GBAPSD Board of Education Special Meeting & Work Session: April 14, 2025

001[Music] Heat. [Music] Heat. All [Music] right. Good evening everybody. Um, welcome to our special board meeting for April 14th, 2025. Tonight our our we're going to have a special board meeting. We we'll be taking some votes and then we're going to move into our work session and then that's followed by a close session. So that's sort of the progression of our evening. Um, for those of you who I don't know want to stick out till the better end, uh, it could be late. Um, anyway, we're going to start with roll call. Kinsey Pecker here. McCoy here. Liarly here. Mills here. Gerlock here. Crossson here. Lee, he will be joining us shortly. Okay. Um, next we're going to u move on to action items and um um go ahead Brian. I move that the employment of

002staff as presented be approved. Second. All right. Any any questions or discussion? Okay. Kindy. Online voting is now open. All votes have been entered and the motion is carried with all board members voting in favor. Okay. Next. I move that the transfer of staff as presented be approved. Second. Any questions? Any discussion? Brian. So, um, one of these is my daughter's former kindergarten teachers, both my daughters. um Melissa Messenger coming up as an associate principal at Aldo. So during public comments, I just want to share some things that I heard that the public reached out to me. Um I am excited for Melissa to continue at Aldo with this job. She loves the kids at Aldo and we're proud of her. That's from a student. A fourth grade student said she really knows how to

003work well with kids. Sixth grade student said she spends time with me when I need someone to talk to. She's helped me become a stronger person. Great to take breaks with. This is from a second grader. Um, she's great to take breaks with. Lots of toys, which I think is amazing. So, that's a great one to hear. This is one of the TOSA positions that we've moved into and assuming that passes. And I can't be more proud of her. So, very nice. Yes, she is. Yes, she is. Just raise your hand. Okay. What's that? I know. I know. Um Melissa was at Aldo when my girls were there. That was a long time ago. Yeah. She was very young and u my girls went were there K through eight and um I remember you too.

004So anyway, uh we have to take a vote. All right, Kinsey. Online voting is now open. All votes have been entered and the motion is carried with all board members voting in favor. All right. Go ahead. No. I move that the resignation of staff as presented be approved. Second questions or discussion. Ky online voting is now open. All votes have been entered and the motion is carried with all board members voting in favor. Okay. Moving on to Katherine Johnson Academy. Sure. Um I'd actually like to make a motion that we readjust the action items to vote on items E and F prior to D. Okay, I would second that. All in favor? I opposed. Okay. All right. Moving on to E. Y. All right. We're going to talk about general contractor awards for Southwest High

005School renovation. Can someone Well, let's have someone read the motion first. I move that I general contractors be awarded the bid for the general contractor renovations project at Southwest High School in the amount of $673,000 as presented be approved. Second. All right. Questions for Kale? discussion. For those who are listening, can you uh just give us a brief synopsis of what this will be for? Um, this was an outstanding project from the 2022 referendum. Um mainly uh Southwest High School gym renovations, athletic floor, um bleachers, AV equipment. Um that's pretty much encompasses that project. All right. Thank you. Any any questions or discussion? All right, Kenzie. Online voting is now open. all votes been entered and the motion is carried with all board members voting in favor. Okay, Brian. I move that EI general contractors

006be awarded the bid for the general contract renovations project at Franklin Middle School in the amount of $739,000 as presented be approved. Second. Any questions for Kale? Any discussion? Can you just do a same kind of a little for people watching uh a similar uh gymnasium renovation um not a full floor replacement in the gymnasium but a refresh. Um this also includes HVAC and AV equipment in the auditorium as well. Okay, thank you. Anybody else? Kinsey, online voting is now open. All votes have been entered and the motion is carried with all board members voting in favor. Thank you. We're going to go back now to D status of Katherine Johnson Academy and um David Johnson is going to join us at the table. Okay. I move that K Academy close as a school beginning

007with the 2026 2027 school year while using the 2025 2026 school year to reim reimagine the school as a virtual program serving students across the district. KJ programming would commence in the fall of 2026 offering a full-time option to any students enrolled at the end of 202526 school year in KJ Academy. Second. Okay. Um, David, did you want to did you have any kind of anything prepared to share? I do. Thank you. Good evening, board. Good evening, student leadership. Appreciate the opportunity to be with you this evening. Um, we come back to the conversation around KJ Academy and I just want to point out to the board some additions uh that um were provided to you based on your requests at the last board meeting. Included in the board memo that is available to you.

008Um there's some additional staff to student ratios included in the table and probably more of a direct response to your questions. Uh there's a table toward the end that provides um observations around KJ as a school in its current state uh and some similarities and differences should KJ operate more expansively as a program across our district. Everything that's included programmatically is in the language of could or would. um because the journey from KJ as a school right now into KJ as a more expansive program would come about uh because the team that has built their identity around KJ Academy would be significant leaders in this process. And so you don't see anything too definitive in that programmatic column other than just some examples of what it could look like. The motion speaks to a year

009where we would be much more definitive about what that would be. Um, but I'm not certainly in a place to be the only one to speak to what those programmatic changes would be. That would be the work of the team. Thanks. So, our proposal is to close KJ Academy as a school beginning with the 2627 school year while using the 2526 school year to reimagine the school as a virtual program serving students across the district. KJ programming would commence in the fall of 2026, offering a full-time option to any students enrolled at the end of the 2526 school year in KJ Academy. And our request tonight is that the board have conversation and approve the proposal presented. Okay. Thank you, Lynn. I will support this. Um, I believe that Katherryn Johnson Academy or whatever it's

010going to be called, Katherine Johnson something, will be able to serve hundreds more students. Um, we started this, you started it. I wasn't part of it and a at a time of um a tremendous need and emergency and it's it took it took care of what it needed to take care of then, but there's so much potential there. um a much larger program can be adapted to the needs of many individual students. I think that that the staff and and you folks have seen over these last few years that what was started for was for my understanding was for children who were going to have trouble moving back into face-to-face classrooms after COVID and now we see so many other options for students. Um, we see, you know, a student out of the country with

011his family for a few months going to school every day. And as we've talked about, we see children in hospital beds going to school with their class every day. Um, I think that uh its identity is going to become better known. Uh, we've heard a lot about people don't know about it, parents don't know about it, teachers don't know about it. It's it's not going to be a mystery anymore once we make this districtwide. Um notice that in the proposal students can attend from homeschool can so they can balance in and virtual. So a child who's now 100% homeschooled might be able to do a little transition and do part of um face-to-face school on campus. Students are going to have an opportunity to try to be in a face-to-face setting as much as possible.

012My understanding from this proposal is that there will be a lot more flexibility. It won't be either virtual school or in-person school. It can be a combination. So, as David explained when um we had a meeting with the staff at KJA a few weeks ago, um there could be a place in the school library where a child goes for one or two hours to do virtual school and then goes back to his or her classroom to do regular school. Um, I think another thing, another advantage is that students are going to be um more ready to try transitioning out of virtual education because they'll have the opportunity every day to be with other students instead of only being at home looking at a screen. Now, I know that I think we all got an email

013today from an educator who was concerned about this. He had some important um questions. um he felt that the program might become completely or almost completely asynchronous and right now it's almost all teacher and student in synchronicity most of the time and some of us have visited and we've seen that. Um and he's worried that it's going to become an asynchronous school where you just put kids to work on the computer and say I'll see you on Friday and that's a valid concern. He also is concerned that um right now KJA staff are just KJA staff and the long-term plan, David, correct me if I'm wrong, is that you might be teaching face-to-face part of the day and online part of the day. There might be some full-time virtual teachers, but there might be some

014part-time virtual teachers as it grows and expands. And so I did have an opportunity to call that teacher because I had met with him before about um you know asking what was his ideas for how we could make it better. He wasn't able to join us tonight. He had a a conflict. But um my my impression from him is that he has faith that we can make this happen and that um he's not he's not saying any longer we must vote don't know. So I will support it. Um I think it has tremendous potential. I think this could be a model for the nation someday. Uh, you know, this is not just a school where kids sign up and somebody out there in a lab made a made a video. Um, and and also David

015pointed out in his proposal for us that um once these teachers are all part of the district, they're going to have all that district support. And part of that can be technology. Do you have any idea how much time those KJA teachers spend making their own videos? they make the videos for the students and they will have support for that. So I know change is hard for some people. For some of us who have lived a life of change, change is just opportunity. But if we can just be open to the possibilities, there's huge potential here. So I hope you'll support it. Andrew, that's really it's it's very nice when um for th for those of us who are privileged and fortunate enough for for change to be something we can adapt to really well.

016That's that's a good position to be in. And many people are and some are not. There is nothing here. There is nothing here that requires uh KJ to be dismantled and destroyed as a school to be able to do these things. And I will go point by point. You do not you do not need to be uh you do not need to demolish it, destroy it as a school to serve hundreds more students. I don't know how I could be more clear about this. We have we have students right now today go to a school and take classes at another school. Like that's that is already a thing. We are already able to do it. Um the increasing the balance uh changing the balance of inperson and virtual to try to push more people into

017face to face. 99% of our district goes uh face to face uh for all or almost almost all the day. That's expected. We are big enough that we can take care of the 1% of people who don't. Um we all got we all got the emails with some very um very moving stories about special circumstances and special reasons how this how this school is the only this this school is the only thing keeping kids connected. Where where are they going to go? Are they going to are they going to trust the word reimagine with with all with a whole bunch of we're going to hear some things we might look at over the next next year or are we just going to lose them? Are they just going to disengage? Are they going to go

018to a different place that isn't Green Bay that has um that has online programs? Um, we are actually we are actually closer to someone in a lab somewhere making a video under what's in this memo than we are uh than we are now. Um, in this memo we have um this vague um maybe some of it will be asynchronous and maybe some of it will be synchronous. I can read where the money is on that and uh it's a it's a lot cheaper if it's just all becomes or mostly becomes asynchronous and you and you meet with your teacher on Friday or Tuesday and Friday. I am certainly not saying that we have to have classes run in the normal way with uh one teacher having three kids because that's how many are in a

019in a grade. And I know there have been adjustments for low low staffing ratios. At the same time, not not every school, not every program has the same cost per student. Now, it it never never has and it and it never will. This is a bit more expensive of a way to do things. and large buildings with more um more shared components are less expensive. That's why it's averages out over over a big district. the to say that the you know I mean yes it's it's correct to say I'm a student at KJ Academy or I teach at KJ Academy is a sense of belonging that would then change from I am a school a student at blank school and take KJ Academy classes um yeah that's that's exactly what we're doing and it is

020crushing to those for whom this is this is important if there there was anything in here that required you to destroy the school to allow it to happen, I think we would be in a we would be in a different spot. But we do all these we do we are able to do all these things already. There are great things proposed by the administration. I just do not see and cannot support this rush to to remove it as a school. Um there's just you can do some staffing changes. The staffing model can look different. But if you don't under if you don't understand the people who desperately are looking to retain the one for some of them the one place that they have found a home here to say, "Well, nope. Now you're going to

021go because your house is there. Yeah, you'll be online all day. You'll have some same some of the same teachers." Why why do we have to do that to people? There's there is nothing that we can't do by having KJ as a school that also has uh that also would be responsible for this expanding programming. Um, and if the if the issue is the cost of the principal and um and a c and a custodian for the physical location and the um the school secretary, don't think for a minute that it's not going to be at least that much administrative cost for this vastly expanded online program. You will need you will need an administrator regardless of what their title is. You will still need an administrator over an online program that serves what will

022apparently be far more students than than KJ. um to if if someone has a reason that you can tell me for why we must close the school to do the program things, then tell me because I haven't I haven't heard it yet or I've had an answer to every one of them so far. I appreciate what you said this, Andrew. Um, I think expanding the programming expands the number of students that are able to be in it. And I appreciate the fact, especially looking at expanding the programming to possibly include high schoolers at some point is something that I have been after. And I think I assume some other board members have been looking at that as well of providing more opportunities for more of our students in there. I I completely understand what you're

023saying with the possibility of losing that identity, but I think it actually expands it and will give more credibility to it. I think this it's not a perfect plan, but it gives us the options. And I think one of the strengths of this district is how many different options we provide to the students. I fully understand what you're saying with with the parts of it of the students having to change that options, but I think this blends in well with what we're doing. I'm gonna You don't understand what I'm saying because You don't you don't you don't understand what I'm saying because Andrew, the next person to speak is James. Go ahead, James. I have a question for um Mr. John's. Um to Andrew's point, um when I read under scope of programming, all DPI

024required subjects must be taught to all enrolled students based on grade level. The question I have is as the definition of a school, does the school have to offer those or can as Andrew said a student opt to take those electives as part of another school. So it when I came to this, this is where I think I created a different opinion than Andrew and that that statement made me believe that to define a school meant that school had to provide a basic set of offerings which KJ right now does not offer if we were to try to expand into the middle and the high school levels which would be an increase in expense because they would be duplicative of the uh courses that would be offered at different schools that is really foundational to

025my opinion and so I'd really like an answer to that question. Yeah, thank you. Um, calling it a school and uh, embodying it as a school requires that it offers all of the comprehensive offerings that would be present in any other school. That doesn't mean a student couldn't be enrolled in parts A, B, C, and D at Katherine Johnson and ENF in another school. they would they would have a dual school enrollment in that case but the as a school it would have to offer everything and as the school grew into its middle school years that require to offer list gets a lot bigger and obviously as we talk about high school and what we want available to our students um I don't think anyone has a mind of calling KJ a high school because

026that of course gets gets huge but currently as it is right now calling it a K8 school requires us to offer for the full comprehensive uh schedule of programming. Oh, I'm sorry then. And then Andrew. Okay. This this whole conversation about whether or not to close this school was was part of the larger context of cost savings. So, and then it veered off to now talking about the value proposition of KJ Academy. So, if if we do if we do what it is that that we're voting on, if we vote in the affirmative to this proposal, my question is where where are the cost savings with this as compared to closing it? It's it's and I'm I don't know that I see that in here. um or did we stop talking about KJ Academy as

027a cost-savings initiative and now we're talking about cost effectiveness of the school which is a different subject. So this is where my confusion is in in in voting on this at this point in time. This started as one of a list of things that we were going to do to close the the the budget deficit. So if we're not going to do that then then the question the other question is where will we now look to save the dollars that we had associated and attributed to full closure or closure of KJ Academy. So the motion in front of you um still leaves KJ open as a K8 school for an additional year. So obviously there's no um short-term cost savings associated with that. Uh the the value of virtual programming and the and the cost

028of virtual programming as many on the board have said um there's a desire for expanding it into high school spaces where more students can take virtual courses either two or three here, one here, a couple in the summer. Um right now in our budget reality the opportunity to move into expanding program there is one that we have to look at our K8 virtual programming and explore options for um you know really this shift from calling it a school to becoming a program. There's no there's no dollar amount right now that I will put what is it what are we saving by moving KJ from a school to a program. calling it a program certainly uh opens it up to more participation um opportunities for uh um homeschool families to enroll, although they still could they

029I want to be clear on that homeschool families can still enroll uh in KJ for up to two courses. Um being an opportunity for our students to experience learning in a different way where maybe in person they've been struggling. That's the cost of failure. That's the cost of not passing the class the first time and then coming back for it again in person and not passing it again. And so the the strategy behind this is to create different ways for our students to experience coursework so they're successful the first time and not remediating and spending the extra cost on um extra courses. So this is this is about how we find value in virtual programming and address um other areas of interest that I don't disagree with and that is expanding it to a larger

030population so more students can participate. We certainly don't have a pool of money available to us to start simultaneously doing that high school build out while also maintaining a K8 school um based on the enrollment numbers. Just one point of clarification then. So then I take that as a yes. This comes off of the list of cost savings initiatives and then moves to a discussion of cost effectiveness. That's what we're voting on here today to to remove KJ Academy as one of the listed items that we were going to consider for cost savings. Okay. So we're all on the same sheet of music here. Okay. Then then Andrew, that was my question. Oh, okay. Andrew. So once once again, I'll go to to Brian's point. Um why why can't someone take that high school course

031that we're going to build online? Why can't that be from from KJ, but I'm taking it as a West student? What what's the difference? Vicki. Yeah. Currently KJ is only up into the eighth grade. So we would need to expand it to 12th. But by expanding it, as David had mentioned, the requirements of a school are pretty intense versus a program. Okay. So why why couldn't you why couldn't that be a that could still I still don't see why that couldn't be a class run through under the KJ umbrella without getting rid of it as a a school. You don't have to get rid I don't see why you'd have to get rid of the the K um you know the K5 or the K8 to to do this. I what I would envision it

032being is a a small school that's also a program, right? I get I get the I get the program part. I get the I get the benefits of it. And fine, it wouldn't be a KJ K12 school because we're not prepared to do K12 that way. And actually, we have we have some things we can do with Dwey, I believe, to get online or a largely online component for for 612 612. So anyways, this and and we're not and and now we're not saving any money. So James, um I'd like to ask a couple more questions and there if you don't feel comfortable answering them, that's fine. You can opt to pass. Um but as you've looked at the the KJ model um and how we run it now um do you feel like it

033is successful in converting or offering a program that homeschooled kids or parents of homeschooled kids appreciate and accommodate their um their needs. um looking at the conversion ratio and understanding how many students that were not enrolled in our um schools but are enrolled in KJ. Yeah, thank you for that question. Um the team at KJ does an excellent job capturing narratives when families move in and when they leave as well. And so um we've we've got data. Um what I what I couldn't tell you right now is the plus and minus of all the data. Um but we certainly know that uh KJ um is uh appreciated by homeschool families that sometimes start it for a couple of classes and then actually choose to enroll full-time. Um we also know the reverses too. We know

034that um homeschool families also have um a rhythm to their day that is different than the scheduled uh course meetings of KJ. And so some of the narrative of the families who leave is that you know it didn't it didn't meet our needs and they and they tried it. But what I what I don't know uh Mr. Larly is the plus or minus of how many are in one camp versus how many in are in another. Brian, uh, it been mentioned staffing. Um, and just for clarification, all these people at KJ are district employees employed by the board of education. And if this happens, when we look at it, they would be going through the same staffing process that we would have at other schools. And there's going to be a policy set for that,

035just as we do other school adjustments. That's correct. All right, go ahead, James. I apologize for coming back to it, but do you have evidence that there is a demand for this asynchronous um programming at the um high school level that um originates from students not enrolled in other comprehensive high schools within the district? I don't have the ev I don't have evidence of the demand of high school age students currently in our community that are not attending our schools. We know and the board has approved through user funding that we have committed to purchases like egeneuity and other things that have been used to kind of fill some gaps. Those are not by that's not by any means intended to be a a comprehensive GBAs high school course experience. And so as we look

036at um cost efficiencies that would come from this, it would also be to look at some of those things that we're using as a stop gap that we would no longer use because students would be experiencing our coursework. But in terms of of potentially eligible students to take high school virtual coursework, I I don't I'm not aware of that who aren't currently in our district. We certainly know what the egenuity rates are. All right. Anybody? Um, I'm gonna I'm going to move an amendment and I just emailed it to Kinsey. Um, I move that we and the the change is only in the first sentence. Um, by striking the words close as a school and replacing that with the words transition to a program. So it would be that KJ Academy transition to a program

037beginning with the 26 27 school year etc. So that's that's my motion for the amendment. Can you um can you offer some um ex second? Thank you. Can you offer some explanation for what you your purpose? Sure. I I think there's um I I think we're very early in this still to determine that the that the entirety of the school program uh the school function has to go. I think it there might be a place for it to still be there for certain grades or at least to study further. And at those at the same time, um I think this this allows for a little bit more flexibility as we see what's um see what develops. And I think there's at least the the possibility that it could meet the sense of belonging needs better

038for those who might be getting all of their um all of their school experience this way, that small number. And it also acknowledges that um it would it would transition to a program. I think it it'll it takes out the part of destroying the sense of belonging and it doesn't require um doesn't require us to get rid of certain parts that are working to get the other parts. We can maybe keep some parts and add new ones. Lynn and then James. Uh I think I can support that. So basically we're just going it's going to say uh transition KJ Academy to a program beginning with the 202627 school year. Correct? Y while using the 2025 26 school year to reimagine the school as a virtual program serving students across the district. KJ programming would commence

039in the fall of 2026 offering a full-time option to any student enrolled at the end of the 202526 school year in KJ Academy. That's the entirety of it. I I guess I could support that, James. I'd like to offer a friendly to include the word expanded in front of program. Uh, sure. To an expanded program. An expanded program. Okay. Do we have to All right. Go ahead, Brian. Do you see any I don't want to say negative impact on that. Does that still allow the flexibility for leadership to look into it with the intent of the board on that? I think it states what we were intending to do and I appreciate the language of transition. Thank you. Does anyone else want to speak to Andrew's amendment? All right, then we'll go ahead and vote

040on the amendment. Whichever way works best for you. Gerlock. Hi, Backer. I Larley. Hi McCoy. I Mills. I Lee. I Crossen. I. Okay, the amendment passes. And now we're going to vote on the motion as amended. Are we ready for that? Okay, Kinsey. at the end. I'm sorry. Okay. All right. Online voting is now open. All votes have been entered and the motion is carried. The results of the individual board member votes are as follows. Becker, no. McCoy, yes. Liarly, yes. Mills, yes. Gerlock, yes. Crossen, yes. Lee, yes. The motion carries six to one. Okay. All right. That concludes our special board meeting. I would entertain a motion to adjurnn. Second. All in favor? I opposed. Okay, we're going to go immediately into our next meeting. Thank you, David. Um, all right. I'd like to

041welcome you all then to our um board of education work session for April 14th um 2025. [Music] And let me get into the right meeting here. We're going to start with the roll call. Lee here. Crossen here. Gerlock here. Mills here. Larly here. McCoy here. Becker here. Okay, thank you. Um, the next item on our agenda is the open forum. Is there anyone who wanted to speak? Okay. Then we're going to move on to um to recognition. Um I'm going to read from my notes. I'm sorry. I I I can't do this off the top of my head and it's a fairly emotional thing, so I wrote it down. Um, so this is the hard part of being an elected official. You serve at the pleasure of the voters. Every April election, we get a

042reminder of this. Also, let's be real, it's not really um easy to serve on school boards these days. Tonight, we are saying goodbye to two dedicated school board members and two dedicated public servants. First, I want to take a moment to give a heartfelt thank you to Brian Mills for his work on the school board over the past three years. Brian, your dedication to our your determined belief that every child should have access to a quality education really shines through. And it's so clear how much you genuinely care about making a positive impact. We've seen how you've advocated for our students and staff and that really resonated during your time on the board. Your contributions will leave a lasting mark on our schools. We are very grateful for your service. So, in honor of your

043last meeting, I had AI because I have no talent for poetry. Um, I had AI um make you a high coup. Brian has I trusted AI. Okay. Um, Brian has often blessed us with haikus over the years. Um, he's the only person I know who can do that. I'm sure there's other people, but but he has brought that. So, this is what AI came up with. In meetings we sit, budget talks and dad jokes fly. Laughter saves the day. And now um others can speak or Brian I will leave it up to anybody else. Okay, go ahead. I know how to work the mic now, so I'm very happy after three years of figuring out to press the button. Um, I didn't wear my East sweatshirt because I love this district and my kids go

044there. I wore it so when my face turned bright red about reading a a ha coup, it would match well. Um, I have thoroughly enjoyed being on this board and through the last three years there's been times where we may not have all agreed on on certain things with the board, but I truly believe that this district advocates for public education for every kid. And throughout my career, I've worked on that. And I hope through my time on this board, I have. Public schools are what equalizes every student in this country regardless of all of the issues that are being brought up on a federal level or on a state level. Public public schools are the equalizer here. And as the fourth largest district in the state, we are the gorilla in the county. we

045largest voice in this area that can continue to advocate for that. And I just want to thank the fellow board members, the two new board members that are here that are coming up and hope that you continue to remember that that this board influences more than just the students in the Green Bay. We influence the positions within northeast Wisconsin and throughout this state. So, I hope you continue to advocate for that and I've thoroughly enjoyed being on the board. So thank you everyone. Right. There are gifts involved. We We will be taking pictures. Should we do them all at the end? Okay. All right. We're not finished. Rick, this this one's gonna be really hard, too. I also want to honor and recognize Rick for his dedicated year of service on the school board. Rick,

046you've been more than a board member. You have been a steadfast advocate for our students. I have never I seen anyone have such a strong impact in such a short period of time and I've admired your commitment to bridging gaps and fostering community involvement. Thank you for your devotion to our schools and for the positive impact you've made. You are tr we are truly grateful for your service and I hope to see you continue and I actually have no doubt that this is going to happen. Continue to be an influ in influential part of our community. Um I don't know if anyone else wants to speak. I just want to give it coup please. [Laughter] Rick, I remember meeting you um at the end of a public session and having the opportunity to talk to

047you after and you stepped up to help this district when we needed you. So, you have done an amazing job and I appreciate working with you and hope you continue to serve our community in some way. You have stepped up and I appreciate it. Coup Rick, I I I want to thank you and uh you know all those time that we we had the opportunity to work together uh as partner on the operations side of the um district when we present here um those are very um educational time for me as well because I it's an honor to be in your presence. You know, in my community, we always talk about the elder my elders who fought in the war and and we are connected in some ways in that sense because of your background.

048And I want to tell you thank you. I remember the first night I met you at the uh CISA um uh meeting that we went to and you know I coincidentally we sat next to each other and and we kind of introduced ourselves and I thought to myself, "Wow, what what a guy." And and that that is true. All the all this this entire year that we worked together, uh you were nothing short of what my expectations are. And my friend, I hope that we could continue this relationship even though uh the results of the uh election is a little bit disappointing, but I know that this is not the end all. I think it's just a little setback and I think that we're going to see you again. Thank you. Okay. Anybody else? You

049don't have to speak, Rick, if you don't want to. Okay. You know me, I will speak. Okay. First, thank each and every one of you. I I think back a little more than a year ago, a year and one month when I stood at that podium and addressed this board and offered my services. I was sincere about that and that continues on. I I don't know how to do anything other than full in, full on board, full commitment. Uh because the stakes are so high our kids. That remains my commitment. I and and what I said a little over a year ago still stands. I still offer my my my services to this board, to the school district, to all of the administrators, uh to the teachers, to our kids. That's what it's all about.

050Um I had a mantra and feel free to use it that I'm I had intended to use and it should be very appropriate for our kids. We should be always telling our kids, yes, you can. Yes, you will. that has implications that are so profound in this world of ours. It gives them support, lets them know we've got their back, but it also says that this is their education it should take ownership of it and we expect them to take ownership and move themselves forward in any part of this educational journey that they are on. There is nothing that can replace public schools. There is nothing. So even just that alone makes it an imperative to get this right. It's easy to cast dispersions on if if you're looking to feel better than something else,

051to give yourself some personal status. It's easy to pick on public schools. But I challenge you to say, what have you done to make it better? What are you doing to to eliminate any negativity that is out there about any public school, especially Green Bay, to to change the paradigm of negative perception? This is a wonderful, wonderful school district. Great things going if the things that we're talking about. Uh there's other schools that are just now embarking on this journey that we are already on. We're well down the road of becoming the model school district for not only this state but for this country. That's how big the thinking has to be at this around this table because we are the ones setting the agenda for what this the future looks like. Nothing short of

052that. So I thank you for this opportunity. Uh my hand is still raised to say if you got a special project or anything, pick me. I'm here. No time's a bad time. My offer to all of you who I've come to know and to work with and admire, it it knows no bounds. So, thank you very much. they need to open their gifts. Yeah. Yeah. So, the tradition of our board is when someone um steps off our board for whatever reason, they get artwork from a student in our district. So, um yeah, if you want to go ahead and there might be people in the room would like to see. There's also certificates. Oh, okay. Brian, I'll give you your haiku, too. They got it. They got it in there. You got it. All right.

053Thank you. I think it's important to take a moment to celebrate people's service. Like I said before, it is not easy to serve on a school board. Um, people mostly just see our meetings, but there's so much more to it. And uh, and anyone who chooses to serve in this capacity will always have my appreciation and thanks. I was already I'm going to speak out of turn here. Okay. I was already to make a smart comment like, "Did you have one of my kids do this?" And you did. Oh. A. Oh, nice. No. One of his one of his. Yeah. And I know what it is. Okay. All right. Thank you. All right. We now we do have to take pictures. Just kind of come up here and kind of participate. I wonder if that's

054one of the Actually, let's Y, two, one. You want to do a fun one? Three, two, one. That's not any more function. Thank you, Brian. Oh, yes. Okay. I have no idea why. Is there Brian knows who did his find out who did his came from? I know it came from the fine arts institute. No, I check. Okay. All right, we're going to keep moving along in our agenda here. [Music] Um, the next part, uh, this is you, Brian. Um, report of canvas canvasers. All right. We the undersigned certify that we are members of the board of canvasers for the city of Green Bay. Do I need to read this whole thing, Melissa? All right. Uh we certify that the attached tabular statement of votes cast and summary statement of the board of canvasers canvased

055and prepared by us are correct and true as compiled from the original returns made to Salstein Jeff clerk. We further determine and certify that the following persons received the greatest and next to greatest for primary only votes uh number of votes for the respective office for which each candidate was a candidate on February 18th. Uh this is documented April 14th uh April 4th and the top uh in order uh Janette Canel uh James Larley, Alex Mow, Katie Gentry, Rick Crossen, and Elliot Christensen. And it's signed by the board of canvasers. Um and I think that's all that you need. Correct. Okay. I think we should um take a moment to recognize that the two people that will be joining our board are in our audience. If you want to just wave your hand. There you

056are. Yeah, I just found out I I thought that once this meeting was over or when the new people get um sworn in that that was when they were officially members of the board, but out I've been told by our um in-house council Melissa that it's actually right at the moment that they are seated at our next meeting. that is when you are officially on board. So, um we actually have some stuff that Rick and Brian and in the in the next few days are going to have to take part of, but this is our last public board meeting that um that they're going to be able to participate and that's why we're we're doing these recognitions tonight. So, all right. All right. So the next the next item is um under education. Yep. All

057right. Our last my last hurrah. Can I have all of the members of our subcommittee, our school naming subcommittee come to the table, please? All right. Now, is this on your committee? Uh, yes it is. We've got everybody. Excellent. So, um, first and foremost, just this I'm addressing the board now as a member of the subcommittee. proud member. Um we had a very interesting process that we went through both of identifying who was on our our team. Um, we we made a very deliberate effort and I think a very successful effort to get a good cross-section of our district, our community, age groups, um, perspective and and we challenged each other in all the right ways. So that um what the the the product that you see is just that it's the end state of

058a very deliberate process to come up with what we consider to be three names that are very appropriate for consideration for the board for the selection for the new Westside Elementary School. something that will have uh near-term, short-term, long-term relevance and impact to the community whenever the name is mentioned. So, I want to first um allow each of our members to identify themselves to the to the board members um who they are, where where what what you do in life and where and and and and and all of that because we're really proud of of who the folks that that are here are on. And I think this is a great forum for them to introduce themselves. So, if you would please. Hi everybody. My name is Britney Ortiz. Um, I am a Kennedy Elementary

059mom. I am a mom of five. So, I'm very, very invested in not only right now and what's coming up as well. So, I'm super blessed to be here and thank you guys. Good evening everyone. Jessica Melor, director of elementary schools. Uh, good evening. I am Giovanni Vasquez. I am a Southwest High School student. My name is Deio Martinez. I am a Kennedy student. Oh, I had to figure out how to turn it on. U Melinda E and I am on city council and I represent district 11, which the new school is located in. Hello, I am Sarah Yang. I am Isaac's mother here to help and support him because he is the uh guy here that is actually on the committee and I'm his support person and I have three children in the Green

060Bay School District. Hello, my name is Carrie Kennet. I'm a mom of three. I'm a MacArthur parent and I also serve on the PTO board for MacArthur. Hello, I'm Marie Nickel and I am a kindergarten teacher at MacArthur. So, helping out with the MacArthur voice. Can we Does he want to just let us know your name? Um Isaac. Can I go to Mosle? Okay. Thank you. All right. I'm sorry. Yeah, they already sent signed me off. Have somebody sign me out of the building, too. Um, let's go to the third slide, which is There we go. All right. So, just a quick update. Um if you've been to around Kennedy lately, you'll see that there's some machinery getting moved in. It's starting to look like a construction site. Um in the in the very upcoming

061weeks, you'll see um earth being moved and the geothermal well drilling beginning as well. So um he'll have more updates later, but it's exciting to see it starting to to see it unfold. So next slide, please. Okay. We were guided by uh board policy uh 940 um in how to name a district facility. Uh some key things to note in here on this list that um we obviously had to recommend uh I mean it could have been anything to that that was related to the school that gave the school some relevance. Um, if we named it after uh any person, we could only have one recommendation be of a a de deceased person's name. Uh, obviously the person had to be in good standings, had to when the the name is mentioned of a person,

062uh, it had to evoke good morale and and and and all of the good things that would be attributed to a person. um the name of whatever name we came up with couldn't be the same as any other uh named buildings or schools or any else in the community that would give some confusion to to that name. We were to consider nicknames uh things that schools can can evolve or devolve into. I mean we talked about KJ Academy um using the utilizing the initials more than the name of the school. Um we considered that and you'll you'll hear reference to that as for in particular for one of the names um if if we came up with a name we had to say okay let's give equal weight to anyone of of equal stature for

063consideration of that name if if in fact it was a person's name. So um and then the school like I said had to or the name had to retain significance um if it meant something today will it mean the same thing 50 years from now? So you know fading memories or something like that. So we had to really give that some serious thought. Um and then we did research. We did research on the names of all the names that we considered. Um, and and the three names that you see here is just the end state. Like I said, there were about probably over 20 names that we beat around. And I mean, we beat these names was if you come up with the idea, be as tough on it as as you would as you

064are an advocate of it. Um, because we we we were going to be the ones to uncover anything and not have it be discovered after the fact. Um and so there that was the process. Uh go go to the next slide please. So these were the dates that we met. We met a total of uh six times but they had home we had homework assignments at times. People did went home did some very good research uh on on the names to be considered. Uh we invited some guests. We invited Mr. Lee at one point to uh to come talk about one name that we did consider. Um I wanted to give an honorable mention to that to to to to uh to um the general who um was he is the equivalent of their George

065Washington and and we did give serious consideration to to to the to the name uh as we did with others. There were Native American considerations. There were a host of a lot of wonderful names to consider in this. So this was not a a cut and dried thing. We did a lot of deep research and work and consideration and we used the democratic process to vote um uh on the names. They decision matrix to give weight to uh turned it literally into a math equation to determine the final names and and that came about. I'm probably getting ahead of myself on these slides. Go to the next slide, please. There you go. Um, we took into account the schools that whose children are going to be joining this school, uh, Keller, Kennedy, MacArthur, and their

066history. Um, we asked kids who were going to grow up in this new school to get their thoughts on it because now when when they're older and they've got kids, they said, "I I can I I contributed to naming this school and I was one of the first members of this school." Um, relatives of the kids who were part of this were equal members of became equal members. I don't think that was our original intent, but it worked out beautifully because we got great insight from parents, from brothers, from a brother um to to to things to consider and and don't sell these two guys, these two young ones short. They were powerful contributors and participants in this process. They were not passive at all. And and their voice had equal weight of everyone else

067that was here. I'm getting choked up talking about you guys. All right, let's go to the next slide. Now, we're going to we're going to go we each one each per there's a person who's going to speak to each of the three named the three names that we're considering. Um who's got the who's got Bart Star? All right, go for it. Um, naming the newest Westside School Elementary after Bart Star would not only honor a Green Bay Packers icon that is known for his character and leadership on and off the field, but would also set an example of a standard of excellence of the school and its students that to emulate. Next slide. Bart Star was the Green Bay Packers quarterback who led the team to five NFL championships and the first two Super Bowls.

068Star was praised for his leadership qualities and exemplary character both as a player and a person. Star maintained ties to the Green Bay after his playing days, co-founding the Rawhide Youth Services, a program that supports at risk and troubled youth. The name BARSTAR would provide inspiration to students, staff, and the community. Similar in reasoning to nearby Vince Lombardi Middle School, Bartstar Elementary School would immediately evoke a sense of school spirit, achievement, consistency, leadership, and pride. As far as retention goes, we thought as a committee, as long as the Packers remain in the Green Bay area as a Green Bay team, the name Bartar would not fade from any memory or relevance. potential controversy with the name. Um, the initials BS could be used as a porlative when abbreviating. That was something that came up in

069our discussions. Uh, potential misspelling of the last name Star because it has a double R to it. The Walnut Street Bridge is also known as Bartar Memorial Bridge. Uh, we may need to seek permission from the Star Estate um, if this name were chosen. Um, and then as far as controversy surrounding Bart Star's severe back injury from a hazing incident was something that came up in our research and that he concealed his elopment and marriage not to jeopardize his college football career. And last but not least, not everyone in the area is a Packers fan. And then some has someone actually proven that last statement? I It's online. There's there's comments. Okay. Yeah, I I I was skeptical about that last one. Uh, and then some alternative names that we came up with um kind

070of related to this name would be just Star Elementary to include tribute to both Bart Star and his wife Cherry Star who was a big member of the community as well. And then Star Elementary with just one R. Um, just a refocus name referring to children reaching for the stars. It's also talked about All right, our next school name propos. So the rationale we came up with for Bright Horizons Elementary is that Bright Horizons symbolizes a future full of promise and opportunity. It conveys the idea that education opens up a world of potential for students and helping them reach for the best possible future. A bright horizon evokes the idea of something beautiful and achievable in the distance which can inspire both students and educators. And then our research, one of the many goals of

071education, particularly with a focus on student agency, is to empower students to take control of their learning and become active participants in their educational journeys. And as far as significance, Bright Horizon's a spirit of potential and as the school begins their journey with the portrait of a graduate, student agency and belief in themselves is the core behind those five areas. Academic achievers, communicators and connectors, personal architects, leaders and teammates, and empowered navigators. Okay. And then for retention, oh, sorry. Yeah, we'll slowly start to master this. Um, so as far as retention goes, uh, Bright Horizons holds significant potential as a school name, particularly if it aligns with a forward-looking vision and focus on developing students, uh, their future successes, uh, successes. Holy crap. It offers positive optimistic imagery and flexibility that can remain relevant over

072time. Uh, our controversies really aren't that big, but bright horizons may feel less appropriate for older students. Um, and the name bright horizons could potentially be seen as overly uh idealistic or disconnected from the real challenges students face. Uh, bright beginnings. Obviously the local child care saw a lot of that in the Facebook comments. Uh various Bright Horizons in southern Wisconsin. So all those fun. And then for the alternate names we have Horizon Elementary uh which would still capture the essence of Bright Horizons just without including the word bright. So okay. And the next um the next uh the third choice is Creekide Elementary. Our rationale was that the Beaver Dam Creek runs through the new uh Westside Elementary School's property. Uh research Beaver Dam Creek is a small shallow stream originating by Southwest High

073School and it meanders its way um north four miles to eventually drain into the Duck Creek um near Velp Avenue. Um the stream carries a considerable sediment load and substrate is made up of gravel, cobble and some soft sediments. It is located in the Duck Creek watershed. The significance is again Beaver Dam Creek runs alongside the school grounds. It's from um it's on the the south side running from west to east and then it curves around and um heads north. So, it it's on really two sides of the property. Um, I added that in there. However, there is a Beaverdam Creek uh or the Beaverdam Park down the road. So, shortening the name to Creekide keeps from causing any confusion. Okay. Um, as far as retention, according to the online resources, uh, data on the

074creek marks as far back as 1978. So, it's been around for a long time. Uh there's no evidence that it will dry up anytime soon. Um based on the data, the meaning behind the name will hold long into the future. Um potential controversy, there's another local school named Creekide. And then alternate names, Creeks or Creek View Elementary, so it still capture the essence of Creekide without creating a conflict. So these are the three options. You really have more than three contained within that because we did present and and and offered some alternative names, derivatives, uh slightly different but still capturing the essence of those of those three primary names. Um does anybody have anything else to to add before we turn it over to question and answer? Yes, Melinda. Well, I did want to clarify

075because um you know, and you talked about Bart Star with the hazing incident. Um he was being hazed. He was not hazing someone else. I just thought that was important because you know, it would look really bad if he was the one hazing, but he got hurt during that incident of being hazed. That is true. He he was being hazed. He had a bad an injury and and his story was that he that he told his coaches was that he heard it during kicking practice and not during some sort of a hazing ritual that he was went through. Okay. So, um turning it over to members of the board for question and answers. Anybody? Go ahead, Brian. This isn't necessarily a question for the group, but I just a personal preference on this because this

076is what we do at our work session. I think the Star Elementary with two Rs is a winner. Bartar and his wife have contributed so much to this area and his dedication to helping um troubled youth and students make positive choices, I think, is something that this district continues to build on. I think it's a fantastic option. So, I think they're all good choices, but I think Star is is the But I don't have a vote anymore, so you know. Um Lynn and then Andrew. Um I absolutely support Bart Star Elementary School. Um it's not just because I remember Super Bowl one and Super Bowl two. I do. And I do remember Bart Star being the quarterback. we were watching on a very small black and white TV, but I remember it. Um, in all

077those years, I have never heard BS associated with his name. I'm not worried about that. I was at the dedication of the Bartstar Memorial Bridge and uh, Cherry Star was here to dedicate that bridge and um, I don't see any kind of conflict with that. There's I mean there's just nothing wrong with having a bridge and a school named for Bart Star. Um the fact that he eloped so that he wouldn't lose his football scholarship doesn't bother me a bit. There are much worse things people do behind the scenes with uh people they love that uh yeah the fact that he stayed married to her until the day that he died. She stayed true to him and she died very recently. Um together they co-founded Rawhigh Boy Ranch in 1965. I remember that also. It's

078not for boys, just boys now. It's for boys and girls. They still it still serves 750 kids every year. And um you know, he stayed with it until he died. In 1971, he helped start the Vince Lombardi Cancer Foundation and the Star Children's Fund. Um I do not support calling it Star Elementary. I don't support calling it Bart and Cherry Star Elementary. I I support calling it Bartar Elementary. 75% of our schools are named for a hero and I think there's a reason for that. Um I would not support Bright Horizons. All you have to do is Google it and the first thing that comes up is that huge Bright Horizons um company that has daycare centers in 40 states. As soon as someone said Bright Horizons to me, that's the first thing I thought

079of. So I definitely support BartStar Elementary School. Um, thank you. Uh, very good suggestions by the committee and thank you for your work on this. Um, I'm surprised and I would like us to revisit the idea that the committee must give three names and only one can be a person. It seems odd because elementary schools are in Green Bay are named after people almost exclusively. I think exclusively and other um you know high school high schools are um high schools are generally been named geographically or or differently so it to put the one sizefits-all there. Um I think I think Bardar or or Star with two Rs are good choices. Um, Bright Horizon, there are not only not only are there a whole lot of them, but of the whole lot of them that are

080out there, there are some of them who have gotten in some very serious trouble and not just in the US, but in uh the Google search for that is is not good. And uh Creekide, I think you you look at the um Creek Side or Creek View just that another school district nearby h has one. It's a good choice because there's a creek there certainly. But um other but it it does it would match the name of another one. So I would lean towards u the little synopsis on creek side um made me go to Google maps and try to trace that creek from its beginning to all the way to where it it it ends. Um I well let's say I learned a few things that I didn't know before. So anybody else? Brian

081and then Coup. Well, first of all, I think you guys uh uh did a really good job on on these names and and I want to thank every one of you uh that gave me the opportunity to come out and and and express a little bit of what um uh you know, to represent my community and so forth. Um you know, I I I'm I'm curious too. I think all these three names are right on the money. Um um but you know I I I think in terms like Da Vinci, I think in terms of Isaac Newton that we represent like a school that is supposed to be the beginning or or the start of our young people's mind in terms of scholarly in terms of academic like I I wonder did that come like

082what is there is that a challenge with you guys as well? Um, I I love I'm I'm I love the uh uh the Bart Star uh name as well. Uh but I I I I wondered did that was that a challenge for you guys because you know I always thought that you know a a a sports hero or a guy that you know come through science or physics or mathematics that that's what we supposed to aim for and and I in terms of myself I think that would be a tough challenge to kind of go back and forth and decide which one will we want Right. Oh, yeah. Oh, I was going to say I can definitely speak to that because that was Isaac's number one pick through like the second half of all the

083meetings is um Isaac Newton was his number one. So it was on to that. Um yes uh it was but there was I guess because of with Barkstar you know talking about that in particular is is his work with Rawhidede Boy's Ranch and and it is an academic program as well. Um and then the added piece is um if it's if it's shortened it would probably be called you know how people they would shorten it to the last name Star Elementary. So it's kind of has two a two-fold thing where you think of them as star students. So that was the rationale there. Um Isaac, this is for you. My personal opinion and I think a lot of people may disagree with me, but I do think that Isaac Newton is the best and smartest

084physicist of human history. So good job, Brian. I I think us embracing Green Bay and you know Appleton can't really name a BART star elementary school or you know well they probably could but wouldn't be as impactful with it. Um I have I have a question and a comment on that. When we named Katherine Johnson we went to the family I assume someone has reached out to the star family about this possibility. Not at this stage. No. These were just this was the naming committee that this this that would be a next step if in fact the the board voted on moving forward with that. And just to follow up with this and this is something I texted to Rick and just to share this um when we were talking he was telling me about

085Bart Star and the background and I was like I'm from Green Bay I know this. Um, but a little fun fact, I was born 2 years before the creek was discovered, which made me feel sad. Um, and my dad used to convince my mom that my name was Brian after William Jennings Brian, who if you don't know who he is, don't worry, most people don't. I think that my dad had actually pulled a fast one on my mom and that I was named after Bart Star because Rick, what is Bart Star's real first name? It's Brian with a Y. Yes. I'm really confident because there's also a bunch of kids in my school that were spelled Brian with a Y and the timing would have been right. So that's a that that was extraordinarily [Laughter]

086unexpected. All right. Anyone Anyone else want to? Um, thank you so much. Oh, please. I totally wasn't going to do this, but I have to. Like, I wasn't going to say anything at all. They said so much for me that was not even necessarily like what I was going to point out, but they have really great input. The Bart and Cherry Star name, I honestly am super biased because it was a name that I brought forward. And I have to tell you guys, I am not a Green Bay Packers fan. I'm so sorry. Don't hate me. I'm not from up here. The green and gold is everywhere. That's you guys's thing. I love it for you. There's support groups for you. I know. I'm I'm ready. I'm on the waiting list. I'm on the waiting

087list, right? Um anyways, um the names themselves actually really stood out for me. Even though I am not from up here. I'm from Florida. None of my family's from up here. None of my even ideas were to belong up here. But when I got up here, the city itself really took me in and brought me from a really bad situation and helped us get back on our feet. So just paying a a tribute back to the city to be able to even honor the city back for everything it does already. And both of those people are beautiful people. So I just wanted to put that out there. Thank you for sharing that. I really appreciate that. Um I'm not sure. Oh, go ahead. No, you go ahead. No, I just wanted to once again just

088thank each and every one of you for all of the effort and time. This was all this was always an additional thing to ask of them after school and the commitment and the dedication was just phenomenal and and this is a great representation of what is going on in our community and our city in our school district. So thank thank you all. Thanks to Jess, my buddy co- co- uh chairs on this. There were some names that sometimes she and I would like like oh you said well we got to let the process run its course. But and it and it did. It yielded great results. So trust the process, right? Yes. Um I always love it when we have special committees like this and kids get involved like that's the best because they will

089always always surprise you and and um it's uh just really fun to have them on board. So thank you all so much for the hard work you did. Six meetings. I was surprised when I saw how many times you met. that that's that's that's that's a big commitment of time. Um, so thank you very much. Does anyone have anything else? All right. Well, thank you. Yes. So, the next step on this is that in our next meeting um in a couple weeks, we will be voting on this. So, all right, we're gonna move on. I'm sorry. Okay. Absolutely. All right. Oh, sorry. I Yeah. Uh, the next item up is we are going to be talking about the Green Bay Area Public School District Hall of Fame. And I assume Vicki is going to be

090taking care of that because you're the one sitting here. Oh, yeah. We're gonna be joined uh Amy Fish and Lorie Blakesley as well. This is not an action item, but rather a kickoff of sorts and an opportunity to highlight something that's coming up to celebrate Green Bay Area Public School District. Hall of Famera are created in uh different organizations across the country, across the world, and their purposes are all pretty closely aligned. honoring accomplishments, inspiring current current students, building community pride, preserving our history, and engaging alumni. This is something we've been talking about as a district level team for a couple of years now, and it that we really wanted to bring to the Green Bay Area public school district. Our comprehensive high schools all have their own individual hall of fames, but what we're

091seeking is an opportunity to celebrate our district. We have amazing alumni, and we we talk about them in scattering ways during meetings, but what we were really looking for, and we've got it now, is an opportunity to call it out and celebrate some of those wonderful people. So that's the background on it. Amy's going to tell us about the process of putting this into action and then Loriy's going to tell us about the upcoming induction. Thank you. Thanks for the opportunity. So we um have a couple different work groups that are um coming together to make this um dream uh a reality. Uh, one of the work groups is comprised of representation from across our high schools and um with Lori and I and that work group has been doing some research and um facilitate

092a discussion around what are our uh what is the um requirements and the um components to the nomination form going to look like. So we have met several times um to talk about um different um discussions around what um the word is escaping me at this moment but um what do we need in order to induct books? So so um we're thinking well we have set forth that graduates have to be 20 years out in order to be inducted and then we went through a process of determining what is the nomination form going to look like. Um simultaneously we've been having conversations with our um GBPS education foundation who is really excited to come alongside us and um be a partner in this event um looking for um ways to um also fund the event

093with us. So um they will also be um part of the nomination um consideration process. So, as we start collecting nominations, we have two different work groups um representing both school district employees, education foundation board members, and community members that will be looking at our nominations to determine who will we be inducting into the Hall of Fame. And we really are hoping that we're going to be inducting former GVAP students that are really living out Yes, I can and yes, I will. We're very excited about that. Um, and just to be clear that we're really taking a look at um, folks that are out in the community doing amazing things. Um, what Vicki had said that we have in process is that we have um, things in place where we're recognizing current students, but in

094this case, we're really going to be recognizing those that are doing amazing things in their fields of work or those that have done amazing things for us in as GS. Have you been out 20 years? Okay. Uh so our event, uh we're still working on the location, but it'll be held in early October. Um we are looking for just going to put out in the universe. We are looking for the education foundation for sponsors. Um we were interested in everything from people who may want to sponsor an award um to for a specific school to um sponsoring the orderves um the event in general uh you know but we're we're also I just want to add we're also looking at um alumni who may have currently are deceased right so we do have one famous

095curly Lambo who um is an alumni of ours um and so there and there are many others and so um very exciting event. I also wanted to add on that we are tomorrow we start our marketing campaign to get out the nominations. There will be Facebook Instagram ads across the state of Wisconsin. Um although we know we have alumni scattered throughout the world. Um we'll be doing some ads in the press gazette with the idea of trying to catch folks um who may not follow us on social media. Uh press release goes out tomorrow morning. Um, so again, if there's other ways in which uh people can think of that we should try to get the word out, um, appreciate anybody tapping me to let me know. Laura, was there any consideration given to having

096more than one nomination in a year or is it only going to be one person each year? I mean one one person in in um shrined. What's Yeah. Go ahead. Yes. No. Um we would like representation from all of our high schools to be inducted. I mean I'm talking about each year. Yes. Would you would you have more Oh, so four. It'll be more than one. That's all I need. That's all. Okay. Yeah. Right. Yeah. And just uh again to just reiterate, so it's 20 years out. So that means that Jal Manoka and NEW don't qualify yet. So as we see the marketing going out, we won't really see them. They're part of the website. But uh that's the reason why a lot of marketing towards about about those particular schools because they don't yet

097qualify for having someone available to participate. Okay. Rick, it's education. No, just that was the question I had about the schools that were not yet 20 years old. Would there be the possibility of an exception to the rule? If in fact the first year that this was implemented there was someone with with one of those schools who was making a serious remarkable contribution and met all the other criteria. Would would there be a consideration or would we be open to considering someone from those other three during that block of time between now and when they reach their 20th year? I think we could consider it. I think this year is our first year. We'll have a lot of learning to go through and um we're going to be taking a look at all the different

098types of nominations we get and learning after this year. And I think just to give a sense of numbers, so we're currently working on a project to do a better job of collecting our alumni information. And just from the four um high schools, we have over a 100,000 graduates, right? So, so when you think about just the volume of people that have walked through these doors and the and how it goes. Um, so I think that was why the 20 years seem to make sense as we um just to try to give us a place to start because there's just so many graduates that go back so far. Ben, did did I understand correctly that you said it's going to be one from each of the four high schools each year. Again, this is our

099first learning year, but that would be our optimal goal. Um, at least one. And I would like to suggest that I think considering that this is just the beginning and this will go on long after none of us are here at this table anymore. Um, I think that might be a mistake because I think you might have a year when um there are two excellent nominations from this school and there really isn't an excellent one from that school and you might have to take someone who's less than excellent just so you can say all the schools were represented. I think it just might make sense to just leave it wide open and one year it might be one person, one year it might be four, another year might be three. Um, I would just suggest

100rethinking that. Any other questions, Alex? Okay, so nominations are open. The kickoff is um officially right now, but uh the media blitz will happen tomorrow. Nominations are open uh until May 31st. Thank you. And Laura, I turn it back to you. Next is operations. Who's going to be doing that part? Okay, Rick, go ahead. Okay. Excuse me. Okay, we've got um four agenda items. The first one is fee schedule. Angie Roley. Good evening everybody. I'm joined at the table uh with Eric Khan. He did not join the finance department. He's just here temporarily. Um although if you're interested here um so tonight uh this is the time of year April um we come to to the board to um have our proposed fees um come to you. There are no changes other than the instrument

101fee. So, there was a memo that was attached um to tonight's agenda um just explaining the increase from $60 to $120 uh for the school music instrumental instrument rental fee. Um the reason for this increase were a couple things. It has not been increased um since the early 90s. Um and really this uh increase in fee won't even um cover all of the expense to clean and repair the instruments after a you know after annual use. Um however um it will cover some of that cost. So um that is the reason for for the increase. Um just as a point of reference um we collect about $600,000 in um student fees. So that includes um there's a list also um of fees that that are board approved, but a majority of those are student fees,

102just the general fee, graduation fee, the music instrument rental fee. Um and then there are um a slew of others uh that are listed there. So um Eric's here if you have any questions about that instrument rental fee or any other questions um about what the proposal is for 2526. Lyn, I have a question. Um, and I certainly support this. No, no problem. I understand. But, um, for a child whose family really can't afford the the fee, but the child wants to learn to play an instrument, maybe I I read this a couple days ago. Maybe it's in here. It's in here. There is that is taken care of, right? Okay. Yes. So, in the um in the fee schedule, Yep. So all of those asterisks, those all represent um the asterisks represent the fees

103that are not waveable um for uh those families or students that qualify for free lunch. Otherwise, the other like the general fee, the graduation fee and this fee included um they are waveable fees. So they would be waved if your family or student qualify for free lunch. Brian, just a question with the waiver of fees. Um, I understand the prerequisite with the um qualifying for free lunch. Um, and as a I believe we do an excellent job of reaching out some people to make sure they get the paperwork in if they uh qualify. But on some of these fees, is it possible if a if a student hasn't qualified for whatever reason, whether it's not getting the paperwork in or um just kind of being on that borderline with it that these are waved with

104um either support from a school counselor or someone that's kind of in the no with it. Is are there opportunities out there that on some of these other spots there's there's funds available for students of need as well? Yes, that's correct. All the above. Any other question? Andrew, um, was waivers was it always only just free or was it free and reduced and it was changed at some point? Free and then some of these are free and reduced. So, it just depends. Um, but yes, if if you're free, they'll get waved. Reduced, it's different. So, some of these are not waveable if you're reduced. So the board had differentiated that. I just don't remember doing it, but certainly things happened in years that I wasn't on the board. I think it's always just been free

105DPI. Okay. Any other Brian? And when we're looking at these increases, and I I support the increase on the band part, student fees are not going to make or break our budget, you know, when they come in. We're not we're not taking in $4 million in student fees on those. Correct. No. So we So we have budgeted in this year's budget for 2425, we have about 600,000 budgeted for fees. That includes everything. So co-curricular admissions um all of these that are listed. Any other questions, comments? Okay, thank you. All right, next agenda item is clean energy advisory committee update. Hello again. On April 8th, we had our monthly clean energy committee uh meeting. Um it was a um agenda that we again focused on a a survey that we are projecting or attempting I should

106say to get out um yet this school year. Um we are in the process of uh creating that um survey as a group and vetting that with the help of our communications director Lori Blakesley. And then um if we are unable to do that then we would look uh at a potential survey next school year. Um purpose of this would be um to help raise awareness one for the clean energy goals and then also um some guidance on what that focus should be um within that committee. Um and that'll focus on students um and community. The other piece um that we spoke about um that's been very prevalent in our um agenda is the involvement of students um and then talking about the involvement of the clean energy committee um whether that be with students

107or with curriculum. Um, so with our partnership with Mckin Street, we will soon have a dashboard um to show some of the the strides we've made um as a district in clean energy and energy efficiency. Um, so that again was a a topic of that agenda. With that, I'll take any questions. James, thanks Rick. Thanks, Kale. Um I need to have you help me reconcile the um questionnaire. Um I think it was December if I remember correctly. The committee made their kind of report and recommendations. How does the questionnaire kind of asking for what should the committee focus on fit within the that was a multi-year plan kind of you know set of directives that came out of that committee? How does this fit in? I kind of feels like we're it almost felt like

108we stepped back a moment and help me understand that please. I would say um so this is going beyond um what our um um the recommendation that we had made to the board um with that uh clean energy goal. So that will be at the forefront. Obviously our goal is to meet that that those markers of the 50% um 75 and 100%. Um, and that's the work we're doing in partnership with McKinstry as far as developing a electrifi electrification roadmap. I always get stumbled on that. Um, as well as other goals to help get towards that goal. What came out of that um, and also was in the recommendation to the board was focus on other areas, waste reduction, things like that. Um, so this would be work adjacent um, to that uh, committee work.

109Thank you for the clarification. Anyone else? Okay, thank you. All right, I think you're still a referendum update, Kale. All right. Um so as part of our uh monthly uh referendum update again we have updates for the still the 22 referendum and then obviously our ongoing 24 referendum. Oh, no. No. Oh, we had this figured out. There we go. It buzzed. if you advance it. Um the first slide I I left this in um being very empty on purpose um just to kind of show the progress we've made here. Um so this is the last um project on the 22 referendum list um that was planned. Um that's the ASB edition. Um we are not yet complete with design. that will be done very shortly. Um, but I wanted to keep that on here kind

110of show that progress we've made. Um, this list was as we started these months ago was much longer. Um, so this is currently in design. Um, planned to be done yet this month. Um, and then bidding out shortly after. We go next slide. Um, currently bidding um, we have two projects out. Um the board, you approved two two projects today to uh reduce this list, but um currently we have how HVAC and Sullivan HVAC projects um out on the street to bid right now. Um those bids are due uh at the end of the month. Um so this is kind of that culmination then of where we're at with that pre-construction um phase. So, those are all the pre-construction phase or projects that have been awarded that will be starting this spring summer. Um, I've

111added the Franklin renovation and the Southwest renovation to that. That was approved tonight. Um, and like I said, those will kick off later this spring, early summer, um, mostly after school. um construction phase uh West Stadium and then the speed safety signs um that continue with the city's um uh actually the city implementing those and Yep. Yeah. Laura, um with the SPA speed safety signs, do you have any feel for how close to completion they are on that? The last I spoke to, uh, the city representation was July. Um, I believe they they plan on having that completed by the end of July. Okay. And, um, Nope, that's it. Thank you, Andrew. Um, yeah. Do we have a date yet for West to be finished? So, I pulled this out to give a little information

112on the West update. Um so we've been meeting um often uh with that team. We have weekly meetings. Um construction has resumed um now that the ground is thawed. Um we pouring we are plan to pour concrete yet this week. Um infrastructure has gone in for the uh cell tower gear move. Construction will pause during the NFL draft for a few days. Um that's a blanket um piece with um cell tower providers um not to interrupt uh activities during the draft. Um so just a few day delay. Um construction um in its entirety is scheduled to be complete by the 4th of July. Um and uh they continue to work with us to make sure we can have access to our existing grandstand and all the facilities around the tower. Did we lose out? Did

113West lose out on West will have lost out then on the spring for being able to host playoffs presumably or are we um I believe those bids have to go in um either a year or even more in advance. Um I would have to get more information on that. More than a year in advance anyways then I'm not I'm not concerned. And I'm I am disappointed that people and I I realize it's not us, but I I bet if I I wonder sometimes if things get taken qu care of quicker in certain places than others. And I'll just leave it there. Ryan, this is kind of related to what Andrew is saying. Um, our district has been fortunate to host regional events for different activities. I know that uh for boys basketball, they held a

114pretty big game at Southwest with it. Um, I hope that these referendum improvements through all four of our school or traditional high schools open up that opportunity and that we aggressively pursue them so we can show off we've done here whether it's softball tournaments or, you know, events utilizing the track and field or the basketball courts and the gymnasiums that we actively recruit these. And I don't know what the process is for that, but Andrew, I agree with you. I would hope that we can utilize this for all our schools, especially West being listed as, you know, one of the premier stadiums once this is done. So, I think we need to actively do that. I don't know how, but hope we can. My question is from the previous slide, but you don't have to

115go back. I've been wanting to ask you this for months, Kale. What in a school is a chiller? um essentially the part of the HVAC uh unit that's going to allow air conditioning. Um so condensing creating cold Yeah. Yep. So allowing us to have air conditioning in our in our schools. Okay. Anyone else? I didn't hear bubbler until I moved here to Wisconsin. All right. All right, that's it. Unless you got anything else, Kale? Yep. We just have the 24 referendum. Um, so a few things. Uh, we had brought uh Washington Middle School award. Um, last update. this update. I will be bringing uh the Westside Elementary um remaining bid packages um to notify you that construction as uh noted. Uh we have excavation uh beginning on site um and then soon to follow the

116geothermal well drilling um to begin that process um the new elementary. So, we had previously awarded the geothermal. Um, we bid out the remaining 29 work scopes uh with our partner at Nexus. Total bids awarded um were just under 42 million. Um we received excellent bid coverage um over 112 bids. Um depending how you look at a few of them were combined, so that's why I kept it down uh to 112, but it was actually a few more if you look at combined bids. So, great bid coverage. um great contractors and nexuses working on um vetting those scopes and awarding those those bids. Brian, if you don't feel comfortable answering this, that's understandable. Has our partnership with Nexus increased the amount of bids that we've received compared to past referendums? Has it been helpful in

117streamlining and just making this process a little smoother, especially with the new construction? I I wouldn't want to compare it to another project. What I can say is our our bid coverage has been more at or above what ant what we anticipated. Um as a I guess for myself point of reference um I've seen great turnout. Nexus has um solicited well for us. um we have had no hesitation to bid um in getting um every package that we've put out on the street so far to get coverage that um we felt was um aggressive and um productive for the district. So yes, very very happy with the turnout so far. And then uh just to to get this out there um you should we will be seeing um uh dates out there. We will be

118holding uh information sessions at Dodie and Chapel um to present um some final renderings and design for those two schools. Um we're getting very close. Dodie will be being bid out first uh chapel uh following right after that as well. um those dates. I believe the 28th is um shoot um I just saw the dates. I think it's the 29th for Dodie and the first for Chapel. Um but that will be public out uh this week. Um and look forward hopefully we get a good showing at both of those. Any other questions? Okay. All right, the next agenda item, Department of Technology Update. Throughout the year, we've been bringing different departments forward to share some of the work that's been going on this school year and then projecting out into the future. So, tonight we

119have Amy Jacel and her team of one tonight. Um, good afternoon everybody. Good evening, I should say. Um, I'm Amy Jacel, the executive director of technology, and I'm joined today with McMillo, who leads our information systems team. So, I wanted to start out just by telling you a little bit about our department, then we'll highlight some of our big projects and um leave some time for questions at the end. However, feel free to ask questions during during the presentation. Um, so we are one department made up of four teams. Nick leads our information systems team as I stated before and um is responsible for all of the information and data that flows throughout our our district along with other things. Um, our operations team is primarily responsible for a lot of the hardware that we

120have within our district, getting it out, getting it deployed, and um, answering questions about that hardware. Um, for example, our help desk. Our infrastructure team is primarily responsible for all of the things that are in the walls and floating throughout the air to make things work. And then, of course, we have our administration team. So we work very hard every day to support the district critical priorities. Um we see ourselves as kind of that underlying support to the pillars that support our our students. Um at the beginning of the year we outlined a few different focus areas which you can read up on the screen um to specifically support those critical priorities. So that today is what I would like to focus on. um with our time here at the table. So within equitable instruction,

121uh we brought to the board table in February a purchase request for student Chromebooks. So again, our student Chromebook refresh takes place um on a yearly basis. This is our second year of that refresh where students in first, sixth, and nth grade get devices and they carry them through to the next refresh cycle. So first grader would get a device, carry it to sixth grade, um so on and so forth. And then this year we are also refreshing our para profofessional um devices will also receive new Chromebooks uh which we are excited about. And all of these devices that we get um I'd like to just call out that they are fully supported um and empowered in the classroom by our teaching and learning team. So behind me there are a few library media specialists

122and technology integrators um that are not aware of what is happening today up here but they're here and they support the learning of our students with their computers, the staff members with their devices as well as teaching the responsible use of um set equipment. So up on the screen you see an image of a librarian trying to help inform her students on which is the best way to walk down a hallway with a with a computer. Okay. Um one of the things that we have been working on not only getting a refresh cycle for the devices that our students use but a rele for the classroom displays. Um, we aim for around three buildings every year to refresh. This year we were ahead of schedule and we were able to refresh three buildings. Um, and

123then with some strategic purchases, we had enough funds to refresh another two. So, we have two buildings in process and then three on the radar for possible completion yet this school year. Um, in total, this would be around 455 classrooms impacted, which is a big lift. And we could not have done this if it weren't for the help of our facilities department. They helped us not only get electrical behind the TVs, right? We used to have projection systems, so the electrical in the ceiling, so we had to move electrical. Um, our telecommunications team was great in helping us get data where we needed data to be. And then our team came together to help get displays into classrooms whenever students were not in buildings. Um, staff members that may have been working also were fantastic

124in opening their rooms up to us to get these displays in. And this is part of our Prebble refresh, which you could imagine was a big lift, but a successful one. Um, again, the refresh you see here in the background would not be possible if it weren't for our technology integrators and our library media specialists who are supporting our classroom teachers in learning how to use these items. Um, and they also help us lead lead trainings. Okay, I'm going to pass off the microphone. Nick, if you hit the speaker. Certainly. I was just marveling at the scope of this thing here. Go ahead, Brian. And I just wanted to ask this before we moved on with it. Um, we're a huge district. Um, when I started in the district, we had chalkboards. When I left,

125we had chalkboards. Um, and how would you feel as far as comparing to other districts? Have have we continued to make an investment as a board and as a district to really move forward? Would you compare us on par with other districts as far as our technology that we're utilizing? I'm thinking of the screens, the smartboards, well, not smartboards anymore, but the different displays. Are we making pretty good progress with that? I think so. Um, we're on an 8-year refresh cycle. Most districts, I believe, I don't want to say most, some districts that I'm aware of, they fund um displays through additional funding, right? So, referendum funding, whatever it may be. and they're small enough that they can just do the whole district. Um, so I think the fact that we have this built into

126an 8-year refresh cycle, we have a game plan going forward. Um, that's impressive. Um, and then again that collaboration that we have with our facilities team has saved us money on install costs. So that has allowed us to move forward. Um, this year we spent a lot of time looking at what we do put up on the classroom walls, which are what you see in here. And we found that if we tweaked things a little bit, right? We got rid of the soundbar that we used to put in classrooms. TVs are loud enough. Um, we changed our mount and we what we found is by making some tweaks to components that we had, we could lower prices elsewhere to shift in different technologies remaining within the same cost. So going forward, all of our classrooms

127will have 86 in touchscreen displays, which every teacher always wants a smart panel, right? So it's not a smart panel. It's a different different brand. Um, but it allows for touch and we're able to get a mount that you can put the display on the mount and then a teacher or a student with a touch of one finger can move that mount up or down. So if I am five feet, I need to lower that board to interact. Six feet, I can raise it up. If I have carpet time, I can bring the board down. We're back in our desks, I can bring the board up so I'm not seeing back aheads. Um, and it also allows if we have students in wheelchairs or whatever it might be to get that display where they can

128they can interact with. So, I'd like to think we're advanced. So, a follow up with that and you're answering the question better than I asked the question. I appreciate it. And that that was my goal is to find out that we have a plan with this where once again we're we're looking at being as fiscally responsible with it as we can be. Um and I just remind our group of when we brought forward for instance the Chromebook vote quicker so we could avoid tariffs on this that this isn't just a we're we're just choosing okay we're going alphabetical order or whatever with the schools. We've got the 8-year plan to make sure that we do this as fiscally responsible as we can and I appreciate that. Uh I want to thank the board for the

129opportunity to to be here tonight. Um I'm going to take the next slide and talk uh a bit about a project that I've been really excited to work on this year. Uh, and it's through the implementation of a tool called the Infinite Campus Workflow Suite, uh, that we've been able to increase some of our efficiencies. Um, and I think that's kind of why I wound up where I am. I I I get excited about how can I help people work smarter, not harder. Uh, through the campus workflow suite, we're able to do some advanced uh, attendance and scanning functions. Uh, and that's what we've got a picture of here. So um this is uh a very scalable solution uh kind of the the sky is the limit if you will whatever you can think of.

130Um we have allowed our schools to kind of dictate the the speed at which we roll this out and and and how they're comfortable with that. Um some examples of this in action are entrance scanners at all all of our high schools. So in the past uh we used to have administrators that would be at the door would check your ID on the way in in the morning. Uh now we've uh got scanning kiosks there. Uh the students scan their ID and uh it will tell that administrator uh right uh up to the minute if that student is an active student there and if they should be let in. Uh administrators also have the ability to flag students. So if that student is an active student but hey I I need to see Nick on

131the way in. they can add a flag to that student that says, "Hey, please see your administrator." And they can just kind of catch that student on the way into the door. Uh we also have um tardy scanners uh that are being used at Prebble right now. So in the past, we would have these hall sweeps that would go around and write student information down on clipboards and turn that into the attendance office. Uh now they're actually equipped scanners where they scan that student and instead of the work of having to live to deliver that piece of paper to the attendance office and the attendance clerical will put that in, it just automatically goes into our student information system. Um and then what you see here is check-in checkout. So this is at Edison. Uh

132this is a solution where students who are either coming late to school or leaving early can scan their ID uh and enter the reason why they're coming late or leaving early. um if they are coming late, it will print out a little thermal pass for you on on a little piece of receipt paper. It'll tell the teacher uh what time the student checked in uh and what what class they're headed to at that particular time of day based on their schedule. Uh I'm really excited about this. Um as you can imagine, change is sometimes difficult and there's uh some of these new features have been met with skepticism uh including the deployment of this at at Edison. Uh, but I'm happy to report that um that within uh about two days of using this, they

133reported that they were getting their students who were late to school through the door and to class faster in the morning. Um, which was really exciting. Uh, we also have digital hall passes now at some of our schools. Some of our secondary schools are using that. So, it's hall passes, but it's digital. Uh, so it it's it's within Infinite Campus. uh administrators can see who's out in the hallway at any given point in time, where they're supposed to be, uh how long they've been out of class, and uh you know, encourage them to get back to class if necessary. Uh and then kind of one of the coolest features is uh absence requests. Most of these features have been very secondary centric. Uh however, the absence requests is uh something that's in use districtwide, and

134that's the ability for parents uh within the parent portal on their mobile app to report absences. So, case in point, last night, um, I forgot that I scheduled an orthodontist appointment for my daughter today, uh, several weeks ago, uh, and she asked if I had let the school know, and I'm like, "Oh, no. I forgot." So, I immediately went into the campus portal on a Sunday night. I just reported that Claire needed to leave early today for a for an orthodontist appointment. Uh, I didn't have to find the phone number, leave a message. Uh, and the beauty of this is, again, it goes right into Infinite Campus. So uh those attendance clerical when they interface with that they don't have to listen to that that message write it down and put it into the system

135because it's in the system and they say approve here's the code I want to assign uh and process I do have questions about attendance. So um with this um let me package all three of these questions with it. Um on the state report card attendance is an issue on it. It's one of the areas that we are always trying to improve on and I've noticed similar to what you were saying with your daughter at times like we get a call saying your kid hasn't been in school for the for whatever class period and it's it's a user error on it. Um, will this upload into our DPI data as well and hopefully get cleaner information as far as our attendance rates? That is the hope. Uh, one of the beauties of this is um the

136the moment that that student is marked absent, if if a parent has done so, downloaded the app and turned on the notifications, within a minute that notification will go to them. And and I see that quite often. Oh, my daughter's been marked absent from advisory today. Well, usually I discard that because I know that she spends a lot of time in the music department. Uh, sometimes if they're marked absent, that's my cue to call the school and oh yeah, I forgot to uh call my student in. And then I can either go into that absence processing queue and if it's the day of, I can I can add that request for the day um or if it's after the fact, call the school. A follow up with that is that works well if you have

137the app. That works well if you remember. That works well if you know we're we're looking at some journalizations on there. So I appreciate the fact that we we still make the phone calls on there. But hopefully this process will help clean up some of those absences that are actually there so we're not getting we're not getting penalized for it. Um and this also follows up with the student data that's recorded on there. Um, if a student's tardy, do other people have access to that? And and specifically, I'm looking as a special ed teacher who often has goals for kids like will arrive on time and prepared. Is that information able to be pulled by teachers or is it automatically show up as a tardy on the on Infinite Campus? So, if a staff member

138is looking to say, "Okay, we've had this number of reasons. Can we have our social workers use that to contact parents and say, "Listen, your kids been tardy this amount of times. who has access to that. Certainly. Yeah, that's that's a great point, but that doesn't really tie into the the advanced attendance at all. That is a core tool that's available through the portal to parents, so they can see that uh and through the tool rights that we grant through through Infinite Campus to our teachers. Uh we do have custom reports that are out there and are are able to um to be viewed by staff members based on the tool rights that are granted. Uh, one of the things that is kind of neat that honestly I didn't even know about until a um

139uh until one of our principals pointed out to me a couple of months ago and that is with the digital hall pass piece. I as a parent can go in and see when my kids have requested passes. Uh so I've got a son in eighth grade who likes to take a water fountain break at a particular time uh consistently. So that's been able to facilitate a conversation there. We'll let James go. Thanks for the presentation. I do have a question about the digital hall passes. Um, I think you guys piloted this at East if I remember correctly. And one of the characteristics of the system that I found compelling was, and correct me if I'm wrong, that two students that are not supposed to be in the hall at the same time together, you can

140control when people get hall passes. If I if I remember the feature correctly, I found that compelling because it's it can lead to better security, safer halls when we know two people have not been cordial to each other um out there. So my question then becomes you said some schools have this in place. What's the plan to make this a consistent program that we have in all of our middle and high schools? Great question. Uh and to just expand a little bit on on what you just described, East did pilot a different third-party system uh called Smart Pass. Uh and we were uh at that time when uh Josh Patrick was with the district, he informed me that there were other secondary schools that were interested in maybe pursuing that. About that same time, uh,

141we were made aware that Infinite Campus was developing this premium tool that fit right within Infinite Campus. Uh, the benefits of that, um, are Smart Pass was was very limited in that it was a it was kind of a a one-horse show. It could do passes, um, but it really couldn't push any data back into Infinite Campus. Uh, and it was limited in terms of what it had by what you were willing to share with it. Um so uh we had the opportunity to kind of review the two uh and at that time for about the same price we could uh have implemented smart pass at just our secondary schools or purchased the campus workflow suite districtwide and had a much higher higher ceiling. Uh the one sacrifice there were the campus tool was brand

142new. It's it's just over 12 months old right now. Um, so there's a lot of cool features there, but they are uh adding new features as we go. Um, one of the features particularly that's that's missing right now that that's been a barrier particularly for our middle schools to to adopt is the ability to limit student passes on a daily basis. Um, Smart Pass had that ability. And right now, um, schools have systems, uh, just kind of the old-fashioned, uh, paper passes, ways of limiting that. Uh, and that's been one of the hurdles, particularly to get over at our middle school level. Uh, I'm hopeful that we'll see those features come, uh, and be implemented in time for next school year. Um, we do have, uh, the digital hall pass in place. Uh I will

143say at Prebble, East, West, and Southwest wants to get it up and running yet before the end of the school year. Uh and we also have it uh running at Red Smith. Um middle schools, like I said, really want to take a look at it. Um one of the things that they have balanced as well is there have been a lot of new things uh within the last few years. There's been new technology resources uh in terms of LMS's. uh there have been new curriculum adoptions and with those curriculum adoptions have have sometimes come technology pieces. Uh so they've also wanted to be cognizant to really not overload their teachers in terms of adoption and having to learn new tools. So so that's part of it as well. Right. That was that was part of

144my question is whether they had the attendance and the the um blocking of students. I'm familiar with smart pass and and it's a very effective tool um for that incident avoidance especially at a middle school level. I hope that we can use our our economy of scale and encourage infants to get that up and running because it is very very helpful as far as teachers. Um and also the limiting the pass is is huge. Um so hopefully we can get that. the district I work in is in a it's not an infinite campus school, so we're not familiar with I'm not familiar using that. But if we can use our economy of scale and say, "Listen, we've got 18,000 19,000 students. This would be really awesome to get that set." I think it's very efficient

145and effective and it's it's pretty straightforward. I think our teachers and our support staff would be able to get that done pretty quick. So, uh just to follow up, I I do want to clarify, uh the campus solution does have the the interaction limiter. We can put the blocks on that. It's just the limiting of passes that that's kind of been the big thing that's missing. It does track how many passes a student has had during the day though. So we if you know you have a student that's had a lot of breaks that you can still see that like you would under other programs. Yes. There's there's a screen or a report that you can go you can see that the students had it. It's still within the teacher's control to to look up

146that student and say, you know what, Nick, you've been out uh too many times today. So, the answer is no. Uh, it just is lacking that automated piece to automatically count. And no, no, Nick's already had three passes. He doesn't get any more today. Okay. Anything else? Okay, we will continue on. Um, the numbers that you see here are from last year and this year. Um what you're looking at up on the screen is some backend data closet stuff. We spent um a lot of time last year replacing and refreshing PA systems um primarily to function with our strategic systems. Uh we have four more buildings that remain. We also spent some time refreshing security panel upgrades. So when you go into a school you have to disarm the school. Um, and then I just

147want to call out all of the support that takes place to the things that we just expect to work. Um, we have a team of two that focuses on our fire alarms, those security panels, med cabinets, uh, badging into the systems, card access phones, all of those things. So, that is what you are seeing on on this screen. Kinsey, can you give me a click? Thank you. Um, all of the things that we have out out in our buildings um are all asset tagged. So that's what this is actually a picture of that screen beam that's sitting under the TV here. And you see the asset tag on there. Um, those asset tags are purposeful. They tell us when things were purchased, um, how often they've been worked on. And uh this is the first

148year that our teams went through a yearly what we're now deeming yearly inventory process. And this took a lift of our entire department. We had central registration staff, our building technicians, um clerical staff, everybody and anybody in our department learned how to do inventory so that they could be called on when our buildings were free of students uh to go in and make sure we knew where everything was, that it was in its correct place and um properly keep track of the things that our our taxpayer funded. Um and then with this, we refreshed our deployment team space um again to support asset management. Okay, moving on to strategic planning. Um, one of the things that we do on a yearly basis is cyber security tabletop exercises. Um, we do two a year. This year

149we bumped it up to three. We just like we practice fire drills and tornado drills. Um, we practice what would happen if a cyber incident took place here in Green Bay. And we do that in a technical nature with our technical teams. We do it with our leadership teams and this year for the first time we did it with our department. Um, always a one of my favorite days. Hard to find time on the calendar but well worth it. Um, we are working hard with David Johns and his team to work with data in a way that is visually appealing and meaningful. Um, so Nick has led uh this this work and has been recognized on a national level by Class Link and has received a data storyteller award um for his work that he

150does with real time current data um for for our district. Yeah, it's not why I came. Yeah, it's not why he came. I don't he you know I had to sneak into his office to take that picture of that trophy. Um for community engagement um we have had four showings of our screenager events and this is another thing that this isn't a technology thing um but we have helped to lead this. So we're working with people's services, student services, our library media specialists, again our technology integrators. Um, family and community involvement has been a part or engagement has been a part of this as well. We have shown two screenings for our secondary students, two for our elementary or elementary communities, not students. Um, and we have one more showing that takes to place tomorrow

151at the East Side Boys and Girls Club from 5 to 7. Um, our attendance has been anywhere 20 to 35 um, community members and staff members. So, here are just a few photos of the event. Um, we had a great idea from school leadership to raffle off board games and then Amy Fish also helped us to get the donation for the board games. So, so far any student that has attended has walked away with some knowledge, some thoughts, and a board game to play with their family back at home. Okay, we'll wrap it up with just some fun facts about our department. Um, within the district, we have just over 2,000 access points, um, shy of 3,000 iPads, about 5,700 Windows-based devices, just over 18,000 Chromebooks. When I created this presentation a few weeks ago,

152we had, I'm going to call it now, probably 30,000 help desk tickets that come through our system. Uh, those are just daily requests for things. Um, we have one data center with a backup data center, 400 switches, which equates to about 21,000 ports. So, um, anything that's connected to our our network. We employ one student intern. We have a crossover in the summertime. So, there's about a month where we have two student interns. One of our team members is a statewide cyber response member, which is fantastic. That's the the group that if were incident we would call this group. Um and we have a member that is a part of that. We've led five statewide presentations, one national presentation. We have a member of our team that is an esports coach which led to a

153D2 state championship. Um we have a Wisconsin CIO Orbee award winner, a national data storyteller award winner. So although we are four um independent teams within a department, we really do operate and see ourselves as one um large family. And here are a few just more of my favorite images um helping at the welcome back celebration, our state championship there with Southwest. I shouldn't say our I had nothing to do with it. Um, and then you can see some of our team members helping out at the preval career fair. And this is our department. A few missing because we had to we have to keep the welcome center open during our team meetings, but uh this is the majority of our department. Laura, how how many people are on your team? 33. And do they

154mostly work out of this building? Um we have staff in the welcome center. Um our programmers were um our technicians are primarily out in buildings. Five technicians. Um and then we have others that are always all over the place. Okay. But your your department resides in this building, correct? Right. Okay. So, I'm just gonna I'm just going to note that and that sometimes our this the work that happens in this building, very important work like that you and your crew do is um minimized and not always um valued. There are a lot of departments in this building, but what I look at that picture and I think that's a lot of people doing a lot of very very important work on behalf of the district. We couldn't function without you. And I do have to

155say we prefer to be behind the scenes, right? Like then we know everything is working. Yeah. Yeah. But I just I I you know I just want to note that for people who think that that this building could just easily be shut down and what happens here isn't particularly important. um and that and what you just told us is um absolutely critical to how we function in as a district. So, thank you. That's my little rant. Sorry, Andrew. Um thank you. I I agree there's a lot of important work done by the department. I will I will also point out that there is um there are perspectives on best use of the building that don't involve saying a department isn't doing anything or anything like that. Um there are uh plenty of great IT people

156I know some of them who work remote for all are part of their day which may or may not be an option for various places. So, um, but I'm glad to see, um, glad to see everything that we're doing here. James, questions for you. And so, you threw a slide up there, strategic planning. So, I have a question about, we have a data center here. Um, Josh gave me the tour and and everything. What's there? Right. I know that we use Google Apps and Workspace, whatever, which is all cloud-based. What is run out of this data center and backed up? Everything. Um, anything that we host on prem is here. Um, all of our main servers and data equipment is is here. Okay, let let me be um more articulate. Maybe it's recognizing on-prem and

157and and cloud-based applications. What is the impetus or what are the impediments um that keep us using on prim um systems, right? Um I I can't recall any of the systems that are core to classroom instruction or whatever being on prem. I thought like infinite campus and everything. Those are all cloud-based systems, right? So when we talk about our onremise data centers, is there a um a thought consideration plan to reduce or minimize the on-prem footprint and move to the cloud? And if so, is there like a timeline um that you have established? Yeah, I think if you would come tour the facility now again, you would see a reduction, especially since our work as of July 1. Um, I think the space that was originally built out could be smaller, right? Um, we did

158move class link to the cloud that last year or the year before I'm sorry. Yep. Class link and then infus campus was two or three years ago. Um we do have also all of our our buildings connect back to this building via fiber, right? So every single building comes back here uh via the via a physical fiber and then um we have redundancy built within that as well. Thank you very because I remember there being a lot of infrastructure components and communication components here but from a um systems that are critical to run the classroom you know absent um connectivity right um we're mainly cloud-based right cameras are something that I think is extremely important that is not cloud-based um think phone is cloud-based Most most of what we operate within is cloud-based. Um security-wise

159here though, however, and so I I call that out because I agree with Andrew that, you know, personnel we've we've gone to distributed workforces and and I think the district knows very well how to manage that. I think there's um it has to be understanding that the fiber loops um and data centers are things that um you don't distribute across um buildings, right? And those things are are planned and may may absolutely um not require the footprint that we have um but is part of the calculation when someone says you know suggests what to do with this building. There are critical infrastructure components that have to be considered. And when people question cost, there is a large component of costs associated with making sure that they end up in the location that is as um

160safe, secure, redundant um and connected um as they are here. And there's been a a significant amount of investment um in this space. Okay. Any other questions, comments? All right. You guys are truly a center of gravity in this district u of which things revolve around. So, I appreciate the work and the energy and the results that you're doing here. I this rivals large corporations in that I've been associated with and to keep all of this running uh is just amazing. So, thank you for the work that you do. Thank you. And uh that's the end of the opposite agenda. I yield the floor. Okay. Andrew, you're up. All right. Okay. We have several items under under policy and governance. Uh first we have uh 171.3 designated retreat sessions. Andrew, I was waiting for you

161to say that my department is also a center of gravity as you were introducing these policies, but maybe maybe it's just the technology department. I I think that you're I think it's great for I think you should be able to also work from the the building if that makes sense for your workflow and to work remote if it makes sense for your workflow, too. Or to do half and half. I think it's great for you, too. Thank you. All right. It's been a long meeting, so I thought we could use a little a little levity. Um, our first policy we're bringing forward tonight is policy 171.3, designated retreat sessions. Um, from time to time, WASB uh updates policies. They might come out with new model policies. WASB is the Wisconsin Association of School Boards. we

162are members of their policy guide so that um we don't have to monitor all the legislation coming from the state and the feds and we get these updates. They also will say we may be lacking in this area. Here's a suggestion for a new model policy. So some of those are what you're going to be seeing tonight. Um this is one of those. We have a board policy that addresses our regular work sessions and our regular board meetings. And as you know from time to time you will go into a retreat session. And so this policy just provides further clarity to the public as to what is a retreat session, what would be why you would need to have that retreat session and what that would look like. All right. Any James um rereading this

163after our meeting that launch. I apologize. Um, but I wonder if a a statement or a clause um could slash should be added to this policy. Most of all of our work sessions and our open meetings are um streamed um and televised and we make no um uh guarantee or we you often have these retreats and that do not accommodate live streaming of these events. And so I don't think that we should set the expectation um that these are to be viewed remotely. um recognizing they're open meetings and you can attend. I just I don't know if it's reasonable. Um but when reading it, I just kind of noticed that they are different than open sessions, work sessions in that, you know, we will not make any effort to make sure that connectivity and and

164streaming is available. That's been that's been our practice to date. So we can certainly add that language. Um, as you know, when I come before you, I often say not everything has to be in policy because that's more of an operational procedure. Uh, that could simply be we describe protocols and those sorts of things on the website with respect to board meetings. That could be something that we could add to the website and not add in the policy. There may be those occasions where you want to stream. I can think of um during COVID and I know it was COVID but we did stream board retreats when for various different topics. Um so I I am a little bit cautious as to putting that into policy language versus putting it as more procedural information on

165the website. All right. Anything else on this one? All right. Moving along. We have uh policy 3451 uh revision. So I'm joined at the table tonight um with Cindy Olsson. Cindy has not joined the legal department either um as much as we would take her, but um yes um we are bringing uh high school grading scale, gradepoint average, and class rank. This policy was recently brought for your approval and we knew that as we've implemented this policy, we may need a few tweaks to the policy. This is to address um act 95 which requires the top 5% of a graduating high school class to be automatically admitted to the University of Wisconsin Madison, the top 10% to all the other UW institutions. there's very um limited ways in which a school district can calculate that

166top five and top 10% and it's prescribed by statute. One of the nuances we figured out this year is that there may be students who through no fault of their own or just how they came into our district and went out of our district and came back into our district. They may not have any graded credits and they may be in that junior class and they may take one class that's graded and they now all of a sudden have a 4.0. We don't have weighted grade point averages. And so they would be at the top of their class and be taking one of those spots and competing with students who have taken three years of classes that factor into a graded their GPA. So, we're asking to uh approve a tweak to the policy that

167would require that a student would have a number of graded credits equivalent to an 11th grade student so everyone's on the same playing field. uh questions. Melissa, as I uh scan through this documents here, uh I realize that we are uh filtering for the top students who deserves uh these uh accolades or these scholarships, but but there's no mention with individuals who has invested the time to be in AP courses or IB courses that are much more vigorous and that they maintain that GPA or yet a little bit below that. Is there a special curriculum or criteria for these individuals or students? So, a number of years ago, I think probably before Cindy's time, the district conducted a a committee that studied allocate grades. And at that time, that committee decided not to do weighted

168grade point averages like other school districts may do for AP classes or IB classes or college credit classes. And so you're correct that a student who may take a more vigorous um class schedule might not get the same kind of grades that someone who takes less vigorous. But at the same time, this is just guaranteed admission. This isn't scholarships. So this would just be for those students who are guaranteed to get into schools like WMadison. But as we know, our universities look at the breadth of your classes that you're taking and you may those students are probably going to get in anyway, right? It's kind of two parts and it's tied together. Um, do you think it's, and maybe I'm asking the board on this, do you think it's time to reinvestigate and look at

169um, the change in the grading scale or weighted grading and just that whole picture? And the reason I'm tying that into my original question is does this policy match up with other larger large school districts in the state. So, are we because I would imagine we're in the same situation as Apple, Milwaukee or St. Kenosha that just that number would be impacted by it. So, does this policy kind of match up with the other with the big five? Well done. Um, as far as lining up with the big five, I'm not sure. Um, I don't I don't know if the big five do weighted grades. Um, I do think at some point in the near future, it would behoove us to look at our grading scale. Um and based on recent research on the impact

170of how our grading scale um may encourage or discourage um the uh continuation of effort on student on a student's part. Um so the answer the long answer to your short question is yes. My question with the with the urbans or the larger school districts is does this policy that is being presented as far as junior grade status um will this match up with other similar school districts especially adding the piece about um concurrent enrollment. So, I'm trying to figure out if I missed something. Um, because when I thought the guaranteed admission um legislation was passed that it was an unweighted grade point average. Did they did they redo that? Schools can calculate their gradeoint average however they want. Uh, it can be weighted, it can be unweed. Um, there were a lot there was

171a lot of discussion about ties and how you were going to break ties. Fortunately, and I'm going to knock on fake wood because um, we go down to the fourth decimal point in with calculating grade point averages. So, we haven't run across that as an issue. All right. Uh, moving along. Um so 4 460 I guess. So take um you take one and two together. Are they the same? Yes. Oh yep. 460 rule one um pertains to the academic excellence higher education scholarship. So, this is that scholarship where um based on the size of your graduating class, I'm going to say between two and five usually get tuition payments towards a UW school. And then the technical excellence scholarship is students who go to technical school get their tuition paid for based on a little

172bit different criteria, but along the same lines, pretty similar. Again, um as we work through these and um we see different nuances, we know that because of the way that the policy is written and the way that the law is written, it talks about enrollment versus um how whether you have to be a 1.0 FTE. So, for example, if we have students who are homeschooled students and they take two classes um because they're allowed to take two classes or if they're part-time open enrolled in students, they are included in that calculation. So, we're asking for changes that this applies to students who are 1.0 FTEES in the district. Uh questions. Um, so I I have I have one what what would be the situation where someone might be competitive for this but be something that

173isn't exactly a 1.0 FTE. The example that Melissa just gave, a student could um as a homeschool student in their junior year participate in two courses at the high school, get A's in both of those courses, and then would receive that recognition um not being full-time enrolled in our schools. No, I I mean, I heard that I get that that one, but that's like a not even close. I meant is there a close call or is there not really any kind of a close call? I mean there's is there any case where someone I'm just making sure there's no case where there's someone who isn't you know getting straight A's here but for some technicality reason they are like a 0.9 with us or is it just anything like that can happen or no okay

174all right um other other questions questions on 460 one or two. Okay, moving forward. Policy 522.2 reporting employee matters to DPI for licensed employment investigations. Um this is one of those new policies that WSB u put together and issued. This policy is with respect to reporting employee matters um regarding license and employment investigations. We've been doing this. we follow the law. This is to provide that transparency on what that procedure is and to be a reminder to us as well as to we need to take and what information we need to share questions on this. Okay, thank you. Um and then we have uh 800 series revisions. The first one is policy 823 access to public records. Our policy needs to name the local public offices within the district who are the records custodians. And

175as you know we um have eliminated a number of administrative positions. And so then we need to change the policy to reflect what are those local public offices within the district who are the records custodians and update that language as well as um we've updated just to provide better clarity for the responsibilities of those legal custodians. Okay. Any any questions on that one? All right. Go ahead. The next revision is to policy 824, use of electronic surveillance technology in public areas of school buildings and school district property. This policy was last revised in 2015 and since that time we have added a number of cameras and different technology as you heard Amy talk about tonight. Um um also wanting to um recognize what would be prohibited conduct which with respect to those cameras because we

176don't want people uh interfering with or blocking or or um tampering with those cameras. That was the bulk of that u those changes for policy 824. Right. Any questions on this one? All right, thank you. And then uh next we have uh 832. This policy also was last revised in 2016. Um this the revisions were really to provide better clarity on what are those prohibited weapons and the definitions for those weapons and we've updated the references at the end of the policy as well. any uh James Melissa, were you able to come up with any information about fireworks? So, James asked me about fireworks and why that would be listed as a destructive device. If you look at um section C, other dangerous weapons, this section talks about other items that are used as a

177weapon but wouldn't necessarily be a destructive item or be considered a firearm. Um so this would if if someone used a firework as a weapon such as shooting it at somebody, that would be included on in this language. things like scissors or pencils, you know, other objects that would not typically be what we would think of as weapons. If they were used as a weapon, it would fall under this policy as well. Lynn and then Rick, but in section C, I didn't understand this. It said, except that such a term does not include a pocketk knife with a blade of less than two and a half inches in length. So a a pencil is a weapon but a pocketk knife is not. That is a statutory difference in what when a knife can be considered

178a weapon. But that doesn't mean that bringing such an object to school would not result in other violations of other board policies. There is there is an item that is specifically prohibited from being brought on an airliner. It's called a kubaton. You know what that is? It's like a it's it's a it looks like a little dowel, a wooden dowel that's about that far in length and it's used to literally hit someone in the throat. Uh it is a prohibited item on an airliner and I was noticing that there was no reference to to that particular weapon. And it it's a weapon, but it and and it's something and my my fear in calling it out is that oh, can I get one of those? But it's but the but the thought is that it's

179it's a dangerous weapon if someone is taught how to use it effectively. It doesn't take much force to to to do serious injury to a child, but it it's it's a very innocuous looking thing. Some people use it as a keychain. Um, but I I would think that that should be something that should be specifically, excuse me, specifically called out as a prohibited item. So, that too would fall under section C. And the reason that it's not called out is because there's a specific statute 948.61 dangerous weapons other than firearms on school premises. And that then makes reference to section 939.22 22 sub10 which further enumerates what are dangerous weapons and that is not enumerated in that statute either. So we refer to the statute when we call out those weapons and then section C

180would take care of those other items. Well I a kids not reading the take I I just I don't know. I just think that particular one it's it is a very dangerous weapon to be I mean if the airlines call it out as a prohibited item yeah I looked it up Rick I think if um if a school principal saw a student carrying one of those around they would have a conversation with the student about not bringing that to school because it is it would be dangerous to have that at school. I just don't know that everybody is is even aware of of its danger other than somebody with intent to do harm because of because of the way it looks. It doesn't look if you're not trained to know what it does and what

181it is, you wouldn't know that it was a dangerous tool. someone who has it with it would would h would would would have the knowledge of it is what I'm saying that it's it's more for awareness than than also pro prohibition because I don't know that a lot of teachers knew about would know about it right yeah it was kind of tied into them you kind of answered the question with it do the state statutes automatically update with what airports or you know I would assume airlines are going to be the orviation industry would be the ones that update this so it does not necessarily update at that level the state would need to update the list for its matchup right as you know statutes are are very rarely update updated so for example brass

182knuckles nonmer ated in this policy right that's very dangerous as well would fall under C I go back to my earlier comment not everything can be in policy because once we start enumerating everything then but so I I think it's more about education um we have a number of different things that things change all the time and we bring in law enforcement to give our principles education as to what you may think this looks like it may look like it's a a charger for your phone but it's Not. So I I agree with you, Rick. Education is probably key and so that staff and our principles know that those are prohibited devices and that it would fall under section C in the policy. All right. Anything else on this one? Okay. Um then next we

183have 881.2. Um we have the uh policy and rule. Uh these two policies relate to our relations with booster clubs and parent organizations. Um minor changes to update uh references as well as some minor language changes in the rule. So, um, we made a I think a policy change or a wording change in the policy. And I think in an effort to try to upload the corrected version, there are two versions of the rule and procedure and not a version of the policy attached to the agenda. Um, if that happened, that's my fault. I might must have sent Kinsey the wrong documents. Uh, we did make a change. Um, board members. Yeah, it is Kinsey. There's just only rules are uploaded. Oh, that's policy. Oh, sorry. I apologize. I looked at I clicked on the

184wrong one. So James had brought forward um a question with respect to the language on title 9 compliance in the policy section um a regarding the district discouraging and shall not endorse the formation of organizations of booster clubs um which it it did say predominantly serve um which could you know the football team is predominantly males but females are allowed to participate on football team. So we change predominantly to exclusively. Um other other questions. Okay. Good. We're good on policy and um and rule. Okay. Then um 882.1 police school resource officer program. Yes, we just have um some minor changes with respect to the SRO um duties. The SRO duties match what's in the job descriptions for the SRO program which is co-constructed between the district and the city. That job description was updated a

185little while ago and so we are just updating the policy to reflect what is in that co-constructed job description. This is a thing that I've brought up numerous times as a board member um within my job. I work closely with school resource officers and have through my whole career. And I think the differentiation between a school resource officer and a standard police officer, a traditional police officer is huge in especially in our schools and I I fully support the school resource officer program when implemented as a school resource officer program. Um I'm looking at the arrest is required under D9 and it talks about change of arrest being outside of school hours. Um, and then continues to describe that as well as the professional development within our district strategy. I realize that one license program

186is stricken because I'm assuming it's just taking a broader approach than saying you have to participate in this license program. My question is um, do we keep track of how many arrests occur during school hours and within a school as opposed to address? I know previously we had talked about police reports and Joann's would have been listed as the closest address. Um that's got to be two years ago that we we're talking about that. Do we have a partnership with the police department where we see how many arrests actually happened on school grounds or on property that logically could be construed as school grounds? Joann's during the day for instance or other parks in there. Chris Coller, the director of safety and security, communicates with the police department regularly, so if anything happens on campus,

187he's aware and monitors. Do we have the data though that specifically says, okay, it's happened during school hours within it and is it something that we would want to look into? I don't I don't anticipate it being a huge overwhelming issue, but having that data would be beneficial to see where we can grow. I guess I'm drawing a comparison to you know we have the data from our badges to see where incidents happen to see what's happening at those times. Um, other questions? Um, I have I have one. Why are we why are we removing off-campus if it's just to make every effort to make arrests off campus? Wouldn't we prefer them to make every effort? I mean, every make every effort means if you can't, you can't. But we're going to try to wait.

188So, so we just changed the language from off-campus to outside of school hours so that if ar if the arrest is required within our four walls that it's done within, you know, outside of those school hours and not in the presence of students and staff. Um, and then it talks about when it is required during school hours or on school grounds due to the sus individual being suspected of a crime or posed is or posing as a real and imminent threat. What that apply to, we don't really have jurisdiction to say you have to do this out off of campus because we don't we don't control that. But if it's going to need to happen in our building, we would ask that it be done outside of the regular school hours. What's What's the difference?

189I mean, I'm not I'm not really talking about the the large second sentence. I'm talking about if an arrest is required, make every effort. So, we're it's a preference, right? Make every effort. That's a preference. It's not really very binding, but we did have this non-binding make every effort to make arrest somewhere else if if you can is implied there. Um, I would think outside of school hours is the second best, but I think off-campus is is the best, isn't it? Except we don't control that. We don't control those arrests. If they're not in our buildings, we don't control them off the school premises. Okay. Well, I mean off we say off campus meaning not somewhere other than here. I mean that's what I mean you could say that too. That's just awkward construction. If

190they need to make an arrest during school hours in the building, they're going to make it arrest during school hours in the building. Right. That's correct. So why do why do we want to not have a preference that arrest happens somewhere else if you can, but we do want to say happen at this time if you can. I'm going to have to go back to Chris Ker and ask him what the distinction was. I believe it was what I'm saying as well as our school resource officers don't work out in the community. They work in our schools. So, we wouldn't be asking our school resource officers to make arrest outside of our schools. Okay, that I get Brian and this is kind of tied into it as well that I could see once again patrol

191officers making the arrest as opposed to our school resource officers just as a general practice because of connections established and other things that we've talked about with it before tied into this. Um, looking at the outside of school hours, um, and I don't know if there needs to be clarification about this, looking at we have events outside of school hours that could result in someone being arrested as well. And I would assume that the same practice would be if you can do it out without a crowd of people there. If a kid gets into a fight, we know who the kid is. the school resource officer knows who it is, the administrators know who it is, and it has to be there there's going to be a ticket or an arrest, but the threat is

192imminent that I would assume that this policy also covers that that let the kid go home. You know where they are and you can take care of it without having a bigger issue and escalating the situation. Would would that be covered under this policy as well? Or is there a way that can be cleaned up to include outside of school district sponsored events or something where we're looking at things that don't happen necessarily during the school day, our traditional 8 to three or whatever it is on there or does the rest of the board anticipate that that's covered? I think we can clarify that. All right. Um, anything else? Okay. And then Oh, yeah. Do we have school uh police department officials actively participating in our um deescalation, trauma sensitive schools, and youth mental health,

193cultural sensitivity, andor bias training? Excellent. That's mandatory for the SRO program. And then we have um adoptions of policies and rules. Board of Education policies, actually revisions first and then I think we covered all the revisions. I think we're on to adoptions. 823.1 records management and retention. Um we're already doing this. We just didn't have a policy that reflected how we are managing and retaining our records. Uh about two years ago, the record retention schedule was greatly changed um by the state and so this policy reflects those types of record management and retention requirements. This was one as I was reading it in my current situation. Emails from board members. I surrender this. Do I not delete the emails or do I leave them in place because it says the board member is responsible for

194maintaining. So when that tenure comes to an end, who maintains those records? So that is a great question and I think this also piggybacks off of Amy's presentation on those data centers and why we have those data centers. As long as you are using your school board, school district issued email, we will retain those for you. But because you are an, as Andrew says a lot of times, individually elected board member, if you decided to go rogue and have a Gmail or a Yahoo account, you as your own individually elected and as you as a record custodian would have to retain those records for seven years. But as long as you're using your district email, that is retained here. and our system backs up every night. Great question. Anything else on the records management? And

195I also have legal notices. Uh again, something we've been doing, but just a policy that addresses how we're publishing those legal notices and when we're required to do so. I thought I thought at one time we prioritized press times a little bit more for some financial reasons. Did they not keep doing that? Um they publish our annual notices. So we um but they don't have the capacity to publish our board of education meeting notices um because they of the way that they publish their uh legal notices, the frequency of them. All right. Anything else? All right, then that would uh that would conclude the um conclude the policy section. I'll turn it back over to Laura. All right, that completes our agenda for tonight. Um, we're going to adjourn into close session. And before that,

196um, before we journ into close session, there was a recent court of appeals ruling that talked about when you're journinging into close sessions to talk about purchasing and, uh, negotiation negotiations of contract under the uh, open meetings law, we're required to give you a little bit of a preview so that you know why we are asking you to go into close session to vote on that. So, Kale is going, you need a spotlight. No, no, no. So Kale's going to give you the preview of what that particular close session agenda item is. Doesn't doesn't the I'm just tell All right. Yep. Um so uh agenda will be review of an offer for property in the village of Belleview. Um Keller Elementary um school property. uh Frabel um School of Early Learning property and uh Wikuak

197Elementary um offers for each of those properties um and entering into negotiation. Lynn, you're the best. I move that the board convene into close session pursuant to Wisconsin statute 19.85 85 section 1E deliberating or negotiating the purchasing of public properties, the investment of public funds, or conducting other specified public business whenever competitive or bargaining reasons require a close session. More specifically to it, negotiating with the village of Belleview regarding the potential acquisition and devestment of real property, negotiating with potential buyers for the sale of Keller Elementary, negotiating with potential buyers for the sale of Weekquak Elementary, and negotiating with potential buyers for the sale of Fragel Early Learning Center. and 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

198specific 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 holding expulsion hearings under Wisconsin statute 120.13 1 C and E3 and Wisconsin statute 19.85 85 section 1G confirmed with legal counsel for the governmental body who is rendering oral or written advice concerning strategy to be adopted by the body with respect to litigation in which it is or is likely to become involved more specifically to what potential litigation matters regarding the district. I feel like I should clap but could I get a second? Second. Okay. Um all in favor oppose.

199Okay. We're ajourned into close session. Thank you everybody. I'm so sorry. Hang on guys. It's not over. Go ahead, Kinsey. Becker. Hi, McCoy. Hi, Larly. Hi, Mills. Hi, Gerlock. I crossen. Hi, Lee. I All right, we're journing into close session. Thanks. 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 at 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]