GBAPSD Board of Education meeting: May 1, 2017

001[Music] the opinions expressed in this program are not those of cisus 7 or Time Warner Cable [Music] uh Ed dorf and Chris Wagner are excused first we have sorry got to get my um first on our agenda is our public forum this is a time for members of the community to speak to the board on any related on any item and um we have one person that's filled out a form tonight and when you come to the table I think you've been at the table before Heather so just state your name and address and um keep your uh comments through about three minutes um my name is Heather pan and my address is 3 313 bright place in Green Bay good evening school board members my name is Heather pan and I have two sons

002in the Green Bay Schools I'm here tonight to talk to you all about the gifted and talented program services the protocols the people who are in charge of it and the role of the gifted and talented teacher at McCulla Elementary School in bellw so why am I coming to the school board well there's some problems that my children have experienced I'm coming to you as my final Resort over the past two years I have talked to teachers and the school principal last February of 2016 my husband expressed his concerns about our CH child's well-being and the harmful protocols to the former program coordinator finally over 6 months ago I spoke spoke with associate superintendent John maggus about all of these problems I also provided John with two letters that were written by other parents who

003had the same concerns so I want you my elected officials to know that my husband and I follow the correct Channels with no success we simply have not gotten anywhere the kids at mulf are fully aware that the 95th percentile on the star assessment qualifies them for gifted and talented pullout services and worthiness of being viewed as smart the children have done no efforts to be smart they just are smart feel successful because their star test score it is so unhealthy and promotes such a fixed mindset while being inappropriately masked as flexible grouping they have also been abruptly kicked out of the pullout Group by the gifted and talented teacher if their star scores Ever Fall below the 95th percentile one of the main questions that my husband and I had was this if this

004is truly an enrichment program to help further a child's education why would their star assessment scores drop after the child starts working with the gifted and talented resource teachers those kind of results are not reflecting that this is an effective intervention if all of this testing is so necessary and so important one would think that a child's star assessment scores would increase or at least remain the same due to the enrichment my husband and I have never been able to get an answer about this furthermore no one at the school talks to the children when they are kicked out of the group and how they are to view themselves no one talks to the other children who remain in the group about how they should view the other children who are not welcomed any longer

005or who have never been welcomed at all to begin with in their special group thus a manufactured problem has really been created by our school district at the expense of children's well-being and on the taxpayers dime however I think you all should know about something very important I recently figured out that the gifted and talented program protocols didn't change at mcof and that our younger son who was in fourth grade scored in the 97th per centile and a star assessment how did I learn about this my son age nine he was the one who told me apparently this was his score a few months ago the Injustice of it all has been building up inside of my young child and he let it out all last we get home he is tired of being defined

006by the star assessment score as it serves as either a status statement or as a punishment for a child at mccul as a school board I think you should know that the gifted and talented teacher assigned to mccul was not transparent as she never contacted my husband or me about our son's score since our son scored above the 95th percentile perhaps he has some how view is smarter now and temporarily temporarily gifted Again by the program at our school a program which I'd like you to add we never sought out or felt that was ever needed to begin with the supposed protocol was for the gifted and talented teacher to contact us about our son's newer score meeting the program's criteria the gifted and talented teacher is an employee of our school district just like

007anyone else it is her responsibility to communicate with her clientele who are the parents of mccul last year my husband and I were quite vocal about our disdain for the program's protocols however it does not mean that we as parents deserve to be eliminated from communication from the gifted and talented teacher at our child's school I cannot think of any other service industry where the employees get to choose whether or not they communicate with the clientele the lack of transparency with us is most definitely a part of the problem I have more information to share with you regarding my older son and how the gifted and talented Proto program protocols at McCulla were harmful to him as well the same applies to the spring math placement test that the McCulla gifted in talented teacher apparently

008gives to fifth graders who only score above the 95th percentile or above in the star math assessment I never knew about the supposed test when my older son was a fifth grader so how did I find out about it I had to ask questions and engage in discussions with classroom teachers in order to put it all together it was almost like I was some kind of private investigator I found out later that my old older son he scored in the 94th percentile on the star math assessment in January of 2015 and the 91st percentile in May of 20 2015 this is when he was in fifth grade at mccul his report card for fifth grade in math areas had all threes and fours at the time which meant me's expectations and exceeds expectations he scored

009advanced in math for the 2015 Wisconsin Badger exam regarding the advanced math placement test for Middle School I found out later that as fifth grade classroom teacher at the time she was not in the position to give input as to who could take the placement test for sixth grade rather the McCulla gifted and talented teacher was the one solely in charge as she provided the fifth grade classroom teachers with list of who she was going to test and then proceeded to give the test to only the magical 95th percentile or above kids while Mall of parents such as my husband and I were left in the dark thus our older son went on to Edison Middle School earning all A's in math as a sixth grader but was feeling quite bored in his regular sixth

010grade math class his sixth grade math teacher addressed this with us at parent teacher conferences last year and she really worked hard to challenge him more I was very appreciative towards her finally he is now in seventh grade and he is appropriately place in an accelerated math class this was decided on Via the sixth grade math teacher recommendation my son's displayed motivation star assessment work samples and parental improval it was fully explained to us very well at sixth grade conferences last year so our older son's current seventh grade accelerated math teacher recommended for him to be placed in advanced Algebra 1 for 8th grade my husband and I told her at parent teacher conferences this year that we trusted her judgment and we signed a form giving our approval she also exped explained to my

011husband and me that he is on track to take Advanced geometry his freshman year thus the gifted and talented teacher at muli from 2 years ago when he was in fifth grade made an unfair impact on our older son's future high school math track while she flew under the radar about doing it when my son be on track to be taking Advanced geometry as an eighth grader next year rather than taking it as a freshman as his mother I'll never know that there's nothing I can do about it now but what really strikes a chord with us is that the gifted and talent teacher at McCulla got to make that decision for him not me and certainly not his fifth grade classroom teacher again I want you to know that over 6 months ago I

012explained this entire situation in great detail to associate superintendent John maggus the role of the gifted and talented teacher at McCulla and the programs protocols involved have been harmful to both of my sons while my tax dollars have paid for it to happen rather than being transparent with McCulla families the gifted and talented teacher remains quietly unnoticed in her very powerful role at the school additionally McCulla parents who have children who have not scored above the 95th percentile on the star assessments are not even aware of who she is what she does at our school and the programs protocols involved it comes across as this big secret so what do I need from you my elected officials I need you to start holding the people involved here accountable there are people who are in charge

013of this program's protocols who need to make changes for the well-being of all children children do not have a voice I was told this fall that changes would be made and it was not done I am finished with being patient about the situation I including my phone number and email address so that you will get back to me on this school board members please dig deeply ask questions and investigate because I've tried and I've gotten nowhere please demand better from your employees thank you I have copies for all them [Music] so if I could I know um thank you heather I know Mr Magnus you were going to connect with Miss ponac and were you able to do that that was my understanding uh we we did I left a message for her and and

014uh she had called back and then I emailed and she said that she didn't feel that there was a point in in contact at this point we do have a subcommittee that's not say that I don't know the exact the exact wording of the comment so changes I'm under the understanding that Chang you they're underway we have a proposal for a pilot for screening all students I agree with Miss Ponch that that one measure is not uh sufficient for for measuring the aptitude for students and that we want to make sure that that uh we're getting a broader range of students identified for talented and gifted uh we we started work and we did start work in the fall I'm going to have to stop this is into detail no I'm sorry but I would

015be glad to provide greater detail uh regarding our steps to the board and I think it would be very important and and I think hether if we if I could follow up with you as well great thank you thank you all right um so we have five board members present tonight um to my left is Dr Michelle langenfeld our superintendent our inter city student council president from Preble High School Grace Sinclair and Sandry heler um our board secretary and members of superintendent's cabinet and I think I already mentioned that Chris Wagner and Ed dorf were excused for this evening sorry I'm trying to separate this okay actually there's just two more to see Sandy I'll put this extra one in this folder for Chris and Ed are you keeping one okay yeah fine are you

016okay yep I'm good all right then we'll move on to our teaching and learning work session and that'll be facilitated by Katie Maloney thank you Brenda We Begin this evening with a discussion on academic and career planning Public Instruction 26 plan we are joined at the table by Brooke mu and Lor P just a little introduction to kind of ground us that uh in the presentation um if you recall a grp was here probably about three or four months ago um and gave you um kind of a foundational look at the required academic and career plans that are coming from the Department of Public Instruction um and although required uh we think they're a good thing um and um actually have been doing these types of things in the district for quite some time um

017tonight what she's here to do is just kind of reground you a little bit give you a couple of reminders of you know why we need to do this and not just for you but also for the public um but also then um as part of our plan for the academic and career planning you as a board are required to approve the long range goals um for the academic and career plan um so we'll kind walk you through where we're at what we've been doing so far um but then what we'll be asking you to do is those goals that she covers um those will need to come forward at our next meeting for approval um and then they will be uh need to be published um so that's that's really all I'll tell you

018and then I'm going to let her take over and and fill you in thank you Kim thanks Kim well good evening and thank you for having me here tonight um I am here today as Kim Paulo mentioned to present the long range goals um for academic and career planning in accordance to Pi 26 and Wisconsin State Statute the last time we spoke back in December I briefly presented on what academic and career planning is um the current progress of our district through the new legislation since the pi 26 rule isn't knew many of the components that are required through Pi 26 are already occurring as part of the district's overall education for employment plan what we are asking you to approve today as Kim mentioned are the long range goals aligned to academic incurve planning

019and Pi 26 and that is to ensure that every school board is providing academic and career planning services to pupils enrolled in grades 6 to 12 in the district beginning in the 2017 2018 school year once the planning goals are approved it'll get posted to the district's website reviewed revi reviewed revised um and brought back to the board annually for approval fortunately as a district um we have made it very clear through our strategic framework that our academic that academic and career planning is a priority through our um strategic priorities including personalized Pathways with our high leverage strategy to ensure each student has a personalized academic and career plan um to prepare them for a post-secondary world as well as through our uh priority of Engagement through the high leverage strategy to ensure student engagement

020through high quality culturally relevant and personalized instruction I want to thank each of you um on the board board for believing in the power of academic and career planning through this strategic framework and its ability to help us personalize learning to engage all students in becoming college career and Community ready now that we are grounded together in the charge from the state through Pi 26 to provide academic and career planning Ser services to all students in grades 6 through 12 and that our district with intentionality has called out academic and career planning Services through our district strategic framework the message and logo that you see on the PowerPoint is the vision of what academic and career planning means at the core to us as a district and ultimately a community so through the vision work

021of many our our vision for academic and career planning and our definition is that it's a students journey to developing awareness of self through exploration and collaboration with parents Educators and mentors opening the door to Endless Possibilities what we didn't realize when we developed the bolded awareness collaboration and possibilities is that those three cornerstones would also guide our districts and stakeholders and bringing this process to life but ultimately how we go about building the awareness through this process and its many many moving parts and collaborate as a district and a community to create a seamless process of academic and career planning delivery will determine whether this is just one more thing or a platform for transformation regarding how we engage students and truly work collaboratively with students to bring relevance through our four stages of

022academic and career planning know explore plan and go outlined by the Department of Public Instruction across our K through 12 curriculums and Beyond the acronym ties in Katie's all where where did the no explor the no explore plan and go are the four stages of academic and career planning Outline by the Department of Public Instruction I thought that's what you said I just wanted to be clear okay thanks so I'm excited and optimistic that through the constant support and guidance of our district implementation team with the members listed on the PowerPoint and the hard work of many others across the district school and Community throughout the last 2 years that we have played a solid foundation to achieving the long range goals that we have set through a 5-year road map of what we will

023accomplish to ultimately get to a point where academic and career planning is just how we do business here in Green Bay Area Public Schools as my supervisor Lori peock that's what Michelle langfeld always says it's just the way we do things Michelle Lang and Fel had out so since this is ultimately a community effort we have set our long range goals around each of the key stakeholders above around our students our schools our Educators understanding and engagement parent and Guardians awareness and participation our district strategic framework and our part Partnerships with Community stakeholders furthermore through the strategic planning of the Department of Public Instruction and their development of a multi-year infrastructure and student outcome rubrics our goals actions and progress monitoring will continue through our initiating phase to implementation and ultimately to embedding with the

024vision that this process will ultimately get us to sustained the 2016 2017 school year has been about creating a guiding Coalition at the district and the school level and developing a vision in order to move forward with the strategic planning processes outlined through our long range goals in the in the past several months since November we have developed academic and career planning messaging around the district log and definition that I that I showed you prior we've developed grade level benchmarks in order to provide developmentally appropriate Milestones around the evidence outcome rubrics through those four stages know explore plan and go we've also developed a district ACP current state awareness of our school level ACP related processes as as Kim Paulo had mentioned at the beginning our district is already doing doing a lot around academic

025and career planning so this process helps schools better understand the many ways that we're we're already engaging students through academic and career planning related processes as a district we're covering a large number of the evidence outcomes in one way or another for some students across our district an example is we have u a great AVID program throughout many of our schools in the district and when you look at if you look at the Avid um the Avid curriculum and what the students are engaging in and how it aligns to academic and career planning they're hitting almost every every evidence outcome throughout at some point but again that's a group of students and academic and career planning is really focusing on all students in this process so the biggest difference as I mentioned will be how

026all stakeholder groups work together to ensure that all students have access to academic and career planning services with support from all Educators and the community so regardless of the pathway or the classes that a student takes they'll be supported by their teachers their counselors and the community through a develop throughout the development of their academic and career planning process we also um created a comprehensive um I'll go up to the next one middle and high schools completed an ACP action plan which outlined the 2017 2018 goals and action steps to support each school Success plan and continuous Improvement um these were done based off of the current state awareness so after the schools um they connected their current state to the the benchmarks the grade level benchmarks they were they were able to look at

027the the evidence outcomes that were created by the district and they were able to create their goals and actions for the 2017 2018 school year and that was really that those outcomes were really based off of the current state strengths of our district we've created a comprehensive profession we're working currently on creating a comprehensive professional learning and Communications plan for the 1718 school year which will follow a multi-level multi-tiered approach as well as developing local standards and measures for the 17 18 school year for Progress monitoring of implementation and delivery of academic and career planning services so the 2016 2017 goals and accomplishment have really set the the groundwork for the 2017 2018 goals which include um which include include each of the primary stakeholder groups so students under understand the importance of academic and

028career planning to develop and sustain their personalized pathway and utilize the Career Cruising software tool to guide and document their academic and career planning process this says outline through each school's um 2017 2018 academic incurve planning action plan um around district 6 through 12 required grade level outcomes as well as the expanded use of the Career Cruising software tool to enhance and capture each student's academic and career plan um grade 6 through 12 parents have an awareness of academic and career planning as a concept and the important role they play through their child's personalized planning process this will also um be done through each School 1718 the the action plans which highlight how they will inform and update parents on academic and career planning at the school level as well as through our as well

029as through our District's communication plan for academic and career planning um to promote academic and career planning awareness district and school Educators have an awareness of academic and career planning and embrace the important role they play in all students personalized academic and career planning process through our Universal layer of professional learning as I mentioned we're working on developing a a multi-tier multi-layer um professional development plan and at Universal level is for the 20171 18 school year is that all um Educators have that awareness of academic and career planning educators are trained to use Career Cruising to support all students throughout the development of their personalized academic and career plans again that goes back to that multi- level and going into um that second um that deeper tier approach um based off of each School 17

03018 action plans and um and the goals that of where they put um academic and career planning across their schools so we're really trying to focus on um taking academic and career planning out of the pockets and how are we expanding that throughout um our curriculums and throughout um our teaching practices with that infusion of career-based learning and so that's where different each School kind of had that flexibility to decide if it made sense for them to to put that some of that goal setting components into their science class because maybe that was something that was already identified as a strength to them something that came out in our current state conversations that they were already doing then that was what made sense to put into their action plans and that's where we would support

031them with that professional learning for the 178 school year and then a question Y no it's okay um so with that example of pulling it into a science class give me a a little bit more detail of so you have a whole class of you know 25 or 28 30 kids and a pocket of them do not like science at all and and are you Exploring Careers within science or then looking at careers that maybe don't look like science but actually have science components to them I mean is that the idea what you're doing yeah you yeah you you answer your whole question I did is that's exactly the intention of it and when you start to infuse those components and why you know it makes sense for them to and it was an exciting

032moment in that with that particular school when they said and realized hey we're already doing some goal setting how can we really link it you know to the students academic and career planning and really just take it one step deeper for students okay thanks y any other questions You' like to ask you made that easy for me thank you okay and then the final 2017 2018 that the district conducts Outreach to business and Community Partners through vibrant advisory teams to inform and guide the district's long range plan and so a list of interested business and Community Partners has already been developed through our uh recent College crew and Community Readiness breakfast and these advisories will focus on connecting enhancing academic and career planning um as well as turbocharge work-based learning and our programs of study

033and Pathways so we're really um trying to we're really working on how all these pieces connect um to to Really Drive student learning furthermore Community Partners have worked to develop their own current state so that as we begin these advisories we're able to move into the the action of aligning our strengths and gaps um with appropriate services to support whole whole district and whole Community academic and curve planning so it is exciting to note that our community has been um doing a lot around academic and career planning and a lot around discussing what the current state of our community is and how we can really build capacity to move this forward so our goals for the 201829 school year are are intentionally more Broad and currently span to 2022 2023 as I mentioned before ones

034we have to approve nope that those will be so these are the I I'll I'll let you know so there there's these ones and then there'll be the 2022 2023 the ultimate ultimate that's the one we're asking yep and those are the ones that you'll be asked to approve we're building up to that we're build y it's the build up good question though um so that with the understanding that um our goals will be reviewed and Revis annually again through the progress monitoring and program evaluation which is why it just the piece of that is that these are are more broad leading up to the the long range goals all right so again they're um they covered the our primary stakeholder groups as academic and career planning is all about that the ACP that collaboration

035piece and how we're collaborating um through all of these different um groups and so our primary group are students our goal is that students receive academic and career planning instruction and opportunities that meet the pi20 26 requirements through a Developmental and multi-year approach this will be done through ongoing um accomplished through ongoing professional learning for our staff and as I mentioned that multi-year approach as well as action oriented planning um and implementation through the district's um ongoing um action plans and goals related to academic and career planning our parents are knowledgeable about academic and career planning and schools are continually expanding efforts to increase family engagement and underrepresented populations this will primarily be built into each school's academic and career plan as well as our District's communication plan School level and District teams annual annually

036review and build upon their academic and career planning action plans to expand and embed grade level evidence outcomes and infrastructure components so each year the goal is to expand upon the evidence outcomes as I mentioned for the7 17 2018 school year we're really focusing on those current state strengths with the knowledge that we'll as we build capacity and and we continue to to build on those collaborative relationships with our community and business Partnerships that will'll be able to expand on those evidence outcomes um and as and as that professional development uh is continued to be provided to more of our Educators Educators use their academic and career planning awareness and Knowledge from professional learning to infuse academic and career planning into their teaching practices so it'll be more important to for us um within that

037goal to develop a measurement that helps us gauge whether or not the professional development um and plan are ultimately leading to academic and Cur planning becoming more embedded within the classroom and community and business partners work collaboratively through advisories to build upon the district's schools through strategic planning of services and opportunities provided to enhance students academic and career plans and as we progress with the invis advisories with our business and Community Partners the intent is that they will become more action oriented and ultimately that they are involved in the pi 20 Pi 26 planning and review process annually and I just add at the bottom that these goals again reviewed and revised annually and with a and with approval from the board of education so the next six goals cover the primary stakeholders get listed

038above and what are and these are the goals that we're requesting the board's approval for as I have pre previously stated these goals are in accordance to Pi 26 and the 2017 2018 legislation around academic and career planning there is no additional funding allotted from the state for academic and career planning however our district has realized the importance of academic and career planning and the potential it has to transform how we work together as a community to prepare all students for post-secondary success and have invested as is evident through a strategic framework and our district priorities so our first goal is that all students and grades K through 12 will have an academic and career plan that guides and enhances their awareness exploration planning and action towards their educational and career goals so while 6

039through 12 is our current focus and their plans and portf portfolios will be saved through our the software tool that we're currently using Career Cruising we realized this goal through the progression of a Developmental and multi-year approach um that K through five um will will likely be a scaled back version centered around the awareness of self as it relates to a broad awareness of the world of work there's also potential to build upon the um PLP personalized learning plan tab in Infinite Campus as a means of documenting important components of a student's academic and career plan grades K through 5 so just so you know that's an already currently existing tab that we have access to in our student Software System um we can do those professional learning or I'm sorry plans for the students

040already that we can just build this right part of [Music] that so all parents and Guardians are knowledgeable about their child's academic and career plan and engaged in supporting their child throughout the process through a dynamic this will be done through a dynamic Communications plan and the school's annually building upon those action um those action plans and goals with the support of of the district district policies and practices promote embedded academic and career planning practices to ensure that all students in grades K through 12 have equal opportunities to access academic and CER planning Services regardless of race disability or language status but we have already engaged in conversations at the district and building levels regarding equity and services for all students we will do this through providing special education teachers with professional learning and access

041to Career Cruising so that they can utilize this this tool to enhance the um IEP and PTP postsecondary transition planning processes for their students through Bridging the Gap between Career Cruising with intervention and supplementary resources as needed to ensure academic and career planning Services meet the Developmental and language needs of all students all schools embed academic and career planning across their Collaborative Learning team structures curriculums and school culture so will be done through a the multi-layer multi-tier professional um learning plan which will ultimately ensure that all staff receive relevant professional learning and embedding academic and career planning components throughout their their curriculums open SK one okay all educators are actively engaged in making relevant connections and supporting students through the academic incurve planning process through the damic communications plan and school building annually building upon

042their action plans and Community stakeholders are engaged in ensuring all students have multiple opportunities through their education to con connect classroom to learning to relevant career and community-based opportunities through a comprehensive academic and career planning process through the the growth and development of the vibrant advisories mentioned [Music] before oh jeez [Music] sorry so those are those are the goals so those are y the goals for approval thank you you can all right so our um communication and next steps so as I had mentioned the communications team is developing a comprehensive communication plans for educators parents um business and Community Partners the initial layer of communications is the district website uh this will help um stakeholders including parents understand what academic and career planning means for our district and how it fits into our programs and

043planning within and throughout the district and the pi 26 plan the website will also provide information on what students can expect to complete in the 2017 2018 school year around academic and career planning this web page is a layer of the long range plan and goals that are presented today and um which is in development and is linked to the slide as well for your reference because it also um it also highlights the other components of the pi 26 plan such as the some of those labor market areas um links to our some of our program areas and CTE CTE components because those are all um additional elements of the acade a pi 26 plan so just if you click on there I just want you to see under construction I think it should be

044live how do I still working on fishing oh got the link there yeah Y and that's just kind of the draft of what we our draft yep that's the draft of what we're building and Kristen has been working with me to to help format it in a a a nicer looking way that makes sense on the district website more to come on that we just thought it would be good for you to see kind of how it all links together and where the goals fit in and how it's not you just don't put the you just don't plunk the goals out there a whole well and Krist has been great with supporting me through that as well and how are we really telling a story to our to our family to our communities around academic

045and curve planning helping ground them through this website and what it is what that awareness collaboration and possibilities means to us and how those longrange goals were really developed and then what that means for them and and that was described and how that will look for them in each year um of the academic and career planning process so I do want to take just a moment um to thank you all for giving me the time to present these long range goals I'm excited and optimistic as I stated before to continue the work moving forward and confident that with the support of our community we will continue the work to move toward academic and career planning through that initiating implementing and embedded stage to ultimately get to our goal of sustained so at this time we'll

046take any questions that the the board has questions or comments Julie go ahead when I when I looked at the overview all this would you say that um if a child does not have um the support of a parent or Guardian there is so much built into this that even by the time they're in fifth or sixth or seventh grade they'd be able to um process all of this and get into the I mean really pick out something they wanted to uh go to in high school and continue this by that time is it fifth or sixth grade well right and at this in the first couple years we're really focusing on the the 6 through 12 but as I mentioned in the long range goals you're yes it's ultimately yeah we're looking at that

047that K through 12 link um they'll be beginning the use of the Career Cruising software tool and in sixth grade and that's where they really can start building um building on those planning components but as I mentioned too with hopefully with if we can begin utilizing that PLP piece as well we can really grow and help students understand at those earlier ages what that means and in comparison to that awareness um in connection to different careers I think Julie's concern is what if I'm a student who doesn't have that engaged and involved parent because we keep talking about how important it is that parents are engaged and involved to have this be successful and I think there are enough enough entering places and enough places in there where it's really about a caring and concerned

048adult who's going to help you process so could be a teacher Could Be Your Grandparent could be you know a mentor at the school someone's going to have you have have that spot and that's exactly what said it look someone's going to kind of jump in are we all having those conversations yeah Melle oh um can you give us some examples of um Community stakeholders yeah um so our for example our Department of Workforce Development um when I mentioned that they've been very involved J Goan besy has been doing a lot of work with a A large group of community of of the community including business professionals as well as uh the Chamber of Commerce um in order to develop that that current state that I spoke of and really focus on how can they

049as a as a business and and Community how can they provide the support to our to our K through 12 schools so that it's not just on us and how can they develop that platform of of business and community services that will align to our to our planning pieces so there's and there's also a chief Brown County um that has been doing a lot of lot of work with this as well actually there's a lot of groups working I really am excited about to efforts in Brown County one of the things that they've been doing and actually you talked about that robust Communications plan but there are there's a lot of folks working right now to to determine what that roll out would look like including um mass media around it um so creating that

050excitement but getting people on board um from the business Community but also parents and really looking at are there inroads in the workplace that business owners can can invite this conversation into the workplace and afford parents a a different way so they wouldn't have to come to school necessarily to learn about it but could actually do it at their work sites and so forth so it's really I I believe that Brown County will be one of The Cutting Edge places where this has already taken a lot of shap and root and I would say that um Green Bay Area Public Schools and the work that uh Lori and Brooke have done his and and Kim as well out there and and Kim shanik too really bringing the community into the conversation is noteworthy and and

051should be applauded as well the breakfast that Brook referenced was a great opportunity to meet with several of the stakeholders and they were they weren just the large business people they weren't just the large uh continu education people they were small businesses and I got feed I got emails back one woman wanted a copy of the agenda another woman wanted a recipe for the egg dish priority we were able to provide both a lot of our Community Partners too that have been involved in our schools for years now such as our our new Scholars Program and our Junior Achievement program the Boys and Girls Club um so a lot of those Community Partners were have been a part of this and and excited to support as well as youve been supporting so many days in

052our school sounds great thank you Brenda um you mentioned this a little bit I think with with the and I didn't quite follow um the special ed population in all of this um I think there's there's some things that have to happen within that population that are maybe a little bit different than than other students in terms of developing just their confidence to even think about doing anything past school is a huge one having experienced much of this in my own uh in my own family and and the the um a lot of it around that I mean they they've they've struggled in school all their lives most of them and and see success all around them and try to instill in them the fact that they also have something to offer the world and

053and how to how to um instill that sense of confidence and and willingness to put themselves out there um and I guess I just wonder I know um a andari is that how you say your name um is on your committee and I just wonder how much conversation you're having about about that population and how you get them to the point where they're you know they're ready to take on something when they when they leave High School yeah and that the conversation has been developing around around that piece and around special education knowing that that is um a vulner vulnerable population and there needs to be um a deeper conversation of how are we really ensuring that we're meeting each of those students needs and supporting them through the process and now I did mention

054that um we really see you know that first piece of ensuring that the special education teachers um have that deeper Level Training into the Career Cruising software tool um because something that had come out a lot was uh that you know through the the annual IP or through the um postsecondary transition planning uh if they were able to have that that access to those goals short and long-term goals that students will be setting within Career Cruising as well as all of the the other muad of of Assessments and and and opportunities that students are are going through in there that it really help you know when they have those those meetings with their their mentors and with their support professionals to really be able to to make some really good connections to hey this is

055what's really important to you now how can we connect you with appropriate opportunities that will enhance that process community members who were in the special ed population who are out working that you know engaging them as as that Community Mentor link to say you know and then to to to say what they struggled with and how you know just their story so to speak in terms of giving giving students the idea that that I don't have to be successful at everything in school in order to find a place for myself out past school um cuz I I really think that that's a um that's just a huge a huge Challenge and I think the it goes back to Julie's point if you know if you have a a incredibly supportive involved parent that parent going

056to you know take them through that whole process but I often wonder what happens to the kids that don't have that in terms of how they they even begin to navigate that process because I just know for my own self it's been it's it's just a huge ongoing you know process for me to continue to to navigate that and it's and um it's just yeah it's just difficult so that's just a few ideas that I have about those suggestion because as we're you know work on building the you know continuing to build and expand our our network with the the business and the community and it really wrap around these Services that's something that is that will be will be helpful for us to be aware of and really make those connections I really want

057to say I'm excited about this whole program cuz having gone through I think we did career the the the old fashioned individual planning conferences yeah I can't we did it with with just maybe just one of my kids and I just remember feeling like it was this check off thing and hurry up you got to decide today and we're going to check some things off and and and I don't see that at all in here and so I'm I'm really excited about the potential that this has um as we work through the process of really allowing kids to to explore um without locking them into something and to you know to say well you know today I'm interested in this and I'm going to explore this but in two years when I go back and

058revisit it might be something completely different and you know to keep those those those windows open so I'm really excited about this well thank you for saying that BR I appreciate that thank you for your comments sure any other questions or comments did you get what you said what your I I did worked it in well it just flowed I'm glad Brook open the door and I just went in walk right in just all right well that being said we will move this forward to the uh regular board meeting thank you Brook very much thank you thank you all Lor so laor sits here nice and quiet and doesn't say much but she's been very important as well so she's been a really good Mentor for book to join us and and uh move things

059forward so I can't say enough kind things about Lord peacock in this take five minutes okay as we move on from this Mutual admiration side meeting go on to our next discussion item equal educational opportunities policy and Melissa is going to lead us through this I'm going to kick off um Vicky was going to join us tonight and unfortunately she is not feeling well she doesn't have it she might have D oh yeah like what Kim has yeah and Michelle had spread it's going around it's going around um so I would like to thank Vicky staff this process for the policies that are coming before you tonight really started last summer when we took a really big deep dive into our title mind processes and policies and procedures and really examined our compliance with what

060the federal government was um at the time requiring us to do we spent several days this summer putting uh process in place for our Title 9 UM complaints and investigations and Reporting and education of both staff and students we then rolled that out to principls when they returned this summer in August we brought in a gentleman who was the compliance officer for the Kansas City School District who Focus solely on compliance for Section 504 and Title 9 and he did staff development training for us here in the district he also reviewed our policies to make sure that they were compliant and offered a number of suggestions so we're bringing forward to tonight the revised policies and working with um Mr Alman from the uh Kansas City School District as well as examining the requirements from

061the federal government and as well as looking at Best Practices through the WSB model policies and other school district policies so the first policy we have before you is policy 411 which is the equal Educational Opportunity policy as well as the rule rule number one equal educational opportunities complaint procedure and again as we are revising policies we want to make sure that the purpose of the policy is consistent with the board's mission and vision and so we are putting the purpose of the policy right up front in the in the policy itself and then we've moved definitions that will govern the policy and the rules to the policy so that that's transparent as we work forward and really the rest of those changes in policy 411 and Rule one are uh surround the um protocol

062that needs to be in place for a complaint procedure um the identification of of who complaints may be filed with that they may be filed directly with the office of civil rights the steps that the district will take to prevent reoccurrence that re retaliation is prohibited during the investigation and the establishment of a records maintenance process so that's the summary of of that policy and Rule I if anyone has any questions on on that policy and Rule questions or concerns so we're looking at 411 and 411 rule one right and then just I asked uh Ellen to provide us with the cleaned up copy for 411 rule one just cuz I had a hard that pass the so that's what you have in front of you to makes just makes it easier to read changes

063um Brenda okay let's see it's page three and it's uh Roman R Ral 3 C you in the policy or the rule I'm in the rule the the policy the policy okay it I'm reading a sentence that I'm for some reason I'm not it's not making sense to me and I'm not sure why and I'm it's the last second to last sentence that starts accommodations may include but not necessarily be limited to exclusion from participation in an activity alternative of assignments and then this is the release time from school to participate in religious activities and opportunities to make up work I don't know I just I couldn't figure out what that sentence was trying to tell me and I couldn't figure out where my problem was I think it just needs a comma between to

064participate in religious activities and opportunities comma to make up work Miss due to religious observations period so could it be exclusion Pur activity alternative assignments release time from school dep par reg comma should there be or should there be an to make up work because that's a list we need an an okay yeah that makes it completely clear thank you right y so we we've looked at these since last time yeah I know how that goes and and you read it in your head but it's not on the paper oh I appreciate that thank you yeah I know you do you read it in your head and you know read Because You' read it you've written it so many times I know how that goes any other questions or comments are people still reading or

065you no I'm good good you're good okay we'll move that one forward next one go ahead okay so then we have policy um 411 rule 2 which is non-discrimination guidelines related to students who are transgender and students non-conforming to gender role and stereotypes if you recall I believe it was a year or two years ago that we amended our non-discrimination policy to recognize uh no discrimination of students who are trans transgender or gender non-conforming this Rule now um really just codifies everything that we are currently doing in in our school buildings with respect to all students who may have some privacy or confidentiality concerns regarding uh non-conforming gender or um students in in their building we um took a um very long look and did a very long policy analy uh analysis on the WB

066model policy that the office of civil rights has noted to be a model uh a model policy throughout the nation We examined existing board policies from the manasha school district the Recine Unified School District shorwood school district the brillian school district and the Jamesville School District when we looked to draft a policy As We examined that language we also um met with various staff members across the district and um really uh I don't think she's here tonight but Beth uh wetel gra graian Al who is um at East High School was instrumental in putting this policy together she worked with staff in the middle schools and high schools and Elementary to see um what was going on in their buildings and how to meet the needs of all students in in those buildings and so

067we um we modified that model language and language from example school districts and we put together a policy to meet the needs of the students here in the Green Bay School District and um Brenda had a chance to talk to me before the meeting tonight and had a suggestion um just to clarify again that this policy or I'm sorry this rule applies and meets the needs of all students in the district in section 4A we are going to pull out the second sentence and make that its own paragraph to indicate that all students regardless of gender status who have a need or desire for increased privacy regardless of the underlying reason may be provided with that single access restroom and that is what we are currently doing in our buildings as well and I know

068that Mr Becker has had some conversation and questions about the ability to access single restrooms and and we have that in all of our buildings is it um more widely known now generally by students I would say yes I can't it's been a while it was a while ago they brought it up and at the time I think there was a lot of sure wouldn't be a problem but kids didn't know so and this I I think to having just the um yeah just the access to the single bathroom if you're not comfortable sharing it doesn't tie it to any um special status it's just oh just like at my workplace there's a single one just like it here every yeah so that's good um looking at the very beginning it's uh Roman numeral 2

069and I'm do we do we reference um other policies because I noticed that it's referencing um you know it's kind of referencing other policies that we have for discrimination harassment and bullying um but but I didn't and this is a rule so maybe it's in the policy yeah we don't we do not uh cross-site to policies in the rule but if you look at the policy itself that will cross site to those other so the 4 yeah okay all right thanks any other questions hearing none we'll move that forward okay the next policy is policy 41.1 and Rule 41.1 which is harassment Andor bullying um Byer towards students and I'm going to separate out because the next policy we're going to talk about is policy 41111 and that sexual harassment and sexual violence towards students

070we are required to have two separate policies um one that addresses sexual harassment and sexual violence and then one just um addressing harassment and bullying so that's what we're going to talk about first for 11.1 harassment and or bullying by our toward students again this policy is largely revised to reflect the requirements of reporting and um defining that interim measures can be put in place and the process an appeal process process that could be available to both the um alleged Target and the alleged perpetrator and then indicating that discipline will be imposed for violations of the policy and this is what is required by the federal government in a uh harassment and bull bullying policy so again just pulling out what that purpose is and pulling out what those definitions are and then providing a

071much more transparent policy or I'm sorry uh procedure for individuals who want to report harassment and bullying and okay I'm on um I'm on let's see I'm on 6a in the this is the rule comparison the guidelines sanctions and supports the ru and then the ru okay so I'm I'm a little bit concerned here and I think I think I know why you Struck it but I I think I I prefer it to not just be left struck the last the last sentence that says students who are found to have retaliated will be subject to more serious consequences and that was uh that was stricken from the the policy um I'm guessing perhaps that was to not rule out serious consequences for a a serious bullying incident that wasn't retaliation is that it or well

072our student code of conduct would govern what um consequence would be imposed and so we we spell out that retaliation could lead to um disciplinary action including suspension and or exposion expulsion is the most severe penalty that could be imposed so it it really was redundant to have that in there um more serious consequence there wouldn't be more serious consequence than expulsion I think though maybe the intent was that right the the um you know first first time bully harassment might be given restricted lunch or or something but that you're trying to seems like it was trying to make a statement that retaliation is more serious and in in my mind and I guess I will say this uh I have a similar very similar point in the the um employee to employee relations policy

073I I just feel really strongly that that intimidation that retail iation for exercising your rights is although yes an individual Act of bullying could be an extreme act that would warrant expulsion of course um that I guess for I don't have much I'm much more open to considering the the circumstances and the the whole picture if it's a isolated act but if it's if it's retaliation I you know I would I would think that that's I would want to probably see an expulsion referral if it's a intentional Act of retaliation for exercising your rights so I would I'd like to see some kind of stronger language about retaliation in there but I'm not sure exactly how how you would do it would you be comfortable with um students who are found to have retaliated may

074be subject to more serious consequences well no because then you could just say this is a minor retaliation I I mean I I would think I would think at uh honestly I'm trying to think I'm trying to think of a retaliation action a conscious Act of retaliation for reporting bullying that I wouldn't want an expulsion referral and I'm having a hard time thinking of one but we don't really have anything between suspension and expulsion well I mean we there's an there's a bance um for the student is put on a contract and could lead to expulsion later um there's a a transfer of placement where a student could be put on a contract and sure but I mean how but you know I'm wondering if we can I mean if we just if we did

075break it out again and indicated that something to the effect of retaliation um instead of saying we'll be subject to more serious consequence we could say something to the effect of um will receive additional you know what I'm saying because because it's I think what his point is is up here it's kind of all lumped into one thing but what what what Andrew is saying is you have the act of the harassment and now you have the act of retaliation so if we indicated the retaliation also will result in disciplinary uh consequence leading which could lead to expulsion or something to that effect where we've separated it back out and are are really indicating there's two there's two acts here so I mean we could try to Wordsmith some things around that and is there

076um are there times that we I mean there's times that we have something that is expulsion referral but a different direction like a band may be taken right so I would almost and exp an expulsion referral doesn't automatically mean they'll be expelled but often something more drastic will be taken I almost I I'm kicking around whether I would like to say students who are found to have retaliated shall be subject to an expulsion referral I'm a little bit nervous about that because that that may um violate dup process so we we look at the severity of the offense there's a number of factors that go into uh making an expulsion referral and explicitly putting that in the policy I I have concerns about due process violations MH so who are found to have doesn't imply

077that there was a due process that took place though you could be found to have retaliated so for example um I know that my friend made a a complaint about me that I did something improper in violation of title mind I could see her in the hallway and and call her a a bad word and would should that lead to an expulsion I'm not sure is that retaliation probably so I suppose yeah I was I was thinking of you know something more you know I I get it I guess I would be if there was if there was something something like himim was saying about um additional um something that sends the message in that policy that it's taken addition it's taken even of course yes the the yes your your example of is could

078could be a retaliation that's much less damaging than the initial bullying which could be physically harming someone so okay thank you we'll split it out so that you can see that there's actually two actions happening right and then there would be additional consequences and depending upon the severity you could determine right okay thank you we find some that's a good catch okay anything else hearing none we'll move that forward and then policy 4 11.11 again is the sexual harassment sexual violence um fire part students and the rule for those complaint procedures uh very similar to the previous policy and rule that we had just discussed providing more transparency in the procedures for the complaints and then indicating that the district is required to put interim measures in place while the investigation is taking place U

079the appeal process is available to both the alleged uh Target and the alleg perpetrator and that um clarifying title line prot protections include discrimination based on a student's gender identity and trans and for transgender students so those are the large um overview of those changes to that policy and rle any questions or concerns comments Randa so this just applies to students this applies to students on students as well as staff on students students as victims correct victim um because it's there's nothing in the title that says it's for it's for students it says by or towards toward students where at the top black [Music] oh 41111 that's interesting look at this policy in the rule that's it's in the policy I'm looking at the it's you have it at the top of the policy so

080I guess if it applies to the if it it's attached to the rule then it's obvious that it's for students you typically don't repeat it then um we could if you want yeah then it's really clear yeah that would make but it does reference if you're looking into right I just you know sometimes people land in a rule without policy because the confusing part is that under complaint procedures the first direction is that the district employee must report an alleged in incident of sexual harassment to their building principal so if you scan to that it sounds like it's for District employees I get what it's saying to me um but I wonder if that could be a little bit more clear um to say something because that's for District employees who who witness harassment against

081students well if you read the paragraph above it says the school district will investigate any report of sexual harassment or violence against District students received from staff or students okay the district shall take prompt effective action to end sexual harassment or sexual violence so then it goes into when those reports are made either by a student or staff member um what the complaint procedure is okay but could it say any District employee must report an alleged incident of student sexual harassment or sexual violence MH cuz I know what you're saying and and quite honestly the report of it being adult to adult actually goes a whole different place right right right we can yep we can clarify [Music] that and I have another question no go Ahad um page two it's under C so one

082C um I thought we didn't inform targets what action was taken on against the perpetrator I thought that was our standard under title practice we are required to inform in generality the um that um corrective action has been taken and um that that relate to the Target and any remedies or anything else we put in place so for example um if there seems to be a breakdown in reporting in the reporting procedure we would indicate um that the alleged perpetrator will no you will no longer have contact with the alleged perpetrator um in the classes you had with him we won't tell the alleged Target what classes a perpetrator has been re assigned to but so that they know that that won't take place and then if there was a breakdown in the complaint process

083we would have to include in that documentation that we have taken measures to make sure the timelines are being adhered to or that the proper channels are being contacted with the complaint procedure so we're more generic with what we tell that's yeah correct that's what drives parents sometimes crazy because they don't know exactly yep if a student was suspended we would say disciplinary action was taken against the student so that so that covers that describes the action that we take okay correct and that's required by title n itself OCR requires that um and then the last one is Page four the very bottom of page four I assume that can you just tell me which section we don't have page numbers oh four section four appeal yep so it's the very last sentence on the

084bottom of that page [Music] um it I assume we are requesting this because it makes sense that we might be able to resolve the issue before they all go all the way down to the state correct um I'm wondering if we can put like the reason why um you know in order I don't know in order to expedite the process the district whatever the the reason for requesting that is you can word Smith something in there just so people understand the reason why we're making that request because it is a request they can technically go straight to the state correct correct yeah so just given an explanation so that people understand why we're making that request this language is in the other policies too Brenda so we'll go back and we'll and change it CH

085in all the the other ones where it is heing none we'll move that forward and then we have policy 511 and Rule 511 Equal Opportunity Employment and these are um the policies through towards staff and I'll do a quick introduction and then kick it over to Jean I want to thank Terry Williams who is here as well she worked um quite extensively on revising these policies and rules and did a lot of hard work to get these ready and to bring tonight so I I wanted to thank her um the policies have been revised to further clarify as with the student policies a more transparent uh process and Reporting procedure a large change that we made although this is kind of how in practice it had been happening um the old policies indicated that the

086equity coordinator would oversee any complaints and do the investigations it's now put back with human resources and if Human Resources is alleged to have been the Violator there is a process for somebody else to do that investigation um but really this is a human resources issue and it it belongs in the the role of the human resources to investigate when we do have an overlap of Staff um who have maybe done something improper that could bleed into a title 9 issue we have a rubric of how um the tle 9 will be taken care of and Human Resources will conduct their investigation and we've been able to work through those separate investigations um meeting both the needs of title 7 of the 1964 Civil Rights Act and Title 9 for our students je do you

087have anything to add I would just say that the policy and the rule clearly outlines a a timeline which is going to be very helpful to us um it's something that we can share with both our employees the supervisors who we work with when we do these investigations as well as the unions um who will be there often times to support their employees so it provides great structure do you want me to read no I heard it you heard it yeah um what there's the the um very very first paragraph on the policy um it says District shall be conducted so as not to unlawfully discriminate and then I'm going right down to um an arrest or conviction record now there's law in there I assume for when we can discriminate for arrest or conviction

088records and that's in law correct does not have to be in policy correct okay and it's not discriminate because of r or conviction record it's if the arrest or conviction is has a Nexus to the employment okay so then that's not okay right I used the wrong word that's okay and then um on P the uh let's see three under discrimination 3B I'm just wondering if you can give me an example of when accommodations would impose an undo hardship what would be an example of of something uh under the undo hardship for reasonable commented the whole thing says reasonable accommodations should be made for qualified individuals with a disability unless such accommodations would impose an undue hardship to the district this is during the complaint procedures um if a person needed a translator that would

089be a reasonable accommodation something that might be unreasonable would be um I'm just trying to think because we haven't had any of that we've ever had that would be unreasonable maybe perhaps waiting so long because for some reason the employee said that they couldn't come to the hearing on okay in ordinate amount of time that would have to lapse and they would say that's an accommodation for maybe an anxiety condition or something Gan I think this section is regarding reasonable accommodation so in the interactive process oh the interactive process so it the law um does outline um I guess factors in determining whether it's an undo hardship you can consider cost you can consider whether an employee is still able to do the essential functions of their job with the accommodation okay um an example

090of um an unreasonable accommodation or an undo hardship could be uh an employee who um is asking for an accommodation that's not related to the disability that they want to come to work 3 hours after the school day starts and they're a teacher and they need to be in the classroom that could be an undo hardship okay thanks any other questions or comments there then we'll move that forward all right and then uh policy 512 is workplace harassment and or bullying and then the rule is the guidelines for responding and Reporting workplace bullying and harassment uh we're asking you to adopt that rule because we did not have any U rule prior to this it was all um in the policy and we wanted to break that out as to what those that procedure is

091in the rule again this is just clarifying as we have done in the other policies and rules as to the purpose the definitions and then the process sorry any question Andrew okay so I guess um going along with what I said before although I feel I feel more strongly here there's there's some room for leeway with with students but among among adult employees um I I think that any any retaliation Rises to an extremely high level I don't know if it would be I don't know if it would be termination but I would suggest that maybe if if after the due process if you're found to have retaliated against someone for filing a report I would think that should at least be unpaid suspension Andrew can you direct me are you in the section retaliation

092of the rule four section four well it's not really unlike the student policy it's not I guess I'm talking about something that isn't really there other than there's a list that I mean it says ret it has retaliation on the list of things but and you're in the rule not the policy right so section four talks about what retaliation is and then Section 5 C um I'm sorry section 5B the district will provide supports to individuals who are either targets or workplace pulling harassment sexual harassment sexual violence or experience retaliation for reporting right in for it says the district will take appropriate action against any so any student teacher administrator y who retaliates it it doesn't say what the action is but it says appropriate yeah I guess I don't want I don't think someone

093who you know retaliation is whether it be whether it be giving someone a less desirable work duty even one time or whether it be a blatant threat or phys I I can't think of any circumstances where I would want someone to not have the most severe consequences for for the retaliation I'm open to some reteaching retraining if there's some inappropriate language but if they go retaliate or escalate because you reported it I just don't to me I do I doubt that do I doubt that the current HR would take it very seriously no I don't doubt that but we're when we said policy we're setting policy Forever Until the next board comes around and changes it so I guess I'd like to I'd like to put that out there that I would like to see

094out specific minimum sanctions if retaliation is proven I I would have the same concerns and I I completely understand what you're saying Andrew I would have the same concerns in that our our handbook provides just cause for all discipline to to employees and that carries a level of due process and if we are prescriptive in what um any level of retaliation would be as far as the penalty for that that would probably uh be a violation of Just Cause but could you add a statement similar to what we have in the student that includes um disciplinary action whatever will be taken which could include termination you know what I'm saying I mean well that's good enough for me on the student side uh because like on the student side maybe hey you B I can't

095believe or hey you a I can't believe you reported me student to student uh okay I get it but staff to student U UA you reported me I'm okay with I'm okay with that person get at least suspended because that's a there's more of a subtle threat behind that I think the retaliation could be in a number of forms though it could be um if if I reported that Kim had harass me for some protected category and Diane is Kim's friend and Diane um walks past me and and and makes a comment that could be retaliation as well i' I'd be okay with limiting a more serious defined consequence to the retaliation by the person being reported on and then in so I'll play Devil's Advocate with that so then Kim could also use Diane

096to um carry out some pretty extreme retaliation as well right and that would be that through the proper investigation process would be tied back to Kim that she made someone else do it so I I I thought of that too but using a third party after the proper hearing I think would mean the the uh person reported on retaliated Andrea your is your concern mostly when when the retaliation is done by a supervisor to a subordinate yeah probably so Michelle I'm just curious why if you look on page um right on the first page of 512 where it starts in on on the uh the policy right away it says the district will not tolerate harassment or bullying or any related acts of retaliation in any form by or toward its employees that's a very

097strong sentence where is um it's it's it's right inside here so my question is in terms of the reporting procedures when you get to the rule it seems a lot softer when I read that it's like boy don't even think about it as opposed to here where it says retaliation and number four in the rule there shall be no retaliation I just it seems much much stronger to me that says this is not good right that we won't tolerate it that we will not tolerate it which tells you right away that there will be severe consequence that's how it reads to me as opposed to there shall be no just just curious this is much stronger language in the Poli language is is the overall governing language and then the rule is the imple M

098mentation of that language so we could add it into four as well yeah the only reason is that if I didn't it goes back to what Brenda said earlier sometimes I don't read the policy I read the rule and if I'm it's very strong language in the policy um as opposed to you know a shell kind of thing it just doesn't seem as strong to me okay we can add that I would I would agree but it still it still doesn't clarify well it still it still doesn't it still do it still doesn't change the fact that the the Retaliator could merely be written up well that wouldn't that would not be compliant with Just Cause And and there is an appeal process in here as well if if that is the case I think

099sometimes when you fix when you think you're fixing something in one area you're breaking it in another area and my concern is the district is committed to just cause we have uh the steps in the employee handbook um if if we are to prescribe what the penalty is here that's going to result in a grievance from the individual who would be required to have that penalty under just cause which we should which we should win if we're limiting serious consequences to Serious offenses I mean I if we put if we put if someone I mean we don't have that authority to set our own policies I mean we could I mean I this is just a little silly example I mean I'm not suggest me I have to do this but I would assume wouldn't

100it be perfectly okay to say if you hit someone with a car on purpose on school grounds you're fired or even right I mean certainly there that's a right I mean that would all be subject to just cause I I have seen employers Zero Tolerance policies result in Grievances and arbitrators overturning those grievances for zero tolerance policies I don't know if Jean can add in well I think sometimes the danger of being overly prescripted is that it it implies that you may not have given the person a fair chance for a for full investigation and if you start to outline well if if this and that you can't outline every possible circumstance or situation that happens to apply something to so you leave the language you assume Fair impartial investigations and then you look at

101the facts of the situation and apply what you believe is the dist yeah I guess I think we've had I think we had I think we've had that since before I've before I was born in this in this district and I'm I'm sure there's people with writeups in their files and things P scattered throughout the years but I I think there's to to me I would be more comfortable reporting something if I knew the district was so clear that someone knew if they change me to a bad work duty or something because I exercise my rights they're fired I would think I would I would think that people would think twice if they knew it wasn't a second warning or something but you gave you gave Andrew the the yucky the yucky Duty outside right

102after he reported a fair investigation was held all sides were heard then aren't we okay if we have the investigation all sides are heard I mean I'm not saying You' take away the hearing or the appeal rights certainly have the appeal rights I'm just wondering what's maybe I'm not understanding the just the just cause thing very well so just cause the there's two components you have a fair investigation and the penalty fits the crime okay so we are and when you talk about the penalty fits the crime you're looking at previous discipline you're looking at what you've um other discipline that other employees in similarly situated circumstances have received um and discipline is supposed to be corrective rather than punitive so is there enough in this employees background that you believe you can put corrective

103measures in place to correct the behavior rather than punish the behavior because they retaliated for someone and were found to have retaliated after the after a fear hearing my answer is no you could be a 12 time Golden Apple to teachers aren't would probably well yeah you could guess you do it to a par of but I mean yeah my answer would be no there's no Redemption if you retaliate against someone for exercising their rights so in those cases Andrew words cut and dry black and white nothing else no other sticky facts nothing other than nothing else clouding that just cause would probably result in termination but nine times out of 10 nothing is cut and dry and it's not clear and there's a number of factors going on and a number of different perspectives

104and that's really our job to weigh all of that and make a recommendation and as you know we come to the board with those recommendations and we talk to you about what has happened and sometimes you weigh in on what you think would uh be a a more harsh penalty and then we take that back and determine if there's just cause to do that it's it's never done in in you know isolation we do get the board's feedback and we would continue to do that in these cases we also make sure that in every one of our documents whether they be a memo or a a discipline document that there is a PA a standard standard language that um States clearly no retaliation um and we stress that when we meet with with people and

105that's just standard language that's in every thing that we provide I'll try to I'll try to get educated a little bit more on Just Cause between now and two weeks I don't need to keep taking up time on this if you know I don't want to screw up a just cause provision but you can I mean you can still have just cause and have more LAX or more serious right I mean you can boards can set some parameters there I I have a number of resources too Andrew I can share those with you thank you I just have one question when you on the same vein that that Andrew is talking about quite a few times it's used the sentence that is using here is um these may include what are not limited to and

106then after that you stay what you could or could not do up to termination which is what you can do so when you use that mind in all of this are you giving yourselves you do have such a large opening to do quite a bit in the same vein that Andrew's talking about you you open that up we can do up to an improving this so you kind of give yourself a broad spectrum it's that what you're saying is is is what you're using so that you can follow through and in the end terminate if the retaliation is such that you you would need to yes but you leave that open so that you can investigate and follow through rre that's what I'm getting from it that's why you use it quite a bit so

107I don't know why well but on the I I guess because I don't want Again by anyone now or after all after everyone at this table has retired or whenever I don't want uh higher level supervisor or an an HR person to p on the head just don't do it again those be you no not you but when we said policy is should be neutral of whoever's sitting in the chair right so and the other thing too with you know I know I know everything is I just wonder when so many things are up to an including ter ation does that does that not make it clear which things are more serious I mean yes if I'm if I'm a teacher and I just insist on I insist on arriving 30 minutes or 45 minutes

108after the school day every day and I get talked to I get written up and I just every single day continue to do that okay yeah that is sure that would be an extreme case where a min rule repeated could lead to termination but does that does that all lump them together and it's like if I'm if I'm looking and you know I'm saying okay well I'm really I don't know I guess I don't want to just repeat I'll look at I'll look at the just cause St I I would like if there's language that would cause uh and I'm really thinking about supervisor to subordinate if there's language that would really make a supervisor think twice about and many most supervisors would not even plan to do this but if that supervisor who was

109going to do it remembers oh wait you know or maybe I'm assuming a level of rationality that isn't there if someone's going to do these things anyways but well if I could just add this I've been here now almost five school years and Jean has been here a year longer than I have in my tenure we have not had any allegations of retaliation by a supervisor for making a typ 7 complaint I have not been involved in any investigations and I know Randy and Terry are here as well and I don't believe HR has done an investigation into an allegation of retaliation that's but we have I mean we get we all hear things from time to time that someone is afraid to even report because of the fear of retaliation so if it's never

110reported then there couldn't be a retaliation to investigate so there's there's that but I'm I'm open to reading more about just cause thank you all right Brenda um the 512 policy 4B um and this is just a wording thing again but in the middle of that paragraph individuals who have specific concerns about confidentiality should arrange to discuss those concerns with the district I'm you say four b or d for D I'm wondering if you could say with District Personnel instead of with the district sure um and then the next one where it says the district again say District Personnel will make an effort and I don't know if you want to continue that but it just seemed um like those should be people instead of the district abstract entity yes sure and then um and

111this is just another word thing but under 512 rule um 6B um and this is for those that skim through things is why I'm adding this but where it says b B1 the Board of Education shall consider the complaint at its next scheduled meeting can we slip close session in there so someone who SK coming through doesn't think they have to come to a regular board meeting and I mean I know it says it immediately after that it says shall have the right to present their position to the board in Clos session at its next schedu at next yeah it just when I read that sort of with the eyes of the person read you know that needs this policy I sort of had a catch like oh my God I have to go to

112the regular as permitted by Lo yes right okay so just and you can leave everything the same and just stick an extra cose session in that one part okay if you want that'll be red you know a little bit redundant but I think that's fine okay any other questions or comments n we move that forward thank you thank you that concludes our work session all right thanks Katie next is our operation support session and that'll be facilitated by Andy Becker okay so we have um we have nothing under business and plans then under Human Resources we have employee handbook updates we have uh several hand handbook updates uh to um briely discuss with you there is one that um has more substance to it but I'll I'll let Randy step you through some of those

113that are some just wording changes to make things more clear for the employees and then we can discuss a little bit more about the um language under retirements resignations good evening um what you have is two documents one which uh shows where the description of changes that we're asking for you to consider um and then the other document shows the actual sections with the strikeout language that eliminates current language uh language in red which should be new language and then the blue would be moved from another section of the handbook uh the first one is in the section for for payroll cycle we're asking to change the the title from the annualized payroll cycle to payroll cycle um insert language to clarify when we actually do the uh direct deposit altered because of a holiday

114um which is only after or before a federal Hol um and then in conjunction with page 47 it strikes out the language du du deduction which is something that we're not allowed to do the language that was in Du deduction actually was referencing to a payroll deduction so we moved that language into the section for payroll cycle any questions about that section of changes okay uh the next one moves into Pages 21 to 23 it's in si leave this is language here purely to clarify um the practice that we use in the processes when we're applying language around uh the use of um our sick leave how it's paid out um and adding language uh when an employee is off on LTD or on the income protection plan that their uh requirement of of applying

115for Social Security disability benefits or Wisconsin retirement benefits it just better clarifies what that looks like as well this is this is to actually should be more helpful to our employees and um they often work with the GBA or their union representative to help them through some of these um times when they have to to apply so we hope that this will be um clear and we will incorporate this into the letters that we sent to employees when they're nearing the time that they have to apply for LTD or or um uh disability any questions thank you okay the next section moves to Pages 27 and 28 this is in the insurance um and Fringe benefit uh area again this is just a a clarification of the process and practice that we use when it

116comes to the application of our insurance and infringe benefit programs um there is language that is being moved that identifies um under the health insurance section uh What uh 50% full-time equivalency to be eligible to carry health insurance um the application is 20 hours a week or greater um and some people get confused by the 50% so we're just clarifying that um and then the uh addition of some uh new languages um in the employee life insurance plan and how we actually apply that practice questions I'd actually if you don't have questions on that section I'd like to go back to the UN sickly okay I do but let's go back and then yeah let's go back so we don't miss it later yeah we didn't yeah we didn't cover the okay sorry um we've

117discussed the uh page 47 the represented employees um the next section is again on also on page we were going to go back to you want to go back to the now okay so are there any are there any questions on it this is just this is just writing down current practice right all right um so then I have one everyone's everyone's good on that unus sck LE okay so I do have a I do have a question about this 50% FTE versus the the 20 hours a week is there is there any situation at all where an FTE uh 05 FTE is anything other than 20 hours a week the the 05 FTE is based off a 40-hour work week we went back and similar if you think back when we did the health

118insurance premiums we rolled up the used to be able to carry the health insurance um at a 37 and2 hour was where the teachers uh week was and we rolled that up to be off of a 40 hour work week so we do the same thing applying the 50% FTE we base that off of a 40-hour work week and that's how we've been applying it for new employees that come in part-time employees um it's the 20 hours or more and in fact in our offer letters that we send out to them we put in there you're not eligible uh for the health insurance benefit because you don't work at least 20 hours per week that's a practice that we've been doing for quite some sometimes that applies to health Ins Insurance just to health insurance

119they're eligible for every other insurance okay so there is there is not a single employee in the district that would fall through some could possibly fall through some kind of crack here that passing this will make them ineligible when they were eligible no there's it's impossible because everyone everyone has a piece of paper with their FTE on it and if it's if they're scheduled 19 hours week which I hope is very very rare they have a piece of paper that says they're a point 47 if that were the case and if you work scheduled 20 hours and that um does this affect like whether you're a 10mth or a 12 month okay so if am i.5 FTE even if I'm only 10 month yes it's based off the hours you work per week hours per

120week SK scheduled hours per week uh scheduled and what you are hired four okay so if you are a halftime employee say an hourly employee but you work a few more hours because of the need that does not change your FTE for benefit purposes although if you repeatedly were working more than scheduled then ACA could do it for you right or the supervisor would bring forward a staffing request to act to increase the person's FTE to what it seems that they now need to be okay I just wanted to make it clear because I was whether whether it did or not in the past so some people could have been affected by the 17.5 versus 20 but now if there's no 17.5 that exists then then okay anything else under under that one okay and

121then represent employees we got that and then um okay then retirements and resignations this section um is the only area in which there's going to be a a change that will affect uh employees uh who do not retire or fulfill a contract with the district current practice right now with our contracted employees if you retire or fulfill your contract and you separate from the district at that point you receive the remainder of that month you're eligible for your your benefit plus you get two additional months of health insurance covered after that at the employee rate okay um our hourly employees receive if they if they retire from the district they receive that remaining month plus one additional month going forward that is not going to change at all we're going to continue that practice the

122only change is going to be is for an employee who does not fulfill their contract or they simply resign from the district and they're no longer working for the district we're asking for consideration that they only be allowed to continue carrying the health and dental insurance through the end of the month that they last worked rather than giving them an extra one one or two months for an employee who's no longer an employee of the district to be a liability on our potential life our health insurance or dental insurance that would be at the employee rate at the employee rate they could still continue Insurance under the Cobra laws health and dental could you give some examples of where that would happen yes um we have a teacher who may leave in the middle of

123the Year break their contract and they get two additional months of health insurance at the employee rates and we would propose that if they break their contract they would stay on plan through the month of their last work day but then they wouldn't get two additional months at the employee rate because they're leaving us so any teacher who the the two months I think came about because um Educators work through June and then they have July and August where they are not working but they need their health insurance until they start up again in the fall and and so what we do in the district is they don't pay their July and August premiums until the following year and then it's taken out of the following year presuming that they're coming back if they don't

124come back then we have to check with them to ask if do you want to keep your health insurance um because they may not uh want to do that and then we'd have to we have to collect the premiums um before they they leave and sometimes that's difficult to do but we're still going to do that so if they work through their contract they would still be able to stay on July and August so that's I think where the two months came from um and we also think that if an employee leaves and serves out their contract and they are going to another school district they may need the month of July and August to Bridge and as long as they're willing to pay for it at the employee rates we would cover them until

125they took their new job but the employee who leaves um in the middle of the Year breaks their contract would not get that same benefit and if you terminate they they would not get they would just have access to co if they if if you broke if you terminated them in mid year if we termining the mid year um they would also go just through the year of the month in which they worked and they would have access to C to okay okay thank you so so a teacher and on October 14th I find out that there's another district with a a principal vacancy a promotion opportunity I give my two weeks notice for October 28th and I have 3 days of insurance and maybe it doesn't kick in for another month at my new

126place that seems a little that seems a little severe I guess um that you I mean I get two is two is kind of a a hand out especially if you leave but I think there can be there are there are reasons for someone to to leave in addition in addition to heck with you I quit there are other things they take a new but they they could they could number one ask their other District to help them pay the Cobra premium so that it's not on our um on our books and often times if a district is hiring somebody into a higher level position they're willing to that's a good time to negotiate um so they would still be with insurance it's just that we would not be supporting the premiums as if they

127were an employee when they're really but the the hourly will get hourly get the the next full month only on retirement only only the hourly staff who retire get the additional month and that's the current practice so hourly gets a month uh contract gets two months under current practice yes but hourly if they retire right so is there a difference right now between hourly quit and hourly retire uh no no the hourly retirees and quits both get the additional month and we would one month right and salar retires or quits getting two months right now correct okay and we would suggest that everybody who quits not retire would get just the month through through the month in which they last worked and then they be eligible for um the cul coverage any other comment or

128questions to me I think what uh one the one month seems a reasonable maybe a reasonable middle ground for me I agree I agree that two is too long but there are situations where you know you could have people could be left could have a very legitimate reason for needing to to leave and because of the the timing are left with just a day or two of insurance someone may have a that's me I don't think I'm going to make a huge deal of it if no one else agrees but I I like I like month you left plus plus one better than either zero or two any other questions I was just going to ask is that plus one if I if you leave if you give your resignation October 1st then you have

129the right October then you have another month and so and so but if I give my resignation October 20th I have 10 days left and then I have to if I'm going to another school distarch I have to hope I'm going to get on there my concern is with with Andrew also I hate to put somebody when they're leaving to go to another job without insurance but you're saying they have access to COBRA they purchas the for those of for those of us who have $1,700 laying around we would have access to CRA really who's paying for it really coming down it's coming down to who's paying for it is the district going to pay your your uh like the portion of your premium during an extra month or will the employee who's not working

130for us P right but but again there's there's people there's people for whom that's a a meaningful possibility and there's people for whom it's it's not and I guess I'm I think I'm kind of wanting to air on the side of sometimes people have good reasons to leave suddenly and two months is awfully generous but one month is a safety net that I am more okay with I could have to leave a teacher could have to a teacher could have to leave and move because of some emergency with a family member and there there's of course no way that we could codify what's a heck with you I quit versus my mom's ill you can't do that so I think that and do I want to give do I want do I like the idea

131of someone being able to say heck with you I quit and just taking the month not not really but at least they wouldn't get two anymore they would still have the option of using their unused sick leave to purchase retirement only retirement okay there there's a difference with the between the teacher under contract who leaves there's not nearly as many of those as the dozens and dozens of hourly employees who have who carry health insurance who separate and resign to go anywhere those are the ones that have the a much higher volume of people who are right now getting that bra remainer that month plus that one other all of our Paras all of our custodians any one of them right now that currently resigns to leave a district for whatever reason they get the

132remainder of the month plus one month so you could technically have someone leave the 5ifth of the month get that full month basically and another month and another month right and and and they're not working for us they're working for someone else right the other consideration too is that you know as I've been in a couple districts there a few of us in districts let alone having done HR in other districts have never personally or even had an administration of of health insurance coverage where there's been a break in service when an employee either it goes from one District to ours or our district to another I've never seen a break in service ever so you know where there's that coverage through the end of the month typical School District with then I've even seen

133where they picked up health insurance mid Monon because you can add them but they will typically add it at least at the beginning of the next month so I've never seen it where there's been a break and service where it goes from educational institution to educational institution I would I would say that um in the private sector the is very generous um most most places that I'm familiar with cover you to the end of the p in which you and then and then you can go on to cold because because you can't you can still pay for the health insurance now it is speed but um the employer you're not working for the employer any longer so um your coverage ends the last perod on the you how often does this happen oh lots of

134times yeah the breaking of the contract is not as common the but the um support staff can they're not under contract so they will leave in the middle of the year if they get another position or something changes and they can also retire in the middle of the year and some do um but they again wouldn't be we're not suggesting that the retirees be changed any other other thoughts on this and it has to be a I mean can't be give you 45 days of of coverage it has to be month by month it for an administr for administration purposes it's best if it's month month by month we could perhaps do it by payroll but our payrolls are uneven right um days until it okay so that's why you've got it set up end

135of the month and then the end of the month is a is a break that is very clear to both us and they not employees you know you could have someone you could have someone who is you know in a in a maintenance unit maybe or some some kind of position that's that's 30 hours a week not making 's meet and finds fulltime and maybe not in education that that employer is not going to start them on day one probably so I you know I think I like that person having the the the I guess the the good to me the good outweighs the bad of end month plus one but the bad outweighs good if we're a plus two that's that's why to me it depend it it comes down to who's paying for

136the insurance and there's a lot of um I mean I get your argument Andrew but when we're trying to balance the budget and and make ends meet with all the other things that we need to do it seems like a um you know like a a luxury that we really can't afford to provide Prov that kind of service for people well can we get a can we um is there data available on how many people over the last year have quit and kept Insurance um sure how many done every resignation that we bring through the consent we can just go back and look at those that carried the insurance I guess it makes it makes a difference to me if there's I I hope there's not but if there were you know if there were

137200 people carrying this extra month of insurance that means something different than if it was 30 or or five so I feel the same way I think i' like in in my mind if this is really monetarily affecting the school district and there's a huge amount of people doing this um oh yeah I'll withold I'll watch for a report with the numbers and I'll with until I see what that if I could offer just a comment I think one of the things that I see and right now we're we've been spending countless hours trying to balance a budget um and making sure we get as much resource into the classroom I would offer this as one little piece it's not the whole picture there are many practices um we have very generous um opportunities and

138we've been looking for places where um employees and again who's respons responsible when a person doesn't work for us anymore is this one of those places that over time it may not be a huge amount today but over time would add up and that's really what we're looking for is are there places that we can um continue to support our employees and are there places where we're supporting employees who work for someone else and that's really a a concern if we are because we I don't know how you balance it over time next year we're looking at possibly eight8 plus million dollars in Cuts again and so we're just looking for any place to not cause harm um it's it's a tough it's a tough place to be I insurance is really tough right now

139I understand that but I also understand as we're looking for ensuring that we have class sizes and keeping people employees whole in their roles and whatnot we just are faced with some really tough decisions and this one seemed less um since the employee isn't working for us that that would make more sense so okay anything else okay the next section is the section 11 Post employment benefits um Pages 54 and 55 um we found a word that was incorrect um proceeding versus preceding and then we changed the title in there to the uh Chief uh HR officer which uh corrects the proper uh title for that position any questions on that piece um and then if not the lastly on page 58 when you get to part three the non-exempt non-supervisory employees we have employees

140we list the names of the groups of the employees um that this applies to in this section but there not everybody falls into that groups that we have listed so we had to add in there and all other hourly employees because we have some that don't fall directly in there but the language actually does apply to them else okay and that was the uh that was the only agenda item under report all right thank you Andrew we do have a close session I'll read that motion close session has been scheduled for Monday May 1st immediately following the work session meeting pursuant to Wisconsin statute 19.8 51c considering employment promotion compensation of performance evaluation data of any Public Employee over which the governmental body has jurisdiction or exercises responsibility and pursu to Wisconsin statute 19851 F

141considering Financial medical social or personal histories or disciplinary data of specific persons preliminary consideration of specific Personnel problems or the investigation of charges against specific persons except where paragraph B applies which if discussed in public would be likely to have a substantial adverse effect upon the reputation of any person referred to in such histories or data or involved in such problems or investigations to IT personnel matters the meeting will begin an open session to consider the appropriate motion for a closed session so provided by law so MO Sandy hi hi hi car 5 Z [Music] n