. >> Okay, Alex, >> I had a couple questions. Um, when it says approximately potential annual investment of $1.5 million, now is that calculating only for four high schools? >> No, that'd be for all facilities with 6 through 12. >> And the other question is just to make sure that I'm clear and understanding um the staffing part. Um, if we were to do something like this, who is it staffed by separate individual people? Are we going to be having our own school staff trained to then be part of their duties or what does that actually look like? >> So in in the highlevel estimates that we included in the memo that was just establishing what the vendors had kind
143of noted as potential staffing um needs for um for each lane. Um, so we did not determine whether that was school staff, if we were adding staff, or if we were outsourcing. We put a dollar value, I believe like $30 an hour with an estimated hours for the estimated amount of lanes to give you, the board a high level um kind of our risk factor of annual staffing of these devices. And last question, um, you know, when I think about potential efficacy and how weapons get into our schools and possibly deterring it, we've already have, as many schools do, um, whether the community realizes or not, there are instances where weapons get into our schools through a lot of our other doors where I'm assuming metal detectors will not be. So my essentially my question
144is, we would only put these at our secure front entrances, correct? Or where would we employ these? So we received information quotes um from multiple vendors um and again high level feedback without site assessments as it's noted um in the memo. Um the majority of them stated there is typically multiple entrances based on site assessments, size of school um student population. Um so in these highle estimates we did include multiple entrances especially at our larger schools and multiple lanes um to make sure that that we um don't impact the school day. >> And is it safe to say we're probably talking a few three four five some type number like that as far as how many different entrances we would have them at. um at high school and middle school we assumed uh two entry
145points um with a varying amount of lanes at each one and then some of our smaller um facilities um and although Minoa ne looking at one entrance where we can manage a smaller student population again high level estimates these are just from conversations with vendors but they would want to do a site assessment to get the number of lanes and entrances but that was the number used for these estimates which we felt comfortable um putting out there. >> Lynn, >> we will never know unless we try it. I support the RFP. >> So, I suggest an RFP because of Mr. Becker's concerns, right? Because when we go to an RFP and at this this monetary outlay, the board is involved. Just like when we were looking at um you know getting help with the superintendent
146search, we all had input. We all were part of an evaluation of a finalist. So there is not this is the opportunity to do this in the most transparent way um possible. Right. And I absolutely disagree with um momentum in an RFP. Um if we have the discipline that an RFP suggests, you can get right up to before signing a contract and saying no, we have changed direction. We do not have to do this. I agree with Lynn. until we see something um and we are able to collect data and the research that I did there are absolutely data points that we can use to evaluate that system in our environment um incorrect detection statistics and things like that throughput and to see how it would be uh implemented and I agree it doesn't cover
147all doors but we already try to force entry through a minimal number of doors in the in the learning. Um, and it's not intended to be something that covers all all doors, right? It is a part of a security plan. So, is do we have consensus just to to do the do the work, get a um enough information, or is there still discussion? Andrew, >> I I support I support an RFP, but if an RFP presupposes live trials, then I don't because I think we need a separate vote on what what we would be live triing and and how much of it would we be live triing because I do think that opens a door that probably can't be maybe there's some types of systems we're okay with live triing that we think are less
148intrusive. and some that were not. >> So you when I think of a a pilot program, I would I would want to we would need to be transparent that anyone that went through the work of responding to an RFP knew that they were going to be asked to put equipment on site for four weeks or whatever to do field tests and everything. So the nature of that test um yeah I don't see any reason why we would not have input with security to make sure that it was right sized and would answer the questions we wanted answers to. Um, but I would never want to have responses and then say, "Okay, as part of the finalist presentation, we have we're gonna uh trial and and have the two vendors provide equipment to us and set
149up set up lanes at some um pilot programs." So, >> I'm I'm not sure I understand what you're >> So, an RFP, you have people respond and then you have you we would decide who the finalists are. So, we get down to two vendors. um in order to determine a if those vendors can actually deliver equipment that will meet um the requirements and lives up to their marketing and sales presentation. We would want to have them commit to providing us a lane that we would put at pilot schools or pilot facilities so that students and staff could exercise and and we could create tests so that they can go through them so that we could determine detection rates and efficacy and determine if finalist A is better than finalist B and do the math. >>
150Okay. Okay. But it's it's a See, now we're talking about two finalists that are going to bring in their stuff and demo it. Th this is how this is how things get subtly engineered here is that not because two finalists don't do it or let's focus our resources somewhere else won't be a finalist. Right now, now there when you see two things, all the attention focus is there on an either or choice of two or of three. And I think this should pass or fail up or down, not through. Oh, well, you know, we had table talk and the table talk was kind of leaning one way, but now there's two finals, so we got to pick one. I I disagree with you, but um Lynn, >> I I have I I understand your concern,
151Andrew, but I do believe that we can go through the entire process that James has laid out and we can say no, we have now found out we don't want metal detectors in our schools. No, we're not going to do it. I'm confident in that. I know I can make that decision. I think the board can. >> Janette Yes, I agree. I don't like the idea of metal detectors, but if we don't know what we don't know right now, we have to find that out before we can make a really good decision. Today, I don't know a whole lot of things. And if we were voting today on metal detectors, I probably would vote it down because I don't have enough information. So, I would I would support an RFP. Alex, >> just to make
152sure I can possibly tie something and also make sure I understand you correctly. Are you saying that possibly before we even do an RFP that you want us to go through a process as a board of basically determining what our test looks like to to know, you know, then when we do choose someone if we were to that we had already determined what a past fail example would look like. No, I just meant that I I would want the ability to say, you know, maybe maybe the the top scores are, you know, a portable system and then something that that some might think is very intrusive and a third one that's some sort of a middle ground and maybe I I think the board needs to decide because even the testing of of something makes
153makes some impact and maybe the board would not want I don't want the scores the the cut scores on a rubric to guarantee two or three vendors to test whatever they happen to to test. I think the board I think the board needs to make a decision about what's going to be live tested after reviewing the RFPs that come in. >> Totally makes sense. Yeah, absolutely. Okay. Um I'm going to pull us out of this. I'll record the um the direction. Let's move on uh to backpack locker policy. So um we have a recommended policy adoption for um a change to our um our polic backpack policy. So Alex, I think that you were instrumental in putting this together. So I'll let you walk us through um the the policy and then we'll open it
154for discussion. >> Sure. Thank you. Um, so obviously I shared um the the memo and the student backpack um policy proposal um with everybody. And ultimately, again, this is one of a number of comprehensive things we can do um to improve safety. And this is kind of tied in with a number of things that we currently do. Um, and a lot of it is based on preventing like weapons detection systems to a certain extent, preventing the availability or access to weapons or reducing it. Um, so what you'll see in this policy is to essentially consider codifying something that, as we've noted, a lot of other schools do, our own middle schools all this year do, which is maintain backpacks in the um in their lockers throughout the course of the day. Um, you know, one
155of the things that we know from our current example and other past shootings is, you know, the ability to have large weapons and larger amounts of ammunition and have access to them, especially with a large amount of people in a small confined space is what often can lead to exacerbated tragedies, more loss of life, more injuries, and so on. um you know, in pairing this with our entry and exit procedures in and out of classrooms that we already have that are still relatively new. Um to our monitoring procedures and our p hall pass system that changes and limits and allows us oversight to who's in the hallways in addition to the locked door um aspect of our classrooms during the school day. This is an opportunity to remove possibly larger weapons and large amounts of
156ammunition out of the classroom and with those other things put multiple layers in in the in the way of someone who would want to gain access to a weapon throughout the course of the school day while in school especially in a classroom. Um, as a simple as a little bit of a side note, um, feedback from multiple different three different middle schools and a handful different teachers, this also goes handinhand with a lot of other things that improve the classroom environment, including behavior related things by helping reduce the amount of cell phones and other items that are in the classrooms that lead to other altercations and uh, relationship issues and and tugs and pulls between teachers and so on. So with this backpack policy, the basic concept is that they were to be required in
157the high schools now to do what our middle schools do, which is to keep them in their lockers throughout the course of the day. Once they arrive to school, they stay there till they're ready to leave school. Um, I guess at this point I would take any questions, any thoughts, um, any clarifications and so on. >> Yeah, open up for questions. when >> so you say that um the backpack would go into the locker when they arrive and it would stay in the locker until they leave. Does that mean the students don't have access to their locker during the day? >> No, not at all. Students um would routinely go back to their lockers as they do right now as middle school students do and other school students do. You know, they would still be
158able to go to their locker and access their backpack um throughout the course of the day as needed. Janette, >> well, we heard earlier um in community comment that sometimes the locker is very inconveniently out of the way and going to the locker and then trying to get back to class can be a problem. I'm not in the school. I don't know if that is truthful. I'm assuming it is because this person said it was. So, I would like somebody to tell me, is this a feasible thing? Could a student who has a class on the second floor, but their locker is on at the other end of the building on the first floor, could they be able to get to that locker, retrieve the things that they want for their class and get back
159up to the second floor to um get to class on time? Yeah, I can answer that from a number of different perspectives and thank you for that question because that's something that naturally is one of the first concerns. Um, so the first thing I'll say is West appear Depier Palaski etc. There are tons of schools all around us that are just as big or bigger than ours um that that do this and and their kids can make it work. Um, including a lot of us at different times when we were in school operated and were able to do it. Um, So it's definitely manageable. Are there instances where there are kids that have a unique circumstance at some part in their schedule where it's a challenge? Of course. And between proper planning and some different
160options, we can definitely attend to those needs. For example, one of the things I' I've mentioned is in a number of our schools right now, most of our secondary schools, um all but probably one, we have significant reductions in um in our enrollment compared to previous years where there are a lot more options for different locker placements that didn't used to exist. It's much easier and there's other things we can do to help those um those tough circumstances. And that's just one example of things that we can do. Um, you know, as a dean of students, one year, for example, we only had three minutes of passing time at Washington. And when I was tasked to deal with Hardies and whatnot, I I did that exact test. I walked from the furthest corner on first
161floor and the northwest corner all the way to the other one. And I had to hustle like you couldn't believe just to make it in that three minutes with the locker stop. And it was really hard. So, that reality can exist. But there are many of different things that we can do to address address that need. Um, and I don't know if all the the building administrator is not here, but is we turn off that. >> Is he is there a way to turn it down? And if not, no, I I have the mask. Mine stays on. And so, um, it isn't turning yours off. That's what I'm saying. Okay. So, um, I recognize that other other school districts do this. my my son goes to a school district that um does this. Um in
162all of our high schools, is it guaranteed that everyone has a locker or is it an option at the beginning as we go in to uh be assigned a locker or does everyone have a locker? It's an option. Okay. So I only I bring that up because if if we go down this path, well then we have to there's work, right, to to make sure that um that's there. Um I think a a student um spoke this um evening and the question of whether it's feasible to walk from point A to point B if um you know that's testable and I would love for student engagement and student input um because feasibility and inconvenience and the if if we're going to say walking through a a a weapon detection aisle um does something to the
163environment of the school building, you know, forcing um backpacks in lockers. We still have to at least, you know, attend to what that does to the environment of the school building as well. But ultimately the the question put was are they large enough for a potentially a um a backpack? And we're also going to talk about dress code, which one of the things is big winter coat, right? And where do you put that as well? So, I hear and I see the the policy. Um, I think I'm on the is it feasible from different um perspectives as well, just and and what do we do to get answers to those questions, >> Andrew? Um, so it's so it's it's not a I mean it's it's not a scientific sample, but I asked my own kids
164who were there recently enough and both of both of them from from West High said um were just shocked that it was even being considered like how how could not from a we wouldn't like it from a how could it How could it possibly work? Now, I have a I have a great deal of respect. If um Alex has lived it and done it in in buildings, then I certainly there might be something that, you know, my kids saying it's impossible. Maybe they weren't thinking of something, right? Um they're not I've I've heard it other places, too. Um, I'm going to say too that I'm I'm disappointed that with a whole lot of work uh that has been iterated over years to make the student board voice uh a good option, including being allowed to
165send any of your 20 plus members. uh being able to have two at the table in case one has to leave, can't come or aren't comfortable talking. Um I wish I could ask I wish I could ask students that question right now. I'm going to and I there I've said it. So, uh that being said, I think I would have to learn more. I mean, I there has to be I think I think my you know, I think my sons who recently went to West and in their mind are right that what they think of as this no backpack policy is impossible. I also think Alex is probably talking about something that's possible and maybe but I will say this though I if if there is some kind of situation of as soon as we
166get into having to ask now we're talking about people with with confidence or parents who know how to navigate systems or or privilege like if you have to ask to move your locker if you have to ask to have a second locker you know at west someone could have a second locker if you had a weird cluster of classes very easily but I don't know that people will ask and I I don't know what will change the that culture of not asking um that would be you know that would be my concern I certainly don't I I I think yeah I I would just have to see how it how it would would work. So, a couple thoughts on that. And I know there's really no good way to say this, and I also mean
167a lot of what I say when I say this, which is, you know, student voice is extremely valuable. Um, but at the same time, we also have to understand that it's a double-edged sword, too. And if millions of students across our country can do what I'm asking, what I think we should employ, including students in our own district that are younger than our high schoolers, and all of these other things, I think there's no reason why our all of our high school students can't couldn't do this from a feasibility standpoint. And nothing has changed in society from what goes into our lockers than what it did at any point in the past. Coats and backpacks and extra stuff can fit. When I was at Edison, we used to have to share a locker before Redsmith
168was built and it worked with winter coats with backpacks. So, I'm going to be very direct. It is completely feasible. And of course, there's going to be some students that will not like it. But just like many things as kids, as people that we ultimately decide is in everyone's best interest, they they are also very capable. They can do these things. They are more than capable of figuring out a best way to time up when to stock on my locker, you know, what to put where and when to bring where and all of that stuff. We need to also give them credit even if they don't like the idea of something for other reasons and and validate how they might not like something. We that they I know that they can do it and I
169don't think that should be where the question lies as far as whether it's feasible. Um I think ultimately the decision should be based on the merit of whether collaboratively we think it has a meaningful enough positive benefit to improving safety and the classroom environment. And that's where the decision I think should ultimately lie. And the other part to add in for feedback on here is there's a lot of community feedback on both sides of clear backpacks. This policy also has the opportunity to make a decision on that and kind of requires a decision to be made on that too. I envision and this is my personal opinion that students would be able to use the backpacks of their choice and that might also change a lot of students and families and other people's perspective on
170supporting something like this if they were to be able to do that yet it still had to stay in their locker. So, us deciding whether or not or at least considering whether or not they're allowed to have clear backpacks or their own that is not clear is another part of this defect. >> Samantha, >> um yeah, I just had a few questions here. Um from a facility standpoint, is there a guarantee that we have one to one lockers for each of our secondary buildings for each student enrolled? >> We would have to get that information for you and confirm that. Um, my other question is, um, currently, and I know it was brought up, uh, lockers are an option. Part of that is there's a cost for a lock. So, my question would be then,
171if this is something that goes forward, is that a cost that would get absorbed into student fees? Is this a cost that gets added on? Is this a cost that goes away? Um, I I know it's a minimal cost, but it's still a cost. Um, and with that, would there then be a requirement that each student is issued a locker? Um, and beyond that, I know just again speaking from personal experience with my own children, the understanding at middle school when the backpack is in the locker is that they're able to carry a very large trapper keeper zippered monster binder thing that quite honestly, if the argument is school safety here, a handgun and a number of clips could be in that easily. So, I don't think it it it doesn't solve the safety issue
172for me on that. if those items are going to be continued to be carried >> and the one thing I would say is that's where when we talk about the definitions of backpack and bags we would have to look at you know the wording of the policy and what things are considered and that is something that um other teachers have brought up to me and where quite frankly you know we'd have to consider and make a decision on too um you know and it's kind of similar to allowing you know the smaller pouches for personal items you know and that that one not being clear with what we currently have. Um, you know, so it's definitely something we we'd have to attend to, but I think we can do. >> So, you've uh you've made
173the presentation of the policy, Janette. Um, do you have questions, concerns? Do you want any additional information um that would drive you to a decision? Um, just as Sam said, I'd want to know, is there a locker available for every student? >> And, um, what would be the cost to the student? Would that get absorbed in fees? Would that be, you know, if we have a student who can't pay their fees, that gets forgiven? Um, what would be that? But most importantly, would every kid get a locker? And could it be flexible if all their classes were on the second floor and the locker was on the first floor? Could it get moved up to the second floor? Those kinds of things. >> Okay. Thank you. You have any other comments? Okay. Lynn, >> I
174don't have any questions. I would just say if I bring a gun to school in my backpack, it doesn't matter if I bring it into the classroom or leave it in my locker. I can go to my locker. And if I bring a gun to school and I have a plan to use it, I'm going to use it wherever I can access it. I don't think this solves the problem of gun safety. >> James, I'd like to just respond to that. So, the intent of this is um a little bit nuance, so I just want to make sure everybody gets to hear this. So for decades, the um safety procedures we had in place in our school district up until Alice came along um a little more than 10 years ago was strictly locked down,
175variations of lockdown within our room. And that the whole premise from switching to locking ourselves into the room was very specific to gun incidences and the data that we saw from mass shootings which was that was essentially increasing our odds of succumbing to gunshots. By having the system we have in place. It affords us mo the whole goal of the system we have in place now is to get away to create distance to distraction to increase our chances of survival and pairing what we have now which we didn't always have with locked doors um with check-in procedures scanning and out of class and those types of things. This is primarily aimed towards reducing access and availability of those weapons in a confined classroom. And you know, essentially the analogy is fish in a barrel. It's
176helping increase our odds of survival in the potential existence of a very unfortunate situation. Um, for example, if we're in a cafeteria as a FIAD teacher, if we are in a gym, if we're in hallways, even after school events, we have a much higher chance of survival in those situations because of the space and the distance and all of those things that work to our advantage. In a classroom, you're in a very distinct disadvantage. So that is part of the thinking and the nuance that goes into why I think this is valuable and why I think a lot of schools all around us in Wisconsin have this as you know part of the reason why it's it's part of their policy. >> Andrew, you have anything else? I mean, I would I guess I would
177like to see it I I don't know that we would I don't know if we would be ready for a a vote this month. I I would like to really get into hearing from, you know, what's what's the worst what's the worst schedule at, you know, different schools. Um I'd like to take some time to develop if if we're going to do this. I would I would want it to be a spelled out right to change lockers. I'd like there to be a procedure that you use if you don't think you can you can make it. Um I I would have to know that it's not an informal well if you ask your principal or guidance counselor we you know they'll figure something. I know they would figure something out for you but you're not
178going to ask in aggregate. I don't I don't think you're going to ask. I would need to know how those things work. I would want it in the policy that the district is providing locks at at a minimum to uh free and reduced lunch qualified families that not not we'll get it donated later if the first you know we'll wait to see how many donation it's not be that I would want in policy the district will provide a lock at least for um families with free and reduced lunch and maybe for everyone because then you could standardize the lock and know that you have an override key and and whatnot. Um I just would want to make sure there's enough um enough time to to get all the information. And um you know we we
179we once had two readings of policies too uh before a before a previous administration just um abandoned it. So there's that too. I I'm not a I'm not a no on it. I just need I have would want to see the questions answered. I want to hear from a variety of students and I'd really want to know because I I can't picture I can't picture how I could do it if I had if I had to get from one end of Prebble to the other and and back. Um, and I I personally probably could do that with three large textbooks, but there are people with different uh, you know, different abilities and maybe can't can't carry three large textbooks and a bunch of supplies at once. I just don't know. But I'm I'm not a
180null. I'd just like to not pigeon hole oursel into necessarily having to vote for it at the October 27th meeting. So, um, Superintendent Byer, um, if we move this like to the next works work session, um, do you think that the district could have some some information for us to help us make, you know, to answer some of the questions that board members have? >> Yeah, I think just to be clear, I would um I'll draft what I believe are the list of the questions that you have and then share that with the board. so that we can do our best to have that ready by October work session. Uh November work session. >> Okay. Yeah. Thank you. Okay. Let's move on. Um dress code policy. So this came out of um community feedback as
181well. And I um there's not a board member that made the recommendation. So, I'm going to go back to going around the table and this I'm going to start with Andrew um and get your get your position on um any modifications you'd like to see to dress code. >> So, I do have a a question. So we we we had some intentionality behind simplifying our dress code because we had issues where it wasn't enforced consistently and different you know things were meant to to different people and it was over enforced and escalated uh got escalated to the police sometimes which I I whatever we do with dress code I I do not ever want to see a dress code issue escalated to the police because That's a that is a just a horrible outcome and
182not a good use of the police's time either. So that being said, does our I I most of the talk about the dress code is about um concealment and I know there's talk about about headwear, but don't we already say in the policy that you can't conceal? And if so, I think it's about enforcement of the existing policy about concealing than it is about changing what you can wear. And the the climate systems in all buildings is not going to be working 100% right all all of the time. We can be the best in the world at it and there will be issues and then and then what? So, I think we have uh if I'm wrong, let me know, but I think we have a dress code policy that speaks to, you know, like
183earbuds and things not being able, you know, you can't conceal. So, I'm not that interested in uh more restrictions. I guess >> the the language in the policy speaks. It says students shall not use headwear to conceal items or impermissible or prohibited materials or items where it's foreign for such purposes, they may be required to remove that headwear. I I believe in the old version of the policy, coats and jackets were prohibited and the I know not all board members were part of this process for revising the um dress code, but there was uh it was studentled and it was um a collaboration between ICS and the school board and revising this policy and there was a considerable amount of time spent on coats and jackets due to the temperature changes in the buildings. Lynn,
184>> I go back to efficacy again. I do not see this as an efficacious way to address the gun safety issue. I wouldn't spend time on it. >> Sam, >> I would agree and I think it also opens the door for a lot of bias in um implementation with it. So, I'm not interested in adjusting it. Janette. >> And if the student doesn't have the accessibility to a locker to put their big heavy coat in, what are they going to do with their big heavy coat? I would rather they be warm. Um, so yeah, I'm not I'm not crazy about this. >> Alex, >> every school I've ever taught in has had a locker for every kid. Now, I can't definitively in 2025 sit here right now and say that all of our schools have
185one for every kid, but I have never been in a school that doesn't have one for every kid. Just putting that out there for consideration with everything we're talking about, including adding 50 lockers at Red Smith, eight years ago when we had an extra-l large enrollment. The district did that. So, every kid will probably, if not almost can guarantee, will have access to a locker. that I don't think is ever an issue in our schools especially. Um it's new to me because we I think we just changed it last year like like you said with the Colts um and blankets, right? >> That was in 2019. >> Okay. and doesn't sound like I'm going to get much traction on this, but I think that's a huge mistake. Um, there have been instances of gun incences
186at others, you know, in the past, not in our school, but in the national media where weapons are concealed in coats. I think that's a mistake. Um, there's 9 million other bowling items that that kids can utilize to stay warm, including I mean there's endless amount of things that they can do now to stay warm, including the fact that we have upgraded next to all of our HVAC systems in our schools over the last three referendums that they function better than they ever have. Um, and having worked at a lot of our schools, I know that from experience, too. And and I'm thankful we've done that. So, you know, yes, there's times where you're not going to feel optimally comfortable, but I again, when we're sitting here trying to weigh the risk of security and
187for and try to thwart potential major loss of life, not being able to wear a coat, I think is a is a very easy ask. Um, so I'm all for adding, you know, coach jackets back to the prohibited list of items for our dress code policy. I think it's a small thing that we can do that again if it prevents helps prevent untold amount even just one is worth it. Um, and then Andrew's right. You know, I've talked to a lot of teachers. I've seen it in my career. I asked I reach out to more people recently um about the headwear. And from, you know, a safety and security perspective, I think our schools need to do a much better job of enforcing not only the locked door policy um throughout the course of class,
188but also the headward policy. When I'm in the schools and when I talk to other teachers at schools, I'm not. we just don't enforce it um consistently and enforce it well. And um you know there have been instances um where I've received um you know where I've been on staff and we've gotten emails, hey um we're looking for this student and they're worried about a serious a threat and they don't they they send us a picture to try to identify who that kid is quickly and you know it it helps it matters when you have visibility. Now obviously someone in that case not always going to be someone who's going to make sure they're always visible, but again, those things exist for a reason. So, I think we need to do a better job enforcing
189that and adding quotes back. >> Um, so I'll just say that uh when looking at the dress code policy and I in the research I did, there wasn't really good correlation between dress code and um you know, keeping weapons out of the schools. Um, and I agree with Samantha. did read that there it led down a path towards bias and um it wasn't necessarily equitable as when it came to evaluation of the particular dress. So that and with Alex it all comes down to coats um right because that is what you have to open when you go into Lambo Field and everyone has to check. So when I look at this, you know, whether or not headdress or coats um make it into a dress code policy, I think on a policy review schedule, yeah,
190I think that's absolutely in the context of security. Coats would in my mind be a way you get a gun into a school and then it can change in how you conceal it and where um after um you know you go through entry um it's it's already in school. So, um, unless we have another plan to have kids get to school in a zero degree weather day, they're going to have coats, right? And so, we're going to have coats on entry. And unless we layer our defenses and put weapon detection in and there so that, you know, we're not wanding or or checking coats on entry. I don't see it as a dress code change that would change our security profile um ultimately because once the gun's in they'll we lose track of it and
191the code no longer becomes necessary to conceal it. So um I'm in the context of security um I I don't know that I'm willing to prioritize this um for an immediate review um out there. So, and so I heard one in favor and so so can we just agree that as we move through this that we'll go on to the the next item um and we can revisit any kind of dress code policy. Andrew, >> I I do think any I do think a board member presented policy request deserves an up or down vote though and I I think that that should I think that should happen. And um you know there might be some I'm not saying it's a a huge study by the administration but I think if the if a board member
192is recommending a policy it shouldn't not happen because of of unofficially counted you know table table talk right we don't have a good really good mechanism for for that. So >> so yeah we do actually um and what we have is this is a conversation about security and that's how it is um noticed and so in the context of security we can as a board you know create some directive to the district any board member can put on an agenda item that they want to bring forward a policy um change and I will give it the time and I'll get it in front of the board and I'm sorry I'm saying we can do that right in the context of security. You hear six to one that in the context of security, we're not we
193don't have consensus to direct the the district to do something. >> Well, yeah, but I mean the board um I I think there's I don't want to get too hung up on what how much we're asking the the district to do. I and also I it sounds like I'm hearing there might be some slightly different slightly different feelings around maybe a limited thing about outdoor about outdoor jackets. M maybe um >> that that wasn't what I was saying though if you heard you thought you heard that from me. >> I would just say James I I agree with you and Andrew I also appreciate your sentiment at least the way that I interpret it. Um, you know, if this is something that I really want to make sure is in policy and that if we
194get a fair vote on, um, you know, then, you know, like James said, it's definitely something that that I would want to hold him to and know us as a board and make sure that we that we pursue. within the context of considering an option to further explore with safety right now. You know, it's not necessary in this particular case. Um I don't I don't feel um especially, you know, getting getting the feedback that we have, but but again, I appreciate what I think your sentiment was. >> Okay. Any other discussion about that? Next item. Um there was community feedback provided on whether or not we should close campus. Um and I had interpreted that as a general um closure of campus during this um the instruction day which would include um lunch. So that's
195how I'm approaching this conversation um and framing it. Is that an appropriate? Okay. So, um, you started last time. Um, Alex, you want to start? >> I'll probably just keep it pretty simple. Um, I'm open to hearing compelling evidence to um, making that change, but other than what we have going on with our freshman right now, I don't think that that is a good option. Jet. >> Um, we heard from the students at the ICSC, am I saying that right? Um, that this was something there was support from both sides. So, I don't think this is a big priority though. Um, and so, um, yeah, I I agree with Alex. I think that, um, this isn't something that we should be looking at at this time. In my opinion, >> I think in the conversation
196of security and reducing access to anything from an external space, um, it achieves the goal of once kids are in, they're in. and once they're out, they're out. Um, that being said, I think that it's a larger conversation for sure. Um, and I I agree we heard some mixed feedback from the students. I would want a bit more feedback from the students. Um, I I think this is potentially part of a larger conversation within the school schedule and some of those other elements as well. So, um, like I said, in the in the context of school safety, I think that, yeah, it it achieves it achieves that once you're in, you're in, and once you're out, you're out. Um, and has good, you know, basis to show that, but, um, I I not necessarily a
197huge priority for me. I think it's part of a larger conversation. >> Then, >> I would agree. Um, my personal philosophy is um, you know, that I I think students should go to school and be there for the day, but I'm not going to get into that. I'll be open to the conversation when it comes up. In terms of educational philosophy, but in terms of safety and security, I don't understand if um, how this fits in. Um, I would not support it in the context of safety and security. And I am looking forward to um how the closing the campus for the ninth graders works out and whether that has positive um a positive impact that we might want to talk about, but I don't think it has much to do with safety and security.
198>> Andrew, I am a I'm a 100% dead set against closed campus lunch for all. Um, and if if if I were ever to especially in the context of of school school security, um, yeah, I I don't um I don't really want to pursue it ever. Um, and um, we're probably going to have another conversation about this, but yeah, I would I don't think it's part of there's no I I I always like, you know, community feedback is is good, but I didn't I I mean, I didn't spend hours and hours looking, but I didn't see much research about closed campus being a safety intervention. Uh, like we saw other other things were interventions. So, I'm certainly okay with just taking this off the the table for this this round of safety discussions. >> Before
199I make any comments, are there any is there any information, Chris, that you can bring to this conversation? >> I can say with high likelability that uh when the safety report comes back from the assessors that closing campuses is going to be recommendation from them. was brought up at each of the conversations uh with the high schools about um the security aspect of it. When you've got if you if you are going to go to the road to weapons detection, you bring everybody in, then you let them back out and then you got to have people there again to bring everybody back in. So, it it it definitely is going to cause you to have more staff longer in your day to operate those systems if that's what you choose. But the recommendation for closing
200campuses does increase security according to the way they feel about it. >> Andrew. >> Okay. So, since we're going there now, um I am not okay with collective punishment of the entire student body for some minimal um you know, some minimal security gain. and and yeah, if we're doing if we're doing metal detecting, yeah, it makes open campus more more complicated. That's why I think we part of that's a portion of why I'm not a besides all the uh all of the lack of evidence for it. Um, yeah, it does make it probably harder and more more expensive to to do it. Um, and sure as I mean you can, you know, there there's a lot of there's a lot of things you could do that would technically make things safer or close one route
201of something, but there's this is even much more so than the metal detector, something that is a a you know place I don't want to go. you all. And what because what's going to happen next is they're not going to get outdoor time either because there's going to be no reason. There'll be very little reason to say we're going to let you on the grounds because everything we've said so far about about closed campus is at least you get outdoor time and fresh air if you want it. That will go away under this too. So if if I ever did support uh any kind of additional closed campus launch, it would only be with access to the the grounds. We are lack of like that's lack of um lack of time to decompress is part
202of the the the underlying problems that get us to the worst problems. And this is going to Yeah. Alex, >> no, I'll pick up on that. Um, so a couple different things. I've been a huge advocate for years with my different training and background and my understanding of kids is especially our kids in our schools. Like we're already looking, we're going to be considering a schedule model that reduces lunchtime by roughly 20 minutes. So, so that is that is valuable time to factor in for kids ability to decompress, to socialize, to build those relationships, to stay in a positive mindset. And yes, there are sometimes drawbacks to kids having that freedom as we know. But I I do you Andrew and you're right. You cannot underestimate the value which is why in a lot of
203our middle schools we've also over the recent years increased the ability for kids to get time outside um decompression time, socialization time because it is a huge positive contributing factor in many cases to their ability to self-regulate. As someone with severe ADHD that is a small part of the reason why I have no interest, arguably no interest aside from a major compelling reason. I'm not aware of right now to have closed campus um because I know how many people like me and others benefit from from that time for a lot of different things that they can do during that time. Um, so that was kind of a plea and also make sure everybody remembers when we factor in the schedule consideration um, you know, how that 35 minutes uh, might play into a lot of
204different things, whether it's getting back in if we have closed campus and medical detection, whether it's all of those different factors. That is definitely something to logistically figure out. >> I appreciate that. And um when it comes to post campus and and everything that we're discussing, there's a lot of change um for the student experience um out there. So um and it just kind of really articulates the problem set, right? Um we want um freedom and we want these uh students to develop skills and time management skills and I give them as much latitude to do that as well. and um in doing so we increase risk um and um there are also negatives as well. So, I I think I'm with the board um and that this is not my top priority. And I'd
205um in invite a conversation based on some evidence um security and um the student experience and efficacy around truency or whatever so that we can have a holistic conversation about this topic versus just in the context of security. All right. Um, next, Andrew, will you lead us off on a conversation around SRO staff augmentation? >> Um, basically I think I think that needs to be there's there's cost involved in it. Um, I would want to discuss uh the model the the history of it. If you know I don't I this once upon a time we paid for um we paid for SRO's the city um or no we paid for crossing arrows the city paid for SRO's and it was balanced and somehow um somehow we're paying for the much more expensive price tag on
206on SRO's who are under the direction and control of the police department as as police officers and I know there are some mechanisms to give us some say in how SRO's get to be SRO's as opposed to just being a member of the Green Bay Police, but we don't have full control over that. And if we're funding uh if we are funding, you know, well over a million dollars uh writing a check to the police department and saying, "Here you go. You can supervise how you see fit. You can have, you know, rules that you see fit." I would just want there to be a little bit more board discussion. If we're going to add more SRO's, I think our policies around SRO's and the contract with SRO's, this could be this would be a
207time to to look at it. I'm not I'm not automatically opposed. But the thing is, schools have to have police protection anyways. So, I don't understand why it's being paid for 100% to 0% by the school versus the city or the municipalities. >> And I would have to have a better understanding of the purpose of the SRO program um because I don't have any background in this. My um my understanding at this point is that the SRO is in the school to help build a relationship between the students and uh law enforcement. Uh for example, I went to the Manoke Hill event um about a week ago, the family funfest or whatever it was, and the SRO was there playing with the kids the whole time from start to finish. It was just wonderful. If
208that's what they're supposed to be doing, think how many more If you're trying to to um make it impact safety and security, how many police officers would you have to have in a school to impact safety and security as opposed to demonstrating that police officers are your friend and that they're, you know, I don't know. I don't I don't see this fitting in, but I have a lot to learn about it. Samantha. >> Um, yeah, I just would need a bit more information, I think, on the number that we would be looking at at this point. Um, and and where those would be added. Um, so I would need more information. So, not not a high priority for me at this time. >> Janette, >> I like um SRO's in the school. I think it's
209a good program, but I don't know how many are in the high schools now. How many are we talking about adding? and if that is even worthwhile. So, just as others have said, I need a lot more information. >> Alex, >> I have a question um for staff before my comment. My first question is uh the number the number kind of took me by surprise. Um 150 to 200,000 per SRO. Am I understanding that correctly? >> It was a guesstimate based on cost of wages including and then benefits. Okay. And I I Yeah, I just I never would have imagined it would have been I I six figures doesn't necessarily surprise me, but going up to 150 to 200,000. But with that being said, I mean, when I think back to all the different SROs,
210um most of which the one a lot of the ones that are in our district right now, I've worked with at some point, they're incredible. um what SRO's are focused on these days and what their the scope of their training and the relationships um and there's a lot of times where they help prevent incidents from happening between the knowledge and the connections that they have with the families with the kids with the school um you know it you can't I don't even know if you could tally how many things they help prevent um and how many situations they can deescalate um just from the relationship aspect. That being said, I have also heard the opposite of what you talked about, Andrew, in regards to um, you know, the SRO's not often feeling like they have
211enough support or autonomy or too much control and, you know, where they don't feel like they can effectively do their job sometimes, particularly when students are just doing irrational things that there isn't, you know, there's a point at which, you know, things need to be dealt with because the someone is not responding, you know, and they're exhibiting extremely dangerous behavior. So I would like to also know you know what what are the parameters on paper the relationship the work we're asking to be done and and how does that maybe need to be modified especially again when we're talking about possibly addressing serious threats that can and do happen at times especially regarding weapons. So I definitely would want to see what that would look like. Um but I'll say this I would rather I I'm
212pretty sure I would rather sp spend and a half million dollars on 10 more SRO's to put one more in each of our secondary schools especially schools that have thousand 1500 kids 2,000 kids than than possibly meta detectors um because not only do you have a daily threat pretor on some level as I kind of articulated a minute ago you also have another resource there if and when there is an active situation to help reduce or stop it and I think we have to think about that on the front end and on the back end in the middle of a situation that is a resource that is there and if so I just want everybody to to consider that option possibly. >> Thank you, Alex. So when we think about the assessment year over year,
213has it ever been a finding of of the assessment that we have an an appropriate ratio uh SRO to population? No, I've never had the discussion or had anyone come to me to say that based on our student population, what we have. I mean, there's also the capacity of the police department to be able to even provide more SRO based on their own staffing. >> Um I yeah, as far as their ability to hire, I've heard the same um in a conversation with the mayor. But um uh when I think about this, I recognize there's kind of um two poles to this this conversation. And one is are we um cing creating additional police presence in a school system? And what does that impact? Because not all of the population is going to see that
214SRO as um friend and and someone that they trust innately, right? And just um and therefore it is I know it's balanced um out there. So um when I look at this um I think that this is a um something if if someone doesn't tell me the ratio is wrong and that we some best practice is we should have two or three I know that at periods of time during the day we increase or we flex in additional SRO's for lunch or whatever whenever we can to to increase presence. Um but um when I I I don't I think I agree with the majority here that I don't understand enough about um the efficacy of increasing by two or by three because to increase by you know 5 10 or whatever I um that's a
215big investment in a security domain that we've already made an investment in right we have these officers in schools So, um, if I'm going to throw additional taxpayer dollars at this, um, I I need to understand what that gets me. And I agree with Alex that, you know, just having someone in there to be an additional, um, presence in the event of an, um, a altercation. Um, but I know we also don't want them necessarily being first to respond to most altercations because of that policing presence um, out there. So, um I I heard a request for more information um and I I put to the district, is there a way where um the board can get more insight into the SRO program um so that as we go through I I know that I'm
216hearing that this is probably not an immediate um need, but can we schedule some some time where we get additional information on the SRO program? Yeah, I could work with board leadership to look at our calendar and determine when in the calendar it would make sense. >> All right, thank you. Is everyone okay with that approach? Great. Um, so I'm going to come back to something that was brought up at the beginning. Um, as I said, I would um and we the behavioral system calibration event. The question I just have because I think we've discussed it is one of timing. All right. is is now are we kind of on schedule to do that again? You said it's been five years. Is this something that we can just go through and and and schedule and
217manage that with the board meeting schedule um to get uh an event um planned so that the board and district can look back at our behavior policies and take that holistic um review. How would the district like to >> in the past we've done it as a special board meeting so that the focus could solely be on this? >> Okay. Um if we were to look at scheduling, how much lead time would the board would the district need to prepare for that kind of special board meeting? And in in the context of the current calendar, I know I'm asking you off the top of and and putting you on the spot. And if you say you need some time, that's fine. Um but I I think that um if we're in that window where it
218makes sense to do the review and it's been five years or or what have you, um I think that um to respond to community feedback, you know, having scheduling that that special board meeting, I think is an appropriate action. If we already have a methodology, we've done this before and it's uh we go through the review. >> Uh the people that facilitated it are no longer with the district. So I would have to >> Okay. So we have basically we'd have to um pull this together and kind of reinvision this. >> Okay. James, I would just also maybe add that, you know, it might take a little bit of time because in going through that, I think it would be important to again make sure that appropriate feedback for possible considerations for changes, you know,
219is is garnered, you know, talking to possibly, you know, GBA and other staff and and all, you know, a number of different groups and then them having time to coales what, you know, what they analyze things and coales what they would maybe want to see. So, I guess I would think honestly probably a month or two. >> Well, oh, yeah. Thank Thank you. I don't know what's going on. Um, and that's why I actually early in the meeting I asked if we had a partner in this um because I think there are a lot of um different stakeholders that are involved um in there. So, um, we'll bring it up at board leadership meeting and basically I'll just put it as an agenda item um because those things sometimes require some um thought and and
220we can mature it and get it um ready and kind of figure out how we can tackle the subject. Fair. >> Okay. All right. Um, any other questions or concerns on the topic of security? >> I appreciate everyone. I know that was a long laborious, you know, um, slog um through. Thanks. Yes, Janette. >> Um, we've been sitting here for quite a long time. We need a break. >> I was going to say that as well. Okay, let's take a short recess of about five minutes so that we can um get to the bathroom and then come back and we'll um head into education. All right, let's try to >> we can reconvene. >> All right. All right. Okay. So, um I'm going to make Well, I shouldn't make a motion. Um but what we'd
221like to do is we have some individuals from the charter um update that we'd like to put in front of um the daily schedule change conversation just to to to process this. So can I have a motion to reorder Lynn? >> I move that we take u education C as our next item and then A and B. >> You have a second. Second. >> All in favor? I. All right. So, let's move on to 4C, charter school update and I appreciate your patience this evening. Um, thank you. All right. >> Good evening. Um, Cindy Olsen. Uh, I am in my role of director of secondary schools. I am also our charter authorizer for the district. Part of my responsibility is to provide the uh board with an annual update of dates and timelines um that
222are connected to our two charter schools that we have uh John Dwey Academy of Learning and NEW Northeast Wisconsin School of Innovation. Um the one of the items that you saw in your agenda is the fall update with a list of dates um that are um connected to our charter schools. Um and then one of those items is the authorizer report. But before we get into that, I'm going to turn it over to um my two charter friends that I have with me. >> Hi, I'm Jenny Wassber. I'm the principal at John Dwey Academy of Learning. >> Jason Johnson, MW principal. >> Jenny's going to share with us um last year part of a charter's responsibility is to go through an action plan and then review the um feedback that they received from a panel.
223Um and so Jenny's going to start by talking about um some action plan changes that are going to be made at JAL. So you have a copy of the action plan. There's a lot that goes into the um action plan. We are assessed on how we do within the components of our charter and you can see that in front of you. Some of the things that I'd just like to point out um that we are looking more specifically into is we do a lot with our community and our community partners, but we have um started to try to get students out into um meetings with them. So for example on this Friday we have two students who will be attending a symposium a marketing symposium um with adults and they will be bringing that back
224to our ambassador group um and sharing that information with our ambassador group as to how we can better market John Dwey and market what we do at John Dwey through the project based learning. Um, some of the other things that we have done, um, and are continuing to do is one of the things that I noticed within my staff was they needed a better exposure to what project-based learning was because I have a lot of newer staff that have not been exposed to that. So, um, during our PD in August, I asked a number of about 13 individuals from the district office to come in and communicate and collaborate with, um, my staff into how PBL fits into all of the initiatives within the district. And then we also had um the CEO for the
225deer chamber of commerce who also came because he is a big part of what we do um at John Dwey and believes a lot in what we do at John Dwey. So he was also present. So we did that and staff had a lot of questions to ask and then actually had to take that information back to students and tell students how they can soar um as a dewy dragon. So the staff had to present and the students um evaluated them and assessed them just like they would um the students. So we then continue with that in our PD. Um last Friday we went to three different tours of museums in Milwaukee and looked at the products that are there and represented so that staff could have a better understanding and idea of what do
226exemplary products look like? What does exemplary evidence of learning look like to bring that back to students. So they are also presenting that um and all the things that they learned with that back to the students. One of the other things that we are really pushing um along with the district is e portfolios something for our students to take with them. So we do work with a program called Headrush. And in Headrush they are working with us to create and have students put in their um exemplary projects that they have their resume um portrait of a graduate and assessing those on competencies and being able to show how they're growing through those competencies. Um and so students can take that portfolio with them. That's what we're trying to work on. Not that it's just something
227within that program, but working with Head Rush and saying here you go. Take this with you. continue to um add things to it as you go through your career so that they are career ready when they're leaving us at John Dwey. Um along with that um we my staff and I over the summertime as well as continuing through this year we are based on proficiencies and students have to meet learning targets just like the rest of the district. We talk about gleam and making sure that they're hitting grade level um learning targets. Our staff specifically are working to put those learning targets with rubrics so that our staff, our students and our parents when they look at what the learning targets are and what's expected of them, they can see that based on um the
228distinguished category exceeds proficiency and know specifically what they need to do to gain that proficiency and receive that proficiency. So those are kind of some highlights. Um we're really big on student engagement, student voice and choice. Um, we are going through the process of changing our schedule and making some more gaining some more flexibility within our schedule for students. Um, like I said on Friday from some of our students leaving and going out into the community. That's what we're hoping to do um to continue to do that. And we do on a, you know, we have advisories every morning and we have advisories every afternoon and we do a lot of talking to our students um and asking our students opinions on things. I had the opportunity to sub today for one of my staff.
229Um, and that gives me an opportunity to talk in advisory and ask some really important questions and I did that today with some of the students and asked about how our changes of schedule are going, what's their opinion on them? Um, what should we change, what shouldn't we change? So, we do a lot of that and that's one of the big things within our charter contract is that voice and choice of students. I don't know if anyone has any questions or there's a lot in there. There's a whole lot more than just that, but just to I guess one other thing I do want to bring up. Um I've been working with three other charter schools in the area. Um Denmark, Elma, and West of Pier um Phantom Knight Charter School. We are creating a
230consortium of the four of us. And we are doing what we can to expose our staff to each of those buildings and gaining um kind of professional development in that way and learning. We do have two students right now that come over from Phantom Night to um take part in our personal financial literacy course because they don't have the ability to offer that necessarily except for online. So, they're experiencing that along with our students and the community members that come in. And then we're also working with them to provide an opportunity for our students and their students to work on projects together and to give back to the community. So, that's another thing that we are working on. Any questions? >> Okay. >> Thanks, Jenny. And then I'm gonna just ask Jason and Jenny to
231highlight some um information from the authorizer report um that they'd like to point out um from exciting news from their charters. >> Thank you. Um we are in our year one implementation from our last grant that we received. We added sixth grade and a specialized 11th grade program. This year we're full in the 11th grade program with 30 students at capacity. We had about 10 sixth graders enroll this year and it's going pretty well to start the year with having those littles in the building. Um the grant was for $1.1 million. We have three more years to spend the rest of that dollars and we will spend every penny. We recently in the last year signed a 13-year lease with NWTC. So, there's definitely a long-term future in place for our school at NWTC and
232we really anticipate growing more with them and providing more opportunities for our students as well. Um, if you looked at the authorizer report, you can see that our students are learning across the board. Our goals are being met individually. We're not real big on the whole school goals. It's always about the individual and comparing their growth to to themselves. So, that's what we focus on. every student has one teacher that kind of takes care of them through that whole process through intervention, through individualized planning, all of that. And so if you take a look at those statistics, we're pretty proud of those. >> To kind of go off of ours with our um authorizer report, we we have continued to use STAR. So I know the district is coming back to it, but we have
233continued to use STAR across the board. Um and as you can see when looking at that um you know 69% of our students based on a longitudinal study um scored at or above the typical growth rate and that is for um the literacy and then when we look at math um it's about 65.4% um has scored at or above the typical growth rate. One of the things that we have incorporated with the use of star is that we have um opted to choose the free portion of nearpod. Nearpod is through Renaissance and through star and basically when you look through Nearpod it tells you where students need growth. Um so we take those lessons and we provide those lessons for students where they are at at that time on an individual basis. Um and we
234have seen great growth in what we're doing um with the star based on um utilizing the near pod within our lessons with students within our advisories. Lynn, >> a question for Jason. What you said something about um a specialized 11th grade or something. Could you What What are you talking about? What is that? >> Um so, as a part of the grant, we wanted to Well, first we identified that we weren't really serving a group of 11th graders that needed some assistance. So, we went out and targeted and recruited kids who had been disengaged from school. So, of the 30 kids, almost 60% of them were attending between 20 and 40%. So the first thing we tackled was attendance and re-engagement. So they're with the same two instructors all day. They'll loop with them into
235the next year. So they spend the first part of the day welcoming environment, getting started, soft skills, 21st century skills, things like that. Um they're spending this year building skills in math and literacy so that they are prepared to start the curriculum in in a much stronger place than they would if they just came as a 12th grader. students who progress quickly, they'll get access to that curricul curriculum a little faster and they'll start their college journey a little bit sooner. So, I believe we have four 11th graders who came in, did exactly what we asked them to do, are showing up at a high level, and they'll start classes next week for NWTC. >> Other questions? Alex, >> I didn't plan on asking this, but in light of our conversation earlier, you know, you
236guys are in, you know, non-traditional buildings. Um, Are there any security thoughts or needs that you think or at least is there is there an indic indication you can give us that hey you know don't forget about about us we might have some concerns some unique ones or things that we might need to have assessed. >> I think with the referendum that was included in we're going to address just about every concern we had. Currently we're housed in the AG building and NWTC has an open campus policy so we have to follow their policies. Starting next year, our building will be able to be kind of segregated off through locked doors that are only accessible through scan cards. So, we'll become a more secure facility. We'll also um our lower level in the current building
237is a major pass through for the college. We won't have that anymore. We'll have our own cafeteria. So, we'll be able to keep our kids a little more centralized and not so much interaction with NWTC. And that was their ask, too. They understand that they have community members coming in and out. So, they wanted to make sure that they had that separate space. Uh, John Dwey, I I don't have any concerns at this point. Um, I think that students kind of uh grasp on to the clear backpack policy and did what they needed to do. Um, and they're there to support each other and we have a secure, you know, we have other entrances, but we have one secure entrance to our building where students come in and go out. So, um, and when it
238comes to open campus lunch, we only allow our seniors to take open campus lunch, but again, we are not a population like that of the other four comprehensive schools. So, we may have like four or five students out of the the seniors that we have that do leave campus. Um, but then when they come back are checked. Um, and the same thing with students who go to the other comprehensive schools. >> Sure. I appreciate that. I just wanted to make sure we had an opportunity to assess especially your unique situation. So, thank you. Anything else? All right, appreciate it. Thank you very much. Okay, we're going to go back and pick up 4A, the revised high school daily schedule. I think David Johns is going to join us back at the table. Good evening again
239board. Um happy to share with you the uh culminating work of um really lots of layers of individuals um taking place over the last couple of years that uh again culminates in this schedule proposal for um the high schools uh to be effective at the start of next school year, the 2627 school year. the work of the high school team um actually coincided um beautifully. It was by accident but it was a perfect accident uh in that they were deeply engaged in the work at the time our portrait of a graduate um emerged from the community. It provided focus. It provided purpose. Uh and it really gave that team of educators and staff an opportunity to really put together a vision vision for a future school day for our students that's consistent with getting them
240on the path to the attributes of the portrait. Through this presentation, uh I'll share with you the case uh made for change. Um some background and uh how information was gathered initially. I'll share with you the criteria that was established for the two uh initial prototypes and now what ultimately is coming before you the feedback and communication loops. We'll take a little time to look at the schedule itself and then uh propose some next steps at any point throughout. Feel free to um ask questions. I might let you know that a little more detail will be coming on something um but happy to engage with you in in conversation. So, as to the case for change, uh, let me begin with consistency. Um, approximately eight years ago, East High School was granted board approval to
241pursue a trimester schedule. That schedule has operated since then, while the three other um, comprehensive uh, high schools, we just heard from charters. I'm going to separate talking about comprehensive high schools um, have been operating on the uh, a traditional um, semester schedule with fixed length courses. um the complexities of managing a two platform high school schedule system uh were significant. In fact, we even had a like a ground level example here of a struggle with some rostering with one of our students who attends East High School and what that meant for um trying to engage in some universal uh district-wide screening and assessment. Um, so the uh an easy path would have been to say, well, do we go everyone with the trimester or do we just change everyone to the uh schedule that
242the other three high schools had? I was so pleased to work with a group of um teacher leaders, GBA representatives and leadership as well as district staff in areas like athletics, food and nutrition, uh transportation, um who took this as an opportunity to say this doesn't have to just be about let's do one or the other. Let's use this as a as a chance to really create something better and something new and look out there into um the country and see where successful school how successful schools are built and what are the components of that that we can work into our um into our own uh schedule for the 2627 school year. The board's recently approved strategic plan uh contains ambitious goals in the areas of achievement, attendance, graduation, success, and engagement among many other
243things. Um, and they're already paying dividends. Some of the changes that we've made in high school. Uh we came to you in July and talked about a different experience that our ninth grade students would be having in building smaller learning communities um clustered together with a small group of academic teachers uh who are targeted in their collaboration for those students. We did make changes to the lunch experience for those students. Um we are a month plus um into the school year. Uh what I can share with you now is attendance success knowing full well that I think as we also heard um our charter school folks say showing up is the first step and then and then we take the steps toward growth and achievement together. So in this initial part of this school year
244um even with the changes we put in place for our ninth graders that particular grade of students has seen their attendance improve by 25.5% matching a similar amount of time this year to last year. Um in a couple of weeks we'll have quarter uh academic achievement data from the team as well. And so we will uh look into all of those things that are mentioned up here uh achievement on track to graduation. Um and we'll be using some other measures to uh validate that those changes we made for the ninth graders were are serving them are serving them well as students. We have a long way to go to be the state leaders in all of these. The five-year goals that the board approved in the strategic plan calls on us to be on the
245leading edge of achievement, the leading edge of graduation, the leading edge of student engagement. And our data tells us now that um we've got work to do and we really have to focus on the experience of our high schoolers to get there. We engaged in surveys uh with our students and also uh received significant feedback from our staff and our school leaders. And I'll go into a little more detail about both of those as well. Pause there for any questions you have about what drove us in through this work. So this work was initiated by a calendar committee and I don't want to I don't want to confuse with all the different configurations of folks. The calendar committee is a representative committee that looks at what the school year should look like and that committee
246when it formed in in uh 20 it forms every year. It'll be forming again. Um but that committee when they came together in 2023 were navigating a lot of those um uh institutional challenges that happen when you have two different high school schedules going on at the same time like what does the finals period look like for a school on trimester versus a school. So things became pretty clear that we were coming back to the same conversations year-over-year and it was all about how do we just manage the difference between the two. Out of that calendar committee then grew the secondary school day work team uh representative group. Um we included a lot of middle school uh educators in that as well and also did a lot of surveying of um sixth graders knowing that
247this was the schedule that they would be growing into as it was developed over uh the next couple of years. That team set design criteria. We followed a design thinking process that um uh I prefer to use. It keeps things um less ad hoc. Uh right off the bat, you establish a set of criteria that really becomes your litmus test for a lot of the decision-making that takes place. And I'll share what those criteria were. Local and national research. Again, we consulted um as much as we could learn from the um top 200 public high schools in America. We learned a lot of different things. We learned that schools in California have lunchtime and brunch time. Um that's true. Uh they also have of course beautiful outdoor campuses where things are um a lot more
248you know outdoor classes uh different different kind of situations but we learned a lot. We also looked locally um uh our partner in the uh superintendent's office u Mandy hero was um essential in this work and was constantly calling and visiting and compiling information from from various districts to help give us the most information we could get uh to come up with um these two prototypes. So design thinking always culminates in two prototypes. You test each prototype through every possible measure that you need. We talked about what would this look in infinite campus. Um what would this mean for start times, end times? Uh what would it mean for staffing models? What would it mean for credits that students could get? Um all of those questions are asked of the two pro prototypes. before we
249um made any decision about which one to move forward, uh we turned those two prototypes out to the high school staff. And all along this committee, this work team is having conversations back at their buildings about what we've been doing in this process. This was the first time um all of the high school staff uh was able to see the two design models and provide feedback on it. >> Yes. And maybe I'm rushing things. Maybe you're going to talk about this, but I'm interested to know what were the fundamental differences between the two prototypes. >> Yeah, it's a great question. So, the fundamental difference between the two prototypes was that one of them represented um a purely a block schedule uh structure that would meet every other day. And so, you would go through go
250to a series of four classes on one day, a different series of classes on the other day. We built one day into that prototype where you saw all of your classes. Um we looked at some models locally and of course there's some models it's typically called a modified block um or a modified AB block. And so that was that was one area um that uh particular prototype a lot of aspects of that were wellreceived by the intracity student council because they were asking for something that would have longer class periods and fewer transitions. The other prototype was a what would we call a consistent day schedule. Um and that's closer to the one that you're going to see today. Uh recommended um for use in 2627. That one instead of having if it's a Monday
251you do these things and a Tuesday you do these things. Every day you go through the same and built within that is the opportunity to have some classes of longer length which we would call blocks and classes of shorter length. Um, we're calling this a hybrid schedule only because we don't really want to cement it as one thing or another. And the reason why uh we're comfortably calling it a hybrid schedule is it has the opportunity to grow each year with different configurations of how courses are offered. And I'll I'll point to that a little more when I get to it. Here are the design criteria. Um these uh six points were not only um the guidance we used to build out the two prototypes but also what we gave to the staff when we
252asked them to evaluate the prototypes. So we wanted to hear back from the staff. How how important was reliability and consistency? The people that didn't like the AB block schedule said that doesn't feel very consistent to me. That feels like um if you miss a day, you really miss two days. and how do students know what classes they should go on a certain day and it just it lacked the consistency. Um multiple opportunities really pointed to the importance of maintaining a block of time during the day uh that would provide students and teachers access to each other for additional support if needed. and also think about how long can can the courses be so that we can embed that support within the period itself and not necessarily call on a student to track down a
253teacher or get with them. Um uh favorability toward block classes came through the design criteria about time to apply and deepen learning. That was probably the most universal design criteria. No matter what groups of people got together, when they reflected on the current high school schedule, they were feeling like this is a real growth opportunity for us to have classes that are long enough that we can actually have a deeper learning experience. Um, concurrency of learning is a phrase that's very common in the IB world. It's common in other areas. And um this is where uh when you're taking the class corresponds to when um high stakes assessments might happen. And so concurrency of learning in an AP class would suggest that you have that class all year long because AP assessments happen in the
254spring. You wouldn't want to take an AP class semester 1, step away from that learning and then take what is essentially a college level uh assessment. Similarly, concurrency of learning is also about how we learn certain things. The importance of practice and repetition in a world language class would suggest you would want it daily over periods of time, even if those were shorter periods of time. Um, however, other things maybe like um some of our capstone experiences, our applied learning, our lab-based courses, those could live in semester chunks because we would have actually more time per day to spend in those. It's not an overall increase in amount of time because it's double the time for half the year. It's what is each period like? What is each lesson like? And that's where the opportunity
255to deepen would be. Schedules would be important that student voice and choice are honored not only in providing input into what the schedule is that is ultimately recommended, but that also throughout the day and through how classes are made available to students. they would have more um opportunities to pick classes, plot classes on their multipleyear schedule. Um I'm not going to take this this year, but I'm going to park that uh first semester next year because I'm interested in that. Um and then connections with families and communities was important to the design team. Um I think direct connections with that and I already mentioned the capstones. Uh you heard from uh our partners at UWGB who offer the Tiny Earth program. um a couple about a month ago. Those are the examples of the types
256of courses that are really going to do well in this blocked environment and are going to give our students opportunities to um serve as serve in internship roles, bring community members into the classroom because again the clock isn't ticking and the period's almost over. So those are the design criteria. That's what drove the work team and their work. It's what led to the two prototypes and it's what um brought us the feedback back on those two questions on those feedback and communication. I'll share some highlevel learnings um from the various feedback loops that were in place um in our initial student survey which was done back in 2023. This is when our students when asked um based on your ability to stay focused and engaged as a learner, how many different classes do you think
257would be ideal for you in a day? Um and we gave them kind of some zones and we heard five to seven. Five to seven was the response that got us about 68% uh of the sixth through 10th graders that took this survey. Panorama is a student survey that we do um each year. It's where we also have some board goals around student sense of belonging and engagement. Those are two areas that we have significant opportunities for growth particularly among our high school students. That is what um contributed heavily to this idea of we've got to come back to advisory. We've got to reimagine it. We've got to make it something that will serve the end goal of our students feeling a stronger bond not only with their school but with each other. The staff
258reviews of the prototypes and feedback I shared were based on them using the design criteria. We asked them if there was a preference kind of like the eye doctor. Do you like this better or this better? It doesn't mean that there's not a third one that's even better because we asked them if you could design a third one what would it include? But if they said they liked one and didn't like another, we said, "What what didn't you like about that one that would make it better?" So, we asked questions that would help draw out improvement opportunities. Student leaders in ICSC um I think as of last week, it was kind of their third loop through uh having conversations and providing some feedback about the direction of that. Uh department chairs are critical to this.
259Um I am a I am a do things with not do things to person. And the the future and the the potential of these block classes has to be grounded in teachers who are self-identifying as being ones who want to start doing this with their classes and are supported within their departments. And so department chairs have led those conversations among teacher teams. And those will continue through the end of this month where we will have then identified which of the classes will be blocked. And our high school uh schedulers, these are um folks that work as assistant associate principles but are highly skilled in the technical work of making all this now happen in a schedule as well as the district support team have been important uh to help uh to help us work through
260some things. um sometimes hear from me uh my favorite line with not it's not their favorite line, it's my favorite line with them. I don't want to hear that the computer says we can't do this. So that was the team that continued to work through some of the the challenges of um creating a hybrid schedule, you know, in the in the student information system space. Before I move on to the actual schedule proposal, I wanted to share with you um we certainly uh looked far uh across the nation to some top high schools in America. We also looked close by. Um this is just a little localized context for you. Uh the yellow column represents the proposal that I'm about to show you. Um the other uh are kind of our most recent neighbors. So
261I'll just pause and let you take in some of that data. This was current as of Mandy's check this morning at about 9:00 and we can come back to this slide too in conversation. >> Do do you know what with open with permission means? >> Yeah. What we learned about DePier's um lunch period was that um students were able to get through signed permission from their parents the ability to go off campus at lunch >> that okay I'll talk to you afterwards because that's not my experience with that. >> Sure. >> My experience is it's opened. >> Yeah. Um, so >> okay, >> like I said, I'm happy to come back to this in conversation about the proposal if you want to see that. >> Patrick, >> um, I just I just want to say
262I'm I'm very disappointed that a couple of our neighbors have a have a 25m minute lunch. That that doesn't that doesn't follow the science. It doesn't give kids a break. And I am um I'm glad we do we do better and I'm really disappointed to see that our neighbors are doing 25 minutes at least. Here is the um schedule. I want to first um excuse me. I want to first say that it is um presented to you right now as a representation um as the schools start to manage um student requests for classes. Things like for example period 2 standing all by itself there is a shorter period uh right after advisory that might not not actually be the single um uh traditional course period that might move somewhere else in the calendar. This is
263just meant This is meant to be a representation of what a hybrid schedule looks like. Working within the uh first I'll say same bell times for the start and the end of the day. We shared this with the intracity student council last week. Um the uh commitment to um continue to explore bell times align them with the science of our children's brains is important. um so important that uh doing it just for one level of the system um was uh prohibitive and uh lacked voice around all the other levels of the system that would be impacted around it. Um what this does by having 50 minute periods and 100 minute blocked periods is add um 42 hours of instruction to the school year. And depending on how that would be divided across the number of
264periods that you have um this is what uh this is what the um shift would be. It does maintain advisory as a 30 minute uh protected period of time. All students taking it at the same time that provides the most access to teachers and support and the ability to group students for various things like grade level meetings, focus groups and so on. Um, similar to our current three high schools, it's a seven credit per year model. Students will attend seven periods. That would be a configuration of some blocks and some traditional classes. There will be some students based on the classes they take that they have all seven traditional periods across the whole day. Um, these periods are blockable. That would make them a 100 minutes. Uh, the encouragement for teachers is um a 100
265minutes really shouldn't be two traditional lessons backto back. Um it's really important to recognize the need for breaks, the need for movement. Um the need for having different modalities within that 100 minute period of time. Um and so that's uh a next step for us in partnership with department chairs is to really support the teachers that are saying this is what we want to do. Some of them it's intuitive just because you know it's a family consumer science class that even a hundred minutes would go by very quickly based on what's happening in there. um but we would want to encourage um a break or two within those 100 minute uh block periods. This uh representation also shows four lunch sessions. Um the feedback from teachers uh while we were seeking a lot of feedback
266on the structure of the school day, a lot of the feedback came back around lunch. Um and most of the feedback around lunch was um the amount of time that students are in lunch being really the the factor that is offset by how much they're in class. And so any conversation about blocks or extending class periods, there's there's fixed moments in this. There's the start of the bell and then there's the end of the day. And so what we're able to do to create 50 and 100 minute um instructional times for our students is really take a look at those lunch periods at the request of um the individuals that are involved in supervising lunches, the administrative team uh that's responsible for students during those lunch periods. We did mock this up to show four
267different lunch periods per school um that divides those populations out. Um Mr. Becker's comment earlier about the importance of student movement, the ability to get outside, get in a gym, get in a library, get around a game board, um are all important and I would remain committed to making sure that happens um in each of these uh lunch sessions as well. So, I'll I'll pause here with this on the screen for questions you have about this. >> Um how many credits does a student need to graduate from one of our high schools? 22. Alex, >> uh, compared to the amount of minutes that teachers have for prep time right now, how does this affect that? >> The difference in this um Whoops. How' that happen? Okay, that's all right. Yeah. Uh the difference in this
268um comes with the length of the lunch period that teachers would because teachers would have had in the current model they have the same length of time for lunch. Now that's not the only thing that they're doing but lunch is able to kind of blur into collaboration planning things like that. So teachers will still teach five out of seven periods like they do now. um their periods that they're not teaching because they're a little bit longer. Um it's it's like a 4-minute difference between what what they had in the past and what they would have now for that um plan and collaboration time. Assignable time is also a part of this model, but that's um based on how schools do that. So, if I'm understanding correctly, just to make sure, um, other than maybe let's
269say for argument sake, it sounds like maybe like eight minutes, planning time isn't really changed. I misunders Sorry, I cut you off. the the time that currently would be for teachers to plan individually, collaborate, or would be for assignable time. It's about a 4m minute difference between what is now and what would be in this model. Four minutes less. >> Can I can I just follow? When you say four minutes less, the class periods are four minutes longer in this correct. So currently now we're four minutes less than it would be or >> No, I'm counting the additional time that lunch provides right now. Yeah. Yeah. So even though the class periods are a little longer um when you do the plus and minus of that. >> Thank you. >> Yeah. >> Andrew. >> Um
270okay. So to me looking at four lunch periods because some >> there are some there are some blocks that just have three lunches and then a class will either be divided or it'll be on the the front end or the back end. Um to me four lunch periods is is the back door to closing lunch for all because it's it's the structure that makes it possible. and it might not be possible at a large high school with three. Um, I don't I don't ever want fully closed lunch. And I I think that is this is an attempt to to do that to make it very easy to do because we're not going to want to change schedules twice, right? We're not going to put in uh something with three lunches and then So, I I
271do think that this just makes it very easy to decide to just to just close lunch. Um, I think there's other ways we could get um, additionally having two of the four lunch periods only able to run in the middle of a block. That assumes I think that assumes if it's really teacher and department choice to make to decide what's going to be blocked. Are we going to have enough blocks right off the bat to to have half of the lunches be, you know, that does that make sense? block three block. >> Yeah, that's that's a great question. Um and uh as I shared this as a representation, we are doing some work with uh times and designating which classes go to lunch at which time um to see if based on again what the
272interest in block classes are, could we run this with only one lunch that is accommodating students in block classes and could we run the other three? Um the design will the design that will come to you will show four lunches um uh at the request of our school principles and those who are responsible for supervising and managing the lunch periods >> right who I think want to would would love to have a back door to closed lunch for all which I'm I'm not interested in I think you know stu I'm while I am glad we're not going as horrible as our neighbors going down to 25 minute closed lunches. Um, a decompression time is important for kids. Outdoor time is important for kids. And couldn't couldn't we accomplish this the same thing by having a
273an eight period day that you could block optionally block or leave alone? You just do your blocks one, two, three, four. You probably wouldn't do it in five and six because those are lunches. And then you could do it again in seven and eight. I mean, couldn't you do that without um I I mean, I get it. I get that there's I get that there's voices that want to reduce the the lunch. I just don't know if that's the right thing to do. Alex, >> I would just real quickly add that I um there's a lot to like, but I definitely would wouldn't mind if even if it's a small extent, the lunches were a little bit longer if there's possibility to tease out what that might look like wherever you might pull time from.
274So, just something to think about. Um the other question I had, um I lost it once you got me thinking about that. Um, I'll see if I can think of it. >> Continue. Oh, Alex. Um, so I'm getting a lot of feedback from health teachers in regards to new health the new health curriculum this year and ultimately in a nutshell there doesn't appear to be anywhere near enough time provided for that new curriculum to be flushed out um so that appropriate new sets of lesson plans could have been created um to be implemented this year when it's being required to be implemented. So thinking about how tough we are with it is with time and you know in your presentation you talk about a lot of these classes um especially blocks you're going to have
275to redo curriculum um in order to you know to modify it so that it can fit with the schedule. Um how is there going to be time to do that throughout the course of this year especially considering we might not even approve it for a few more weeks or theoretically a month or two. you know, just I I have major concerns on people having teachers having enough time to put together the curriculum adjusted for this schedule. >> Yeah, that's an important question and really what led to this being uh presented as a hybrid with the potential to grow. Um those are exactly the kind of conversations where um you know people might sit in three different places on this. They might say, "I've always envisioned my course as a block and now I can finally
276do it." Great. Um, and you know, they may have mentally been organizing their content for that. There might be others who say, um, I would really be interested in that, but I'm not sure how I can get it ready, um, this year. And then, of course, others who, whether it's through concurrency or learning or other reasons, would say, "Mine makes a lot more sense to teach um, every day for the whole year." So trying, you know, just really listening to folks who are in that place to make sure that we can support them with configuring their courses so that we can get the results of this that we're looking for. We're not looking for um accelerated compacted learning in these block classes. We're looking for uh students who are able to engage at a deeper
277level, more reflection, more consolidation of learning, and then the course has to be structured for that. So, I'm I'm sympathetic to that and would want to make sure that we can support um uh each class when it's ready for that. >> And I appreciate that and that makes sense. But I just want to make a a further push that there is time given for that work to be done because ultimately teachers are the ones who need to write those lesson plans and come and al and garner those materials and make sure that they're ready for them to be able to deliver. So if there isn't, you know, just flat out time given it, it's just not going to happen. And furthermore, East is going to have to switch trimesters. So essentially, everybody's going to have
278to, unless I'm missing something, they're going to have to redo their thing, whereas some other high school teachers, it'll kind of be more of a seamless transition. So I just wanted to put that in there for East to make sure that we're really making sure that we allocate time for that stuff to happen. Thank you. >> Yeah, thank you for that. And I will also add that the east teachers who were on the team that designed what you're seeing here um uh incredibly impressed. They were the first to put their hands up and say we've already imagined the course to be a 70minute block. You know, let let us help with this whole idea of what it looks like to take a class that met for a shorter period of time and extend it. So
279very appreciative of them too. So here are some next steps. I alluded to these. Um this is the uh month where we are um identifying those classes to be blocked through engagement with the department chairs who are um in uh significant significant teacher leadership roles as they do that work. Um we'll seek board action from you on the 27th. uh motion that I'm um putting out there now is that the board would vote to approve the transition to a consistent hybrid schedule across all four high schools in the 2627 school year. That motion exists primarily because nine years ago the board voted to allow East High School to do something different and this is to bring the schools together in a consistent schedule. uh based on your action and any guidance that comes from that
280action um we'll continue to fine-tune this in Infinite Campus so that our students can start engaging in important conversations about course selection and scheduling uh in through the winter and into the spring and um as you said Mr. Mow will be supporting the teachers who will be wanting to block for this upcoming year all along. So, question for you. Um, you know, Alex had just mentioned kind of timing and and when we would have to take action. So, it's scheduled for action on the 27th, right? We had ICS come in this last week and we had the conversation and they were concerned about classes being available for scheduling and scheduling starts in the December time frame. So, I I just want the board to know that on the 27th there's action. There's jeopardy to the
281plan if we roll it into the next month or no. Um because I I know we're running up against to we have to be ready um for people that um want to start selecting classes. And I know that you said it's a two-phase process. they say, you know, yes, I want to take these and then there's a scheduling component in December. Are we expecting to be able to inform the students of the courses that will be offered in block on this timeline? we would for the purpose of what we're actually asking the students to do uh November and into December is simply identify from the course book which you've already approved just the courses that we offer which ones they want and then the second conversation that would happen with them would be about putting
282that putting the pieces together into what their school year would look like. >> Okay. So they do not in order to do phase one they don't need to know that biology is a blocked course physics is not. Okay. Thank you. >> No, in fact, we'll ask them at that time what courses and of course those are those are even deeper conversations because those are about courses that connect with your interests, your aspirations. Um, and we asked them to actually identify more than would ultimately go in a schedule which gives us that chance to work with some different configurations once we get the block situation >> questions. Yeah, Andrew. >> Okay. So, we we don't necessarily have to have a decision here because it's it's decoupled from course selection like if we did need more time
283to decide. Is that right? >> I know that the people who are putting the backbone together in infinite campus um are uh they're working right now in what we call a sandbox mode so that they have something uh ready to go. But the answer to the question, do we need to know what's blocked for course selection? No, we do not. >> Okay. So knowing what courses specifically? So that's one thing, but is the 27th tied to an implementation timeline where you see jeopardy if we let this go into November? you're going to compress like setup and infinite campus programming or whatever because you you mentioned that you've kind of had to address don't let the computer say we can't do it. I interpret that as you know there's configuration to do and and there might
284be some challenges and some testing. So, I I guess I need you to say, um, you know, we need to know right now because we have people that I need to turn on and they need to start working for real instead of testing and piloting and and figuring it out. And is the 27th the date? The 27 would be the date if the board would be considering anything other than um voting for us to move ahead with a hybrid schedule. >> Okay. >> If we're talking about plus or minus minutes on a couple of things here or there, um that's a different conversation. But the ability to proceed with our plans to build out the block uh options and to start working with those teachers, the sooner we can do that, the better. >> Okay.
285that that's what I needed to hear is is what what's the critical path, right? And if the critical path is I need to get approval on the block schedule, you fairly represented the schedule as representative, right? And that there is there is some still some planning um to do in the middle of the day. Andrew. >> So, um I I support a hybrid block schedule if there is assuming there is actually teacherled, teacherdriven, including rank and file choice about which way different courses will go. Um, I think it's I think it's great and I think it's better than all one way or all all the other because there are some we learned from East there's some things that AP classes don't don't fit right. >> Great. However, what I think is what I think is
286going to happen because I've I've been around the block a few times here is that we'll get we'll do a motion we would do a motion on the 27th to approve the hybrid and then we would be told not to it's not our place really to operationalize two minutes here, two minutes there and it's not and it's not our place and then we would just end up with with with that. And that's what this the the minutes of the schedule affect, you know, I I would and yes, it is because I would like to see us maybe get the lunch a little bit longer and maybe do three of them instead of four. I just don't want to see, you know, to me whether I support this the how how it's done is as big
287of a deal to me as um what we're doing. I I would like to do it, but I I want to have meaningful in opportunity for input to to changes and I don't know what that looks like if we vote to proceed with the concept on the 27th of October. Where where does that where is the chance for us to weigh in then on the what it looks like? Lyn, >> I will be prepared to support this on October 27th and I don't need to have any input as to how long classes should be or anything. I really appreciate all the work that a whole bunch of people did to put this together. I trust them and I will support it. >> I will not allow this to be turned into a trust issue every
288time there is issue disagreement. I'm sick of it. I'm not going to have it. It's been going on for years. maybe the first time you've said it, but I turning every piece of disagreement into a trust issue. I will not stand for it. Okay. So, I appreciate your position. Um, she she made a statement which is her right to do and I don't know that she turned it into a trust issue. Um, any other statements? So, you have an ability to speak. She has ability to speak, right? how you interpret an exchange is um as your responsibility. Um so does anyone need any other information in order to take a vote on this on the 27th? Because if it's critical path and we need to do it, let's make sure that you're you ask Alex.
289Yeah, just reiterating, I I want to at least see, you know, um other options for modifying um you know, particularly the lunches, whether it's the the quantity or the time um you know, and what that might look like. Um that is probably I think the one thing that I want to see as hey maybe we could do this, maybe we could do that. This might what it look like. It might, you know, and what how it might affect things. I definitely want to see I like I like the schedule. I just want to see options for some slight modifications. I I worked with 30 minute lunches my entire career at the secondary level. And I just think even though it's not 25, 30 still really sucks. It's really tough. It's stressful. And even with four
290lunches, even if you even if you factor in, you know, you barely have enough time to scarf your food down. And I just I would like to see even if it's five minutes longer, it went to 40. There's a way to do that. That's the one thing I would want to see to really feel good. >> So you're saying it's it's not 30. the the proposal is 35, >> right? >> Okay. So, you're wanting to code 35 to 40, but that's not including passing. So, there's five on each side. So, it gets us to 45. I understand, but Okay. >> Yeah. I don't I don't factor in passing. Sure. As part of lunch. >> Okay. Anything else, Samantha? >> Just a very quick clarification, and I'm sorry if I can't locate it in the materials.
291the comparison chart between what the proposed is versus what our neighboring districts are doing. Was that shared in materials or was that >> It's in the memo. Um it's linked where it says uh consulted schedules of surrounding districts. >> Okay. Any other statements, questions? enter. >> If they came back on the 27th with 40 minute lunches, I could probably vote yes on the spot. >> If we're looking for to get to 70. So, >> thank you. >> All right. Thank you, David. >> Thanks. >> You get me again. >> Wow. >> Okay. Um, next on the agenda is um 4B, uh, systemic assessment calendar update. David, >> thank you. Kinsey's going to put that up and um, this is linked in uh, board docs if anyone wants to take a close look at it. This
292is the time uh, annually where we share um, uh, as an FYI to the board the assessment calendar for the year. I'll point out and it's uh, listed in the memo. I'll point out what um you would expect to see differently in here than from years past. Uh first and foremost, um this uh this calendar shows um elementary uh middle and high all just collapsed together. The first page and a third are all statewide DPI level assessments. So these are assessments that we are required uh to use uh in various ways throughout um the district. Some of them are used uh to assess uh language proficiency growth for our ML students. Um of course the forward the ACT those are all included here. If you'd scroll down, please, Kinsey, a little further. When we get
293down to underneath the green bar are the district level assessments. And so, um, you saw um some hours ago uh uh a deep dive into the screeners uh that are used. And so screeners will be new on this um as we're using them fourth grade through 10th grade. Uh like I said, you got a a profile of those and what and what they're all about. Um the other thing that I'll mention here is that we've identified uh Panorama um universal seal survey um as one of our district-wide it's it's not an assessment, it's a survey. That's why the heading of the document is is assessments and surveys. Um that is the one where we gather longitudinal information about our students uh sense of belonging and well-being in our schools. Um down below uh in the
294footnote are some other assessments that are in use um uh the board has approved uh language um bilingualism and uh biiteracy uh as being such importance that we have a five-year goal around it. And so we do use the Apple assessment not only as a measurement of um growth in uh bilingualism by literacy we also use that um as the validator for the seal of biiteracy which is really the the the capstone experience for that. So those are mentioned there and as well I pointed out the things that are new and different. Several things have come off um mathematics uh uh district interim assessments for older students uh that was mentioned at the table here earlier. Um we're now using the star screener for that. Any questions? >> Thank you. Are we are we done?
295Okay. No, David. Okay. Okay. Okay, we're going to move on to um operations 5A referendum updates. Are we all good still? Okay. All right, I'll I'll jump right in. I um I'll kind of go quickly through this um from a high level. There's not um I would say anything um at risk with the projects or anything of note. Um progress for all the projects is on schedule. Um I will say from a um financial standpoint um I don't think I've been a part of three simultaneous projects that um have had so few change orders from award to construction. Um next to nothing um that hasn't been um that has been um not owner uh requested. Um, so financially and schedule-wise overall health of the 24 referendum projects um has been has been phenomenal. Um, so
296I'll just kind of breeze through here and then leave for questions at the end regarding the the current active 24 referendum projects. Um, as this team knows, uh, Washington Middle School has completed, we have, um, received closeout documents to, uh, close that project financially as well. Uh the first one on here is Star Elementary. Um that's uh what we're seeing is footing is coming to an end. Um and the phasing of the building from I hope I'm I should know this by heart by now, but from east to west, I believe. Um sorry, west to east. I was wrong. Um you'll see that structure coming out of the grounds. Um and within that um the western part of that we actually now have um mechanicals going inside of that building. We have roof going on
297that building. Um and you'll see that again progress um in phases from from west to east. Um so upcoming here um as you can see and I'm looking at my screen which is Dodie um um structural steel ongoing um the roofing starting as I noted um and those MEPs going inside the building. As you can see in the pictures here you can see some duct work and some plumbing um inside the building. Um some more shots from the inside. You see some duct work in the center there. Um HVAC going up. um and roofing going up on the upper left corner. Um so in closing that building for winter, um as you can see that that's really going to help our schedule. Um and if we keep a mild fall winter here, um just lower
298cost for heating and things like that throughout the winter. Few more shots. Um but you can see the structural steel more towards that east end is still being erected. And then quickly, Dodie um Dodie site you might notice um there's a little bit of a lull in the construction. Um that was planned with our pre-cast walls just being a little further out. Um we've tried to accelerate the pre-cast walls of the gymnasium. Um unfortunately the rest of that construction hinges on that. Um, Nexus has been able to push some more um, interior work as far as underground plumbing and things that we would typically wait for walls to be up. Um, so from an overall construction standpoint, again, not a concern with the schedule. They just had to adjust kind of when some things are
299going on. Um, and this one might be subject uh, which it was always planned for a little more winter condition work. Um, and just some more shots of the footings and things prepared for when those pre-cast walls come in. Then they can start to erect steel um and get that building enclosed. Uh, site work has been um taken about as far as it can go and as you can see getting the grass to make sure we don't get any wash out from the site, things like that. And then Chapel is in in as far as phasing with these projects is the last to start. um they will quickly catch up to Dodie. As you can see here, um site work and footings have been poured. Um next steps, you'll start start to see that pre-cast
300and and structural steel um through the fall and winter. Um start coming out of the ground. Um that playground is also um I haven't stopped out yet this week. Um but their playground um will be opening up this month um with their their full turf and equipment. Um, this hasn't changed from the last time we met. Progress, uh, Bulmont is bidding in November. Um, so we should see, um, dollars, that dollar amount change, um, as we award Bulmont. Um, NEW is also going to be uh, bidding uh, this winter. Um, so we'll see that jump there. Um, and then Lincoln is scheduled to bid um, early spring. And then as I noted um we have not seen a significant um significant amount of change orders. Um I think it's uh to be seen with our
301bid process with uh NEW, Bulmont and Lincoln uh with inflation and tariffs. Um if we have much impact um but that has not impacted in fact we've we've seen uh very favorable uh bidding to date. So with that, that's um just a few notes here. Um for the sites, uh Nexus did another interview with a student at at Chapel. Um and then just some updates as I noted, Lincoln design ongoing. Bulmont nearly done um with design. Um and then just some other high level updates. So with that, any questions on the 24 referendum? >> Good. Thank you very much. >> Okay, you can ask. >> All right, we're going to go on to 5B, the 2526 proposed budget. Welcome, Miss Ro. Uh as we enter into the 2526 uh school year, our district is no
302different than many other districts throughout the state where we are facing uh budgets that we've never seen before and we can really link it back to the inadequate funding for public education. This is unprecedented what we're about to present to you. Uh, and Angie has all the details to share and we're prepared to respond to any questions you have. Thanks, Vicki. Good evening, everybody. Um, I am going to go through some highlights of the 2526 annual budget. Um, as as every year, this is one out of two meetings in October where I come before the board. Tonight, we discuss um the the reality of what our budget situation looks like. um important date is October 15th which is on Wednesday. That date we will receive our certified uh equalized aid numbers. We will also receive
303our private school voucher numbers. Both of those uh can impact the mill rate. I don't um as far as estimating goes, right? We'll we'll kind of talk about what the numbers are, what their estimates are, but I don't foresee a drastic change in the mill rate. Um hopefully uh but I'll come back in Octo uh October 27th in front of the board. We'll go through the revisions. We'll talk about how that changed the mill rate if it did at all. Um and then the board will adopt and vote on the budget. Um and then we'll also adopt and vote the levy certification on the 27th. Touchy okay I always have so much luck with these and this is a new one so good luck um well that'll get through our slides pretty fast if I
304keep fast forwarding right so the purpose of the meeting uh this is the law right we have to we have to discuss the budget uh board has to adopt it but I think it's really important to note that we are talking about um tonight our discussion surrounds our general operating budget or funding 10. So that is what what we're talking about our fund. It's funded by state aid, property taxes, federal funds via grants, and then also includes that $16.5 million operational referendum that will be falling off in a couple of years. So um here here's one of the slides. So um we are projecting uh as Vicki had had kind of insinuated that we're projecting this year um a projected deficit of $3.6 million. um within fund 10. Uh and it's really I think it's
305really important to kind of run through I know that we've heard about what the state budget is, but we really need to look at how that impacted Green Bay to come to how we got to a $3.6 million deficit this year. Um so as a result of Governor Ivers, if you recall, um he had that oneline veto power, right, for that $325 per pupil increase in the revenue limit. So that has been extended for the foreseeable future. So what that means for Green Bay is we are up to 11,650 per pupil on the revenue limit which equates to about $3 million in additional revenue in fund 10. It's very important to note that after these next two years of that $325 that it's the 18th consecutive year that state caps have trailed behind inflation. So,
306as our costs increase as a district, wages, benefits, right, construction costs, supplies, transportation, um we're facing those increases yet we are not receiving the funds from the state um to reflect inflationary uh pressures that that we feel every day within the district. Um, another thing that had happened also pretty unprecedented is with that increase in the per pupil, that 325 per pupil revenue limit adjustment, the the state legislature did not put any more aid or did not provide any general aids to offset that increase. So, we we've talked about that in the past, but really what that means is that shifted that cost or that increase in levy to the taxpayers because no additional money was put in to offset that increase. Um, as far as as far as the district goes, we did see
307a reduction in state aid overall um in the amount of $3.3 million this year. Um, another thing that was provided through the state budget was that increase in special education reimbursement rate to 42% and 45%. Very important to note that because this budget for special education reimbursement is fixed, that means that as all school districts increase in costs in special education, that just leaves a little bit less for everyone. So, we are anticipating that that 42% that we it will fall short. We are we are anticipating we're going to receive about 3.1 million in revenue in fund 27. However, that's about 39%. Um, some say I'm being optimistic. Um, which is very unusual, but we're we're we're assuming that 39%. high-cost special education funding. Um, an increase of approximately $200,000 is what we have set
308aside in uh in fund 27. Um, keeping in mind that the fund 27 budget is about $60 million this year. Um, one thing that kind of slipped through, I'm not going to say slipped through the cracks, but that wasn't very vocal or what we didn't hear about was the increase in those per pupil amounts that we are paying for open enrollment kids, private vouchers, and independent charter schools. I have a chart on the next slide that we can kind of look at what that looked like. But for for Green Bay, um we had a $640 per student increase for the private school vouchers and for independent charter schools, which equates to about a million dollar increase in expense within fund. And then in addition for the open enrolled students in and out, um we will
309receive an increase of 1,140 for those students as well. I think it's really important to note here that our net open enrollment out and in decreased by 73. However, because of that large increase in the amount that we're paying per student, we're seeing an increase of $2.2 million net increase in expenditures. So, if you do the math right, we receive three. Yeah, don't do the math, James. Um, so this is right, this is uh really a picture as to why we are where we are currently. So here's that chart. This just kind of shows payment increases for vouchers. Um ICS is independent charter schools which is our kids um our district kids that go to New Leaf up in Howard Swamico and then the open enrollment numbers. So as you can see green base students
310is down on the bottom. So that base is what um you know that 11,325 but we're adding that 742 per pupil categorical aid which is outside of the revenue limit because technically right that is that's money that we are getting for all of our kids. Um but as you can see across those two years for the next state budget the difference of how how much was increased for all of those different categories listed on the left in comparison to what public schools received. um we are by far the lowest. So, private school vouchers. So, we are anticipating um or I'm estimating that we're going to increase about a million dollars in private school vouchers. So, um total that $13.7 million will be levied uh within our revenue limit um for for 2526. And again, we'll
311get those numbers on on Wednesday. So, the revenue limit formula. This this probably looks familiar. I think it's really important. This is how public schools are funded. Uh 85% of our revenues is coming from uh state aid and from property taxes. So, basically what you're seeing here is anything like any increase in equalized aid that offsets our property tax. So, when I talked about that $3.3 million decrease in aid, that naturally increases property taxes because that's an inverse relationship for for the revenue limit formula. So, um to just to keep in mind and reiterating the fact revenue limit authority that is driven by the number of students that we have in Green Bay. So, that is the the that three-year rolling average. So, as our um enrollment declines, which we'll cover in the next slide,
312but as our enrollment declines, we are receiving less revenue every single year because of how how we're funded in the state of Wisconsin. So, September membership count. So, this is showing um you know, as we have talked about, we are declining in enrollment. That is no surprise. Um we decreased about 386 FTE. Um, if you recall, FTE is different than headcount. So, this is the this is the formula that we use for the revenue limit. So, we did decrease by 386 FTE. And again, why is that important? It's important because our revenue is decreasing every single year because that's how we're funded. This is not a Green Bay issue. Um, this is a nationwide issue, right? Birth rates are declining. So, um, here's here's the result of that. So our mill rate history. So this
313is just showing us where our mill rate is. We'll talk a little bit about um how we got here, but important is is that the reason why the drop is because our equalized value increased again um at at a very high percentage. So on average equalized values across the district increased by 8.77% this year. If you recall last year, 7.99%. So what that means for taxpayers is that their property value, right, your fair market value is going up and that is going to affect how much you know how much you're going to take on for um for that levy. So this is a a chart that shows that equalized value from last year to to this year to 2526 that year-over-year change. Um but overall on average 8.77% is is that increase in fair market
314value. The total school tax levy because of the reasons that we'll go through has also increased by 5%. Um so we are going from about 109 million to 114 million. So that 5% change is a 5% increase in our overall levy. Here's the reason for that increase. We've touched on it a little bit before, but that 325 per pupil increase that all districts were allowed to levy for did not have an offset of that general aid. So that fell on that fell on the community, it fell on the taxpayers. The 3.3 million in reduction in state aid that I that I touched on before, that again is an inverse relationship. So as we decrease or as we lose that state aid funding, the levy goes up. and then the $1 million increase or estimated increase
315in private school vouchers that will also get added to our levy. So that is why overall we're seeing an increase in our in our levy this year. So this is just a budget summary of fund 10 revenues. Again, um you know, we've declined in revenues. So we're at about 309.3 million in revenues. Um that big piece, right? That big green piece, that's our equalized aid. Like I had talked about before, equalized aid and then the tax levy. That is about 85% of of our funding that we receive. All of the other little um pieces of the pie, uh federal dollars, grants, things of of that nature. And then our fund 10 expenditures, it also should come as no surprise, salaries and benefits um are are a big portion about 77% that also includes when I
316say 77% that also includes fund 27 which is a majority of excuse me majority of fund 27 is as um benefits and wages our staff. Um, one thing to note here, so that operating transfer, that yellow piece of the pie, that is our $32.4 million transfer to special education. So although we received, you know, approximately 3 million, 3.1 million in fund 27 from that reimbursement increase, um, that increased rate in reimburseable expenditures, we are still transferring um over $32 million to cover uh, fund 27. Basically, what it means is already in fund 10, right? We're we're receiving less. We're not receiving the inflationary increases that are needed. We're transferring that money over to special ed. So, we just are are really fewer and fewer resources to serve our students, all students, including those with with
317disabilities, unfortunately. Um contracted services include. So, that's a pretty that green um piece of the pie about 19%. But what's important is what's included in there. So open enrollment is in there at $22.9 million. Our transportation cost is in there almost 7 million and then our vouchers are also in there at 13.7. So um not to be confused of what contracted services is because there's a lot that's included in that category um when it comes to reporting for school expenditures. >> Can Lyn ask a question? >> Oh sure. Sorry Lyn. Yes to that slide. Um yes I'm testing you Angie. I know you can do the numbers, but can you do the projector? Okay. Anyway, I wanted to know, okay, um, open enrollment 22.9 million. Does that mean we are paying other districts for students
318to enroll out of our district? >> Yes. So, the open enrollment number are in or resident students that are open enrolling out to other districts. We get to count those kids when it comes to revenue limit purposes. Um, so we get the 11,650 for those kids and then we're paying out the 10,100 or whatever whatever that is over the next couple years for those open enrolled kids out. Does that answer your question? Okay. So, budget summary, just all the other funds, we don't talk about them. Um, not that they're not important, it's just we focus on our our general our general fund, but overall total expenditures is about $567 million. So, what's next? We've been talking about the structural deficit. I feel like every time I come to the table, I wish I could give
319you better news. Um, and right, I always fail. So, it's my goal by the time I retire from this district that there will be good news. Um so the $16.5 million operational referendum ends after the 2627. So we have two more years of that. Um because the state budget didn't uh pull through as to you know we we didn't get as much or um we didn't get as much as we needed. So um the state budget didn't address our needs as a public education right at public school. So our ask will be more than that $16.5 million um you know more than we had hoped for uh in November of 26. So we will start planning we'll be talking with the board on on what that looks like next steps. Um but strategies to close
320the gap for next year include right we've got um consolidation of three schools. We're continuing to rightsize staff to align with declining enrollment program evaluation um and all of the other things. So that's kind of what's next. So, we'll be coming back to you after we kind of um look at the numbers after they're finalized in October and we'll talk about next steps uh for November of 26. Any questions? >> Questions tonight. >> So, we didn't get funded properly from the state. What ha has happened with federal income? What have we lost from that if anything? So, we are still waiting on the results of federal income and what that's all going to look like. There are some right we've talked about a little bit about some of the title grants are going to be
321um you know combined and then you know shifted to the state but we don't know the we don't know what that looks like. But for 2526 um you know we know that we're getting what we're getting. what's in the budget is what we're getting and then we'll just monitor and and you know and and see what it all all of it unravels but right now we don't we don't know much other question so I don't make political statements from the table um that's just not been something I've done and I'm not going to do it tonight I just want to say something that's factual and important so in the face of um insufficient funing where $325 not being offset by state aid. Um increased voucher expenditures, increased open enrollment expenditures. Um budgeting is still just
322a set of choices, right? And it's a set of priorities. Um and it has to be known that in the face of all of that, we decided not to balance the budget on the backs of teachers, right? We made some very specific um moves to make sure that cost of living increases steps and everything remained intact because we recognize that that is important. Um and in my day job I would have never voted for this budget. we don't start a year in deficit spend and we may have to go into reserves and we have about a year to figure this out because we we we need to make sure that when we start asking for operational referendums we understand this better. Um, so I just that has to be said that we made choices to
323make sure that we supported our teaching staff and those professionals that we care for that care for our kids and it complicates decisions and that we make when it comes to other important things like security measures, right? And we may not be able to put optimal, you know, solutions in place because of that, right? So, it just has to be said. Um, I I appreciate seeing um that we're not trying to scramble for 3.6 more million dollars in cuts. I think that would be however you would do it would be devastating to to kids and to staff. Um, you know, we have we've been running a fund balance that is um not something you should be going to all the time, but it's definitely we're running higher than minimum recommended and we have a very
324high uh credit rating. So, I think this was a very good um very good time to use use a little bit of that and then figure out for next year um figure out for next year help guide us to what we want to do in a um for the next operational. >> Any other questions or right thank you and not really Good job. >> Yeah, good job. Okay, we're going to move on to 5C, the security uh school security drill review. I think Kale's going to come and present that. Oh, >> No presentation. Yeah, this is our annual requirement for office of school safety submission of the drills recorded >> um and notification to the board of those drills, >> right? And I I appreciate that. I apologize. Um and if you have questions, it
325can't be detailed questions. We can't shouldn't say anything about what you see on the on the reviews. Any any comment discussion? just want to say that I read it and um I appreciate that um all of the schools did what they were asked to do and those that had little things that had little issues or problems, they all stated a plan for how they're going to solve the problem. So, it was very encouraging >> and obviously Chris's knowledge of um the requirements for that submission helps guide those schools. So, that's really important um to have someone that knowledgeable of that process. Um I've had to do it in a past life, so I I understand that, too. So, I appreciate uh Chris and the the school's efforts. >> All right, we're going to move on
326to 5D job description update, Kale. Um, so this job description is bringing back um a safety and security coordinator um an updated um position when Chris Coller's position was transferred to a manager um position. Um, I think tonight, uh, the board spoke about a few things, um, and I had some notes, um, just to help understand what this job description has been revised to. Um, and, um, I guess the first note I'll say is safety security has has expanded scope um, when this job description was first created. Um we can talk from technology from strategics to our cameras to our badging um radios IDs all that that scope has expanded. It's also expanded into not only just the security aspects of that um but you know kind of alignment with our thriving workforce as far
327as um investigations, claims, things like that. Um which is also encompassing of um our current safety and security manager. Um, on top of that, um, with safety, as we look at, um, CPR, training, AEDs, I can go on and on about that scope expanding over the years, that has all been updated in this job description. Um, also from a facility standpoint, as we look at building code, um, asbestous, things like that, um, again, safety and security. So, that continues to grow and that's what we've incorporated in this job description. And then um I think the other reason again obviously expanding this um as we look for some redundancy in our safety and security a district of our size um as we look at comparable districts as we look at the scope that has expanded um
328having redundancy and expertise in these areas is very important. having qualified individuals that understand the requirements as us as a school district what we have to do and then also just requirements that all businesses um and work forces as large as as ours has to follow. Um so some redundancy there in our our safety security specific position um is another reason for this job description change. And then uh the last one would be um you know the board mentioned today being proactive and not reactive. As we stretch the scope of this um and we put that on the shoulders, there's a lot of people involved in this um but that expertise of a safety security coordinator and manager are very important. Um and when you start to spread that scope too thin um that's when
329we get a little more reactive. Um, I think a great example of of door checks, things like that, managing those types of things um becomes um within these job descriptions very important um and not letting those things kind of slip through the cracks. So there's a few reasons here for this. Um and you'll see a lot of um again redundancy with this position and the manager, but um again a district of four high schools and our size um I think um the need for this this change uh is important. >> Thank you, Cal. Questions? None. I would just say that I agree with you. It's actually um astonishing that you know we have one resource that leads that function and you know vacations become a problem right um so I I appreciate the job description
330um and the direction okay so um that is the last agenda item on this very short meeting um this evening um so uh I would entertain a motion to adjourn Sorry, I'm sorry. Um, Lyn, will you please read the motion to adjourn? I move that the board rec that the board convene into close session pursuant to Wisconsin statute 19.85 85 section 1 A and F considering financial, medical, social or personal histories or disciplinary data of specific persons preliminary consideration of specific personnel problems or the investigation of charges against specific persons except for 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
331holding expulsion hearings under Wisconsin statute 120.13 section 1 C and E3 >> second >> Kinsey >> Becker >> I >> Larley >> I >> Gerlock >> I >> Minnow I >> Canel I >> Meister Hi. >> We are journed in close session. >> You have been watching the Green Bay Area Public School District's Board of Education meeting. Please visit the school district's website, www.gbaps.org, for more information on the district and future meeting dates. If you cannot fully access the information on this video, please let us know the accessibility issue you are having by calling 920-4482025 or by email at communications gbaps.org. We will try to provide the information to you in an alternative format and or make the necessary improvements to make the information accessible. [Music]