001[MUSIC] (Laura) Okay. Thank you all for joining us tonight. We're gonna start with a special session where we're gonna be taking some votes on staffing. But first we're going to do the roll call. Kinsey? (Kinsey) Becker? (Andrew) Here. (Kinsey) McCoy? (Laura) Here. (Kinsey) Lyerly? (James) Here. (Kinesy) Milz? (Bryan) Here. (Kinsey) Gerlach? (Lynn) Here. (Kinsey) Crosson? (Rick) Here. (Kinsey) Lee? (Laura) I'm gonna assume that Ku is going to be joining us momentarily. I haven't heard from him that he wasn't coming, so I think he's probably just running a little late. And he'll join us when he can. All right. Would someone like to read the first motion under action items? Okay. (Bryan) I move that the employment of staff as presented be approved. (Lynn) Second. (Laura) Any questions? Okay, I think we're ready to vote. Sorry,
002if you can't hear me, wave your arms around and stuff because I'm a little awkward. (Kinsey) Online voting is now open. (silence) Lynn and Laura, are you able to vote? (Laura) No. (Kinsey) Do you want a voice vote? (Laura) Yes, I'm a yes. (Lynn) I'm a yes. (Kinsey) All votes been entered and the motion is carried with all board members voting in favor. (Laura) Okay, could someone read the motion for B under action items? (Bryan) I move that the resignation of staff as presented be approved. (Lynn) Second (Laura) Any questions? Kensey? (Kinsey) Online voting is now open. Lynn, do you want a voice vote? (Lynn) I vote yes. (Kinsey) Okay, all votes have been entered and the motion is carried with all board members voting in favor. (Laura) Okay, moving on to transfer of staff.
003(Bryan) I move that the transfer of staff as presented be approved. (Lynn) Second. (Laura) Any questions? Kinsey? (Kinsey) Online voting is now open. Lynn, do you want a voice vote again? (Lynn) Yes, I vote yes. (Kinsey) All votes have been entered and the motion is carried with all board members voting in favor. (Laura) Okay, with that, we just voted to hire some people into new positions in our district. If you are a new administrator and you're present tonight, I'm inviting you now to come up to the table and just say hi and let people know who you are. Is there anybody? Yeah. (Speaker 1) What about the group, please? (Laura) Yeah, please, come on up. (Speaker 1) Andrew? (Vicki) And Kane is online as well. So Kane, if you want to go ahead and take
004your camera. There you go. (Laura) Hi, Kane, if you'd just introduce yourself to everybody and let us know what your new position is. (Kane) Yeah, good evening, everyone. Can you hear me okay? (Laura) Yes. (Kane) Awesome, my name is Dr. Kane Mach. I'm super excited to be taken on the role of associate principal at East High School. (Laura) Okay, welcome, thank you. (Kane) Thank you. (Laura) And could you just go one by one and let people know what your new positions are? Yes. (Ingrid) Is this right? (Laura) Yes. (Ingrid) All right, perfect. Hi, I'm Ingrid Parker-Hill and my new position as director of engagement and inclusion. (Laura) Thank you, go ahead. (Jenna) Hi, I'm Jenna Starry and I'm very excited to be the new principal at Wilder Elementary. (Laura) Welcome. (Joanna) And I'm Joanna Wietenen.
005I am taking Jenna's role on over at Red Smith as the associate principal. Very excited to be there as well. (Laura) Thank you all for joining us tonight. [applause] (Vicki) Okay. And if I could just acknowledge she's not with us tonight, but you did just accept the resignation of Jen Sipes who served as one of our outstanding principals at Webster Elementary School and just wanted to acknowledge Jen and her many years of dedication to the district. We will miss her. (Laura) Thank you. Okay, and with that, I would entertain a motion to adjourn this special meeting. (Bryan) So moved. (Rick) Second. (Laura) Kinsey? (Laura) All in favor? (All) Aye. (Laura) Opposed? Okay, we're going to adjourn into our next meeting. Okay. (inaudible) (Kinsey) All right, we're good to go. (Laura) All right. Going to welcome
006you all again to our regular monthly work session. And we'll go right into another roll call. Kinsey? (Kinsey) Lee? (Kou) Here. (Kinsey) Crosson? (Rick) Here. (Kinsey) Gerlach? (Lynn) Here. (Kinsey) Milz? (Bryan) Here. (Kinsey) Lyerly? (James) Here. (Kinsey) McCoy? (Laura) Here. (Kinsey) Becker? (Andrew) Here. (Laura) Okay, we are also joined at the table tonight by two members of our ICSC. Could you please introduce yourselves and tell us which schools you're from? (Chanel) I'm Chanel Leopold from Preble High School. (Hannah) And I'm Hannah Song, also from Preble High School. (Laura) Welcome. Please feel free to ask questions and join in tonight. Yeah, they already know what they're doing, so. Okay. All right. The next item is recognition. And tonight we have a few people we want to recognize. Our first award of the evening is Champion of
007Diversity, Equity, and Inclusion Award, recognizes an individual, organization, or group whose leadership, acts, or support have demonstrated outstanding commitment and made significant contributions in advancing diversity, equity, and inclusion within the Green Bay Area Public School District and our greater Green Bay community. This year, we are acknowledging the founder of the nonprofit organization Loving the Skin I'm In, Rhonda Chandler. Rhonda has been helping our GBAPS students and their families over the last three years. She has been on the committee for the Brown County Dr. Martin Luther King Jr. K-12 poster essay contest and event, and is part of the GBAPS African American Achievement Summits. I've attended both of these and they're wonderful, wonderful events. And I always love seeing Rhonda taking part. Rhonda's organization exists to empower and uplift Black and Brown girls in Northeast Wisconsin
008by providing access and exposure to opportunities that develop their talents, gifts, and leadership skills. She was mentoring girls in person and virtually before and during the pandemic, giving girls a safe space to grow and be nurtured authentically. Several schools, including Howe, Kennedy, Franklin, and Preble have had girls participate in after school and or lunch recess programming. And there's also a once a month community group which they and an adult caregiver can attend. These groups are designed to build self-esteem and a supportive community. Rhonda, I know you're here. There you are. So we have crossed paths in many, many places in this community over the years. I'm always happy to see you. And in particular, quite recently, you were very kind to me in a public setting and I really appreciate that. We are grateful for
009your work to promote self-love, self-esteem, self-confidence, self-identity, and self-worth that enables our students to become leaders and visionaries. You are so very deserving of the Champion of Diversity, Equity, and Inclusion Award. At this time, we'd like to present you with this award. (Rhonda) Thank you. [applause] Thank you. Good evening, I just wanna say thank you. It's an honor and I do it for the students. So I enjoy it. GBAPS took a chance on me almost three years ago and I'm just grateful for the opportunity. Thank you. (Laura) Thank you very much. [applause] (Laura) We have a second award tonight. I'm gonna read this even though it's for Senator Robert Coles. He wasn't able to join us tonight, he's under the weather. And we invite him to come back at any time and visit us. But
010I'm just gonna read this just to give you an idea of what this award is about. So this is Friends of Education. (clears throat) Our second award of the evening, the Friends of Education Award is bestowed upon an individual organization or group whose leadership acts or support have significantly benefited the Green Bay Area Public School District, its employees and our students. This year, we are acknowledging Senator Robert Coles who has served Senate District Two since 1987. In recent years, Senator Coles has championed clean water in public schools, grants for e-sports competitions, revenue limit relief for energy projects, eliminating the revenue limit freeze where voters have rejected an operational referendum and school safety. During the last state biennium budget debate, Senator Coles was also a strong advocate to hold legislators to their commitment that public education
011would have an increase in state funding after the previous state budget froze per pupil funding for two years. Senator Coles has been a frequent visitor to our schools. I've seen him everywhere in our schools at many, many events. And has attended numerous graduation ceremonies as well. He has always been willing to engage the school board members and district administrators to explain proposed legislation on various details about the state budget process. Senator Coles, we thank you and your many years of service to the state of Wisconsin, Brown County area and family, students and staff at the Green Bay Area Public School District. Like I said, he wasn't able to join us tonight. He's under the weather. And I just wanted to read this out to recognize his contribution to public education in our area. So if
012we could just give him a hand. [applause] Oh, is Mr. Sparanic here, Tom? Oh, there he is. Okay. So let's go ahead and have you come on up. He's gonna talk about our Southwest High School Agri-Science program. (Tom) Good evening. Good evening. Well, thank you for allowing us to spend a couple of minutes. Just to highlight a few things that we've done throughout the year. We had a pretty amazing year, FFA related wise. We continued our warm hearts drive, which we collect money and quotes up for elementary school. We've had our first ever Food for America program, which we highlight kind of the things that we do in our classes to elementary schools. And I believe we brought in a third and fourth grade class from MacArthur, I believe. And it culminated with a first
013time since 1991, Southwest had a state career development event winner, which is we won, believe it or not, in poultry. We're very fortunate we have Ms. Priest here in the back, who is kind of our poultry whiz. I never could have done that. And she took four students that really worked hard and won the state of Wisconsin in a poultry contest. So they'll represent Wisconsin at the National FFA Convention the end of October in Indianapolis. So it's a long time coming. And we're very blessed we have Ms. Priest in our midst, because I certainly could not have done it. Plus, we had great students this year. And our FFA kids do a lot for the community and for our schools. And I would invite any of you in to see our program. I think it's
014one of a kind in the state, being a very city school and where we're raising chickens. We have over a quarter of a million bees. Production Greenhouse, we're raising several thousand fish every year. We are raising all of our lettuce for our school, all in the south side of our building. And we continue to grow. Our motto is we never stop growing. And that is literally and figuratively. So we have a five minute video that our officer team put together. I think it's pretty cool. It highlights some of the things that we've done. And the ending is probably the most priceless part of it. You can see, and we finally had a student win the sectional FFA Creed contest, which kind of shocked him. And you'll see the shocking at the end. But thank you.
015Five minutes of entertainment and a great song they picked too, by the way. So thank you. Enjoy. [SINGING] [MUSIC PLAYING] [SINGING] But now we look it in the eye [MUSIC] [SINGING] [MUSIC] (inaudible ) In fourth place, Alex from Green Bay Preble In third, (Inaudible) In second, (inaudible) And in first, (inaudible). (inaudible) [applause] (Laura) If any of you have been lucky enough to tour the AgriScience area in Southwest, you'll know that it's quite an amazing program. I was lucky to do that in early February with Jill Underly when she came to visit Green Bay, and I was just blown away by what they offer there and all the cool stuff they're doing there. So anyway, did you have some things to say? (Bryan) That blue jacket's got to be one of the most iconic things within
016high school organizations because you see that everywhere and you know right away that's an FFA jacket with it. And I was always amazed when I started teaching in the district how successful our FFA programs are for being an urban school district. I saw it at Washington and East, but to see the program taking place in so many districts or so many buildings with it and the amount of success is amazing. So it's another one of the many great things we offer. So good job. (Laura) Yeah, so go ahead, Andrew. (Andrew) Thank you. Yes, actually Green Bay as a combined program at one time was the largest FFA program in the United States when you combined all the schools largely because we had middle school FFA going in all the schools. And I still actually have
017my West FFA jacket still. It doesn't fit because of working out a lot since I was in high school, but I do have it. So it's really an amazing program and I think people tend to think of this. It's only about one thing or it isn't for people who... But it's very broad as we saw here. A lot of different areas are touched by it and it's really an amazing program. (Laura) Okay, anybody else? All right. Okay, we're going to move on to under recognition seal of by literacy and we're joined at the table by Angie Lacombe. Can you all introduce yourselves please? (Angie) Yes, thank you. We will... Do you want to just... I was going to introduce them as I speak. Is that okay or do you want to do it right now?
018(Laura) Whatever way you'd prefer. (Angie) Okay. All right. So, hello, my name is Angie Lacombe. I'm the director of curriculum. Tonight though, I am here in order to be able to acknowledge and honor 61 students who are in the Wisconsin Seal of By Literacy this year. This achievement is significant as it demonstrates that the commitment that these students have made learning both English and Spanish in four critical areas. Reading, writing, speaking, and listening. The time and dedication it takes to learn a language is substantial and it cannot be done alone. So tonight, I'd also like to honor the supportive adults, many of which are here in the room, of the recipients who undoubtedly supported their students' efforts throughout their language learning journey. (Gina) And my name is Gina Cornu-Zacarias. I'm the director of teaching and
019learning programs. But I'm also going to be acting as a translator at this point. So if you don't mind, I'm just going to start going back and forth and translating for our families. [Spanish] (Angie) And so tonight I am joined here with Gina, who was instrumental in ensuring that Green Bay Area Public Schools was able to provide students with this opportunity. Gina worked with the state of Wisconsin in order to be able to have Green Bay schools be a district that is able to offer the Seal of Biliteracy. Kelly Vadava has spent countless hours this year supporting students and with support from Katie Shaddis and Elizabeth Wright to ensure that every eligible student in Green Bay had the opportunity to earn the certification. I cannot say how many times the three of them were down
020in our offices checking students' names, calling principals, talking to counselors, ensuring that any student who was eligible for the certification was notified that we were going to be able to offer this. And she also organized and facilitated the assessment and communicated with all of the students. So a big thank you to Kelly for that. So, Gina, go ahead. [Spanish] (Gina) All right. The Seal of Biliteracy is a prestigious award given by the state of Wisconsin in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. Our district is one of the districts across the state that can issue the Seal of Biliteracy since the 22 and 23 school year. The vision of the Seal of bilteracy is to help students recognize the value of their academic success
021and see the tangible benefits of being bilingual and biliterate. There are different pathways that allow students to earn this certification. Our district offers multiple pathways that lead students to this certification. One pathway includes the study of award language starting in elementary or middle school and throughout high school. Another pathway is through attendance in our bilingual education program from kindergarten through the end of eighth grade. Our third pathway includes students who are part of the Multilingual Learners Program who are literate in their first language and are now literate in English. Earning the Seal of Biliteracy is an honor that few students across the state of Wisconsin are able to achieve. We're so proud to celebrate the students' accomplishments in this meeting. And if you don't mind, I'm just going to paraphrase. [Spanish] (Angie) So the district
022had 104 students who met the English criteria for the Seal of Biliteracy take this assessment and 61 earned the credential. The benefits of the Seal of Biliteracy include current and future employment opportunities, higher pay and bonuses to applicants in some jobs, career advancement training and professional learning, potential college credit and reduced time and cost to degree completion, scholarship opportunities, internships, study abroad programs and travel. [Spanish] (Angie) And now we'd like to have the students who earn the Seal of Biliteracy come up and join us near the front. So if you've earned the Seal, come on up. (Laura) Thank you very much for coming tonight. If there are any, also any parents in the audience that support their students here tonight, could you also stand up? [Spanish] (Laura) Thank you very, very much for being with
023us tonight. Our district, I'm so proud that our district does this work. So do you have anything else you'd like to add? (Angie) No, I don't. I don't think so. As a language learner myself, I know the time and dedication that it takes to be able to learn both English and Spanish. And I could not be more proud of all of you here and those that are on the list. So it was such a joy to be able to come to your schools and be able to let you know about this amazing accomplishment. So good luck in your futures. (Laura) Cool. Go ahead and then Bryan. (Kou) First of all, congratulations to the young folks. I am a refugee this country as well. And in some ways, I am a little bit envious because we
024didn't have this program when I was coming up. So I want to commend you because I think that it's not easy and it takes a lot of time and commitment and lots of intelligence involved as well. So I want to wish you all the best of luck in the future. Good luck to you. (Bryan) I want all of the students to look right over there. You see that guy waving right there? When we talked about being employee ready. Talk to him. Okay. Right there, Mike. There you go. (Angie) Yeah, yeah. I think it's safe to say that Green Bay is one of the places that does honor bilingualism in regard to increases in pay as well. So I'm very proud to be here, not only as an employer of potentially future employees, but also to
025be able to give this award. Yeah, we need you. Stick around. [SPANISH] (Laura) Thank you very much. Okay, that completes our our recognition. So if, if anybody is is here for just that portion that is now completed. So we're going to move on now to our public forum. If there is anyone here who wants to speak at our public forum. You need to fill out one of those pink sheets and hand them to Kinsey over here. We'll get going again in just a moment. Okay. We're going to keep moving here. For public forum. Thank you. The first person we have is Nora. Reshke. I'm sorry if I butchered your name. Okay. Welcome. State your name and address and you have five minutes. (Nora) Hello, my name is Nora, and I am a. I just finished
026my first year teaching here in the district. I had the pleasure of teaching at Elmore is my home school along with King Elementary School. Not only am I a teacher here this year and just wrapped up my first year but I'm also a proud alumni of this district. I graduated high school at from West High at in 2019. And I also went to Elmore as a student, and also my mom went. So, Elmore is in our history, and we live right around the corner, and it's, it's been such a great place to be as a student and as a teacher now. I work with incredible staff who a lot of them have were my teachers that are still there so that's also something, you know, that says speaks volumes about Elmore, how long our staff
027stays at Elmore. I would have been more lucky to start my career here at Elmore. I've been so welcomed and supportive, supported throughout this entire time. And with this proposal, I'm, I'm nervous about the change. It's disheartening that Elmore is is planned to be dissolved into two different schools between chapel and Lincoln, I understand that funding from the state is definitely why we're having this discussion and all these proposals. But it's not our students fault. And yet, the students are the ones that's going to be the most impacted by this. I wanted to bring up the capacity of Elmore being listed at 79%. And I'm wondering where that number, how that number was created as all of our classrooms are in use right now. So I'm wondering are we considering our intervention rooms or special
028education rooms, speech, student support. What are we counting for this percentage. These rooms are really, you know, a necessity for our students, then they are they're big learning spaces to. We have an average of about 20 students in each class. And I think this is another way that our students really are able to excel here at Elmore, not everyone can function at a school population that has four to 600 students. There's a lot of small group and individual times for learning for students. And I, I have the pleasure during my prep time this past year to work with a student one on one. And the student has struggled outside of music. But we've been able to talk through emotions and do musical activities through through this one on one time, which I don't think would
029be able to be as possible, being in a higher populated school. So they really benefit from one on one small groups. And I just don't know, you know, with the pictures that we've seen of more renovated school, you know, classrooms and the breakout rooms in the hallway. How are we going to be making sure that we respect the privacy of these students as well, you know, having these breakout spaces and hallways, you know, and another thing with elementary students is I have learned that maybe even the hard way that they really rely on a routine. When we have, you know, an activity or a school event that day and our schedule changes even the slightest. It, it affects their learning that day, it really does. And so now we're, you know, looking to change this
030really big, you know, change of a school that's going to really affect the routine. I just want to mention the, the mission of our district, right to educate all students to be college career and community ready to be inspired to succeed in our diverse world by dissolving our community. Are we really allowing our students to be able to succeed. We do live in a very diverse world, which also means that the way that they learn that they think that we process is all different. Disrupting our routine right moving schools are populations, is it what's best, right. We're here to educate to learn. So rather than just closing our schools, you know, we want to be able to help to write we know that, again, the funding is a big reason why we're doing this so
031tell us who we need to reach out higher than, then, you know, this area of the state. What can we do to help keep our schools open and keep these students learning you know can we maybe look at middle schools I'm right Franklin's at about 50% for their capacity. And so maybe we could look at middle schools, maybe looking solving. I don't know I grew up at Franklin too so like Franklin and West doing something like that. You know, these elementary students they really need that routine and that consistency, and I think a lot of these students that we see and we work with every day. This is school is the one place that they have that consistency and it's really disheartening to know that that's all up in the air for them. And I
032think a lot of these students are scared. I have a lot of students saying they, they're going to miss me and I'm like well I'm not going anywhere, you know, so they need this consistency and the routine. So, we as a staff are willing to do what we need to do to speak out speak out and and try to get funding and the support that this district needs. So, thank you. (Laura) Thank you so much. Okay, next, we have Renee Vincent. (Renee) Please state your name and your address and you have five minutes. My name is Renee Vincent, my address 1007 Hiredoll Heights Hobart. I have just completed my 28th year as a speech and language pathologist, which is crazy for me to even wrap my head around. But 23 years of those years have
033been served at Elmore. I'm very proudly. Last week I wrote to the Board of Education highlighting three main areas that I'm very concerned about and this evening I felt it was in the best interest of my Elmore students and their families to briefly summarize those concerns. My concern that I have is dedicated workspace. A huge, huge benefit to working as the SOP at Elmore is that I have a dedicated workspace room 206. My students proudly call it their speech room. I it serves their needs. It serves their purposes as a veteran SOP. I can provide services, just about anywhere. However, my students, some of the most tangled learners, some of the most needy learners that we have at Elmore, they need that space. It's a space that is consistent, private and quiet. I recently attended
034a task force recommendation meeting and I shared my concerns with regard to workspace. I was disheartened to hear the comment made that I should add it to a wish list when proposed recommendations were shared. With all due respect, because I know we're all doing the best we can, a dedicated private workspace is a wish list item. It has to be on the must have list in order for my students to succeed. I was told also that pull out workspaces were most likely being considered when information about the new elementary school was shared. This raised a huge red flag. I put it in greater detail, but just in summary, dedicated workspaces for SLPs, OTs, PTs, multilingual learners, teachers and other intervention supports are a must. They have to be at the forefront of all conversations and
035these services cannot be an afterthought. A quick scramble of where do we have an empty space for so and so to work. Today, I've only heard about these dedicated spaces being maybe considered or most likely considered with regard to the new elementary school. Elmore students won't go to that school. So what is being done right now to address the spaces that the special education students, the multilingual learners students, the intervention students, if they're sent to Lincoln Chapel, maybe Fort Howard. Do we have the spaces available? And I have not gotten an answer to this. I'm concerned about that. If we can't say that those spaces are available, then please, I beg the Board of Education to strongly wait, pause, think about this and don't make this move until we have those spaces because to move
036from dedicated spaces at Elmore to any available unused location that we have for speech. It's not fair and it's not equitable for Elmore kids. Equity is my second concern. I have had parents say to me, why should I vote yes to building a new school when my kid will be sent to an old school that doesn't even have what I feel like we have right now at Elmore. Based on location and current boundaries, Elmore students would not move to the new school. So what are we doing right now to address those inequities that the current recommendations would create? And the new building is not the only concern that I have. The fancy new building and its contents. I'm also concerned with the fact that we would be adding additional students of poverty to an already
037taxed building, for example, Fort Howard. It's not equitable. Will extra staff be assigned to those receiving schools so that we can truly meet the social, emotional and learning needs of our students? Again, if we can't answer yes to that question, then I ask questions about equity and I really hope that we can reconsider the current proposal. My final concern that I shared in my letter has to do with timing. Many of our students are still rebounding from the impact that COVID-19 had on education. That's just our reality. One example that just keeps screaming at me is our students who just completed second and third grade. They were in 4K in kindergarten during the 2021 school year. And we all know that the pandemic changed how we could deliver academic services and support over the To
038date, many of those students are not meeting grade level expectations in reading, writing, math, social, emotional development. We have teacher created plans. We have interventions in the works. But the needs right now surpass the staff we have and the programs that we can offer. We're working hard at Elmore, but these students need more time. I recognize that school consolidation and closings are inevitable based on our current budget deficit and declining enrollment. I understand that and I can appreciate that. And thank you to everyone for all your hard work. But I ask that sincere consideration be given to the timing of these changes. Does this elementary group of elementary students deserve another disruption in their education? Is it possible to consider delaying the proposed changes to allow these students to complete their elementary years at Elmore?
039And again, I really I bring this to you with all due respect. I want you to know, as I said in my letter, it comes from a spot in my heart of deep concern. Elmore has a very soft spot in my heart, obviously, or I wouldn't be I wouldn't be there 23 years later. So thank you for your time. (Laura) Thank you. Okay, we have one more person again. I just want to say if there's anybody else who wants to speak, you need to fill out one of these sheets. Otherwise, this will be the last person. And that is Mary Yang. Again, just state your name, your address, and you have five minutes. (Mary) Hi, my name is Mary Lou Yang and addresses 364 liver drive. I'm here today to speak on behalf of a
040group called Green Bay Asian allies United. Back in October we had kick off the anti bullying campaign called API against bullying. And we had. Sorry, I kind of lost track there kind of started over here Green Bay Asian allies United. In case somebody is unfamiliar is is a coalition of advocates working with local organizations, all the supportive Asian student success. So just, you know, just to clarify that. But back in October we kicked off anti bullying campaign called API against bullying just to support Asian students to build confidence de stigmatize mental health, and as well as stop the bullying behavior with intervention with the techniques like interventions. Like the bystander interventions so things like that to help promote anti bullying. We had ended our campaign in May, and throughout that time we had collected 100
041API youth surveys. I wanted to share that with you guys because I thought that was quite interesting when going through the survey. One of the questions that was listed was a fill in the blank question to ask the students name an adult you can trust in school. If a bullying and harassment situation arise. So this is a completely link space and her surprise. There was a lot of kids actually named adults, the name teachers named staff, and after our API against bullying summit youth summit in May, and WTC. We wanted to find a way to recognize these individuals because there's a good chance that these students may never actually get the chance to say thank you to say you impact me enough for me to trust you to even think of your name to write
042it down on this sheet of paper that you're somebody I can trust. And the last two weeks, we have been tracking down these individuals touch base with the principals at the school is trying to just find a way to recognize this individual individuals. And luckily we were able to pull that off. And there was some 18 individuals that were at the school here that were named. And I actually want to name them out loud. Hopefully I don't butcher their names, but I want you guys to recognize that these are people that are work at the school here that our Asian students were able to to trust enough. They had made impact, whether they were teachers, whether they're monitors, whether counselors, whether they're just a regular staff. So first and foremost, the first teacher in the
043name here is Miss Nobeck, who teaches that who's a staff at da Vinci. I don't know all their positions so I'm just going to say what school they're at. Miss Millions, and Mr. Rockstrow. I believe they're at the Southwest High School. There was a teacher named Mr. There's on Miss. Kapila, Miss Foster. Those are teachers at West or professionals at West High School. Miss Allen, Mr. Chang, the associate principal, Mr. Bobholtz, Mrs. Tao, Miss. Tesske Those are professionals at the Preble High School. And the last group here is from Washington Middle School. Mr. Jzan Mrs. Zambrano Mr. Yang Miss pickal, Mrs. Vang Mr. Mr. Whitty And Miss. Gernia So maybe I might have put your some of their names. But we were able to coordinate with the principals at these schools and arrange a certificate
044of recognition and a token appreciation on the Asian students that are at the schools they the school we were able to coordinate with their their advice, their Student Club president as well to be present to and help us pass these awards out because their groups were a big involvement in this as well. So it was very it was a very special time. You can definitely see some of these photos on our Facebook, the Green Bay Asian allies United Facebook. We were able to post some of those up up to the comfort levels of individuals. So, you know, definitely take a chance to go take a peek because there was a it was nice to see that definitely something that we want to continue recognizing that and encouraging those individuals to keep doing because these guys
045are impacting these students silently without even realizing it. So I want to just continue that and encourage everybody, not just the Asian students but just encourage all the professionals to continue doing the hard work they're doing because these kids are seeing it on a daily basis. Thank you. (Laura) Thank you. Okay, that completes our public forum. We're moving on to under budget, and we'll be joined by Angie and Sarah. (Angie) Good evening, everybody. Okay, so the slideshow is up there. Madam (Lynn) Chairman, point of personal privilege could we please have the camera move from in front of the screen. (Laura) Yeah, it's kind of black in the view. Yeah, I could just slide down, maybe another foot. Is that can you see now Lynn. Okay, thank you guys. All right, take it away. (Angie) Hi
046everybody. Sarah and I are here to present to you the 2425 preliminary budget. So this is the third year that we have come before you to at least get kind of the sneak peek right of what is to be expected when we come before you in October after we certify, certify the levy and the final budget for 2425. In within board docs, there was a preliminary budget book. It's kind of like the shortened version of what you see in October. It's an overall summary high level, just to kind of give you an idea on our levied funds as to what what we're expecting. So if you want to follow along, we don't go through a lot of detail, but we'll give you high level in the presentation. If you have any questions, feel free to
047ask here or follow up after after this presentation. So at this point in time, so last month I was before the board, but at this point in time from what we have gathered. So we have all of our departments, all of our buildings, those projected budgets budgeted needs that they've submitted to the department and then all of the other information that we've gathered. We have successfully closed that $2.2 million deficit that we've been talking about since December and we are presenting a balanced budget for 2425. Several factors have kind of led to this. One of them being that our Essar funding still, we still have that for the next couple of months. So we are strategically using that to cover summer school costs for one more year as well as some of those fun 10
048expenditures that would otherwise have been covered by our operating budget. So I'm kind of shifted those costs. So that's really close that budget, but many factors have led to this. We have been talking about deficits. So one thing that we have done as as departments is we have kind of taken a different approach. We're doing the zero based budgeting approach, which is also help balance the budget, but in addition, that has ensured that all of our districts operational needs have been met. So so that along with all of all of the efforts that we've taken to kind of reduce and cut expenditures throughout throughout the last couple of years. Significant factor, of course, the consolidation of three elementary schools that has saved the district about $2.4 million for next year and the years after that,
049right? That's kind of a build upon savings, especially with the you know with the FTE and it also has addressed our declining enrollment issue that we face as a district and that is going to also continue for several years moving forward. You know, the good thing about coming into the second biennial budget, right? So the second year of that state biennial budget is we we have a pretty good idea as to what to expect in revenues. So that 325 per pupil revenue limit increase that will be about $6 million for the district next year. Very helpful. We knew that was coming. It's the following year right that that the unknowns come, but at least we know we have a good idea as to what we're going to be getting through through that revenue. Keep in
050mind that per pupil revenue. Of course that declining enrollment is tied to that. So our state funding is based upon that FTE and that 325 right that revenue continues to go down because of our declining enrollment. So that's that's a direct. The district also or the board approved a 4.12% base wage increase recognizing the importance of recruiting and retaining qualified staff, especially in the tight labor market that we are. We remain competitive. So you know a definite a definite need in the district. So that's that's great news for the district and then also included in the budget is those increases for health insurance fairly minimal and then the dental which was approved a couple months ago again continued declining enrollment. That is that is no news to us, right? So pretty important to just highlight
051that as well. So the graph if you can read it the graph here it's it might look similar. It might look familiar to those of you who have been on the board for a couple years. We've shown this on the last couple of years. Basically what this is showing is it's a snapshot in time. So you have to keep that in mind. But really what we're comparing is our January membership for student enrollment in comparison to our full time equivalent or staffing. So that blue bar represents the January student membership. So as you can see, we kind of peaked in that 16. 17 with enrollment and now we continue to decline and then the red line is our total employee after he so compared from the January 1st 23 to January 1st 24 we have
052decreased about 44 FTE again at that snapshot in time. But what we really need to recognize is that red line is trending. How it is supposed to be trending while we decline in enrollment right over our FTE should also be declining and kind of following that same trend. So you know we have the cost reduction measures that we've taken through attrition through the school consolidation is really aimed at. You know, addressing that structural deficit that we see moving forward in the district, not just for next year, but for the next years to come. So I mean this. So if you've got any questions on this, but yeah, I mean I think this is just a really good thing. If you remember when we came back from the pandemic that red line was going in the
053opposite direction because of the needs and addressing those needs that the students. You know to address the students needs essentially, but now we are trending down so we're headed in the right direction. (Bryan) This may sound obvious, but there's no intent to have the red line meet with the blue line that just shows the difference between the two on there so that 2016 17 that's just where it happened to be. So people shouldn't look at this and say our goal is to get the red line to the blue line. It's just overline the two graphs with that. (Angie) Exactly. (Laura) Anybody else? Okay, go ahead. (Sarah) So we'll go into a little bit of fun 10 this slide represents fun 10 revenues. You know, that's our general operating fund total projected revenues in this funder
054about $307 million, which as Angie mentioned, we have a balanced budget that will match the expenditures as well. It's important to note that the majority of the revenue that we get comes from the state, mainly in the form of equalized age, which you can see is approximately 64% of our total projected revenues or $195 million. Property taxes are the other major revenue source coming in at about 20% of our revenue as a reminder and for those of you that may not that are new. The revenue limit formula is state aid plus property taxes equals allowable revenue and that is directly related and driven by student enrollment. Clickers kick in my butt. Here we go. As far as fun 10 expenditures go the dark blue and gray pieces represent salaries and benefits for fun 10. In
055addition to that the the lime green colored piece represents the operating transfer to fund 27 or special education. The majority of that is also salaries and benefits. So all in total salaries and benefits make up about 77% of the projected budgets. In addition, the contracted services line, which is about $4748 million that includes budgeted expenditures for open enrollment out. Transportation utilities as well as software services. Those are the majors in that line item. One thing to note the red triangle on the pie piece represents vouchers that makes up for 4.3% of our expenditure budget or approximately $13 million. (Laura) Just to be clear, that's money that comes through our district and then leaves (Sarah) correct (Laura) other schools (Sarah) correct (Laura) and what is that amount. (Sarah)Just want to share 13 million. (Laura) Okay, thank
056you. Angie touched briefly on ESSER, we do have $4 million of our remaining ESSER funds budgeted to be spent in 2425 of that 2.2 million is set aside for summer school in another 1.8 million is a set aside for technology and software. We do need to claim all these funds by September 30th 2024 and in doing so we're able to manage our operational costs as Angie mentioned earlier. (Laura) I want to note our summer school programs over the last several years post pandemic have been very rigorous and well attended and um have greatly impacted our students as they tried to regain some of what they had lost during the pandemic. (Bryan) I just want to thank you for using the Esser funds right until the very last moment and drawing it out in the most
057beneficial way that we could do so so wasn't one big shot, two years ago and taking that responsibly so thank you. (Angie) Okay, so overview of our future structural deficit so again, we're closed we've closed that gap of the $2.2 million deficit for 24-25 but what our focus is is on that next right the next biennium budget. Because there are there are so many unknowns but right now, from what we're projecting we are estimated at that budget deficit for that first year of $6 million and then the second year of $11 million. And again, like that those number, those numbers are going to fluctuate right as we receive more information but this is based on, you know, now. So it includes that 325 per pupil we're assuming that we're going to get that for the
058next couple of years. But we don't know that, obviously, it could be more it could be less. And I think the, the big thing to highlight here is 2026-27. And this isn't the first time that you'll hear it from me and it's not the last but that is the last year of that 16 and a half million dollar operational referendum that we passed for a 10 year timeframe so back in 16-17. You know that's when we passed it so that will sunset on 26-27 so that is another thing that we are going to have to plan for as a district within the next couple of years. Any questions. (Laura) Rick. (Rick) What are your excuse me what are, what are your estimates for declining enrollment in those out years. (Angie) So based on its averages
059like around 300 FTE. So every year we are, we're losing about 300 FTE and that's based on our enrollment projections that you know that we work on every year. (Rick) One more question. So, to when a school is closed, and you're claiming, you said $2.4 and savings. That savings continues onward. For how long are we claiming a savings every year because we close that school. (Angie) There are several things that that we're claiming but if you just take staffing for instance right so through attrition. that's a forever savings moving forward, If you don't backfill those positions or if you're adding staff and you're adding that CPI every single year that's also a continuing right you build upon those expenditures so the savings is we close, we close the school next or consolidate those schools, those
060savings are forever in the budget because those positions supposedly aren't coming back into the budget. (Rick) Is there any cost associated with a school that is closed like we have to maintain it to tear it down. (Angie) Yeah, so we do have those fixed costs, so we will still have electricity we will still have right will still have those utility bills. We have to ensure it. So yes, those are conversations that we will have to talk about as to what we're going to do with those vacant buildings, sooner than later. (Laura) Any other questions. Oh, Bryan. (Bryan) So just doing some napkin math here between the shortage of funding for special education from what the federal government promised, and the use of vouchers to fund to school districts within the same area that would pretty
061much make up our deficit. (Angie) Yeah, and then some right so we get about 30% and aid on fund 27 expenditures, whereas at one point it was 60%. So we out of operations, about $33 million. are transferring from fun 10 to fun 27 That's what's projected for next year. (Bryan) Seems like it's a great opportunity to contact people and advocate for that which has been an ongoing issue. (Laura) James. (James) I can do napkin math as well. So, just to set everyone's expectations when we talk about $325 per pupil all against what we can spend the revenue limit. So that equates to about a 3% increase in revenues, according to just some quick calculations right. So, when you look at that it looks like hey we're getting additional revenues, but even that additional revenue is
062not keeping up with 4.1% increases in cost of living, right and we owe that type of adjustment to our salary so it's easy to look at that number and say hey you're, you're getting more revenue but when you combine declining enrollment, and that number doesn't even keep up with cost of living. That's the definition in my mind of structural deficit that we were really trying to address and I know that at an earlier point in the presentation. Bryan made the point of saying the red line of full time equivalent staff is not intended to reach the blue line of full time equivalent enrollments right, but there is a healthy distance, and right now it is unhealthy in distance, due to the single track. And that's where we're going to be looking at single track elementary
063schools, right, where we're having to increase our full time equivalent staff to run against a set of schools that are underutilized right so to your point, yeah there's fiscal costs, the savings but really when we're looking at changing that consolidation of staff around some some schools that are designed and can flex appropriately is really kind of the intention of the consolidation is (Laura) Is there anybody else. I think there's also some some political forces who would like to eliminate that 325 that the governor made possible. I think there's some legal action that's being taken. As we speak, I don't know exactly the status on that right now. I don't know that that would affect us in the next year or not, but I, I guess I personally just speaking for myself I do not take
064for granted that money for your purposes you, you have to, you know, put a budget together with those numbers but I do worry that that that that per pupil could be. Eight are modified in some way that would be detrimental to our districts finances. All districts finances not just ours. So, okay. Go ahead, Vicki. (Vicki) Just that's an excellent point because we're talking about from the $325 about $6 million that we need. (Laura) Yeah. This is just a snapshot of the instability around public education funding in the state. I don't see this changing anytime soon. It's something that is a constant stressor on our ability to educate the children that we are. We are privileged to serve. So, you know, be here. This is ongoing, it's not going away. Okay. Andrew. (Andrew) Thank you. So,
065well, I do certainly agree that the, the uncertainty is a problem and whoever's in charge in Madison there's always, you know, there's always uncertainty that we're facing. I guess I don't want to just have lost in the doom and gloom conversation here we do many signs point to a more favorable climate in Madison for for public education we've had. We have different legislative maps, even when there were not yet different legislative maps we did have funding increases that were right at the top of if not exceeded what most of us thought thought possible. So, could there be legal action against the 325 there could, but I guess I just having having done this for a while and I've, as I've said before, you usually the usually the we prepare for the worst and then the
066sky does not fall. There was the, there was the one time, and I don't remember it really since then so I think we have to be cautious and it's good to have the regular budget updates more routinely throughout the year and I appreciate them. And I also, I'm not as worried about the 325 and I think we have a, the pro public education voices have become stronger and gain more more traction in the last couple years than in many years before that. (Laura) Anybody else. Go ahead, Bryan. (Bryan) I just want to thank you for laying out the numbers and often when this comes up in our discussion also goes into policy which isn't your wheelhouse so having you two sit there, as we discussed that we appreciate but always having this conversation showing us
067where our budget is and the the status of the district so thank you. (Laura) I would agree with you Bryan it. You guys are the numbers, people are money people but, but anybody who watch the conversation understands that whenever we talk about money and public education. You can't help. It can't help but become political. It's just, it's just the way we are this where we are now. So, anyway. Anybody else. All right, I think that's it. Thank you very much. All right, moving on to under education we're going to talk about boundary adjustment recommendations. And I think we're going to be joined by Justin Rich. Welcome. (Justin) How's that. (Laura) Good. (Justin) Nice to be with you all tonight. (Laura) Would you go ahead and tell people who might be watching who you are. (Juatin)
068You bet. I'm Justin Rich with Wolpert, I'm a consultant there. And along with my team. We've had the pleasure of working with the district and about boundary adjustment advisory committee. Throughout this process so thank you for that. There we go. So, we were we were engaged by the school district to help facilitate the boundary adjustment advisory committee. And one of the documents that we were given from the board was the purpose and this was a very helpful exercise just to outline what our role would be in the process and what exactly would be involved in it clearly outlined the responsibilities for those folks that were on the committee as well, which was really important. And so, the purpose of this committee was to assist Wolpert us in developing a set of boundary changes required to
069implement the school consolidations and school closures proposed by the Board of Education, including some updates as new information came to light. And it was important that boundaries are developed to ensure equity and the continued diversity of school populations. And then we would present those recommendations tonight June 10, 2024. The responsibilities of those folks on the committee included responding to information and recommendations that we provided providing structured feedback on boundary options. Providing feedback on community surveys and then present those recommendations agreed to by the committee. The limitations of run through this, the data was to be provided by the district. And that was the information that we would use in our process so the student data and facilities data and things of that nature came from the district. And we also, during our process we took
070that data put it into our GIS system so that we could run these various boundary scenario options resources that were provided the district included Josh Patrick Vicki buyer and also Lori Blakeslee. We'll just quickly run through the timeline. We had six committee meetings, starting in December, and then wrapping up at the end of May. We also had two rounds of community input sessions. And we did two meetings for each one of those rounds and had some great conversations with folks. And that's what's brought us here tonight, not to mention that just the behind the scenes work in collaboration with district staff to try and coordinate getting information and all of that. If we were to look at that process a little different way just to go a little bit deeper into the content that was
071discussed at these various meetings. In the first committee meeting we really talked about process we talked about that change and the excuse me at the charge and the purpose like we shared with you and also presented background data at the second meeting we presented the initial options and that focused on the first meeting and then the second meeting we presented the initial scenarios, which we named scenarios A and B with all of the demographic information that accompanied that and then we asked for feedback on those options and we got a lot of feedback. We then presented slightly revised versions of those based on the input from the committee to the community at that first community dialogue, and then we had a survey in order to collect all that feedback. We came back to the committee
072and recognize that we needed to pivot a little bit. We presented the results of the survey at that time. We reviewed those minor changes that we made to those scenarios and then we just had a frank discussion about the four K through eight options and the grade level configuration changes that were being proposed. At the fifth meeting we presented alternative options and that is mostly what you will see tonight in scenario C and then we asked for there were some specific options in that scenario C originally and we asked for feedback from the committee on what their preference was, which is what we used when we went out to the committee for, excuse me, to the community for the second time. Again, we deployed a community survey. We compiled all that reported back to the
073committee in that sixth meeting that we had with them and then asked them for their vote for a recommendation, which we will talk more about later. I'm just going to take a step back here because I think this is helpful information in terms of what led to the boundary adjustment advisory committee. So the facilities task force was established back in January of 2023. It was a citizen task force in order to provide input on a number of different topics, including significant issues that the district is and has been facing aging facilities declining enrollment and also the prospect of budget deficits. So the task force twice a month from January through April in 2023 in order to narrow down the options of what could be done that would meet the board's guidelines. On June 5th, the
074board took action on a number of those recommendations and out of that came, that's not showing up, out of that came some discussion regarding 4K through 8 facilities. There are two graphs that you would ordinarily see on there that were polls that were conducted by district staff at that time, just asking about what is the community support in relation to making boundary changes, but also the idea of 4K facilities. And in both cases, there was wide support for that. The facilities task force took that information took that feedback and incorporated that into their recommendations. The board took action on several closures just as just for review the closure of week we are Keller and tank, along with some other changes to go along with that that would be effective for the 2024 25 school year.
075And in addition to that, asked the boundary adjustment advisory committee to go and the other recommendations to understand how those would be implemented and what they would look like in terms of the student and demographic impact and the facilities facilities impact. The facilities task force recommendations that would be studied. A number of those would require a successful capital referendum. But these were their recommendations was to build a new elementary school on the side of Kennedy while consolidating Keller Kennedy and MacArthur into one school repurposing Franklin middle school is a 4K through 8 school. While consolidating Elmore and Beaumont elementaries repurposing either landglade or Doty, depending on some various factors there. repurposing them as a 4K through 8 school and then consolidating those two campuses together. repurposing McAuliffe as a 4K through 8 school and then
076consolidating or repurposing Webster elementary and Washington middle. An alternative scenario that was also that was also for consideration with repurposing Washington middle middle school is a 4K through 8 school and then consolidating additional Eastside elementary schools. So for conceptual scenarios, a and B, they looked very similar and there was just minor changes and I'll go into that a little bit more both conceptual scenarios a and B included MacArthur being consolidated into Kennedy. It included the 4K through 8 conversion of landglade or Doty just depending on the availability of the parcel of land at landglade. And it included Washington middle school being converted to a 4K through 8 and how being consolidated as a result. And then the 4K through 8 conversion of McAuliffe. Also consolidating Webster and Dodie elementary school. And then at the middle
077and high school levels for conceptual scenario a would involve Franklin being converted to a 4K through 8 and then Chappell and Elmore being consolidated into that campus. And then Franklin would be left left open due to the need for additional capacity down in that Southwest portion of the district. The difference was in conceptual scenario B West would be changed West High School would be changed to 712. The IB program would be extended. And also there would also be effects for the elementary schools that fed into West. They would add sixth grade instead of stopping at fifth grade. The map shows the overview of the elementary school boundaries as was mentioned Keller Kennedy and MacArthur would be consolidated into a single campus chapel and Elmore would be consolidated into Franklin. Doty and landglade Doty or landglade
078would be consolidated and turned into a 4K eight. How would be consolidated and reassigned to Washington. And Webster would be consolidated and reassigned to either Dodie landglade and a portion to Washington as well. There were portions of Dodie and landglade that would be reassigned to Eisenhower and Wilder in order to create space for the addition of Webster and then McAuliffe will be converted to a 4K eight. At the middle school level Franklin would be converted to a 4K eight. The portions of Franklin that are south of Mason Street would be reassigned to Lombardi Washington would be converted to a 4K eight Doty and Langlade Doty or Langlade would be again converted to a 4K eight. Same with McAuliffe. Existing Washington boundary would be reassigned as was mentioned. And then again in scenario B West would
079be converted to a seven through 12 high school and expand the IB program. There we go. Again, the, this slide shows the high school level. It, the changes that are made and just the way that you would read this map is the red solid lines show the existing high school boundaries. And the colors represent the proposed boundaries there so you see there on the western side there is a portion of Southwest or excuse me a portion of West that would be reassigned to Southwest that's the area south of Mason. And then on the east side there are portions of there's portions of Preble that would be reassigned to East High School. And that was the case for both scenarios, A and B. So following, following the presentation of those options to the community, excuse me
080community. There were two meetings that were were held on March 12. And we presented background information regarding those scenarios. The presentations lasted just about a half an hour so, and then we had question and answer sessions afterwards. There were community members that were in attendance. It was at the Neville Public Museum in their auditorium. And we were there just to answer questions generally about those, both of those scenarios. We also deployed a community input input survey at that time just to gather feedback. And the results of that survey. We asked respondents to let us know what their level of support was for both scenarios A and B, and the results are shown there. The combined support for scenario A was about 28%. While the combined. Those folks that were unsupportive both very unsupportive and and
081unsupportive was about 53%. So, we asked them to give us a message for scenario B. There was even less support for that with 24% and then the combined unsupportive increasing to 55%. We also asked for open ended and tell us what you do or you don't like about these scenarios. And what we did, what we did is we coded those and categorize them by some of the key themes that were coming out. Some of those key themes were just generally opposed to these changes in the closures. There was concern about stability and student well being. There was just general boundary changes, just opposition to boundary changes, generally speaking, and then finally transportation. Those were some of the key categories. We took those responses and as part of the survey we asked for address information and
082quite a few of those respondents provided us with that. What we saw is when we grouped them by zip code, we saw a larger concentration of responses coming from the east side, in particular from zip code 54311. And we looked at some of the changes that were being proposed there, not surprising that those things came up. Thank you for that. All right, for. So, based on that response based on the level of support that was received. We looked at the drawing board we looked at, you know, the fact that the four K through eight options that were presented were not as popular as we anticipated. So, we came back and prepared scenario see based on our conversations with with district staff and brought that back to the boundary committee. Scenario see was developed using information
083and principles that were taken from the facility task force recommendations, you know, really focusing on those buildings, the education adequacy of those various buildings looking at enrollment, looking at the the short and long term maintenance needs, recognizing that we still needed to make school closures in order to looking forward at the budget deficits, you know, the district needed to address that. And then also just recognizing that while there's currently about one in four seats that are empty in district facilities that will grow over time because the district has projected to continue to experience declining enrollment. And that would increase to about one in three. So, we, we knew that we needed to still come up with options. Again, building on what the task force recommendations were, but that were perhaps not as disruptive. We also
084focused on minimizing the disruption to students and looking at feeder patterns as well, trying not to disrupt those but also trying to impact the fewest number of kids possible while still making some meaningful school closures and consolidations. So this is the overview of scenario see and these. This is just the elementary boundaries because those that's the only that's the only school level that is affected in scenario see, unlike what we saw in scenarios, a and b. And so, what it includes and I'll just again for those folks to orient to the map, the dark blue lines represent the existing boundaries and the colors show the proposed assignment for scenario see, I'll zoom in on these more closely as we go through so that we can just really drill down on some of the changes that
085are being proposed. It includes the consolidation of Keller Kennedy and a portion of MacArthur, a portion of MacArthur would be reassigned to King. And it would involve the construction of a new West Side elementary school, like was recommended by the task force at the site of Kennedy. It includes the consolidation of Elmore. It includes adjustments to Beaumont boundary. And it includes the consolidation of Langlade and Doty on the Doty campus. Also with a boundary change for Webster. It also has small changes to the boundaries of Sullivan and Nicolay, and also to the boundaries of Martin and dance. So taking these one by one, looking at the new West Side elementary school. This would involve constructing, like I said a new West Side elementary at the Kennedy site, and it would include consolidating Kennedy Keller, and
086a portion of the MacArthur boundaries. Some of the MacArthur students would be reassigned to King. So MacArthur is the far, I guess, western portion of that green color, whereas King is shown there in that off white color. And that is the area that would be reassigned to King, as opposed to the new West Side elementary school. The referendum project that would make this possible would be the construction of a new West, the construction of a school that would house 600 students. And we have that necessitates rather than building a larger school. And then building a smaller school allows us to then, again, reassign some of those MacArthur students to King. In the first table here, we have the current enrollment, the proposed enrollment, and we compare that to capacity and calculate the utilization percentage, both
087current and proposed. Utilization is calculated by taking current enrollment and dividing it by capacity and that's the math behind that. What it shows is that the proposed utilization for King in the new West Side elementary would both be above 80%. In the second table, we've included some of the demographic factors here, just to quickly define the acronyms that we're using. SES percentage refers to the percentage of students qualifying for free and reduced lunch. MLL percentage is the percentage of students identified as multilingual learners. And SWD percentage is the percentage of students with disabilities. The combined socioeconomic status for the new West Side elementary school would be roughly 77%. Multilingual learners would be about 16% and students with disabilities would be 25% yeah. And then the percentages for race and ethnicity breakdown as follows again this
088is for the new West Side elementary school. White students would be approximately 32% African American or black students would be 13% Asian students would be 14% Spanish or Latino students would be 17% and other would be about 23%. Next, the consolidation of Elmore is would be consolidating Elmore into Chappell and Lincoln. As shown there, Chappell is in that purple color and that Elmore would be split between Lincoln in the green color and again Chappell. The projects that would be involved would include a gym addition and also building updates in order to facilitate that consolidation. Again, we have the tables, and the consolidation would result in both of those schools being nearly full for the near term, we do understand that over time, again with declining enrollment those numbers may go down. For both schools there
089would be minor changes just in the percentages of socio economic status multilingual learners and also students with disabilities. The shifts in terms of yeah. (Laura) Quick question. Chappell being at 95% after the consolidation, that's before any additional work would be done on that building. (Justiin) That is correct that is just taking the current capacity and using that (Laura) Right so with a with a new addition to the referendum that number could be alleviated. (Justin) Yeah, that's correct. (Laura)Thank you. (Justin) Thanks for clarifying. The shifts in terms of race and ethnicity are generally under 5% and just one exception is the Hispanic Latino population for Lincoln would change from about 33.8% to 27.3%. The consolidation of Dodie and land blade. That would involved, again, taking land blades boundary and reassigning that to Dodie closing the lane,
090Langley campus. It would also take a portion of land blades boundary, the area that's north of 172 and west of the East River and sending that to Webster. In order to facilitate that it would require a new addition, including a gym and also building updates. Yeah. (Lynn) A new addition and building updates to which school. (Justin) And in terms of the numbers, the consolidation would result in the utilization increasing to 78% for Webster. The utilization for Doty will be dependent on the size of the addition for that school and would be based on what's necessary in order to accommodate the number of students expected. It's about 116% if there's no addition, but that's not what the district is planning on. So socioeconomic status percentages Doty would decrease in Webster would increase the percentage of multilingual
091learners would decrease for Doty while Webster is roughly the same. The percentage of students with disabilities would decrease for both schools. The percentage of the percentages for race and ethnicity show a large decrease in the Hispanic Latino percentages for for Doty, and that's adding those two campuses together has that effect. The issues to the Beaumont boundary involve moving the area that's currently assigned to that that is currently assigned to tank, but that would ultimately be reassigned to Lincoln. So, I'm just adding that portion that's south of Mason and reassigning that to Beaumont helps to fill up Beaumont. It also creates some capacity at Lincoln to be able to absorb students from Elmore in balance out that area plan projects for Beaumont include a gym addition in building updates. In terms of the numbers. The utilization
092for Beaumont would increase to 78% and it would increase to 96% for Lincoln. In terms of socioeconomic status percentages there would be a decrease for Lincoln. The percentage of multilingual learners would increase slightly for both schools. Students with disabilities would increase slightly for both schools. And then the racial and ethnic percentages are generally changes of 5% or less, except for what was previously mentioned the percentage of Hispanic Latino students decreasing at Lincoln. The Sullivan nickel a boundary adjustment involves the northern corner of that Sullivan boundary north of Eastman and east of Baird being reassigned to nickel a and just small building updates for for nickel a in order to facilitate that. And utilization is more balanced at each site nickel a is up to 88% from 74% while Sullivan drops down to 91% from 97%
093very slight changes for socioeconomic status, multilingual learners and students with disabilities and all of the changes to racial and ethnic composition or less than 5%. And then the number of schools that are currently Martin and Dan's that boundary adjustment would include the southern portion of the Danz boundary. It's the area that's south of Deckner also shown in the red dotted line there would would be reassigned to Martin. Both of these schools were modernized in the recent past so there wouldn't be any additional referendum projects associated with these. And then the data and student demographics. Again, utilization is more balanced at each site, very slight changes to the socioeconomic status and multilingual learners and students with disability, and the changes to racial and ethnic composition or less than 5%. And then the meeting with the committee
094and getting their blessing on scenario see again we did our second round of community meetings. Those were held on May 7 again at the Neville public and in their auditorium. We had a lot of information about scenario see we that presentation was about a half an hour again, and we had a question and answer session afterwards. There was a group of community members that were there, and wanting to hear from us, ask more, more targeted questions about the implementation of that if the board was to approve that. And then at that time, we launched a survey so that we could gather information from the public and those folks that may not have been able to be there in person. So for scenario see when we had just that question asking level of support for for
095that scenario. The very supportive and supportive category is just about 45% the combined very unsupportive and unsupportive category is about 34%. And again we plotted those responses to try and get a to try and understand where folks were responding from. Although there was still a concentration on the east side, we did get more participation from the west side. And again, those zip codes of 5431154301. In particular those areas around land blade and Dodie. There were quite a few responses from them. Again, we can't. It may be a little bit difficult to see those categories there but we there was about just over 400 total in open ended responses, and so the vast majority had to do with why shouldn't say the vast majority, the largest grouping had to do with land blade. Also, folks from
096Elmore just concerned about the about the consolidation what it would mean for their kids and expressing satisfaction with their schools not not wanting them to be closed. We also did see some folks that supported this and that was not something we saw as much in that first round of surveys about just shy of 15% agreed or supported with with scenario see. And we took that as a positive sign. I'm going to pivot now to the recommendation and the discussion that we have had. So, when we looked at forming this, this this recommendation it was fairly, I think, embraced by almost everyone on the committee. I think there was one vote, not in support of the recommendation. The reasons why include the empty seats that were that that would be eliminated, nearly 700 empty seats. And
097that's after factoring in the three schools being consolidated and also after accounting for any additional seats that would need to be added. So, if I look at the table here, I'm really going to focus on scenario see but just for reference I've included information relative to scenarios, A and B. So, in terms of the consolidations and the changes again this involves three elementary schools. For scenario see the number of students impacted just about 1200 students based on based on our analysis. And that would include any students at the middle or high school levels. And then looking at the survey results, again, the combined categories of supportive and unsupportive, there was clearly more. Based on those folks that filled out surveys were more supportive of scenario see than the others. So, we did take a vote
098during our last commit committee meeting, and we asked for their support for scenario see as a recommendation wasn't quite unanimous but all but one was in supportive scenario see and bringing that to you as a board. That's all I have but happy to answer specific questions. Anything that may come. (Vicki) Yeah, we'd like to add more context. So Lori Josh if you can join board members this is in reference to the hard copy memo that was given to you at the start of the meeting. And for the community, it's been loaded to board docs for your reference as well. Kinsey if you're able to pull that up at all that'd be great. If not, that's okay. The document, we're going to be referencing is for the board to review over the next two weeks prior
099to the June 24 meeting. We're hoping that it gathers all of the information that you might have asked about, but we are certainly open to other questions so that you are in a position where you're able to make decisions based on the best facts we can bring to you. Want to thank the committee for their dedication and hard work they put into this. We have a couple committee members in the audience today, representing the team. They put in a lot of nights and homework periods of time outside of the committee formal meetings. And this was hard work. There were many moments during the committee meetings where we struggled with the conversation because nobody enjoys this. We acknowledged that boundaries haven't changed in this district for decades. And it hasn't happened because it's hard. So, even
100though the committee struggled at times they made a commitment about two months ago to finish their work. And that's what's being presented to you today. Also thank you Justin for your help in navigating this difficult conversation. We do acknowledge how hard this is. Lori and I spent yesterday at three schools that just closed and it was not easy and I think Lori you attended as well. These aren't easy things. And what I've said all along is that if we didn't have staff members and community members struggling with this then we're doing something wrong as a district. So I want to acknowledge the Elmore folks that took time out of their night to be here. This isn't easy. We would rather see enrollment numbers going up. We would rather see funding for special education and multi
101language learners going up. We're not there. So we have to make decisions based on the information that we have today in hopes that it changes at some point. Wilpert has shared the recommendations. The handout that you have begins with the review of the resolution, the original resolution that's again for the community and the board to reference. On page three, it begins each individual part of the recommendation along with more details. Again, this is for the board to review when thinking about the proposal. Ms. McCoy had asked about the utilization numbers. That's correct. Thank you for asking that. So when you see one of the bullets under the Elmore consolidation states Chappell utilization changing from 77 to 95 percent, that is without any of the construction that we're proposing that goes along with it. I won't
102go through all of the bullets, but I do want to point out a few things. One of the board's expectation on page four begins the programming. Your expectation is that all programming would remain intact. We will do everything in our power to ensure that that happens. Lincoln Elementary is currently the home of Catherine Johnson Academy of Enriched Virtual Learning. We would monitor enrollment in that building and potentially move that off of the Lincoln campus depending on the numbers. In addition, Elmore has a late start time in comparison to the other schools. We would take a look. Did I have it the other way around? Early start time compared to the other schools. We would take a look at before school programming at the receiving schools. Chappell already has it, but we would look at it
103at Lincoln for. Am I saying that right, Lori? I don't want to. I'm losing track of. (Lori) Yeah, so we had talked about perhaps if there might be something we could do such as having the programming at chapel and perhaps busing children from chapel over to Lincoln in the morning so that because part of those when you have those. Provinces making sure I have enough kids to keep those programs running so. (Vicki) Thank you. And Josh and Lori, please jump in anytime. We would there and you just said that the total financial impact for this segment of the recommendation would be a savings of just over $1 million per year. The recommendation would be to go to referendum in fall and include updates to chapel in Beaumont and a reminder that this is a capital
104referendum and it would not add to the budget deficit. This district has an opportunity to address facility needs because we have the debt falling off. The district has historically structured debt to minimally impact the mill rate and has made it a goal to keep the mill rate steady to avoid any drastic changes more to come on on that in future meetings. A sample of the referendum project recommendations is also included. So you will see listed items for Chappell in Beaumont. With Chappell recommended referendum projects totaling $15.5 million and Beaumont $12.5 million. For the Langlade-Doty recommendation, the savings would be approximately $700,000 a year. With recommended referendum projects costing around $27.5 million, $6 million. The MacArthur recommendation, which includes the new elementary, the financial impact would save about $885,000 a year. The referendum piece includes a
105new elementary school on the west side for about $63 million. And just a note that if the district were to rebuild MacArthur, the cost would be approximately $40 million, plus deferred maintenance at Kennedy for about $15.4 million. The next recommendation is to reassign the southern portion of Dan's and then the northern corner of Sullivan. These two changes were recommended, came as a suggestion from the boundary adjustment advisory committee. They focused on utilization, but there is potential for $40,000 savings by reduction in bus route. Year to year operational cost savings from these proposals equals approximately $2.6 million. And as Justin had mentioned, reduces the number of unfilled seats by almost 700. We currently have one in four seats empty in the district. The proposed timeline is listed for the board. On June 24th at the regular
106board meeting, the board would vote on boundary changes with an anticipated timeline of implementation for the 26-27 school year. June 24th, we would also bring a preliminary referendum project list for discussion and recommendations from the board for adjustment. July 8th, discussion of referendum project list. We would then have on July 10 and 11 community engagement sessions on the referendum project list. With the board voting on the referendum project list and the ballot question July 22nd. As Justin had mentioned, there was one member on the committee with dissenting opinion. I've included notes of that feedback for the board's review. In addition, we're asking if the board approves this proposal that we consider students that might be open and rolled in any of the schools that are marked to consolidate. And we talk about giving them the
107option of continuing with their peers. And then finally, plan if the referendum fails. What we're proposing right now is contingent in best case scenario for modifications to the receiving schools. That will be part of the referendum ask. If the referendum fails, we drew together an example of a scenario that would still put us in a position where we need to consolidate. It won't be as comfortable, but we wanted a starting point for the board of education to consider our recommendation before finalizing anything of that nature would be that the board have a retreat that we invite Wolpert back. And that they work with the board and district leadership on what consolidation and boundary changes would look like if a referendum were to fail. Okay. Board. (Laura) Okay. (Vicki) Please. (Lori) So I just want to
108state that one of the things that we talked about, Vicki talked about was the possibility of keeping kids together. So one of the things we heard throughout the discussion as we met with families at the various schools that were suggested for closure. So in our district, we have both open enrollment students who come into our district and choose a school that they wish to attend. We also have inter district transfer. We have a lot of mobility in our district, right? Either it's families making other choices. It's the district transferring kids other schools for programming purposes. So whether it's a two way bilingual program, a special ed program. So we have a lot of mobility in our district. So one of the concerns too of the dissenting opinion was of having, you know, maybe we should
109have looked into that more. Our fallback on that is that that was the board did not ask us to review board policy regarding those procedures. But I do think that it becomes one of the challenges as you try to draw boundaries because we don't, we're not just looking at the families that live in that neighborhood. We're looking at the families that choose to come into those schools for a variety of reasons, whether it's programming, whether it's they have childcare nearby. And so what we heard from the families both who lived in this, who either live in the attendance area or not who lived in the tenure, but who choice in was, they might want to not go to where we want to send them when we make those split boundary changes. And so really the
110request was if we could look at honoring those families decisions when it comes to those split attendance boundaries, knowing that the numbers that we worked with to come up with these boundaries were this current year's enrollment numbers and knowing that those numbers are declining so they will be lower by the 26, 27 school year. But we needed to use this year's numbers in order to be able to give you that demographic information. So we wanted to bring that forward and ask you to consider that because we understand that families may, in looking at those split boundaries and perhaps looking at where friends might be going, they may wish to have their child moving with friends. And if there's a possibility for us to accommodate that, I think our preference would be we'd like to be
111able to do that. (Laura) Bryan. (Bryan) Do we know how families. Would be impacted with interdistrict transfer from this these scenarios for scenario C. (Josh) Yes. District wide at the elementary level, only about 65% of students attend their attendance area school. About 35% on average. There is variation from building to building. But I would say. It's a it's a significant, significant portion for any of our elementary schools, just given the the permissiveness of of the interdistrict transfer policies, and then also the program placements. Do you have questions about specific schools. (Bryan) No, I've always as we've discussed this, I've always reminded the public that we have a very strong interdistrict program, which is one of the strengths of Green Bay that we have many different programs available to different students and strengths of different buildings
112that draw them into it and I would Definitely not want to see that change. I realize that that adds moving pieces to our boundaries and everything else with that. But I think that's one of the strengths that we have in Green Bay of having Such a large district in so many opportunities for our students. So I did not recognize that was 35% that's that's a high number for our students. But I think it also shows that we are doing good things in a lot of buildings and have policies are flexible to make sure students are at those areas. And that's one of the things that we have to do is to make sure that we have those spots so when people are looking at it. I don't want us to change policies that wouldn't allow
113that wiggle for any student within the build it within the district to be able to meet their best learning environment. (Josh) Just to just to clarify that 35% represents both the interdistrict transfer and open up rolling in and another thing to keep them on when you're looking at district wide numbers. We have some schools that are 100% transfers and like Elder Leopold to Vinci, Catherine Johnson Academy. (Laura) Josh, I'm going to put you on the spot here, but Do you know this school this last school year, how many students we had that transferred into our district or other districts, approximately (Josh) Yes, let me get that up real quick. Or third Friday. We had 481 students coming in. To the district from another public school district. (Laura) It is always that is that's always a
114very interesting number to remind people that the float isn't all go one way. It's actually working the other way as well. So, Any other questions. Go ahead Kou (Kou) First of all, thank you so much. I think it's, it has been a very challenging process and I think that you guys have put a lot of efforts in it. First of all, good job on that. I'm new to the board. So, I heard a lot about changes but what what is our strategy involves these these older buildings that we're closing down. Is that part of the, what is our strategy involved in those buildings are we keeping them up. We're selling them, are we, what are we doing with them. That's one question. And the second question is involving these new spaces that we saw the
115speech pathologists mentioned earlier I think it's important. It also kind of branch off of that as well. There was one time in my life that I was a bilingual teacher as well. And based on my experience even though when I look at the projections that the numbers are 20% minorities or multilingual speakers 10% My experience from being a bilingual teacher is that it's a very honoring position. But when you get to a designated school facility. There isn't a space for you to actually take your student to tutor or to coach for the next hour. And sometimes in my experience we've been pushed into closets, janitor closets. And I think that is very Not equitable. And I think that is something that we should consider as we move in this forward. And I think that I
116think Vicki you could answer to that, I guess. So that's I think that's important for for the that small portion of the student population that we have. (Vicki) Lori, do you want to talk about the wish list? (Lori) So there was no intention that everybody would not have appropriate workspace. Right. So that is even we currently see that in our consolidation of Keller and Kennedy. I know that Josh has worked very hard with the team over there to make sure that everyone has appropriate workspace as they make that consolidation. I think our hope is that as we look at creating these designs, you know, well, one of the things that we struggle with as a district as we have our sites are small. Right. And don't often leave a lot of room for expansion. And
117so create some create need for creativity. And so I think our goal is to be as creative as possible. We have been working with Nexus Solutions who have been very impressed with the creativity that they're coming to us with and looking at trying to meet the needs that we've expressed, which is to have those spaces for one on one pullouts for students to work on projects together and to be able to have those within the building so that there are such a lot of opportunities for students to work together. And so we're really looking at how we can make that possible and create that equity across our district because we know in our newer facilities we've been able to do that because right you're starting from new versus the challenge of how do you get
118an existing building, especially when our older buildings tend to be straight hallways classrooms off of all the hallways and not a lot of and narrow hallways. So not allowing for a lot of that ability to create those creative spaces. So again, we've we're able to have a meeting with Nexus this morning. They're looking at all of our buildings. They know that those are the things that are on our ask is to find, you know, those looking at our buildings regarding having a commons and a gym in each of our buildings. Looking at having those pullout spaces so that our staff have the same equitable access to that within our and we, you know, resource areas within our schools. But I but I didn't want to make sure that everybody understood that everybody who has current
119workspace as they consolidate they continue to have workspace. We were not looking to eliminate base workspaces. (Josh) I'll answer the first part of that question to By statute, the Board of Education. Is the only one that can dispose or acquire property. So we'd likely be talking about those strategies in in closed session. Right, because we're looking at possible real estate transactions. It does Need those conversations need to happen over the next year, for sure, be just because of what's going to be happening with their property insurance premiums on these faking properties. The rates go through the roof and the coverage gets really bad. So I would say it's probably a combination of things there. There may be an opportunity to sell to give one time infusion of revenue. You could have an opportunity to lease
120Least properties. You may have an opportunity to work with With our municipalities on and maybe even swapping some properties right They may be interested in a particular piece of property that say is adjacent to Parkland so they can expand their part but they may have something that they could get the district in return. Josh, would it be accurate to say that there's been some pretty there's been interest shown already by entities regarding these potential closures. Yes. (Laura) Go ahead, James. (James) Josh, thanks. Thank you very much for your presentation as well. I just want to for the new board members also kind of revisit some of the prior work and the ATS and our survey of all of our buildings recommended Changes in educational adequacy. So I think some of your concerns crew are built
121into the original study and making sure that spaces were appropriate for instruction. And it translates into what you're seeing here because most of the costs that you're looking at is actually executing against that plan. There were recommendations for gym facilities and Commons facilities and additional education, educational adequacy improvements. So not all of this cost that you see are directly related to onboarding and taking in new students, but also executing the strategy to improve those schools so that they meet the future needs. (Laura) Go ahead. (Kou) Yeah, my concern is the idea that that we have. I'm glad to hear that we have plan and play. And also that's coming up because we talk about deficits. We talked about money and and I think our district. I understand the parents, the concern that almost because they
122don't see what we see and they only see what's projected on the TV. Times that number is skewed the message is skewed. So I'm glad that we have this kind of conversation because at the end of the day, I'm very proud because no matter which position you stand on Is to fight for our students and I'm very proud of that. So I'm very pleased to hear that we do have plans and play that we have anticipated to do certain things with these buildings so that it's that's not for you know there or for the fall. So thank you so much. (Laura) Andrew. (Andrew) Thank you. I So I do want to say I appreciate a Smaller option C here and I think there's no there's no surprise. If you look at the number of thousands
123of students affected in options A and B having an overwhelmingly Negative survey response rate and this one having a Net net positive but still not majority support. It certainly is a it certainly is a step in the right direction. I still believe that the board needs to have a real conversation like I've been saying all along about the What is the value of a neighborhood school. I'd like to actually have the conversation because that's not as I've said before. It's obviously not a Infinite value in which case we would just keep schools running no matter how small they got because neighborhood schools are that important, but we're not we can't do that. They're also not unimportant. Otherwise, we would just make huge condense into huge schools, but the board historically has not Not favored going
124over 600 generally for for elementary so When I look at this, I see things that I definitely believe I'm going to be able to support, but I do I do have remaining reservations about about Elmore Elmore is 79% full. I think with the the location of Elmore. I think things are going very well at Elmore. They have a very high staff longevity there and you know it's a different story to me when you take the The highest utilization of the three percentage wise and break it up and put put a school at a 95% and 96% Okay 95 and 96% now. That might be where we're starting to get tight with some of the some of the small but necessary spaces. So I would say at this at this point. I'm I'm unconvinced about the
125The Elmore piece. I think other other pieces seem seem to make sense. I think something needs to happen with with Langlade and Dodie and people, whichever way you go. People are going to be unhappy about it. But I I am going to take some time in the next few days to review some of the feedback we've gotten about Elmore and really give that some thought because I'm not sure where my My vote would be on that on that part right now we have You know, it seems like there's a lot going on. Seems like there's a lot of flexibility around Lincoln having 147 students and projected to go as low as 110 and maybe that's a maybe that's a better A better place to look for changes on the west side. I also think it's
126Well, I have preferred from the beginning to Close fewer schools when we can but close the ones where we need to for financial necessity. I I think there's there's other pieces of the conversation that have been Lost here and I'm not suggesting we try to have them right now, but It seems to be evolving right from a From this idea of we're going to reimagine schools and we can do these new unique things and you know generational change and now it's just becoming maybe Closing fewer schools and if that's if that's where we're headed then like said I support I tend to lean more towards neighborhood schools then perhaps some some others but I would like to make sure that we do have, you know I want the board to have a discussion about K
127eight as a concept and I don't know where I stand on key. I've heard people that think is a great idea for people to think it's a bad idea. I've heard people's A lot of people say they love the ones that we we have. We have some great ones right now, but is that would that apply elsewhere if we did elsewhere for very mixed things about that. So I hope we don't just Tweet changes and then not not have the bigger conversations, but I am happy to see a scenario see that does Less than and be with (Laura) Bryan. (Bryan) Andrew I agree. I think just a couple things we need to share with the board or you know the people that are listening on YouTube or whatever. When we were having conversations a and
128B, you know, there's a part of town that was hearing more and now that may have shifted just because the schools are involved. We set board policy to make sure that Staff would still be employed and we and we took that earlier when we started looking at this that we made sure that board policy made sure that our employees were still employed following processes and that because the building was Close that staff would still have those opportunities. So when we look at these and I look at our public comments and I understand where they're coming from with emails that we receive It's by no means is indication of any staff at any building. You know, this is this is a nuts and bolts looking at the numbers part. So I want to Stress that to
129the public. I want to I know the Elmore staff is aware of that that this is not like judging the staff or anything else with that that we purposely set up policy with that. My other concern. Or this thing that I want to stress is as we continue to look at this. This has been believe it's here process. I think it started when I came on the board. We still have the responsibilities make generational change at some point with this. We still need to make sure we take advantage and do the best we can to provide for our students, which I think we are doing, but I don't want to let that go. I want to make sure that if we have the opportunity to set up community schools to make sure we're meeting the
130socio economic needs of our students and providing services so teachers can focus on teaching that we are setting up boundaries that we need to make sure that we're We're setting up boundaries that allow students to remain within their school if something happens, you know that if they move, they have a bigger geographic area to remain at their school, the things that we've taught that I've talked about as an individual board member for the last two years, I still prioritize in there. And hopefully we can take that into consideration as we make these plans not necessarily with this, but as we keep moving forward with this because this is not going to be the only decision. It's my understanding. This will be the first of the second series of it. So I just wanted to share
131that with the board. I want to share that with the public that that's still a priority of mind and I hope my fellow board members on there so Does anyone else have any questions or any feedback to what's proposed. I'm just going to take the opportunity to just say once more that green Bay is not the only district that's going through this. This is happening in Kenosha it's happening in Oshkosh it's happening in Wausau. It's happening across our state for all the same reasons that it's happening here in Green Bay. It's just kind of where I'm sorry, and nationally as well. It's not a comment on our district that that we're forced into consolidation it's, it's kind of endemic in our in public education right now. And we need to act accordingly and and that's
132what these last couple years have been about. If there's no other questions, I think we can move on. I just want to thank you, Justin, for your time and coming here tonight and sharing this presentation with us. It was good to see you and thank you so much and maybe we'll see you in the future as well. (Justin) Yeah, great to see you. Thank you. (Laura) Yep. IVicki) David Harzwick Thank you as well for your (Laura) I see you trying to sneak out here. We're going to take, yeah, we're going to take a two minute break here. Maybe 5 (Speaker 1) This is the stinky and sanitizer. No, I'm asking. There's that drink over there some that smell like cat. (Laura) Okay, we are going to get started in a second here. Take care. Good
133talking to Justin. Yes, let's go. Okay. We're back guys. Go ahead. (Vicki) Thank you. This is the yearly proposal that we bring forward to the board in June and preparation for the next school year. Specific to our selection of providers for after school programming. You'll notice only one change in the recommendation for next year. It acknowledges the closure of Keller Elementary and shifts the programming over to Kennedy Elementary. So the district on site will shift from Keller to Kennedy. We'll bring that to the board in two weeks for a vote. (Laura) Very good. Thank you. Okay. Next under operations. We're going to be talking about staffing and the org chart update and we'll be joined by Mr. Preeze. Thanks. (Vicki) And Mike's going to go ahead and kick this off. There is a memo in
134board docs. Just this. Thank you. (Mike) Good evening, everyone. Thank you for the opportunity to join Vicki in front of you tonight to talk a little bit about kind of our annual staffing and organizational structure update. We provided you a memo for your consideration and review as well as a few slides relate to highlight a few items related to this topic, which is very important when it comes to developing a thriving workforce. We strive for a truly thriving workforce, meaning we focus on what helps all staff feel a sense of inclusion and belonging loyalty to our organization, a commitment to our district mission and what we strive for all of our students. We have to pull together as a full unit and that involves every employee in the organization. This board has asked us to
135invest in listening to our professional and caring adults. This was emphasized last year when we brought forward this topic to discuss. We believe that the items described in the memo demonstrate that commitment and we've really enjoyed and value that that work. This slide, for instance, list just some of the things that we've done in the past 12 months as a district to support our thriving workforce. One item we did. We I forgot to mention Vicki that I apologize for that. In addition to the benefits advisory committee, we have a district wellness committee as well. That does a lot of work to consider the needs of our staff in addition to the insurance and benefits that maybe, you know, are part of what we pay for that you voted on. But the district wellness committee is
136an important item as well. We probably could have sent out a survey and said what are the things we do for a thriving workforce and giving you three or four or five more slides full of bullet points. But these are some of the highlights. It is a commitment to a continuous improvement process, including reviewing our job descriptions, as you know, working on compensation and benefits pieces, taking a look at classifications of positions and reviewing and updating our approach to evaluation for anyone who is not covered by the state mandated educator effectiveness. This is all part of. Our. Our retention efforts as well. We we gather and analyze some of the data affiliated with employee, what we call in human resources terms. When people have when they their term with us ends due to resignation or
137retirement or other reasons. We take a look at what is what is happening. What is the volume of that last year we talked a little bit about the exit survey data. And Vicki's going to talk a little bit about how we've pivoted from that to learn more about what our staff really are thinking about and care about. It was really emphasized by the board that it would be more important possibly not to do the better term an autopsy after somebody is done. But what's going on that that causes folks to want to stay with us. We also very much appreciate the commitment that the school board has made over the years to the financial aspects of the employee experience. So when we provide cost of living or wage raises when we take a look at
138a compensation model that honors a career progression. We very much value the relationship we have with our employee organizations, our associations, you know, in particular the Green Bay Education Association. We work with them very closely to understand what employees are experiencing. And we have very frank and open discourse over important topics that matter when it comes to providing our students the best possible experience and the highest possible learning that we can offer. Those types of relationships, the input we get from employees and associations and workforces or stakeholder groups or listening groups. That provides us the information that we need as administrators to make recommendations for all aspects of the employee experience. Professional workday, professional learning plans, allocating resources to support our students, changing policies, making recommendations to those sorts of things. Very, very important. We
139know that this is a national issue. It's a state issue. The data continues to be what we shared with you last year. Nearly 40% of our first year teachers, for instance, are leaving the profession within the first six years. It is just happening. It is a difficult profession to stabilize right now nationally. Vicky, you've taken some steps in providing leadership around how we can try to better understand that. I believe you were going to speak about this slide. (Vicki) Thanks, Mike. The board had recommended maybe even two years ago that we consider the state interviews like Brian had just mentioned. I've been researching for a while on the best way to do that. In this past winter, we did state interviews. In addition, we did new to the district employee interviews. District staff each took
140anywhere from 10 to 20 new to the district employees and went to the schools and interviewed them to see how the experience is going and how we can better support their work. With the state interviews, it was not only what can we do to improve, but why do you stay here? These are folks that are really well respected. They were identified by their peers to be interviewed. They have a reputation that their colleagues really care about them and are glad that they stay. The lead question was if this person left the district, it would be devastating. That was the catalyst to getting the names. From the interviews, we were able to identify five areas that we will focus on next year. Communication, collaboration and transparency, support for new teachers and mentorship programs, work-life balance and
141well-being, professional development and cultivating a positive work culture. When I shared those responses in areas to focus on with the people that we interviewed, I received an email back from one of them that said, "Okay, but we know we gave you positives too, so can you please share those?" That's the second part. It's something that we don't focus on a lot, but we do have pretty darn good retention. Why do people stay? This is what they told me. Deep commitment to the mission and purpose of our work. Belief in the potential of the district to positively impact students and community. Supportive leadership. Collaborative work environment. Strong relationships with colleagues and administrators and sense of pride. Although we clearly identified some areas we need to work on, we need to be reminded once in a while
142that we are doing some things okay. Please. (Bryan) Looking over that part, having seen our graduations this week and the connection that our staff makes with the students, especially at some of our high schools that aren't our traditional high schools and the connections that the staff make with that. And then how the district, the buildings, the district staff, but also more importantly, our classroom teachers and the building level staff responded at Aldo when they had the fire and how this community came together from leadership at the building level, the teaching level, support staff, and then also at the district level came together, I think is clearly collaborative work environments, supportive leadership and strong relationships with colleagues and administrators and the sense of pride and I guarantee we would see that in all of our buildings
143and just in whatever unique way their building has when responding to one of these crisis or one of these obstacles that comes up. And I think that is a prime example and that connection within the community so that ties in really, really well. Thank you. (Mike) Telling those stories to stronger batteries needed for my clicker here. I used to put the on point right sorry about that. Telling those stories and ensuring that those are a significant part of the narrative about us as an employer. I'm sorry, do you have more comments on that previous slide I'm sorry. Oh, I apologize. I apologize. (Andrew) Yeah, I was late and raising my hand. I apologize. But I saw you go on to another topic. So the stay interviews, I think they're a fantastic idea and now we
144have. So that's your test and now you have feedback from them and we have areas of focus is the intense to go back and stay interview, the same population, or is it just to continue to go out and find new people, because I'm you know, I'm trying to figure out if our interventions are working right and going back and going out and testing again and how you plan to do that. (Vicki) I actually hadn't considered that. I want to research a little bit more to see what best practice says about the second round. That's interesting. I hadn't considered going back to the same people. Yeah, thank you. (Mike) Maybe some of them would like to be the next group of interviewers. Maybe. And so I think that for us when we when we talk about
145then how do we take what we understand about our organization as an employer, and then turn that into into recruitment. Recruitment is a combination of that print and social media and marketing and the face to face relationships you build when you are meeting potential staff, future staff members. And so having those stories in place and understanding what is the story you are telling about your community about your schools about yourself as an employer. And I think that's a really important information that Vicki shared those themes. In addition to the way in which our fabulous school and community relations team presents our district. You may have noticed that we have a new district website as of today. Right, you know, that's very intentional, and that's not just for recruiting but it sure becomes an important recruiting
146tool. It's a easy website that's easy to navigate you can find out what we are about as a school district I think for families that may want to move in and enroll their students as well as for folks that might decide hey I'd like to work there. It gives us a, that's a great great powerful tool. Working with Lori's team around the social media outreach the advertising opportunities billboards that you have seen over the course of the year. We have something listed called qr codes. And nowadays are probably familiar with them they're those kind of funny looking they remind me a little bit of like the old scanner UPC thing on our on our groceries, but they're they're the modern version where you can take your smartphone, take a picture, and it'll take you to
147a link a website and for us that would be when we place those QR codes in district publications, such as mailers as well as even athletic or artistic or musical programs and our school events people might might learn about how to work for us. They can they can fill out a quick application. One of these nights I'm going to remember to bring it in here with me, we've got four very nice stands with iPads in them that we move around to different district events that are set up so that people can complete a quick application to kind of let us know their interest and a possibly working for us. We use those successfully at many times throughout the course of the year. And we have a pretty strong relationship with the Green Bay Chamber of
148Commerce. We've engaged with them on an annual basis on some advertising campaigns. The report for this year's campaign as of the end of May has shown 1.5 million impressions to the campaign and for over 1400 clicks through, which is very very successful as far as getting your brand out there. But that is one part of the recruiting the other part of it involves getting to know people meeting them where they are inviting them setting up environments where they can meet meet with you. And so we have planned or participated in two dozen job fair hiring type events in the past 10 months. And and that has just like the HR department works with the school and community relations team for some of the recruiting. We work with the marketing pieces. The HR department works with
149a variety of departments and school employees to get out the word and meet with potential future hires. And so we're very grateful for our work with many of the departments to do that that piece. As you know, you've approved my vein our new director for recruiting will be starting with us next month and she's been meeting with me a couple times already to get data to understand so she can plan and get her head around. She's very excited about what will be to come. She knows it's going to be a very busy summer and going forward and also we would like to share that that we've got a lot of a lot of things happening in the kind of build your own side side of the house. So we're with the teaching and learning department
150and the student services department around students academic and career plan. You approve some job descriptions for education youth apprenticeship roles. And so for Gina Cornu and Miss Ingrid back there working on hiring some students for the summer in our schools are our Head Start early learning facilities are hiring some students for youth apprenticeship, which is very exciting and we're working with Katie Kahun Suko and Dr. Eric Khan to again look at our find out which of our students are interested becoming teachers someday earlier this evening. Bryan, we're directing the students who are here for the seal of my literacy to stop by my table right I should have brought I should have brought some some handouts or something so yes. So we've got a lot of things on the recruitment side. It's very very exciting
151and we know that it, it, it, it's not a one and done type of a situation. So we're going to continue with that work as well. (Vicki) Thanks Mike. Significant effort has been given to evaluating positions as they become vacant and or eliminating positions at the district level in an effort to work towards balancing budget. We've eliminated and reclassified positions at district office in an effort also to flatten, which was a request to the board. We've reduced administrative positions by 5% in the last two years. We've also reduced overall staffing by 153 FTE that's actually a snapshot from April 12th of this year. We, as I mentioned, continue to evaluate positions as they become vacant and changing and adjusting our structure based on the needs of our students in the district. Mike you want to
152go ahead one more. So the proposed recommendation for the organizational chart for the 2425 school year. Represent flattening of central office and adds responsibilities on to the positions that remain. I'm going to walk through the different positions on here. Note we will not be backfilling the deputy superintendent position for the 2425 school year. I will continue to absorb those responsibilities and seven employees will be adjusted on the celery scale to reflect responsibilities and expectations. With a reduction in central office administration FTE and restructuring. We will be garnering a total savings that will exceed $300,000. The Board of Education is at the top of the organizational chart interim superintendent follows. The executive cabinet is made up of the deputy superintendent again that will not be backfilled. District legal counsel director of communications chief financial officer chief
153operations officer and associate superintendent of continuous school improvement. That is the executive cabinet team along with Mike Freese the executive director of human resources. The rest on the chart represent the cabinet. Under the deputy superintendent. The director of engagement and inclusion and Mr. Freese executive director of human resources. Reporting to Mr. Freese are the director of talent and recruitment Ms. Vang which he already spoke about and the director of human resources. Under the chief financial officer Ms. Robley. We are moving director of procurement and director of federal federal programs. In addition she currently and will continue to have the executive director of finance. Under the chief operations officer we have the executive director of technology and information director of facilities and related services director of food services and director of transportation. And then under associate
154superintendent of continuous school improvement. We have the directors of elementary schools education. The directors of secondary education director of multilingual learner programs director of people services and equity director of special education director of curriculum. Director of literacy and director of curricular pathways and post-secondary partnerships. This reorganization means that is only it is only two steps to the superintendent office. The directors work with the schools to resolve issues there. If it doesn't get resolved it moves right to David and I. Mike if you could. The next steps would include updating the organizational chart which we will bring to the board on June 24th and begin the process for strategic planning. David was unable to be here tonight for a family emergency but he is working closely with Rick drafting a timeline. By October 1st we will
155have held public events and outreach and hopefully a board retreat. By November 1st board and staff will draft updated mission and vision statements. Feedback will be gathered and analyzed updated mission and vision statements will be published. And then by December 9th staff will establish strategic priorities based on the mission and vision for the next three years. Rick did you want to add anything to that did I miss anything. Parallel actions are going on right now to set us up for this work. The organizational chart and corresponding job descriptions and place placement on the organizational chart are subcomponents of the strategic planning that's ahead of us. And we're going to job descriptions after but questions now. (Kou) The organizational chart. I think you guys done a wonderful job cleaning the chart and simplify it to to.
156I guess to achieve more efficiency through the district. But as an elected official I'm sitting here and and. I felt like I'm not should not be at the top of the chart. I felt that the parents students and the community should be on top of the boards. Or at least we add a another space up there for them because I'm serving the residents here in Green Bay. I'm not here to be their boss. So I think if the boards agree with that I think that would be a good implementation. (Andrew) I've seen other I've seen that happen in other elected bodies before that the community is placed above the. Elected board which is then above the departments. I'd like to see it. (Kou) So on top of this question Vicki I went back to the
157some of the state interview questions and some of the areas of concern. I know that this is the infancy state or at least the starting point for professional development. I'm curious you probably have some ideas and the district probably has some ideas what what includes in that particular program. I just want to speak on behalf of reflective of of the 60 percent of the student population here in Green Bay. We we have so many cultures that are involved in our everyday activity in our schools. I I'm curious would that be a problem to include you know like a cultural relevance as part of this development development program. I think that will be awesome in some ways because again we have 32 type of students here and if our teachers were to be versed enough in
158those things I think that will overall impact our district possibly. (Vicki) Yeah thank you for saying that we do require culturally and linguistically responsive teaching practices as as part of our development. So thank you for bringing that up. Ingrid would you add anything to that. (Mike) Which is something that we work on every day. We also have specific action steps that are being finalized focused on the three core commitments that the school board approved that will I think further explain what's happening or as will be happening. I think that will probably also clarify some of those different departments and what teachers will learn and what all adults will learn. (Bryan) Through the chair Kou. I appreciate what he's saying with the phrasing with the community on there and obviously we are held responsible the community
159especially every three years if we run for reelection and things like that. But on the district or office organizational chart I really agree with the intent of it. But ultimately, we're the ones held responsible, you know, as the board members were the ones held responsible we have one employee that we are directly supervising and it going from there so I agree with the intent of it I don't think necessarily adding it's the formal district office organizational chart would be necessary but I think we do a good job of acknowledging how we serve our community and the voters and the students of this district on a regular basis I don't know if necessarily the organizational chart. So where we need it. (Laura) James. (James) I have a question for Vicki and it relates to the savings
160that we would realize to this or chart, are those savings contingent on the interim superintendent of schools, acting as the superintendent of schools for the duration of the year. (Vicki) That is included. (Andrew) Thank you. I, I wanted to just be really clear here as to a couple things that I, I think are going on but it's, it's very important and this addresses some long lingering questions in the community. And I do, I do appreciate the fact that generally speaking, whenever possible regardless of the level of the position if we're looking to reduce positions we tried to do so when there's a retirement or a vacancy in the position. And that's generally preferable and I see we've done that here. The executive directors, people services, teaching and learning and school leadership development those, those three
161positions which are or soon will be vacant, depending on timing. Those are gone from this chart. They're not gone from this chart and popping back up as a director, I mean duties of course will be redistributed, but there isn't. Those three positions are gone and on the 24th they have those three positions won't exist on the organizational chart anymore unless the board recreates them. (Vicki) That's correct. (Laura) Anybody else. At this point. Is there. Did you have anything else (Vicki) you can go right into the job descriptions related. Okay. Mike did you have anything to add at this point. Okay. All right. The organizational chart that I'm recommending is in part reflected in the job description revisions. The first six positions listed on the memorandum adjust reflect adjustments to reflect the scope and responsibilities and
162restructure of the organization, those positions are the director of transportation director of food service director of procurement distribution operations director of facilities and related services director of communications and public relations and executive director of human resources. In addition, the associate director of assessment and data. This position is moving out of teaching and learning department as part of organizational restructuring with no executive director of teaching and learning the person holding this role will serve as the DPI recognized. DAC or district assessment coordinator. The role will be reclassified due to evaluated elevated responsibilities and accountability of DAC duties. The position will report to the associate superintendent. In addition, the director of curricular pathways and post-secondary partnership. This is an existing position renamed to provide more focus and clarity to the role role will be reclassified due to
163the supervisory responsibilities at KJ Academy and any future virtual schools. This position also will report to the associate superintendent. Same as he. Mike the other ones. (Mike) The remaining ones generally reflect the updated proposed titles and job descriptions and are not budgetarily connected in any way, based off of the compensation study that was done and that you've approved related to the hourly positions previously classified as clerical. So you've got job descriptions that are updated for human resources with staffing, as well as benefits and leaves department technologies wording of their administrative assistant position teaching and learnings admin assistant to for curriculum. As well as the business and finance accounting accounting associate for accounts payable accounts receivable and payroll. And then in school and community relations senior administrative assistant for school and community relations. Those are all
164the ones that already exist previously have been framed with a clerical or secretary title. This is the new title applied and then updated descriptions based on those job description questionnaires and the work that you approved. The one that is not a clerical or rewarded. Gina Cornuzacker I has brought forward an updated avid coordinator description that she had been working on. We anticipate there will be additional formerly clerical ones brought forward in July, and probably handful here there other next month will be a little bit of a change in the overall, but again happy to answer any questions that you may have. None of these have any new monies attached with them that's already been taken care of it's just a wording situation. (Laura) Any questions. Go ahead. (Rick) So all of the changes that do
165involve money. I'm assuming they've all been accounted for with the budget. (Vicki) That's correct. And, and that does include the $300,000 savings in this restructure is includes that (Laura) anybody else. I'm sorry. Okay. Yeah. Yeah. Um, I guess we can go ahead and move on. Thanks. Yeah, thanks Mike. All right, we're going to move on to all of our favorite thing policy. Policy and rule revisions. (Vicki) Just a note to the board when we had met last week I'd shared that class size was going to be one of these that's been pulled so that more work can be done. So you'll see that in the future. (Melissa) Good evening. I came back after last month went so well so I thought I'd try again. Hopefully with less amount that I am back on my a
166game. So we have 16 again with a 300 and 400 series we're going to keep coming back until we get these all done and I want to especially thank Andrea Landwehr who was able to come back from her leave and assist in drafting these with me and she by the end she has liked policy as much as I do so I really appreciate her help. So we also are going to try something different. This was Kinsey's great idea. We're going to do these in groups revisions and then repeal and then adoptions. So hopefully when we go for board action we can take them in those groups and that will make it a little bit easier as well. So we're going to start with the revisions tonight. The first is 343.1 grouping for instruction. Again, most
167of these policies were last revised in 2005 so a lot of really just updating to current practices and updating statutory references and cross references. Any questions on the grouping for instruction. This one we took the language out of the rule and added it into the policy and we're going to repeal the rule. Okay. Next is 343.6 virtual school. COVID when we created KJ Academy. So This is a pretty recent policy since there weren't really a lot of changes to this policy just a little bit of updates in some of the language and that was about it. I also want to mention that all of these policies and rules were also reviewed by the GBA leadership and they offered input and Andrea went and met with various stakeholders as well. So the principal of KJ Academy
168also reviewed. Okay. And then for 343.6 the rule on procedures for enrollment in virtual school again just some minor updates on that as well. Next up is policy. I'm sorry 345.4 grade promotion retention and acceleration. We updated the purpose of this policy and the implementation and revised to put this in standard format and updated the cross references as well. Any questions on that one. Okay. Oh, go ahead. (Andrew) What does it. What's the green. If it's green letter but then also strike through what is how is that different than red line or is it not. (Melissa) I just have the black and white in front of me if it's struck through then it's to delete so if you look at the clean version, you'll see the language as is for the clean version of which
169we're on 345.4 grade promotion retention and acceleration. (Andrew) So this is if it if strike through is there's like looks like there's some green double strike through but if strike is strike and underline is underline and red and green don't matter then that's fine. That correct then. Yeah. (Melissa) Yes. Okay 345 point four rule two grade acceleration procedures if you recall we had brought this the school year in March, and we wanted to bring this back with just a few more fine tuning of this rule. What you're not seeing tonight is 345.4 rule one because that's great promotion for fourth and eighth grade and we're waiting to bring that when the DPI puts out the model rule with to reflect the changes in the legislation. So that will be coming. 352 field trips, again just
170some minor updates to this policy. We brought this policy during coven as well. To reflect changes in our process for field trips. And so we are not bringing any changes to the field trip procedures because we are still working with those procedures to be working. So 352 rule, no changes. The next policy is 353 point one school volunteers. This policy also received some minor updates title changes and those sorts of things and reflected changes with how we are processing volunteer background checks. So we're going to put some more updates on that one. Okay. The rule for volunteer background checks 353 point one again minor revisions, just reflect a few of the process changes. Policy 356 tutoring originally it's titled tutoring itself, we revise this a tutoring during the school day. We are very fortunate to
171have a number of volunteers come into our buildings who offer tutoring as coordinated by our teachers in our school principals for our students for that extra intervention for our students. So we just reflected that in the name of the policy and then also updated the procedures for providing that tutoring services. Okay, no questions on that one. Okay, next is policy 361 selection and reconsideration of textbooks and other classroom materials and resources, and I'm going to talk about the rule at the same time. This policy and rule is largely updated to reflect teachers use of artificial intelligence. With a pretty big task force regarding artificial intelligence and spearheaded mostly by David and Amy Jakes in technology who put together some guidelines that they wanted to see for teacher use of artificial intelligence, as well as a
172student there's two different approaches you can take using it or not using it and Green Bay has chosen to embrace artificial intelligence is not going away. And so how are we going to use it as a tool and still be able to make sure that we are providing academic integrity. So, the changes in 361 policy and rule reflect staff use of artificial intelligence, and we have a new policy coming forward in a few policies, academic integrity which is addressing academic integrity overall as well as the use of artificial intelligence. Any questions, that policy or rule. So thank you to David and Amy for leading that effort. That's been on Vicki's wish list of policies for a long time. Okay, for 33.1 admission of enrollment of students in charter schools. Andrea worked with Jason Johnson and
173Jen Agamite to review these policies and we just have some minor revisions with respect to this policy. Okay, and then policy 440. This was the one that you asked me to bring back after the wrong one was attached last month again I apologize for that. So I have attached the correct one with the track changes, I incorporated the language that we had discussed that night. You can see in purpose, the word citizens is struck out. I struck out the language that Andrew had suggested as well. And then added the language that was requested as well as Brian's request towards the end of the policy for those changes. (Lynn) So I have a tiny little thing with this one in the very first line with the word citizens I think there might be another word to
174remove same shouldn't it say students are entitled to this to to basic civil rights guaranteed by law. Okay. (Melissa) And I do have my notes from last time so you want to remember what we talked about. (Laura) Go ahead Lynn. (Lynn) I haven't looked at this several days ago so I have to remember what it was in this one, e. e one jurisdiction over non school activities. I have a question school officials may regulate out of school. Oh, I don't understand this school officials may regulate out of school behavior, if it affects the in school behavior of the student or the welfare of others in the school can you explain to me what that means. (Melissa) This is consistent with the law especially regarding expulsions. So if something happens out of school that affects the
175safety and welfare of those students who are being supervised under the authority of a district employee or on school grounds, the district has jurisdiction over that behavior so if you think about cyber bullying, an incident in the community that results in the lockdown of our schools, those sorts of things. Any other questions or changes to this one. Okay, I hope I took the correct notes and made all the changes that you had requested so thank you. And then last is academic integrity and this policy is being proposed to adopt. We currently do not have an academic integrity policy. And again, rather than having a standalone artificial intelligence policy. This policy encompasses all of those outside tools that can be used in the academic process and doesn't treat artificial intelligence as a standalone tool. Any questions
176on this one. So we will bring these back at the next meeting for adoption. Thank you. (Laura) Thank you Melissa. Okay. That completes policy and governance and now we're going to move on to some agenda items. A is year round pay. This is something that Bryan has requested that we discussed at the board table. Go ahead. (Bryan) So I brought up this You know, one of the things that we run into with quorum and making sure that we have stuff discussed as a whole body. Often needs to be on the board agenda so we have everyone here. I have advocated for the option for year round pay when we talked about the change in the system, and Mike I'm probably asking a question if you want to come up. I'm going to go ahead and
177share with the board. I'm going to share with the board my interest in this and to make sure that whatever our next steps would be the way I would envision this opportunity so Green Bay pays our teachers 10 months. I'm going to share with you some of the things that we have done. We have done a lot of work throughout July and August. I might have the dates wrong if I'm correct on there. The next paycheck doesn't come until September 15 and that causes a lot of stress for teachers. Understandably they are all educated people and they know how to save that money but if we can take one layer of stress off of them and provide the opportunity for them to have year round pay I would like to see it done. I think
178that's a good question for you and this isn't an action item but is it do you anticipate it being possible with the new software to offer that. (Mike) I think what happens is when we go into the new software, we have to put in what are the pay. What's the payroll schedule. We're actually working in conjunction with the finance team the payroll team, and then finding out, is there only one available or there multiple often can it change. So we have a lot of questions that we just haven't had the opportunity to ask to then get answered. We do have a call lined up with Madison Metropolitan School District, as they've been on the software for about 10 years. And so we're going to ask them about a variety of operational pieces, and this is
179on the list of questions to learn more about as well. (Bryan) The reason I wanted to brought up was so that it was a light with everyone, you know, and if there's other board members have questions on this or concerns or anything that I can kind of advocate for it. The way I would envision us being able to do this is every employee that's currently with the district that is on 10 month pay cycle would have the option one time of either staying if it's feasible which I hope it is because that was a big question I had when we voted for the implementation of the new software that every member every employee that is on a 10 month pay cycle would have that opportunity to go either 10 to 12 month, they'd still have
180that option as a one time thing so they're not jumping back and forth, and then when someone is hired if they're on a 10 month contract, they would have a choice you can either be paid the 10 month or the 12 month contract and pay cycle with it. So I'm just curious if other board members. I just want to give this the daylight to see and if we would be able to do that and whether it needs to be a policy change or if that's something that would be able to be handled within your department. So it's there now, rather than when the software comes through and then we don't have to backfill the whole situation so when we're loading it to keep that in mind with departments that would be responsible for that. (Laura)
181Andrew. (Andrew) Yeah, I think well first off Madison has the same software and Madison gives them play. Madison. So I think they recently Madison uses the same software. Okay, and we know Madison gives them a choice has a 10 and 12 month choice right. (Bryan) So that recognizing that Madison may have a different payroll cycle they do. It appears that they have some flexibility within it. I'm not saying that we would want to mimic what Madison does with it but looking in and Mike I'm sorry for pointing on the spot here with this. I want to make sure that we have that opportunity for the flexibility for our employees. So, Andrew, Madison, I may have that opportunity but we can still hopefully do it the Green Bay way. (Andrew) It says on the memo that
182in Madison you can pick between 10 or 12. So, okay, so if it would be very unusual if a software that knows how to have employees be able to pick 10 or 12 would probably will not break down at the choice of 20 or 24, hopefully. I think, I think it's important to do. Mathematically speaking, it's in, it's incorrect to take the two later of course but for some people that's a personal decision that I think they should have the choice to be able to, to make so (Brynn) I'm just looking at the other board members on where they stand on this. So, Lynn just gives me a thumbs up so (Laura) Oh, I'm sorry Rick. (Rick) I'm still learning. So when they're not paid for those two months. Are they still technically employed do
183they get the claim unemployment during those two months. (Mike) There's no claiming of unemployment they still their insurance benefits are, are, you know, we've prorate the premium so they paid over the course with their payroll is happening but no they're not on an unemployment. (Melissa) So for school year employees. You have a continued expectation of employment. And so, for our teachers because you've gotten a contract for following school year. You would not be collecting unemployment because your position is continuing for the following year for our hourly employees. They get a letter at the end of the school year which says, you have continued employment for the following school year, and then that means that because they have that continued expectation for school year employees. There's no eligibility for for unemployment. (Rick) So this, this, this
184whole discussion and Brian is one of a desire to do it or the technical capability to do it, or both. We have to talk about, do we want to do this versus, can we do it with the systems that we have. (Laura) Go ahead James. (James) I hear what you're saying, and I, I have a related question. I've been looking at then trying to find other policies related to this, and I don't know if this is just an operational issue versus something that we have jurisdiction if over like the policy is paid teachers right and we know you know we approve the contract, but I don't think in the contract, the methodology of payment and payroll schedules is inclusive. So, the question I have is what action should the board take on this right I,
185I agree with the optionality and everything around it, but as a board, I don't know exactly what to do. So I'm sorry governance perspective. (Rick) Kind of where I was going with this is. (Laura) Okay. Go ahead Bryan. (Bryan) My reason for bringing this up and and it's, it's been the thing that I've obviously spoken about for that for quite some time and hearing it and recognizing who's whose jurisdiction doesn't fall into and that's always been my question with it. And the two points I'm looking at is when we approved it and this isn't a gotcha or anything like that when we approved it that was a big concern of mine to have that opportunity to do that. And it's not our opportunity to, you know, if it's not a policy issue and it's been
186kind of muddled with it. If it's not a policy issue, I understand that then I would like for us to give that directive if we can't give that directive then our suggestion on that or our encouragement, whatever part we would fallen on that. And that is a thing that I think is a huge step towards employee morale and retention with it. I've, I've had several staff members come up to me some of them not realizing I'm on the school board and just casually mentioning the stress that is brought up to them over the summer because other districts where they've come from pay over the summer. And whether that is increasing stress for staff members, just the financial part of it, that that adds to their difficulty to recharge over the summer which is part of
187our goals and everything else and the employee morale on that, or if it is helping family members different different opportunities I think it's a very low hanging fruit that we could offer to kind of match what other districts do in the area and provide that opportunity for them. and I recognize that there is going to be staff members that prefer the (inaudible) cycle. Giving them that opportunity when the new system comes in I think that's a huge thing. I do not want to see a system where they're changing every year. That's just chaotic. So I'm not really answering your question, Rick, but it's whether it's a directive or a suggestion or I just want to get the feel of the board. (Laura) I guess my questions would be what will this cost and staff time?
188Is there a dollar amount that can be attached to that? If any, I don't know. But I would like to know that. So what are the like other state laws that govern this? Are there labor laws that govern this? Are we how do we comply with those if we were to change this in terms of creating a policy? And also I have the same concerns around. Does this fall under the purview of the board? So those are just some of the things that I'm that I have questions about and concerns about. So go ahead, Bryan. (Bryan) Someone kept turning off my mic. I acknowledge the and I don't know what the staff time would be on there. I acknowledge that possibility with it. But I also look at the employees that would be most directly
189impacted by this, which would be the 10 month teaching staff. And look at the amount of staff time that they have given on just on a regular basis and their ability to turn on a dime and recreate things and step up or just the many, many issues. And I think it's something that as an individual board member, I value human resources and accounting, spending that staff time on there. Because I recognize their plates are full as well. But this would be a in my mind, a one time heavy commitment on it while the program while the software is being changed. And not an ongoing thing. And I think it's worth it to our employees to our teaching stat and people that would be directly impacted by it. (Laura) Okay, go ahead, Melissa. (Melissa) Can I
190just speak to that one time? I don't believe that we can do it just one time because the statute to be voluntary. So there has to be an out. And whether that out is every six months, every year, but I do believe there has to be an out that would allow employees to decide they do not want the 12 months withholding of the two month of salary. And remember, we can only do this for teaching staff, the set the statute only allows the withholding for teaching staff. So I don't think that we can just say one time you're automatically for the rest of your employment with the district on 12 months, I think we're at a minimum, we're going to have to allow it every other year, every year. And then if you remember, we
191pro rate benefits. So when we're switching, those are going to be different benefit calendars. And if you've gone from a 10 month to a 12 month, then that that pro ration is going to have to be configured in and 12 month to 10 month will have to be configured in that payroll cycle. So it's not just pay. It's all those other deductions that come out of your check. (Laura) Okay. What so hang on just statutorily. I'm assuming you've looked into this. How, how is it is this governed pretty severely by statutory limits or I mean, I'd like to know a little bit about like, what we're dealing with as far as restrictions. (Melissa) Thanks, Mike. The, the lawsuit to be paid within 30 days of performing the work, which is why Madison is able to
192get to do the one month paycheck, they pay their teachers one time a month, because they have to be paid 30 days within. And I'm guessing it's easier to calculate based on only having 12 or 10 paychecks, the ability to switch back and forth with benefits, but they'll have that discussion to figure out from Madison, how that works. It's not just flipping the switch in the system. It's recalculating all of those benefits and all of those withholdings because you have your FSA deductions, you have your four, four 57 deductions, you have your four or three B deductions. So all of those deductions are coming out of those paychecks based on what the interval of your pay is. So we have 20 or 24. So we're dealing with more paychecks. The law says on violet, an
193employee who's a teacher can voluntarily agree to be paid over 12 months. So that's why we can't unilaterally say everybody gets paid over 12 months, because it has to be voluntary and has to be individual, which is why I don't believe that we can say once you're in, you're always in because then it's no longer voluntary. (Laura) Okay. Okay, good, Andrew. (Andrew) So, I guess, that it's a whether or not it's a board issue and what what format it takes I think there should be a, I think there should be a board motion on this because we have a board member making a compelling case for why it is a value add board members who lives in this world and hears from colleagues that hey you know it's it's a bit stressful to not have
194the ability to be paid 12 months and many people might not do it. There's a large district that uses the same software that does pay year round and people have the choice to come. They can change yearly so I, there's no. And as far as, as far as flipping the switch the, although there's more than one calculation that has to happen the software should be able to just change the divisor and and take care of it, and we already know the same software is doing essentially the same thing somewhere else so but I think we should do a board I think we should do a board motion because it's it's significant and I think it's I think it's a big enough deal. I think it's probably a big enough deal to have a policy that
195teaching staff have a may choose 10 or a 12 month pay and just make it official when the time comes after we verify that we can do it. Does that satisfy everyone at all. Good. Oh, I'm sorry Kou I didn't see your hand. (Kou) You know just just curious question because, Melissa you you you brought up a really good point because the pay cycle does have to tie it into the benefits package as well. Now, the question reflect back to the boards, did we make a decision on the benefits package as well. We did. Okay. (Melissa) The other deductions that I'm also thinking of is we have child support deductions court ordered salary withholdings so again, maybe it's a good idea when you do come back, we could give you the general idea of all
196the sorts of deductions that it's not just in that is all manually calculated because everybody's going to have something different that we're obligated to withhold as well so again, switching that back and forth will then result in more manual calculations. (Laura) Go head, Mike. (Mike) There are other places where we utilize some aspect of a daily rate of pay that we would have to review. Now I understand the 191 day teacher contract implies that your rate wouldn't change you and if you're getting it paid over 12 months however within a payroll system. There are fields that get filled out that would do a calculation related to that and so that would that would create potential. I want to call it chaos but a need to make sure that mistakes aren't happening. If somebody is doing
197something else that pertains to their quote unquote daily rate of pay. I just don't know the answer to that consequence related to something like that. (Laura) Okay, James and then Bryan. (James) So, I, this is a field that I have some experience in and I would imagine, and I would be surprised if they're called life events they're called work events right and those all kick automated adjustments to calculations to benefit package designs you get a child you get divorced whatever you recalc on it so I'm not concerned with the, the administrative capabilities of this still kind of have a question about what exactly emotion would be doing, but what it as I listened to this, I it feels like it fits into the presentation given tonight about retention and strategies for retention that it deserves
198serious consideration as a strategy for retention, right, and I don't know if that is a board directive or not, but that's when I when I think about where this kind of fits in its categories, we can evaluate from a board that, you know, say, give provide feedback on the strategies presented and if they align with our strategy. There's our I look at it and I don't know if a it was if it was considered and rejected, or if it's just not hasn't been surfaced as part of your strategy. (Laura) Vicki. (Vicki) Thanks, the plan, which we shared with the board was as soon as the HR is is in place, which we're shooting for January, we would evaluate the ability to do this and bring it back to the Board of Education for discussion. (Laura)
199Bryan. (Bryan) And I have two comments with it and I completely understand that and I agree. I just want to make sure that if it's front work that can be done before that system is implemented so it's, it's easier, you know, then when they run this whole thing, they're going to be able to do it. This is some other people on the board's expertise. I'm just envisioning it as when all the data is entered and ready with all the cells and everything else on there to not have to go back and say, oops, we'd like to do this now that if it's cheaper and it's easier to do it beforehand that the departments that need to know, understand that there are more than one person in the board, so we're looking at that and possibly
200the the the will of the board to make sure that this is an option or as closely as possible to it. The other question and recognize and you're bringing up very good points and I agree. We still pay teachers summer school, which is a different rate than what their daily rate is. We pay curriculum, which is a different rate than what their hourly rate would be. We pay for meetings over the summer, which would be outside of their 10 month contract. We pay for professional development, which would be at a different rate than what one thing would be. So within our system, recognizing the daily rate of pay was one thing. We've been doing that in every school district. I am familiar with will pay different rates for different things based on different times of
201the year. We pay coaching contracts differently. We pay. You can be a teacher and supervising an athletic event and making the $15 an hour for that. So like this is something that we as a district have paid people. Throughout the year, just not necessarily their regular salary. So there's gotta be that there's gotta be a way in to take that on to consideration and Melissa, I don't know if if I'm paying custody. And I pick up a football game that I'm selling concessions for how that plays into it. I assume it does. And I assume that there's some giant computer in the sky that takes care of that. But I would recommend there's gotta be a system set up for that. (Laura) Lynn, go ahead. (Lynn) I just have one question as a former teacher.
202I can't even imagine we're having this conversation. I just I didn't know our teachers got paid for 10 months and went for two months without being paid. I don't remember how I was paid as a teacher, but I mean not have the option is just unbelievable to me. The only question I have is that thing, Melissa, that you mentioned about you have to have the option of is it of choosing or changing or something like that. Do you know what I'm talking about? (Melissa) So the law says that it has to be voluntary that you get paid by in 12 months. I don't believe that it would be voluntary if you opted in and you can never opt out of the 12 months. I think there has to be a way to opt out. I
203don't think it has to be every day you get to opt out, but I think there has to be some system that you opt out of the because essentially the district is withholding your wages. So wages you make over the course of 10 months, a portion of that is kept for the two months that you're not working and we then are acting as your bank and then paying you the pro rated amount that you deferred over the rather than you deferring it yourself and putting it in a savings. The district is deferring it putting in our own savings and then paying you out those two months. So we can't say once you've elected that you automatically forever are going to have the district keeping your money that you've earned that you're supposed to be paid
20430 days after you've earned it. (Lynn) So my question was going to be, is there any other way any other option for an employee that we could create other than saying every single year you get to decide could you know could there be like you opt into it. The assumption is this is the way it's going to be unless X, Y and Z. (Melissa) So the way Madison has it set up and this is what they're going to talk to them is you have to elect 12 months every year and if you don't elect it defaults to the 10 month because again it has to be voluntary. I know in new employee orientation that HR staff walks through with new employees how to calculate the pro rated amount so they know how to do that
205on their own to set aside that amount. I personally when my husband was a para here in the district we walked we sat down and we figured out what we needed to put away for the months that he wasn't working and then that became the way we paid ourselves. So HR does work with the employees and teaches them how to do that. (Laura) Bryan. (Bryan) And I'm not asking for your legal actually I'm asking for your legal opinion don't expect to hold you to it if that makes sense. I'm just floating something out there. Teachers are on a 12 there 191 days to work but as you'd mentioned their benefits go over 12 months and if you sign a contract your contract goes from what are the dates of their contract. July 1 to June
20630. So technically they're working 12 months whether they're working there 191 days they're still employed by the district on a 12 month contract. (Melissa) That's not how the law interprets it. It has to be it has to be actual work. (Bryan) Well I mean I guess my question is if we're doing it in other areas. If the jump does not seem that far to me that we're providing insurance we're providing other options with it and we're under teachers are under a contract for 12 months. And they're not hourly employees. (Melissa) I think you probably take this back but I am pretty confident it's when the work is performed that you have to be paid within the 30 days. I'm pretty confident. (Laura) Go ahead, Mike. (Mike) I'd ask that we are allowed to follow what
207Vicki had articulated earlier which is let us come back you know mid year. Once we know more. There's two James's point. There are some philosophical things that need to be teased out here and and philosophically. I mean the most common versions of this would be once a month twice a month every other Friday. So 1226 24 or 20. Right. And so those are there is some philosophy involved there and I can tell you as a teacher in this district. I personally hated the idea of my employer keeping my money. And I very much appreciated the insight and advice from the GBA and tax management services and how to manage those things. Personally there are other people to Bryan's point that are like whoa whoa whoa like that all in the summer. I didn't realize and
208if you wake up in April and you're not prepared it's very scary because so there's a lot of factors so but it is philosophical and it cuts many ways. So we have an obligation as an employer to support personal financial understanding of our employees and the consequences of if you pick this this this this for your benefits and then you pick this this or this for your payroll. This is what's going to be in your pocket when when the paycheck arrives. So I would just ask for the opportunity to gather the information and then digest and then come forward with information that we believe we would possibly need some some insight on. So (Laura) All right. (Mike) Thank you. (Laura) Thank you. Okay. All right. Go ahead, Bryan. (Bryan) I appreciate what Andrew said with
209emotion on there. I'm not going to be looking for emotion on this. I would like feedback either an individual on a open individual board members to discuss this with me more as well. And I do appreciate everything that was spoken of. I think there's a way. There's got to be a way to provide that option and and I think it is a valuable area that and low hanging fruit that we can do to help keep our employees happy and to just provide another opportunity for them with it and I and Mike I understand what you're saying with they're taught at the beginning. They're taught at the beginning. When you're a new employee coming out of college and you're getting everything thrown at you as a new employee is and you were there and and a
210lot of us have been there. It's probably not the number one thing on their mind. So just giving them that opportunity. I think is a huge thing for us to look at and it's been it's been a concern of teaching since I was hired with this district 20 some years ago. And we've always been told for various reasons it's not possible and with this new software. I think it's an opportunity for it to be possible. So thank you. (Laura) Okay. Thanks Mike. All right. We're going to move on to board meeting structure. So Andrew reminded us and I want to I want to thank him for reminding us that we have according to policy. Subcommittees and we we got off track during COVID. A lot of things got off track and and we're going to
211now revisit that. And I think you all I mean you all heard the argument in favor of that. I don't know Andrew was it a couple meetings ago. (Andrew) Well I brought it up in April because that's when the appointments would have generally happened and I agreed agreed to defer to June. (Laura) Okay. All right. So it's June now and we're going to have this discussion about reinstating the subcommittees one for education one for operations and one for policy and governance. The way they were before is that I think the board president that's my recollection assigned various board members to these three committees. And then there was a each month each of these committees had an additional meeting where staff members presented are talked about what they were working on and what they were going
212to be presenting at board meetings. Sometimes there was a lot and sometimes there wasn't very much at all but it did it was an additional commitment of time for board members and especially for staff to prep for these meetings. So I guess I'd like to just throw it out here for discussion as to what you guys would like to have this look like. It might be as simple as having the facilitating the discussion at the board table from whoever wants to from these various committee whoever's appointed as chair of these various committees and and facilitating discussion at the board about the various issues that fall underneath these different categories. Anyway, go ahead, enter. (Andrew) Okay, so So we actually not committees as it's work sessions. This is going back and forth and we had for
213quite a few years we had talked about work sessions and there was a there were (Bryan) Sorry, just Andrew just so other board members are saying this, if you look under policies, it's a policy 170 under Board. So I just wanted to Add that it's number 170 if you go to policies under board doc under policy manual 100 series. So thank you. I just want so we're all on the same page. (Andrew) So there's also and there's also nothing This isn't really a this isn't really a reinstatement discussion. I'm not going to harp on this but on We voted in April 2022 70 to to move committee structure we had piloted to go back to what's in this policy And it's 2024 and that never happened. So I don't believe this is a reinstatement discussion.
214This is about following our policy and What's important about this is there is distribution there. There is some shared leadership and I realize you might say well what difference does it make us just who's calling on who at the committees. And I think that's a really important thing that I realize you might say well what difference does it make us just who's calling on who at the committees. It that does mean something. There's there's a reason that for all but all but two years of our history as an elected board we had distributed leadership and we had different people in charge of different parts of the meetings or work sessions. Then it went back. The committee was from it was committee again from June 2021 until April 2022 and then it was supposed to be
215back to work sessions. I don't believe there's all that much practical difference other than that you would probably find that the pairs of people who meet with the with the superintendent, it would logically be when when Nancy and I were the the work session co-chairs of education we would just have our meeting would be as as a pair. The Nancy and Nancy and I would maybe go into a little deeper dive about some of the education issues in our meeting and but we wouldn't be excluded from talking about the others just like Laura L.W. I forget who she was with perhaps had a little deeper dive meeting with Melissa depending what was going on but that pairing would still do the agenda you know pre-review as well. So I think it's just a question of
216following our policy and you know and in fact our agenda's still set up for it but there's education operations and policy and governance and those those were the the three and it would be work sessions not so so right now well I don't know but so there would have been a there would have been a different person sharing the education part of the meeting stuff and then operations for the org chart stuff and so there's a rotation of leadership and the the concept between behind the two between the co-chairs was that essentially you have the the board president runs the regular meeting and then alternating everyone has a chance you know to have that leadership during the work session part. (Laura) Bryan. Go ahead James. (James) So I think I have always approached this conversation
217misaligned so the policy because there's both standing committees in the same policy and work sessions in the same policy and it is yeah it's like um um room renewal three and then we're going to move four right so what I heard you just say is keep the same meeting um that we already have scheduled a work session meeting and a regular board meeting which is room renewal three but we're the work session now we have this distributed leadership in that particular meeting your request is not to go in and actually incur additional staff time and through establishing and staffing and executing the committee structure which is in room renewal four. (Andrew) Okay I was just looking at the I was just I went back and I looked at the motions of what we changed so
218maybe I need to look at the let me look at the policy here I don't know that we we may have done there may be things in the policy that doesn't reflect what was my understanding was that on March 20 on April 3rd 2022 we voted unanimously to just remove the yeah I don't think policy 170 that appears here I think that is inconsistent that is inconsistent with the board motion that the board motion that took place on April 3rd 2022 probably or we just changed the rule and didn't change the policy or something so we can I guess as far as that we can have that figured out and revisit but my goal wasn't to create new my goal wasn't to create new structures but if you know usually usually Bryan and I are
219meeting with Vicki at the same time if we're not both on the same if we're not both the same work session leave maybe we would maybe the pairings would would change and maybe the one with the two people doing education maybe would have naturally would be the people inclined to have maybe a longer part of that meeting talking about educational policy changes or operational (Laura) but what you're saying is that the work would take place within the meetings you're already having with Vicki with the superintendent (Andrew) um I I believe yes if that if that I think that's how it always I think the only it seems to me to have a somewhat similar feel when I meet with Brian and Vicki as if we were the committee chairs but I think as if we
220were the work session co-chairs that happened to be paired together but I think there's value in people perhaps wanting to specialize a little bit there wouldn't be more I don't think there would be more time spent so (Laura) so what we did when we had Steve Murley as our superintendent where we had actual additional meetings that is not what you're looking for (Andrew) we voted on (James) was roman numeral 4 taken out? well that makes things so much so much easier okay so I was it was it's getting those (Vicki) No you're right so if you look at the board meeting from April 25th of 2022 and you look at the clean version that's in there the section four is not in there (Bryan) So I'm looking at the one that's reviewed May 22nd 2023
221under policies is that am I looking at something different than everyone else or (Vicki) So if you go into board meetings you got to go to high note you got to go to board meetings go to 2022 go to April 25th and if you pull up that agenda and you pull up the attachments that section should not be in there I don't know what happened with board docs because it would have been uploaded then and then it was also reviewed May 23rd and it wouldn't have been added back in so I'm not sure I we will get it fixed on board docs (Laura) Okay,Bryan. (Bryan) So right so the one that says reviewed is incorrect the the one under policy (Vicki) It's incorrect sorry it's incorrect (Laura) Lynn. (Lynn) So then I'm looking at the
222board docs one and so roman numeral three is correct I just can ignore roman numeral four which I was about I was just reading it now and I was about to say if we don't all just take time to read this we shouldn't even have this conversation my goodness but that's gone we just do roman number number three now (Andrew) Technically we never stop doing roman numeral number three it always has been there but yeah (Laura) All right so um Melissa will so we'll update this and bring us up bring that make that correct but but in the meantime is the board you know go ahead Bryan it sounds like generally people are in favor of having assignments under these well actually I'm looking at them there's a fourth one financial oversight committee that that's
223gone now so are we are we content with the education operations and policy and government as the three categories Go ahead Lynn. (Lynn) I'm not content to make any changes until I understand what problem we're trying to solve I I don't understand I mean I see this here and I understand it is the written policy and it seems to me we have the option of either following our policy or changing our policy but I I don't understand what is what has not been working well are we not covering all these things I feel that I have access to the staff which I consider the experts that I want to hear from and I feel like I have every opportunity to ask questions and to hear what they have to say firsthand so I I just
224need to understand what if there is a problem to be solved (Laura) Okay Bryan and then Andrew. (Bryan) I think this gives the opportunity to actually streamline things as well where if you have two people that are an expert in it's in the area and it spreads the knowledge and the responsibility to other members of the board with it so if Andrew and I am sitting if we're on operations that gives us an opportunity to really dig into the opportunities that we're that gives us an opportunity to really dig into the operations and share out the other paying members I think that if it involves more time on the staff then we figure out a better way to do it than that but I think it also it actually just kind of cuts down on
225the time also when a while ago I brought up an issue of whether we have when we're looking at policies if we find out how much it costs on the time of that for each of us to go to board member to certain people in departments that's taking time off their workload and I don't see it as a huge issue right now but we also want to be aware of who's the person asking Melissa questions is it the board president and we filter things through her through the president do we filter things through superintendent have the superintendent bring those questions down or do we seven different people ask Melissa a question they've been very responsive and it's been very respectful of their time but seeing that how that flows through I think is a key
226part as well (Laura) Andrew. (Andrew) Yeah I certainly don't suggest we go to anything that would take away from our open ability for board members to approach staff however yes it did seem to be that you know it just naturally evolved that if I had a policy question coming up I might just run my question through Laura L.W. who was going to one of the two well she the one at the time but one in this case one of the two and it is important to have to have shared leadership we've we've had it for all but two years and that is that's an important thing in and out that is a thing of value in and of itself that's had enough value that we have we have had it through for you know no
227you just wouldn't not have some kind of some kind of committees or some kind of structure and in a in a governmental organization and and we have this and I think it should just be a question of people expressing preferences and hopefully it would sort out naturally and in practice I think in practice I think it would look initially possibly no different than it is right now except for what people time their meetings to work together and then over time you would probably see a little bit of of specialization by the based on interest and expertise of board members (Laura) Okay um a little bit at loss as to what the next steps would be we're going to hear from Melissa get a clean policy and I mean I'm I can come to our next
228meeting with assignments for everybody under those three categories is that what we'd like to do or (Andrew) Usually usually they express preference people would express a person second choice and then the board president would try to (Laura) I'm I'm um I want to hear more from you though Linus too you were saying that you'd like to I don't know what you said you had a you had a different take on this (Lynn) It's just I guess um I don't understand um exactly I again I don't understand what the problem is this is the only way I've never ever known it since I've been on the board but when it comes to all of the these specific areas education operations policy and governance for example when we get to policy Melissa comes to the table and
229I feel that I have every opportunity to ask any questions I want or to hear what she has to say and I think what this I maybe I'm wrong but it seems to me what this is telling me is that two of my colleagues would have met with her prior to the meeting and they would now tell me what their interpretation of what she's going to say is that's I just don't it says here in the policy that there will be these work sessions it sounds like no this is I understand that (Laura) Let let let Lynn finish. (Lynn) I understand we're in a work session but it says here the operations work session shall focus on matters related to the business finance and human resource functions of the district how will that be different
230than what we're doing right now. (Laura) Go ahead James (James) Um I think we only have two options we're either come and you work with us and we assign um uh responsible responsibilities for the policy or we come next next board meeting with a motion to change the policy that's the only two things I think we can do and still be compliant with our with our policy I think that the the definition of leadership that I think I hear when Andrew says is the moderator of the discussion rotates and it changes right so right now in this particular board you may or may not think that there's a problem there but as the board evolves over years it's a control where a president that is biased or particular where the particular way of running a
231meeting and hearing from people or whatever that that moves around right and so you have a different kind of command and control of the the meeting the chair moves right but the current work session is the combination of all three work stations at work sessions at one time so we just navigate from one work session to the next all in the same meeting as it is so it nothing really changes except maybe the contact with the superintendent where you hear about the agenda you may focus on in prep for as you were when you were doing the legislative liaison do some homework so that as questions come up you you know you're prepared for them (Laura) Andrew (Andrew) So the the practical difference in tonight's meeting and I'll just use I'll just use random random
232names here and I'm not suggesting that any one given person so so the the old history of this by the way was that when board meetings were 35 per meeting the very very old history I think it had something to do with the fact that the meetings evolved into them calling to order and adjourning a I think it was a human resources and then calling to order and adjourning an education and then calling into order and adjourning a third one so you would get 105 dollars one night and 30 now that was not that was not very I'm it just kind of happened they were different meetings right so we don't have that anymore but the difference in the way tonight's meeting would have been different is that after the open forum after the open
233forum budget would have gone under operations probably education would have been up first and Bryan would have been the facilitator for that for that part of the meeting with boundary adjustment and selection of after school program he would be the chair and then it would move to operations and and James would be the chair for that staffing and the job descriptions and then it would go to you for policy and and governments policy and governance and then next week it would be month it would be those persons counterparts so everyone has a chance to to run one a part of the work session meeting yeah (Lynn) So the the point is to give everybody a chance to run part of the meeting (Andrew) It's a part of it yeah (Laura) what's the other part (Andrew)
234I think the other part of it is that it allows for there to be some of this some of the specialization that can evolve if if Bryan and I are the education people we would naturally maybe have done a deeper dive in our time with Vicki talking about um sort of boundaries would have covered every in any ways um policy llw always would go on uh you know have a deeper dive there but ultimately we're all you know (Laura) Okay so my question to you right now is Melissa is gonna do her part of this but should I um come should we come to the next meeting um being prepared to um be assigned underneath these three categories are we all good with that James (James) Yes okay in the event that someone wants to
235challenge that they would have to present a motion to change policy but I think you need to be prepared to for assignments okay with that so would these assignments be um (Laura) I I honestly don't know if we need a motion and to have them voted on um yeah so you don't think we have to confirm the appointment so there are just assignments and they're good for the rest of the um yeah um well I mean we could have some turnover in the election so that would change things a little bit all right okay so um you guys should email me with your preferences I'll do the best I can and um we'll assign two people um I won't be assigned so that makes six people and that works out math wise so um and
236uh and we'll at least do that part Melissa will have the updated policy does that is that good for now we can revisit this if it's not working or whatever at a later date but at least we'll get that done Rick. (Rick) it just feels cumbersome for Vicki and her staff I and I what we're solving other than the concern about too much consolidation of of power in as it relates to setting the agenda and um and of maybe some behind the scenes directives that may be going to the superintendent unbeknownst to the rest of the of the board I think that needs to be called out if there's any concerns or issues about that um is if that is the reason that we're doing this then we have to address that so that we
237ourselves can work better as a team um and that there be you know that be addressed otherwise I just think we may be creating something of an additional burden on Vicki and her staff by doing is if those things are not addressed. (Laura) Okay Bryan then Andrew (Bryan) I think that we are looking at a policy that is not just our body but we'll continue on for whatever the makeup of the board is every April and that we're going back to what the policy is I anticipate that this policy is in place for a reason and as James said before if we don't like it then we change the policy I think we need to give this a shot I think it gives us the more efficient with it just as city council has different
238subcommittees within city council the county board and other governing groups do that and I think we need to either follow policy or change the policy and I think that's that's the key part this isn't this is an indication of the people in the chairs it's an indication of the chairs the body following the policy so (Laura) Andrew and then James (Andrew) Just the one minor point I was going to add I believe as written it does it does include for a situation where if the two people decide mutually if one of them is wants to facilitate every time it's going to be a they can do that if they want but in practice usually it's a rotation (Laura) All right James so (James) You had indicated that one of the problems that we might be
239solving is agenda setting and I don't think that this policy gives that power to the individuals that have disappointment I think there's still a relationship between the superintendent and the president of the board that is the agenda setting dyad right so you may have identified that hey we might be indicating stress over that but this policy doesn't address that it's not a hey this person should be able to circumvent that dyad and put agenda items on in their area of focus I don't read that in the policy at all so we just want to make sure that we don't engage in decision making based on that (Laura) An agenda setting is covered under policy too so all right so I'm asking you all to send me an email who tell me which committee you your
240first choice and your second choice and your third you might as well go ahead and do your third choice too just in case it gets really complicated yeah yeah put them put it in the order and I will I will do my best to make everybody get their their preference or at least their second choice all right I think can we move on all right All right that completes our agenda so basically what I need now is to have someone read the motion to go into closed session thank you Lynn (Lynn) I move that the board adjourn into closed session pursuant to Wisconsin statute 19.85 section 1a and f considering financial medical social or personal histories or disciplinary data of specific persons preliminary consideration of specific personnel problems or the investigation of charges against specific
241persons except where paragraph b applies which if discussed in public would be likely to have a substantial adverse effect upon the reputation of any person referred to in such histories or data or involved in such problems or investigations to it for the purpose of holding the expulsion hearings under the Wisconsin statute 120.13 section 1c and e3 and Wisconsin statute 19.85 section 1g confirmed with legal counsel for the governmental body who is rendering oral or written advice concerning strategy to be adapted by the body with respect to litigation in which it is or is likely to come involved to it notice of claim (Laura) May I get a second (Bryan) Second. (Laura) Kinsey? (Kinsey) Lee? (Kou) Aye. (KInsey) Crosson? (Rick) Aye (Kinsey) Gerlach? (Lynn) Aye (Kinsey) Milz? (Bryan) Aye (Kinsey) Lyerly? (James) Aye (Kinsey) McCoy? (Laura)
242Aye. (Kinsey) Becker? (Andrew) Aye. (Laura) Okay, we are adjourned in the closed session.