GBAPSD Board of Education Meeting: September 13, 2021

001the views and opinions in this program are not those of cesa 7 or spectrum [Music] good evening everyone welcome to our school board meeting for monday september 13th 2021 we will start the meeting tonight with roll call beth if you could help us please smith here welch here becker here mccoy here brandon hugo here leighton warren here warren here all right all seven board members are present um we're gonna kick the meeting off tonight by entering into closed session kind of a motion to go to closed session please laura i move that the board convened in closed session pursuant to wisconsin statute 19.851 c considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility to it superintendent's performance evaluation second vanden heuvel hi

002mccoy hi becker hi smith i welch hi leighton and warren hi warren hi all right and we will enter into closed session coming back to open session at six o'clock thank you welcome back everyone uh into open session of our regular board meeting for monday september 13th 2021 the board did meet at five o'clock into closed session at that time we were able to take roll call all seven board members were present we'd like to point out now that we're joined by superintendent stephen murley along with members of his cabinet we are also joined by two members of the inner city student council emily kopp and ian hopp who are joining us virtually thank you very much and we'll get to them um actually right now the first uh item on our agenda is the

003open forum and inner city student council report so i will hand it over to emily and ian all right for the icsu report this today um just some good news from the schools uh marching band camp was held at southwest over the summer and so are other schools but the color guard is under the direction of a new color guard coach this year over the summer preble took sixth out of 24 teams in the 2021 friendship tournament in volleyball link crew worked across the district to welcome freshmen back this school year i know what preble what that looked like for us was planning a lot of activities for them and we've already checked back in with students to see if they have any concerns as they're learning to navigate the high school environment east musical

004auditions were held and so were other schools but they're also under the direction of a new choreographer this year west has a try it out dance clinic tomorrow after school um jadol's welcome back activities had captured the flag and other fun games to get incoming students to kind of know each other better and across the district again sports musicals and clubs are back in session and i know that a lot of students are expressing gratitude about being able to regain some of that normalcy as we're trying to navigate through the pandemic now i'd like to add that new sports and clubs and extracurriculars like cross country and volleyball and football i've seen a lot more new members than they did last year which is a really good sign for rebounding from colbit emily ian thank

005you very much for that report i just want to remind you that you uh we want you to participate in any of the conversation tonight so if you have anything to add during any of our discussions uh try to get our attention other board members try to help me out if you guys raise your hand we'll make sure to call on you so thank you very much for the report and thank you for being here tonight next thing on the agenda is public participation we have one person who is registered to speak tonight and josh will help get her on the phone good evening lydia can you hear me i can yes can you hear me okay yep perfect thank you so much for calling tonight if you could start by introducing yourself and giving

006us your address and then you have five minutes to make your comments okay am i the first one yes okay got you so you want me to start now yes that would be great okay i guess i was watching it online and so there's a little bit of a delay but i won't waste any more time so hi everyone my name is lydia lowry and i live at 901 south roosevelt street um in green bay wisconsin so i guess i wanted to check in or kind of circle back welcome to the new school year and um hopefully it'll be a great one i was watching last night your um emergency meeting on masks and um i guess it kind of just took me off guard that you had an emergency meeting and didn't have anybody

007in the community there so i just kind of wanted to speak up and say you know i really like hearing um from the community um one other takeaway from the meeting was that um there was a comment made i would say one of the newer members and she said something to the fact that you know everyone that doesn't believe in masks or anti-government or something to that effect and it was really kind of a broad or anti-cdc and i just want to say that i have friends in both groups masking and and not masking and the country's actually divided 50 50. and i know you're looking at data right in brown county but the data is really different depending on your particular landscape right so people that are older you know like several people on

008the board their friends are dying of growbed right so it is a big deal in their age group and it's awful right and then you also have a landscape of 10 year olds that are saying well we've had covet and we're fine so i don't understand what the big deal is about so there's two completely separate camps depending on what your landscape is right and then if you take out the numbers of people in general population and you just look at the people that you serve which is i think 3 000 students you know from roughly 4 to 18 years old it's you know that makes a big difference when you're looking at the data right and then you have the teachers as well so let's take the data and say from four to 65

009year olds right the data looks completely different and i'm just thinking that since the country's so divided 50 50 that going with math optional just seems to be like the only logical choice so i hope that makes sense lydia um is that the end you saw a few minutes um i do you know i just you know and i and i feel like everyone there's room to be tolerant of other people's view and i think i could pull out my backpack of statistics and data and doctors that say masks are filthy and dirty and they spread germs and they litter the environment right or i could pull up another backpack that says we're all gonna die if we don't wear masks right so i don't feel like at this point 18 months in you know

010september 2021 we're gonna convince anyone otherwise i think we kind of have to like take a breath and take that sentence in there's enough compelling scientific data on both sides of the spectrum and i feel like if you're one way you really need to take that in and if you're the other way you really need to take it in there's compelling data for both scientific studies the world health organization cdc you know um there's just and i could pedal that out next time for five minutes but people are really firmly dug in right you know 50 either way and so all of the other districts in brown county you know are mass optional so it just seems like that is the way to move forward and also we're looking at the data let's look at

011our shareholders if you were you know our students so i just hope that the board kind of tries to look at people that have a different viewpoint than theirs you know and try to come to the middle ground because people are really divided on the subject does that make sense yes it does um thank you very much lydia for for calling in we appreciate you sharing your thoughts with us okay i thought i'd go a little bit later so i'd have more time to like organize it better so i'm sorry that it sounded a little bit happening no worries i just wanted to shut my plane across sure yep thank you so much for calling thank you yep have a good night all right um i was notified that there was a a glitch in

012the system with my agenda and so uh skipped over uh two important items so i'm going to go back to item b for the pledge of allegiance and then we'll do the mission statement so if you could please stand for the pledge i pledge of the allegiance states of america and to the republic for which it stands one nation under god indivisible with liberty apologize about that and uh i will read the mission statement tonight uh it is the mission of the green bay area public school district we educate all students to be college career and community ready inspired to succeed in our diverse world uh we'll go then to item number four consent agenda approval first is there anything on the consent agenda anyone would like removed for discussion seeing none i would look

013for a motion to approve the consent agenda so moved second second second all in favor hi opposed all right consent agenda moves through uh that takes us up to uh committee meeting reports and so we're now fully into our new committee meeting structure we have board members who sit as the chair of each of the individual committees and on our agendas we'll give them an opportunity to share any uh key takeaways so the first update is on the policy and governance committee from laura leighton warren thank you so we had our first meeting for this committee and it went um it was it was quicker than i thought but we had we had a lot done and um some of the things that i that we went over i want to share with you all

014um we we looked at one of the things that was a topic of discussion um student dress i know in the past we looked at i think it was an earlier this spring we looked at putting that off for another year to have more time to reevaluate that and so um the attorney melissa field caller reviewed the board of education policy for 43.1 and then we also um i was able to review a lot of the comments and feedback that were shared that had been done previously regarding the policy so one of the things we discussed is actually updating um getting more teacher survey input student and parent input and looking at the overall um policy and also the potential for maybe doing some focus groups to dig a little deeper on the survey responses

015and so uh we planned the committee plans to bring this to the overall committee in october and november and so we can have be ready for any changes early spring and so um the next thing that we one of the other things that we looked at was review of the proposed revisions to the 600 to 900 series and we reviewed those with the chief financial officer to join she joined the meeting to review any of those considerations and those were the school properties disposal i'll just go through so it's so it's on on record for the people that weren't at the meeting management of capital assets fiscal management and internal controls district issued credit card procedures payment procedures suspension and disbarment of vendors procurement requirements and methods fraud prevention reporting cash and school buildings fund

016balance depository of funds procedures for grants and private sources student fees procedures for federal program budget information and the annual operating budget so those were all reviewed and we were able to look at those to see any of the changes that were updated and again this policy this group does not make any changes we just review and then would bring recommendations forward and so um with that one of the um policies that is coming forward for action tonight is internet filtering and so this was reviewed by the committee and this is going to be coming up for action tonight and this was around parent student representation on the or this was about the internet filtering that the schools used to keep appropriate materials accessible and then we also talked about having parent and student representation

017on the committee so i'll turn it over for um or is that going to be later for the action okay so we'll come back to that later on when we look at the action being brought to the board thank you excellent any specific questions for laura all right then we'll move on to the operations committee update and the chair there is don smith okay thank you so um operations committee met and that would be nancy and laura mccoy and i and um the two big things we talked about we got an annual fiscal a quarterly annual fiscal review or report um and beth did email that to the entire board so if you want to go into greater detail on that you can do that um and we received a quarterly essar update and we

018also steve presented to us the fall return to learn plan which then resulted in the special board meeting back in august when we reviewed that re return to learn plan and made the decision to make masks mandatory in the schools and i think that was like the 23rd of august when we held that special board meeting and that was the operations committee any questions for any operations committee members anything all right thank you thank you don uh and then we have the education committee and the chair there is andrew becker all right so we had a discussion about the school start time task force the school start time task force did report back and there was a good chance that this was close to having a decision one way or another right before covet hit

019about a later school start time for um for secondary schools and there were there are a couple different options in there um i think that was pretty pretty broadly supported in the in the committee about the late school later school start time for secondary the tied to that is an older discussion that was that was out there about adding time within the uh within the elementary day and there may be some areas where they have to um where those have to overlap i guess to me it seems um i sort i had some reservations about um i would need to know more about the [Music] uh elementary changes and the elementary changes were reviewed by staff committee much earlier than the secondary start time so i think there needs to be a little bit more

020a little bit more discussion as to um you know are we going to look more at the elementary piece are we just going to look at the high school piece and we probably my understanding is we have a a little bit of time before we'd have to make a decision since realistically it probably could only happen for 2022 2023 anyways because of otherwise to start it for next school year is not a lot of uh not a lot of lead time there were some um and we had our student members mentioned a couple things there were some there were some concerns about um activities i think though we're in a we're in a good a fairly good position that with athletics being a you know being in charge of more schools athletics i think we

021have a bigger influence probably than if a single school with one you know one high school that participated in everything was the only one doing this i think it's easier to lead with a change like that if you have if if you have multiple multiple schools involved so um i certainly though the the school the school start time task force while they were split between which plan of later start they wanted uh it was unanimous for some kind of later start and i think the we talked to them about the science is overwhelming about the advantages of that and so it's just a question of having some time to figure out how other pieces would would work so the board can consider everything together to go forward that covered pretty well andrew can i ask

022two questions so is the plan to continue this as an agenda item um for the education committee and um i don't do you think that realistically any implementation or change there would be did you say 20 22 23 because that's next school year or is it two years out 23 24. um there's a 21 did we say one might have 23 23 234 so not not uh 23 24 right just just wanted to because it's already 21 yeah yeah started now it's probably since the last time so okay thank you any other questions for andrew the education committee we did have we did have the course um we did have the course book and um there were no seemed to be no changes in the course book that were any um any substantial um you

023know concerns for people we had the um one one notable um one notable thing is uh the we always we always referred to a um i think a male choir and a female choir and the choir classes are now referred to as treble and bass which is as i point out in committee is not like trying to get in some political statement or something it's just that you know with with adolescence you you might have a a boy whose voice is still pretty trouble you may have a woman a girl who is more base and so and then we also discussed that in reality sometimes there's factors of just what course is available uh what hour is available or someone that's just made to work just like there might be some crossover beyond what's you

024know there's some flexibility beyond the course book to allow more kids to be able to be in choirs and and bounce so that was um that was a good um a good update as a a former student in mrs rigo's middle school choir at franklin middle school i appreciate the thought that went into that um all right uh moving on to the presentations uh legislative update i'll hand it over to superintendent early thank you a couple things of import for us uh one's more of an observation uh i know one of the things that was a challenge for the legislature in setting uh the budget was looking forward to state tax collections i think it's important to note that they are up 319 million dollars above what was expected a reminder that we do have

025a biennial budget and that does include a freeze in the second year and right now tax collections are running well above uh estimate uh there are a couple key pieces of legislation uh that are moving uh senate bill 355 has to deal with tobacco and vaping restrictions um that had a hearing last week uh and so we'll get more feedback on that here uh in the next month assembly bill 446 is about reading readiness that has a hearing tomorrow morning uh at 10 a.m uh and then there's a combined bill assembly bill and senate bill 411 which has to deal with uh race and sex stereotyping and instruction and so i think many of you are probably aware of the debate going on across the country and here in wisconsin on critical race theory uh

026and this is the manifestation here at the state level in wisconsin and then the last bit i have for you is just make sure that uh there's some clarity on this um we know that uh president biden made an announcement last thursday that vaccinations would be required for organizations that were larger than 100 people that were subject to osha and in wisconsin osha does not govern public education and therefore that is not directly relevant to us as a school district the only exception of that is head start is a federally funded program that does operate under the auspices of osha and they will be getting an update on thursday about how that impacts our head start classrooms when we know that we'll share more with you all right uh moving on to the agenda then

027uh annual progress report uh this is a a new thing i know that you're excited about steve i'll let you handle it first i am and i promise vicki i would not steal any of your thunder so if i start to get in that territory she'll let me know but one of the things that you as board members have received in past years are multiple reports they come to you at different times of the year uh and as such you have to keep track of those so one of the things that we looked at last year as a way to both enhance our reporting out to the community as a whole to you as a board and then to create a useful resource both for our internal stakeholders and also for our community partners was

028to bring those reports together and so an enormous amount of credit uh goes to vicki and her team uh this is a herculean task it's hard enough to do when you're doing it year over year but when you have to do it for the first time and you have to bring all those pieces together and she won't tutor own horn on this one so i'll do it for her but this really was an enormous lift so when i came to her last year and said hey i'd really like to have this in place for next september uh she said okay we'll do it uh and lo and behold here it is uh and like i said this is an enormous resource if you think about this if you're a grant writer uh and you're maybe

029with one of our community partners out there you're with wello or you're with boys and girls club or somebody else and you need to write a grant you wouldn't see this uh but behind the scenes those folks have to come to us and they're looking for information we're digging things out we're trying to put things together for them what a great one-stop shop for those folks if you're new to the district uh as a board member or an employee or a parent and you're looking for information here it is and then probably for me the thing that is most important is when looked at individually it's really difficult for data to tell a story it's hard to see the context for it uh and so one of the main reasons that we wanted to put

030this together was we really wanted to build context a three-dimensional representation of who our kids are who our staff are what we are as a district and what we provide to the community as a whole so again uh i cannot express my appreciation gratitude to vicky and her team more for the immense amount of effort that it took to put this together picky that was outstanding thank you no thunder stealing any questions no board members good evening i would like to introduce you to our new annual report that we hope to bring to you each september the purpose is to share with you all in one location as steve just mentioned the work and the results of the work from the previous school year so this document is from the 2021 school year the information

031you will find in this report represents what we at district office in each school review annually to determine what's working what isn't working and then dig into the research if it isn't working to see what the research says about what we should try differently from there we set our district department and school improvement plans which you'll find in this in this report it took three months to put this together as as stephen mentioned our education team uh put a great deal of time into producing this document many who are on this call to although we didn't prepare anything specifically but to respond to any immediate questions that the board might have i want to thank all of the team members on the ed team for their effort as well as lily road and lori blaxley

032for editing and making it more visually appealing i guarantee that two months ago it didn't look like this my goal tonight is just to introduce you to the new resource i'm going to talk through the table of contents again rather than getting into any highlights or detail and then turn it over to the board if in fact you have any questions right now but as steve will probably conclude with um it's going to take some time to read through this it is 65 pages so if over the next couple of weeks questions arise please reach out and and we'll gladly respond to those so beth if we could go to just the table of contents please we begin with an introduction from uh mr murley and myself as he mentioned the um this this document

033will tell the story of the district so it's important to include information about our demographics who we are we included the board mission statement district mission statement and our strategic priorities again when we set our goals for the district whether it's at the school level or district level we come back to what the board has assigned us to focus on there's a page of our schools those are active links so if you go to that page you can click on any of the schools and it will take you right to that school's home page to learn more about that specific school then we get into the bulk of the report this is divided into eight sections this year we begin with programs support and services in this section you will see our data on special

034education our bilingual program els our alternative programs which we're now referring to as innovative and educational programming so when you see that term please know we're shifting away from alternative education is a term gifted and talented program our first nation indian education federally funded program with information about that program in there avid summer school our district health services the nurses provided an update on uh for example uh what are the they spending their time doing what are they addressing throughout the school day our district wellness committee provided an update and a report on their last report card and then pupil services where we get into things like attendance data school climate aoda trauma and adversary adversity and our mkv or mckinney-vento status how many students were identified as being homeless the next section is on

035equity diversity and inclusion you'll be hearing about that work in a little while claudia hendrickson is going to share an update but we wanted to put that in one place as well what we've been doing and what we're going to be doing moving forward josh and his team provided a technology update although that is an operations update technology this past school year played a key role in our education so we asked if he would provide information for this particular document chris collar shared safety and security information again reports that come to you pretty regularly for example the fire drills and the alice safety drills chris has put all that into this location the section on college career and community readiness delves into the data that from our assessments so you'll see the act information reading

036readiness mathematics number corner we have information about national merit scholars in this section how are we doing with graduation rates etc amy fish also in this section just to note the last part of that section is community partnerships so amy tracks our community partners and we ask her to give a report out on how active those relationships are the next section is the curriculum cycle and then professional development um i've shared with as many staff as i can that if you are an employee of the green bay area public school district you have an advantage that most other districts don't we provide some excellent professional learning for our staff and i know staff that if they have to leave our district for whatever reason they use that as a selling point it's a high commodity

037we love our teachers and we want to provide them with all the tools to help them be successful and then finally the school improvement planning this is where you will see our school goals for the year our agr report and the district goals and measures for the air so it's a lot it's a lot and many of the team members are actually here tonight to respond to any immediate questions you might have [Music] you know i can just note before you uh might offer any questions um we recognized that uh and and i had to wait because i wanted to make sure i didn't steal any vacant thunder there we recognize that a lot of these issues will come before you over the course of the year so i think the edi one that she

038mentioned is a great example so we're going to talk about that a little bit more detail tonight as we work through the year you will find other issues that are in here coming up what we hope this will do is as those items appear on the agenda it'll be an opportunity for you to be able to look at this prior to coming to that meeting you'll be able to have the information that's connected to that issue readily available to you during before during and after the meeting uh and then you'll also have access to that related associational material you know vicki talked about uh when you're in the the section there on uh our college career readiness and you see the uh the academic indicators there so oftentimes they reduce our schools and our districts

039to single numbers on state report cards it's just so hard to see our kids three-dimensionally when you look at those numbers if you look just right here where they may only look at one indicator you've got multiple indicators here where you're able to look at it you can cross-reference those you can understand how they interact with each other and we hope that that just example in this area that gives you a more well-rounded picture of who our kids are so again if you've got questions tonight we'd certainly welcome those we anticipate questions will come up over the course of the year in particular as they're related to presentations that come along with these data plans i'll just i'll jump in first i can't stress enough how amazed i am by this document for a variety

040of different reasons um just the the information i mean this feels like a user manual this feels like an annual you know from a non-profit world doing an annual report the other thing that i'm struck by is is kind of going to the 3d but just how much we do in the district um just just when you know it when you see it individually and getting the different reports all the time it is a little bit overwhelming and we get those updates and you get those pieces and little bits to digest but this really puts it all in one place now just paging through it uh 30 different languages spoke in the green bay school district what 30 different that i i'm stunned um so i appreciate this so much i hope that we're proactive

041and sending it out there i think this is a tremendous value to our partners i think it's a tremendous value to a lot of different people um and i look forward to having more time to dig through it so maybe more questions that come up but thank you to you and everyone that that went through to put this together go ahead laura i just want to add my thanks vicky um i know that our admin team i can't imagine what put what what i mean the first time would be the hardest obviously but um i do have a couple questions um first of all so this is going to be on the website okay and will it be will it be changed throughout the year like if if something changes so it's just a like

042every summer you'll review it and and change what needs to be changed because this is actually the data from the last school year next september you'll receive the data from this school year things change all the time in our district so i just was wondering what your what your plan was um to keep this current so um you know the public just sees bits of what our district does so when they look at this this is a powerful indicator of the scope of the work you know um and it's huge so this is what it takes to educate twenty thousand children you know this is the work that it takes it takes an army of people um so i just wanna want to offer that i appreciate that laura and um i don't know if

043steve is mentioned this is just half of the report you will also be getting an operations annual report that's not funny um vicky would it be correct in saying i would imagine that you know as this data had has come out over the course of the year and this is sort of our one-stop shop but the team is has been operationalizing this have been using us so this isn't as much of value to them because they've they've had access to all this this is really a resource for everybody else when they want to know what's happening that's correct eric our standard process is at the end of the school year to gather all of the data from the previous school year uh do a data dig and root cause analysis and then base our goals

044for the following year on what we found sure so this is all ready okay thanks all right any other questions all right thank you vicky all right uh next presentation is edi update i know that we'll uh have i think claudia is going to join us but steve i don't know if you want to jump in first there so as i indicated before we know that we've got a state bill moving on this and and this is something that has been a focus of the district for years before my arrival so we are on a continuous journey i think that our team has been very responsible about the work that we're doing the professional development that we're providing for staff and the focus that we have on our kids and i wanted to make sure

045that you had the opportunity to hear from the folks who are working on it what's happening uh so that as questions arise in the community and i know that i personally have had multiple phone calls with uh community constituents who've expressed concern and really just wanting to know uh what's happening with uh the green barrier public schools in in this particular uh arena that uh we thought it was a good time for an update on that uh and then uh through the the board docs to provide um access to these uh resources and information for people who might want to look at it later but i would just like to add that although claudia is the one presenting this information tonight this is actually a large team effort and she will talk about the task

046force is the next step so uh thank you claudia it's being recorded she can go back and watch we'll just pause for a minute uh the people who are the person who's going to present a technology issue she'll be back here in just a second we'll just sit tight until she's able to join us hello everybody i'm back hey claudia not the first tech issue that we've had and won't be the last so no worries right i apologize i was all calm cool and collected now so um welcome my name is claudia henricks and i'm the executive director of student services for the green bay area public schools um and i'm going to be presenting today an update on edi work i would like to recognize katie selzer for her hard work and dedication to

047this topic she's worked tirelessly on this and um is really a leader in all of this she just had a previous engagement that she could not get to today or that so that she couldn't come tonight so please um remember how hard she's worked on that and give her credit where credit is due so slide two slide two back believe it or not there's a tech issue okay so what is this is a little bit of a review of what we've already brought you numerous times so their purpose for our edi are equity diversity and inclusion work because we want to build the capacity of our staff we want to provide students with an opportunity for a safe place we want to identify barriers and we want to work through those barriers so that all

048students have the ability to achieve at high levels in our district widen our cultural lens and improve academic and socioeconomic emotional outcome social emotional outcomes for all students next one when we're looking at this we're looking at our mission to educate all students to be college career and community ready inspired to succeed in our diverse world when we look at our data we have to ask ourselves are we closing opportunity gaps for all of our students we may be but are we doing it at the rate that we want to be doing it at are we validating and affirming all the cultures we have a wide variety of cultures in this district we're actually getting even more different diverse than we have in the past we are truly the melting pot of um united states

049and we want our students to all feel like they are a contributing member to that are we widening our cultural and identity lenses and are we lifting all of our students up these are the questions that we ask ourselves and we've continued to ask ourselves as long as i've been here in green bay i brought this to you before too or he has brought this to you before but we've got it we started a task force in april um we had a survey in april through hanover research company and um we delivered it we're pretty much on target to continue our work um leadership team is going to finalize a plan in the very near future and then advisory committee is going to be established to monitor that implementation of that plan so what's new

050we've been hearing up from numerous stakeholders about you you hired this handover place what have they done for you what have they done for us we answered all these questions where that information go so what we first brought hannover in to do was to review our district data and they were different areas of data that there were existing data standardized tests suspension data numerous pieces after that they did an equity diagnostic and attached if you go to that link that equity diagnostic is actually the survey that people are talking about they call it a diagnostic because they're diagnosing what are some of the trends that people are seeing and feeling and hearing so that is a very long exam we put the entire equity diagnostic with all of the questions in there for people to

051peruse when they have a moment but wanted to be as transparent as possible they provided an equity workshop for our task force they talked about how we can look at data um that's the steps for making to be a more equitable district more equitable access those types of things and from there they shared findings and recommendations so what i'm going to do is give you the big 50 50 foot view of what those findings and those those recommendations were they're in three different buckets their academic outcomes there are program access and behavior outcomes so the first one we're going to look at is the academic outcomes and i'm not sure if any of you would be surprised but many of us were not surprised at some of the results that they found because we've had

052some of these issues for many uh for a number of years so black hispanic and american indian students students receiving special education services and students with limited english proficiency and students that are economically disadvantaged are consistently underrepresented across academic indicators but what does that mean in english that means that when we look at our reading scores when we look at our math scores when we look at our college entry scores those different academic outcomes those students are in are underrepresented in that data as opposed to their white peers okay that's not a judgment that's nothing but a fact so how can we help them to improve that asian students are similarly underrepresented in several though not all academic indicators and the male students are slightly underrepresented among students reaching for proficiency in the act aspire

053and other areas that are true college readiness when you move over to progress program access now this is access to our gifted and talented programs access to our advanced courses access to our college dual credit courses all of those types of things hispanic black asian and american indian students students with limited english proficiency and students receiving special education service services and students that are economically disadvantaged are all underrepresented in the gifted and talented program hispanic black and american stay on that page please hispanic black and american indian students and students with limited english proficiency all of the same groups i pretty much mentioned above are overrepresented in special the special education programs one of the things that we have been cited for for a very many number of years is the over-identification of african-american students

054in the area of emotional behavioral disabilities in the last two years three years now excuse me we've added native americans to the over-representation of native americans in the area of emotional behavioral disabilities we've also or over um native american students are over represented in our specific learning disability areas as well male students are also over represented so if you're a male and you're african-american or native american you are three to four times more likely to be in a special education than your counterparts okay so the behavior outcomes american indians and black students are underrepresented among students who have never received a disciplinary infraction or who have never been classified as chronically absent that data the way hanover wrote it seems a little backwards so you have to think about it in the opposite way that

055you would think about it they're saying that they're underrepresented in getting suspensions or the number of suspensions or referrals that they're getting that means they are over represented in getting suspensions and referrals if that makes sense students receiving special education services are also slightly are also overrepresented in getting suspensions and referrals um again most of this is not um a surprise to many of us we've been working on this and developing plans for a number of years and we make gains but what we've done in the past is as we've made gains in other areas too so when we close the number of students who were identified for emotional behavioral disabilities in the past we reduced the number of white students that were identified for emotional behavioral disabilities as well thereby not really closing the

056gap so to speak the same goes for we've made significant improvements in math um pre-covert and the trajectory was looking really good for students with disabilities el students and white students but as the gaps were as the scores are going up they're going up it at the same rate um finally i attached the survey findings and this is the big thing that i think people are asking about is what did you do with those survey findings this um if beth could click on that the survey findings there it was so long that i didn't want to attach it here so i i mean i didn't want to make it into a powerpoint you wouldn't have been able to read it anyways but there are a lot of findings um again about the way people feel

057about school the way they feel about their teachers the way they feel about bullying the rigor in our district equity for discipline in our district and i won't go into much detail about that but that's where those survey findings are the next one then so ironically the task force that we had been talking that i had talked about earlier is meeting in two days so they're meeting in september the 15th the task force has parents students teachers support staff community members board members and district and school administrators so we tried to get across representation of a number of different groups we did this before the end of last year and i think um we've tried multiple different ways we got input from principals and others around who might be a good person to be on

058this committee and we emailed them we've texted them we've snail mailed them and we've called them now to try to get as many people as we can i think at last count katie said there were 43 um and so we are going to be meeting on in two days to review the current data that we have same data that um hanover looked at they'll also be reviewing what hanover found they're good they're also going to discuss what additional data is needed so for our graduation rate our suspension rates college and career readiness state standardized assessments are there is additional data that we might need in order to make a better decision about what the root cause analysis is um so graduation rates maybe we instead of graduation rates we're looking at post-secondary how many of

059the students got a job how many of the students uh went into uh the service how many students went into a two-year program a certification program a four-year program um those are some ideas i have i'm not the committee so i really don't know what they're going to think but that might be how many of our students went on to college and had to take um prerequisite skills i know my daughter had to take a prerequisite ela class after graduating so is are there demographics that are showing differences are there's gender differences what are those differences and she's probably going to be angry at me because i just said that to the whole world um and then after they've done a root cause analysis and we're going to give them a couple different sessions to

060do this because it's a lot of data it's a lot of things they've never seen before for many of them the parents the students the community members in particular we want them to feel comfortable with their decisions and their what cause analysis and then they will make recommendations to our advisory committee next okay i want to give you a success story and this is something we talk about a lot and um we only do this internally but when we've done a lot of work with dr shiroki holly and i think that has been brought to you as a board multiple times um what we asked last year was for dr holly to work with our literacy coaches and our behavior teachers so our tier one behavior specialist teachers and he spent a year of coaching

061them around culturally and linguistic responsive practices as it relates to literacy why did we choose this group and why did we choose literacy we have dollars that come out of special education idea funding that is earmarked for early intervention and trying to close some of those gaps that exist and trying to stop them from get some of the other gaps that could begin to exist so we chose literacy because our belief our hypothesis is that if we were being culturally and linguistically responsive in our pedagogy that our literacy scores would increase so we um they did that for an entire year at this and if you spoke to any of the people on that committee you will see completely different changed parts and minds now they are not self self loathing they are aware of

062what is going what they need to do to be more um responsive linguistically and culturally to their students what are some very simple universal design for learning activities that they can do best practices they can do that will encompass a more wide variety of students little bitty things okay we chose two schools nicolet and king because we are identified for gaps for african americans and native americans from over identification and special ed and also over suspension of native americans and african americans in the district so nicolet had been really far down their journey and king had been begging us and begging us and begging us and chomping at the bit um so it was an easy fix it was an easy mix they nicolet has already been through all of their um dr holly videos

063and um turn and talks and whatnot and um king elementary actually went to his institute this summer so that they could get up to speed they developed walk-through tools for literacy that they're gonna and that was a crosswalk of the literal the already the tool that was already in existence for literacy as well as some of the of the cultural and linguistic responsive practices from dr holly they merged the two to create something that every single person was really proud of everybody felt they could stand behind it as well as the two principles this year we're also adding cultural and linguistically responsive coaches to those two schools again out of those dollars from ideas nothing is going to be coming off of dollars from the district this is dollars that are earmarked and the dpi

064has encouraged us to spend our dollars doing and we are wanting to add washington middle school to this mix too because again they are further along in their journey than many of the other middle schools and felt we felt it was the very best next step for them so this to us has been really really exciting um we are very excited for what the implemented implement excuse me the walkthrough tool will look like this year um none of it is going to be evaluative it's going to be for teachers to self reflect after that we've done walkthroughs and shared with them so it is not an evaluative tool it is not a judgment tool it will not be used for anything other than the teacher to self reflect on their journey next slide what's going

065on for this year all schools are going to we are asking that all schools get uh at least three of the dr holly modules um and within those modules it's you talk you go through the modules together and there are different parts that you stop at and you turn and talk you have discussion questions that are that are led by um individuals that have been through this journey so our equity department has been helping schools um some of our elementaries now are going to have a principal who's been through this wisconsin urban leadership institute as well as the dr holly modules to help us to move forward with that all administrators have built clr or culturally linguistic responsive goals into the school success plans those goals are based on the gaps that are pertinent to

066their individual schools so we're not saying everybody has to do this everybody has to exist my gaps are here students with disabilities what can i do what can we as a school do differently to close those gaps right um if ours is suspension of native american students what is it we need to possibly do to help the native americans and i'm not saying don't suspend it nobody is saying don't suspend native americans don't suspend african-americans if the behavior occurs that is a suspendable offense we're going to do that what we're looking for is what happened before that how can we change the next outcome what can we do differently the next time so that we don't get to the point where we need to suspend a student and finally the schools are moving at their

067own place so some of the schools are doing more than the three modules because they've already done that some are already doing book studies and book studies with the adults voluntary book studies not book cities where we're forcing our opinions or our feelings or our anything on anyone else these are voluntary book studies for people who are ready and want to move on and learn more um and then the cultural linguistic response of um or coaches which is a two-year cycle with the pilot schools if we have other schools that ask for that and once we determine how much the money we still have left from that ida funds we might be able to fund a couple more schools but um we want to make sure that it um it was successful at the first

068group of schools that we feel it's going to be successful with very strongly now i would be remiss if we go to the next page i would be remiss if i didn't address the elephant in the room is this undercover critical race theory no i strongly strongly strongly believe this is not critical race theory in any way shape or form overtly covertly or anything this graphic right here is a graphic we got from hanover it helps you to see what critical race theory is what critical race theory is not and how equity is different okay we want to close gaps and equity and uh inclusive practices and have been around since the 70s with the implementation of public law 94142 when we took students with disabilities and took them out of institutions and put them

069into schools and said they had the right to be taught alongside their regular education peers and we have searched and searched and searched for that equity since the 70s as we've gotten more and more diverse we continue to search for different ways to be more equitable i think all of us have seen that that sign with the the kid where everybody's getting the same thing and this is equity and this is this is equal and this is equitable we've even evolved from that there's lots more research around that um we're taking we we are not expecting that we're changing people's parts and minds we're expecting that we're changing educational practices and if by chance we change their hearts and minds then more power to it but we just want what we have on the next

070page what is our goal our goal is to educate all green bay area public school district students to be college career and community ready inspired to succeed in our diverse world that's what we want with our equity all students to get what they need when they want thank you all right thank you for that thorough presentation claudia um any questions for claudia or vicky or steve about any of the information that was presented all right i don't see any thank you again claudia you did a good job great thank you all thank you if you have further questions later on email me i'm good with that thank you thank you very much all right we will move on to our action items section uh the first action item section here uh doesn't have a recommended

071motion it was only posted there at the request of one of the board members um there is a bit of a presentation so i'll hand it over to steve um it's here in the action items in case someone wanted to make an item although there's not a recommended motion but i'll hand it over to steve now for an update on quarantine and isolation thank you so part of our uh response to the pandemic is to understand that we may have individual students or classrooms or schools or the district as a whole that may need to be quarantined or isolated we have not made these decisions independently we've sought external assistance with that that comes from the centers for disease control at the federal level from the department of public health at the state level from

072brown county public health and importantly we work with area health care providers one of the things that was asked for an earlier meeting was an opportunity to have somebody with some expertise on the call we are very fortunate uh that tonight uh we're joined by dr hoyman uh and she is uh working with uh two of the medical professionals on our staff kristen johnson and heidi neverman uh and i we have a slide deck uh which we'll walk through uh and kristen and heidi i don't want to step on any toes here so i i'm happy to walk through uh the start of the deck uh and then we're gonna have dr hoyman provide some information for us i and i she and heidi and kristen are both avail or all three are available for

073questions that you may have so that you better understand uh where we're at and where we're going uh and the intent of the work that we are doing to keep our kids and the adults in our system safe so are there any questions before i get rolling all right tell you what while we have dr hoyman here uh maybe i will just defer to you to start with uh to see if there's any specific uh information or or uh comments that you'd like to offer to the board uh before i walk through the deck um well i will say thank you for allowing me to come and uh i will say that um i am i'm a pediatrician i've been a pediatrician for 24 years in the green bay area and i don't think any

074of us ever expected to go through anything like we're going through right now um and i would love covid to go away but it's here and we need to deal with it i will also say that as a pediatrician i know that children do better if they are face to face in school we learned that over the last 18 months not not being face to face in school was difficult very difficult for multiple reasons for children not just educationally but socially and mentally so we need to try we owe it to our kids to keep them in school as much as we can but we also owe it to our kids to keep them healthy and to recognize that they need to that they can stay healthy even while being in school so um i

075tell every kid i see that my job is to keep them happy healthy and safe and so i would extend that to also to the schools that your job is to educate them and keep them healthy and safe as well so i would encourage that you to keep doing that i will also tell you i sit on the incident command for our medical branch here at bellin and we're very proud of the green bay schools for their masking recommendations and requirement across the system so um that is the recommendation from the american academy of pediatrics american academy of family practice the cdc that children k through 12 be massed regardless of vaccination status given our prevalence the prevalence of cobalt in our area especially the delta variant so sorry steve i didn't know i probably

076that's why it's wonderful thank you very much so i'll just run through the deck real quick and like i said uh we're happy to take questions either on the way through or when you get to the end um so beth if i could have you cue the deck up for me and if you could uh forward me through to the first slide please thank you uh so one of the things that we have gotten a lot of questions about is isolation and quarantine what is the difference the key difference to that is whether or not you are actually positive so if you are positive then you are isolated and i the best way to think about this when i was on with uh one of our area healthcare providers they said isolation is when you're

077in the bedroom and the food's left outside the door for you uh quarantine is when you're at home and you're still eating dinner with your family uh so uh those who are in close contact wind up in quarantine those who are positive wind up isolated so you'll see those two terms uh routinely as we walk through the information today so before i go on i have any questions about the difference between quarantining and isolating all right awesome thank you next slide please beth all right so we're going to talk about uh two things again you're going to hear this regularly symptomatic and asymptomatic uh either i am i i've got symptoms i'm expressing symptoms um and if you've been through our screener you know there's a whole list of them that you go through and

078respond to or i'm asymptomatic i feel just fine nothing is is bothering me so if you are a staff member or a student down to age and you have been fully vaccinated that is you've had your first and or second dose if it's applicable and you've been through the two week window after that you are not required to quarantine if you are asymptomatic that is you have no symptoms if you are vaccinated and you're symptomatic you're not feeling well we're going to ask you to test i'm going to talk about that a little bit further when we get down to the bottom uh and we will assume if you don't test that you're positive and so you've got to go through that isolation process i but if you uh are if you're willing to test

079on that uh and then uh we get those test results back then we proceed um according to the test results uh you'll see on the last two bullets there if you're not fully vaccinated um you may have had contact with someone in the community right just that's someone that you're you're interacting with on an irregular basis or you may have somebody that lives at home uh and the cdc and the other uh public health entities have indicated that there's a difference between living with someone who has it and sporadically running into someone with whom you've had close contact so you can see there's two different outcomes for that now if you're like me and you look at this you may say okay i'm not exactly sure how that works so beth if you want to

080forward to the next slide uh this helps us better understand i know on this particular screen it's a little bit small if you get a chance you pull up the uh attached document you'll see it on there but um thank you beth on the left side uh you've got uh kids who are symptomatic i'm sorry asymptomatic that is that they're not experiencing anything and on the right hand side students who are symptomatic that is that they've got some type of demonstrated symptoms so when you look down the left hand side there you see how that close contact relates to the student so i won't go through each of those individually but you'll see at the top there you're in a classroom with kids they're all masked they're three feet apart or greater and remember those

081come to us from the cdc so we talk about consistent and correct wearing of the face covering and then we thought talk about being three feet apart i'll tell you i've had a couple of email exchanges with parents in the community just today they've expressed concerns that we are struggling to be three feet apart and you'll remember as early as last spring we talked to you about the fact that that's just not something we can assure everywhere in the district because we simply don't have enough space all right so we know that that'll be a challenge for us i and then uh down at the other end there you see that the copen positive person lives in the student home so you can go across and you can look in the you're not going to

082help with my colors is that olive that that greenish color there on the left uh that's if you're vaccinated same thing in the uh symptomatic column two columns on the right if you're in one of those two columns you're vaccinated and you can see that essentially in many cases there's no quarantine as you walk down that asymptomatic side and then on the right hand side as you look for it you're quarantining while you're awaiting results uh but if those results turn out to be negative then you're able to return to school right away that's one of the reasons that we know vaccines are so important for us to keep children in school to keep adults uh in front of kids um and then you can see the uh outcomes there in the blue columns uh

083for both asymptomatic and symptomatic students who are positive uh and uh i'm sorry are unvaccinated so you can see the results uh there one of the things we're going to talk about in a minute you'll see the pcr test there are two tests out there there's a rapid antigen test and there's a pcr test i the gold standard in the testing process is the pcr test one of the struggles out there right now is that there's a substantial turnaround in time to get the uh the test results back right now there are simply so many tests in the system that things are working a little bit slower than we hope they will be as things move forward here this semester somebody stop and ask if you've got any questions about uh the chart and again

084we did this so that it would be a little bit easier for students and family members to be able to figure out where do i where do i live what's the what's the outcome what do i have to deal with steve am i correct in saying that our team put together this chart but the information that populates it came from the health recommendations yes it did so we looked to cdc wisconsin department of public health brown county public health and our area health care providers uh and there's a couple of different charts that are floating around out there right now they all look fairly similar more than anything else we wanted it to be easy to read and easy to understand so we've been through a couple of iterations of this and we hope we've

085hit upon something that is fairly straightforward for students and families to follow and then when it talks about uh for example the bottom left box covent positive person lives in the students home we're relying on self report there is that correct i mean yes we are we have no way to verify so okay all right all right beth you want to move me down to the sorry go ahead laura i'm just wondering what the recommendation is for um it's you know this is based on close contact but what about children that just have sneezing or sore throat or headache or what is it what is the recommendation for those if they're not aware of having any contact so our team group started our team gets to deal with that on a regular basis so kristin

086or heidi you want to jump in for a minute and let them know how we're uh dealing with students who are symptomatic but we're not sure where they're at in terms of uh their exposure or their positivity yeah we are recommending that they go home and be tested if the parents are refusing to test and they're up for the 10 days um we just can't take a risk right now with the numbers the way they are keeping them in school with even those mild symptoms we've had many students test positive with just a mild headache or just a mild sore throat so that's a great point so that's one of the things that we struggle with right now is i i personally am a seasonal allergy sufferer right so i get as beth can attest

087to i've got some sneezing uh that goes on occasionally in my life and my eyes tend to water and itch and all the rest of the good stuff that goes along with that from an abundance of caution we don't want to make any assumptions i can tell you today we had an employee who had a spouse who thought that they were having allergy reactions went in and got a rapid antigen test which showed positive right away so they're actually at home right now awaiting the pcr test results so um that's just something that that we're going to have to deal with as we move through the fall and especially here in northeast wisconsin that's going to be a challenge for people like me when you look at the white part for the situation it says

088colvid positive person is a non-household member what would that contact look like sure so we've had students that participate in non-school related extracurricular activities for instance and they discover that someone in that organized activity has tested positive for it so that's not someone who lives in their house but it may be someone that they're in relative close contact with as they participate uh in that non-school related function uh and so that would be an example somebody would fall into that category all right beth if you advance the next one please so one of the big things that we are really concerned about is what happens to students when they're at home during that quarantine period uh if you are absent from school for 10 days or in the extremists with the one example you could

089be out for longer than that 20 days that's a lot of instruction for a student to miss uh and so our teaching and learning and uh building teams have worked very hard to create a framework which allows students to continue to participate uh in their instruction while they're out uh and i'll just give one quick example then vicky certainly uh if you want to jump in here and add additional information we'd welcome that um if you're a a class and i only say this because you know i've sent you a notice that we had a class out recently and have another class out right now i if an entire class is out uh that first day afterwards the students are going to take home some asynchronous learning materials that they'll do on their own that

090first day the teacher is going to spend that first day getting the online classroom ready to go and then on day two when those students are out they're going to move into a synchronous learning environment which is going to allow them to participate in class and keep up so that when they do return student and teacher after the end of that period of time they'll be able to jump right back in where they left off have they been in person if you're an individual student and you're out on quarantine or isolation provided that you are healthy enough to participate we want to make sure that those students have the opportunity to tune into their class and so we're working with teachers to make sure that they're able to activate their zoom link so that students

091are able to hear and in some cases see the instruction that's taking place during the class day so that they've got the opportunity to participate with their their fellow classmates while they're out on that isolation or quarantine vicki is there anything you'd like to add to that yes i would just say that the zoom link is for the secondary at the elementary they'll be working on each individual student what works best for them and that's a great point one of the things that they're doing is they're developing a learning plan that's individualized to each student because uh some students uh for instance if you're in a cte class it might be a little bit more difficult to zoom into that versus a math class or a social studies class so they'll be working with each

092individual student and their family to make sure they craft a learning plan that helps keep them on track so that when they return they're ready to go okay next slide please covered testing at school uh we are very fortunate that we're able to work with dhs uh to ensure that uh we can do that testing uh right at school uh josh is sitting at the table with us so we get to give a shout out to him one of the challenges in order for you to uh your child to receive a test at school you have to have permission for it so josh has got a process going where we can actually reach out and contact parents uh they're able to sign virtually uh on their their phone or other uh electronic device so that

093they can give us that permission so that we can get that testing process underway um hopefully what that does then it allows us to move through that uh much quicker one important note on the bottom there second bullet to the the bottom um this testing is 100 free wisconsin dhs is paying for that all right kristen heidi dr hoyman what have i missed you did a great job with your summary i think you did a great job too and i would say that uh we owe it to our children to do the safest thing for them to try to keep them in school as much as possible and keep them face to face so i think this plan is the safest plan and the three of them aren't going to take credit for it but

094they're the ones who did all the details on the slide deck um i have a question for either dr hoyman kristen or heidi one thing that we school board members i think have heard from the community is that our quarantine and isolation plan is overly uh maybe more restrictive than other districts or more restrictive than than even sometimes the cdc recommends you maybe just shed some light on on that i mean obviously not being an expert in that area how do you how does this compare and obviously each district is making their own decisions but can you just weigh in on that that we hear quite a bit i'm i'm happy to take that one i think that um the struggle is that every school district is different um and i think the the recommendations

095right now the safest quarantine uh when exposed and how in a high household is the 10 days of isolation so that the student would quarantine for the 10 days of the isolation for the sibling as well as uh it's 10 to 14 days after that and and currently at berlin we do 14 days in health care so somebody who has a household member who's positive i would be quarantining if i'm unvaccinated until for 24 days so i know that there was not uh found to be a significant number of cases between 10 and 14 days that were transmitted between um students and between siblings in your district so i think that it's nice that they have cut that down to 10 days but again i think in an unvaccinated student in a situation that is

096the safest way to go um for others around them as well because if we send them back too early there's a chance they could be contagious to other people and then you're going to spread and have more students out thank you go ahead laura um dr heinemann can you share um what you're hearing from your colleagues and maybe colleagues that work in other um for other medical organizations what your capacity is right now in your hospitals you know what's it looking like as far as the capacity to treat people with covid right now um well i will tell you that it we look at it on a day-to-day basis and the hospitals are all communicating with each other so that when we get to a point where we aren't going to be able to handle

097things that we will make some changes um we are right now continuing with uh trying to do as much of our everyday operations as possible in the past when kobit first came on we had to stop some of those operations because it was unclear as to how we were going to handle it all and what we needed to do with cobid we've gotten a lot smarter and a lot better at understanding what to do um and so i think we're we're doing okay but it is on a day-to-day basis that we're looking at things i mean our hospital is full so um we are discharging patients each day to make room for patients we are bringing in um but we are managing it at this point thank you i will tell you that a quarter

098of the positive cases right now in our area are children and i again see children 0 to 21 years old and i'm seeing way more positive cases right now with this delta variant than i did with the first time around i think it's worth repeating that actually because this is what we've been dealing with for months so you're saying of your active coveted patients in your hospitals no not in the hospital in the community of the uh positive cases in our community are children right now okay so not in our hospital and we do have we have had hospitalized children but um children do do better as a whole with uh with kobed do you attribute those high numbers to the delta variant yeah the delta variant is much more contagious than the previous uh

099kobit variant that we've had or the previous copied um it's two times as contagious and it spread very quickly and the symptoms seem to be sometimes mild and sometimes severe and to be honest i've had several kids who have come in with just a little sniffle and parents are convinced it's allergies but they've never had allergies before or maybe they've got allergies and a 99 or 100 degree fever so we check covet on them and and several have been positive so even with mild symptoms you can't ignore those and you're defining children as 21 and younger well that's what i see okay i just wanted to i just wanted to be precise as possible there please don't tell the children that are 18 to 21 that i call them children because they're young adults i

100i understand ian i see you turned your camera on do you want to jump in yes uh how easy is it for these children to transmit covid the normal or delta variant to adults that could get sick and die from it very easy sadly again kovid doesn't care who it infects okay it wants everybody it can infect and so all it takes is a cough or a sneeze in that area or a wiping your nose with your finger and not washing hands and it can easily be transmitted so um i think you know we don't i don't know who has health issues when i'm around other people if i go to the grocery store i don't know who's standing next to me and what health issues they have or what health issues their family members

101have so i just need to make sure i'm making good choices and protecting myself and protecting others would you say it would be pretty likely that a kid might get cold at school then maybe go home accidentally give it to their parent who might give it to another extended relative that wouldn't be a very good situation would it be no that that's probably one of our biggest worries is that children can easily bring it home and infect others that are are more susceptible and at higher risk one of the best things that those that are at high risk could do is to vaccinate themselves and we all know that children 12 and up can get vaccinated all people 12 and up can get vaccinated and that would be the best thing to help protect your

102yourself and your family and the community any other questions go ahead laura one thing that we hear a lot about and i'm just hoping we can hear from some of the experts here is um concerns about masks meaning that they're create more harm than good i'm wondering if you could provide a like a quick overview of that um common argument that i'm sure that that you have all heard as well regarding breathing in um well we heard it from a caller earlier too um but just that kind of thing if you could just share a little bit of information not to go too far off but i do think that is is related thank you i'd love to address what lydia said earlier um i appreciate that she came forward um i wear a mask

103all day long and have to make some pretty big decisions all day long and i've not found that my brain can't function with a mask on i've not found that it's created any problems for me um it might i might get a little hot and sweaty and there's some people that get a little bit of acne as a result of their mask but it's not creating any big medical issues for them or brain issues surgeons in the or have worn masks forever i will also say that in april of 2020 we learned a lot about how if we were masking in the clinics and in the hospital in the medical field and our patients were masking there was less transmission of the virus amongst all of us and that was amazing and so now we

104wear masks all the time uh with patients and um depending on what they're coming in for it may change the type of mask we wear but we're always masked with our patients um and uh i don't know any medical condition short of uh a facial issues that they couldn't put a mask on or uh maybe if a patient needs a to have a trach but then i would question in this high risk time with delta if they can't mask then maybe they don't shouldn't be in school around other people that could infect them either so um i i don't see any reason for them for students not to mask i think it's smart for them to mask it'll keep them healthy and safe it'll keep the teachers healthy and safe so that they can keep

105educating them and all of the staff so that they can continue to work for the children all right any other questions on any of the information that was shared in the update tonight andrew um so there you do have to draw a line for what is it's obviously a balancing act for for quarantine with safety versus length of loss of education and uh i've heard from a lot of people who i'm talking about people from camps who agree on almost nothing and one thing that is bringing people together is how uh extreme the household 20-day quarantine is and to have this um you know to have the 20-day and to a lesser extent the 10-day quarantine that doesn't um you know that doesn't account for even having a negative test so i think uh you

106know if we look at the cdc does talk about uh quarantine after day seven being with testing being reasonably safe although it does prefer the longer ones i i get it but you do have to draw a line somewhere and i i guess i would like the board to consider um seven days with a negative test uh as an option for the 10-day quarantines and with a negative test as an option for the for the 20-day situations this is i mean this is based on 70 is a is an option with cdc and looking at the cdc's website and there's a a pretty substantial drop especially if you're testing right around day day seven um i i certainly acknowledge that you know 10 you know 10 would be better if there were no consequences to

107this but um 10 and 20 is just it's a lot and i think there's a point of of balance somewhere and i'm not and i'm saying that that point of balance might be at the cdc's alternative of seven with a test which would imply that for the household situation it could be 14 with a test just to clarify though that test out is only for quarantine not for isolation so that 10-day isolation for positive remains 10 regardless and that's when the in-household contacts quarantined would start is after that 10-day isolation is complete that's where the 20-days comes from so really there would be no 14 day option no matter how you slice it i'm just re rechecking some things on the cdc page so add i guess i just want to make sure that we

108move this forward uh in an efficient way um before andrew puts that into an official motion um looking for uh just general feedback from the board are you interested in making modifications based upon some alternative guidance and andrew certainly still has the ability to make make a motion uh whether it has the support of the board or not we can vote on it but just curious about other people's feedback i don't know if uh um dr hoyman or or kristen or anyone else has any reaction to andrew's statement as the board kind of contemplates i think the one thing that i would say is um since school started we have had more families with a lot of positivity than what we ever did last year and in all honesty to cut that back frightens me

109um you know earlier it was shared that we've had some classrooms that have been taken out and part of that reason is is because people either didn't keep their child home when they had tested positive or someone else in the household was positive so we're really running into some big roadblocks and i honestly feel that doing the 10 days and then the 10 plus 10 is the safest for our entire school community kristin you couldn't i mean that that's my my take exactly i mean we've been in person for let's see three and four and now today so you know we're less than 10 days in we're seeing high numbers we have two classrooms full of kids that are at home we're seeing rising cases you know if we were experiencing a great deal of

110success if our numbers were going down if we weren't having any of these issues i certainly am all four obviously the goal and we've stated this multiple times is as many kids as possible in person as you know as much as possible but right now i don't know that i would i mean it's success that we're in person yes but um i i would for me to be able to support making a modification to what we're currently doing i would need to see more success with our numbers than what i'm seeing now so that's just how i feel about it not opposed to your idea long term um but you know two weeks in um two classrooms and hundreds of students and staff i i've gotta wait a little bit longer that's where i am

111yeah i agree with you eric i think we're too early in to make changes now especially if we're hearing that we have a lot more families um infected and things like that i i don't want to change things right now i'd rather wait and see what what the trend line shows why is there no distinction why is there not any difference if you even test with these 10 and 20 day quarantines or isolations like certainly there are some there should be some difference in risk if you just say right i mean testing should give you some amount of indication that the risk is lower for the negative test and yet there is no it's not different at all with a negative test you could have six negative tests in a row and you're still out

112for the 20. so the first 10 days of that 20 is because the household contact is shedding the virus so they're sick they're spreading germs the second 10 days is when i have the potential of becoming positive from being exposed to those germs so what we have seen last year is we still saw people testing positive even up to days nine which is why we were comfortable cutting back from a 14-day quarantine down to a 10-day quarantine but i think at this point none of us are comfortable backing down to that seven day with the test out because we know they're still possible to convert to a positive and then they're back at school and it starts that whole process over and possibly takes out another whole classroom or another big group of children because

113if they're in school we start contact tracing right away with anyone that was in close contact yeah i mean obviously there's uh there's some kind of a there's some kind of a balance that that has to be made and i think i i'm open you know if it's not going to pass anyways but if it you know if it did pass and it was a mistake i'm i'm open to admitting a mistake and and changing back but 20 you know 20 days i think is just something the community is not behind given the like like i said the the people who you know the people who are talking to me concerned about this that have probably almost no other viewpoint in common other than how extreme the impact is of of 20 days so i'm

114going to make the i'm going to move that the that the board the board allow exiting 10 day quarantines after day 7 with a negative test and ending 20 day quarantines after day 14 with a negative test is there a second all right uh seeing that there's not a second you know this is a this is a real you know this has not happened in 30 years that i've even followed this that there hasn't been even the you know seconds exist so that large groups like the us house of representatives where the idea came from can't have you know one member out of 435 making motion after motion after motion it was never it was never the intent to force of the body to agree with something before it could even be heard i would

115never i although i there's a lot of things i would second and vote no on um i would never disrespect a fellow board member by not seconding for the purpose of a vote unless there was something that was and i have done this before even when i was gonna vote no uh barring that the ridiculous situation i guess if someone made a you know some kind of a racist motion or something i can't even imagine someone making so that would be very disappointing if if rather than take an actual vote on this even though that vote might be six to one that is done this way i can be a i i thought we had discussed quite a bit before the motion which is why i didn't second the motion i have no problem making

116a second in terms of of there being discussion further um you know the pleasure of the board to have the discussion further but i that's why i didn't second because i thought we had discussed it okay clearly so do you want a second second for purpose of discussion okay [Music] uh so the motion has been made by becker seconded by leighton and warren is there any other discussion all right beth do you want to take a voice vote okay becker smith no welch no leighton warren no abandon hoovel no warren no mccoy no right motion fails six to one all right um moving on to the next topic um i will ask i think each of these comes from a different committee or at least a board member who oversees each of these action items

117oh yes thank you laura i just want to say thank you to kristen and heidi and dr heyman for joining us tonight um we really appreciate the the insight thank you um so moving on i'll ask each board member who chairs the different committees that maybe these motions have came out of to make the motion so item b is course book for the 2022-23 school year andrew would you be willing to make that motion i'll move that the middle and high school course books for the 2022-23 school year as presented be approved a second any other discussion on that andrew gave an update a little bit earlier all right seeing none uh beth we're ready to vote online voting has been opened great the motion has carried with all board members voting in paper all

118right motion carries 7-0 uh moving on to the head start program guidelines and operational bylaws and being that vice president mccoy is our head start representative i'll ask her to make that motion i move that the changes to the head start program guidelines and operational procedures handbook include selection criteria for the 2021-2022 program year and changes to the policy council bylaws for the 2021-22 program year as presented be approved i'll second any additional discussion all right beth the motion has carried with all board members voting in favor all right motion carries 7-0 and then finally the uh policy 365 internet filtering and i'll go to laura leighton and more sure i move that the board of education policy 363.5 internet filtering as presented be approved second um laura was there any additional update here or

119i know you kind of mentioned it earlier i don't know if josh is the expert here with this all right josh well sure um so this is our um our proposed internet filtering policy um we have always filtered in accordance with um with federal requirements for protecting our students from pornography and obscenity and things like that over the course of the pandemic it became clear that we needed additional guidance when it came to um other categories or reasons to to block or unblock websites um especially as you know parents started to see the sorts of resources their their children were accessing and things like that so we had initially thought that it might be covered under our like we have a policy for challenging curricular resources or books or things like that but on further

120investigation it was not so um melissa is like a wizard at this stuff within a day she magically produced this policy which involves a um a technology committee um that includes parent and student representation along with administrative and and teacher representation um to make some of these decisions especially broadly on categories that are blocked um it sets forth an appeal process as well um and yeah i just i i think it's a really good policy i don't know melissa if you have any anything else to add i i would add um i don't believe there are a ton of wisconsin districts that have an internet filtering policy officially on the books so i think one thing josh that is important and critical about this policy is that it calls for review annually to define themes

121and to review the decisions throughout the year to see if any changes need to be made and to make sure that we're calibrated in our decisions so that there is some sort of safeguards and mechanisms for internal control on the decisions that that's a good point um melissa and uh another thing that it requires us to report to the board the number of uh black and unblocked requests we get throughout the the course of the year so you know what kind of uh action we're getting any questions for josh or laura or melissa yeah i'd just like to bring up the fact that there are a lot of homework or school resources that are some tutors might hand out that are currently blocked by the current filtering process for example in my ap us history

122class there's a bunch of stuff that was blocked so i think reviewing it yearly looking at unblocking requests is probably a pretty good idea okay good to know thanks ian all right beth i think we're ready to vote on this one online voting has been opened the motion has carried with all board members voting in favor all right motion carries 7-0 um then going forward to the agenda setting i'm just looking at upcoming meetings uh committee meetings coming up the rest of the month and our next full board meeting is scheduled for monday october 11th steve just one quick note uh the education committee which was scheduled for the 27th is going to meet on the 22nd oh okay getting moved up thank you for that any other um comments go ahead laura um i

123just wanted to remind the fellow board members that uh waspi's region three regional meeting is on is coming up on october 6th at the rock garden i go to this every year it's i don't know they have it um they have a pretty good lineup and you learn some stuff and uh and get to talk to fellow board members and uh representatives from wazbee and then also there's the legislative um let's see here legislative conference that's coming up november 7th which i've been to the last few years which is also full of really good information um this year the agenda um well you know will my referendum pass or fail uh the looming teacher supply challenge things that are very pertinent to our everyday operations and um i'm considering going to that so you all

124got the the information and i'm just kind of mentioning it again so that uh and basically saying you know if you can the what the legislative conference is is a saturday and that's a big commitment for most people so but the regional one is just an evening and um you know there's a little seminar before that you can attend and i just encourage you to go if you can thank you anything else all right then i would look for a motion to adjourn so moved second all in favor hi opposed all right motion carries 7-0 and that concludes our september board meeting thank you so much everyone [Music] you have been watching the green bay area public school district's board of education meeting please visit the school district's website www.gbaps.org to view the program again

125[Music] if you cannot fully access the information on this video please let us know the accessibility issue you are having by calling 920-448-2 or by email at communications at gbaps.org we will try to provide the information to you in an alternative format and or make the necessary improvements to make the information accessible [Music]