Green Bay School Board 03 14 2016

001[Music] the opinions expressed in this program are not those of CA 7 or Time Warner [Music] Cable [Music] what's your [Music] tomorrow [Music] I'd like to ask Andrew to read the mission statement we educate all students to be college career and Community ready inspired to succeed in our diverse world thank you Andrew next is our open Forum this is a time for members of of the community to speak before the board is there anyone who would like to speak before the board this evening seeing none we'll move on to roll call Sandy here here here here here here here all seven board members are present tonight and joined to my left by Dr Michelle langenfeld our Superintendent at the end of the table are two c two in City student council members uh uh Lully

002Martinez Cruz and McKenna arnoldi L's from prebo She's our president and McKenna East that's okay sorry I I made that mistake just like I know I have it right here go I should I should stick to my notes the reading classes I know you know the last two were from the that other school and McKenna is from John Dewey Academy and also at the table is Sandy heler who who our board executive assistant um I would entertain a motion to approve the following minutes regular board meeting February 15th special board meeting February 29th special board meetings closed sessions February 15th and March 7th so moved second all in favor I I opposed and then we have uh no Communications to be placed on file this month and I I would entertain Katie's motion I uh

003would would like to move that we move the um item B1 under the superintendent's update to the next item so move in Defence to guest that we have oh you moved it I'll second it s is any comments or questions Sandy I I hi I I hi hi all right so we will now move to the um Early College presentation that's under the super minutes update haven't sat on this side of the table for a while kind of a nice thing well good evening um even I'm sitting on the floor here I'm scooted up a bit um tonight we have an opportunity to talk about a lot of the work that's been going on behind the scenes around a concept of early college and if you look at the PowerPoint we put it in quotes

004because it doesn't have an official name yet it is not a model dropped in but it's really looking at dual credit opportunities for all of our students and I'd like to invite um Dr Gary Miller who's here tonight Chancellor from wgb to join me and also Lori SED a vice president of learning at NWTC as well our conversation tonight is really intended to provide background information about why we would be talking about early college and really getting into the what and kind of conversations that we've been having as we look at our own students and look at the future for our community and the work that we've been engaging in so that being said I'm going to ask Lori to talk a little bit about why early college and I we say that Loosely again

005because it's not necessarily a model but it's it's is as we move forward and then we'll talk a little bit about next steps hi good afternoon everyone hello um so I'm going to address just um what I typically call The Perfect Storm um which I think is a good way to outline why uh an early college model for um these three educational organizations to partner together with um one thing that we know is education serves to um provide upward social Mobility for individuals through improved personal economic IC gain we also know that education is a driver to ensuring a skilled and sufficient Workforce um however our Perfect Storm exists which is identified on your slides we have unemployment rates which are declining in an economy that's not a bad thing but that means there's not

006a sufficient supply of workers out there baby boomers right now are retiring at a faster Pace than they ever have our economy is Shifting meanwhile in Wisconsin while we have the largest amount of baby boomers retiring every day we also have a shrinking working age population that's our perfect storm so it's critically important that we ensure that more students are coming immediately out of high school to acquire some post colle training Beyond high school we have to do that in order to ensure that we have a s sufficient and a skilled Workforce for Wisconsin um just to give you a sense of the shift that's occurring uh many years ago the typical um uh outline of jobs for our economy had 60% of the jobs in our economy were unskilled labor 20% were skilled labor

007and 20% were professional that has shifted today we are now at 68% skilled labor we remain at 20% Tech professional and the remainder is the unskilled our US economy and our Wisconsin economy cannot afford for us to have people going out into the workforce without sufficient skills especially in the rapidly changing technology of today so why Early College well why early college is so that we can produce a sufficient Workforce Supply um also to ensure that we have the right number of individuals acquiring postsecondary credentials and also also ensuring that we're reducing cost and time for our students to acquire those postsecondary credentials and it's really a speed to Market strategy for education to help build the economy um looking at why Early College um model and opportunities um we know that getting a postsecondary

008credential leads to Greater lifetime earnings we know that it lowers unemployment and it lowers poverty our Green Bay Community needs us to partner in ways that help support that effort we also know that early college offers a design in which educational Partners can make full use of the human potential in our Green Bay communities and we also know there exists a disparity and educational outcomes for minority and lowincome individuals and early college models have plenty of evidence through literature and research to show it's a design that works to address all three of those issues so we want an early college model so that we can bring College into the high school for every student we want to expose every student in the high school to college opportunities through dual credit offerings we want to make

009sure that we're preparing all students in the Green Bay school system for college career and Community we want to ensure that we have all students supported through all the services that would be provided in an early college model this is more than just putting curriculum together this is more than just putting Pathways together this is three organizations working together to wrap everything around and really create that College goinging culture for all of the students in the Green Bay Schools as we think about um moving forward I think um the students in Early College are perhap s better prepared and we'll talk a little bit about that as well yeah I think um as noted on the slide there's a great deal of evidence in L literature um we know that students who participate in Early

010College um any of those dual credit opportunities are more likely to complete at a higher rate than their demographically similar peers they are more likely to score proficiently on state tests they're more likely to be ured rigorous and relevant instruction and we do know that graduation rates are increased and students do increase um enrollment at a higher rate than other students directly into college and we also know um why would we want an early college model it's it's really success students in dual credit are 2.2 times more likely than other students to enroll in two and four year and I think it's really important to understand that this Early College design is about a pathway that provides students choices and options for their career moving past um High School um it's really about creating a

011pathway that they can transition seamlessly from organization to organization and acquire the post-secondary training that they need so this slide just really represents um students that are in early college graduate uh High School 90% of the students in early college graduate high school which exceeds the national rate of 78% and I think we're seeing early progress even in the early um dual credit acmy that we've started in Partnership um students that are earning dual credit see College as a part of their future so I think we're witnessing it ourselves based on our early design as we think about um this partnership I have to share with you that um Dr rafen had approached us some time ago and had the had the opportunity to to do a lot of thinking and and it had a

012lot to do with the work that we've been doing um through a CH Brown County I think Dr raffen has a clear understanding of our mission as does Dr Miller to educate every child to be college career and Community ready inspired to succeed seed and so as we started to engage in this conversation and bring key folks to the table we have a list of the people who have been at the table engaging in this conversation and um I don't know Dr Miller if you would have some comments as to talk about the partnership just a little bit thank you and it's I'm I'm uh delighted to be here I've been in town 18 months and I believe this is the first time we've I've had a chance to visit with this board I do

013know that uh one of the reasons Georg and I were attracted to Green Bay was because of the quality of the schools and Innovative leadership there so thank you um there's no question that if we um are going to meet the talent needs uh in Wisconsin and this region uh and if we're going to um support this community and support Student Success that these three organizations have to work together to ensure that every student who is capable can get postsecondary education uh everything Lori said is what we know at at the end of this process as well students engaged in dual U enrollment programs or who are uh who are engaged in discussions about postsecondary education early in their uh careers do better on every metric they have a higher success and they generally stay

014in the community and they um and uh are more contributing uh students so the challenge with getting students into uh postsecondary degrees Associates and bachelor's degrees is always and the transitions that's between uh grammar school and and middle school and high school and technical school and college and the university and so I think our commitment uh to each other in this partnership is to work really hard on those transitions by developing a model that um sort of melds those and and takes on this issue together um I'm very excited about it it's very there are very few communities I've lived in where this commitment is as strong and I think that uh we will see some success I will just say that um we about half of the top 20 highest paying jobs in the

015country didn't exist about 15 years ago and when we graduated student at wgb now uh we expect that student to have somewhere between 12 and 15 jobs before they're in their mid-30s most of those jobs at least 3/4 of them haven't been invented yet and all of will require different kinds of technology that are now emerging students that are not um involved in a in a college culture early in their educational experience in their communities where there's a lot of support for this will have a difficult time adjusting to this kind of uh entrepreneurial career culture that we expect these all students to have and so that's why this is really exciting to us because we can uh we cannot imagine doing that without this uh this entire uh partnership and so I um um

016I'm very happy to be involved in it we've spent a lot of time on it my Provost is very much involved in it we've just assigned three other people to work on this on the action team that's in place right now and uh we expect that it'll be a model for uh other communities to look at uh around the country and in Wisconsin so thank you for having us and uh thank you for your support of this idea good we've had the opportunity to work with the Provost Dr Greg Davis who is a former West High School grad right so in a wgb grad and and has quite a quite a resume so when we think about this conversation around Early College I think it really as someone said to me really starts to operationalize

017our mission here if we create a college going culture right here where're all high scho all of our high school students in Green Bay Area Public Schools enroll and eventually compete complete a PO secondary credential we've done our we've done our work and I think that the piece that really we've had great conversations around as a team is all means all I think sometimes and and we'll look at the next piece of data that you can see that we have um a number of students engaging in our current opportunities either dual credit or AP and IB and you can see that approximately by the number we have about um roughly 600 students who have taken advantage of that which means approximately 900 of our graduates have not of the opportunities we have and I'm understanding

018we have upward of of about 100 opportunities for kids to get involved either through AP or IB so I think that that was one of the compelling things that said are we reaching all students and if not why not and can we improve on that and I think that's that we decided we could um my my goal with these slides is to just give you an overview of the impetus of why why we are getting engaged in the importance of what it can have for all students um and the impact it can have and I think that the piece that I would like to offer to the board is we'd like to bring a lot more data back to you in partnership with um you may want to know how many students actually need remediation

019and some of the data sets that are really out there that really compel us even deeper and and we haven't even gotten to all of that data we know it's there so this this next slide um really looks at dual credit totals and again you can see that we had 428 students earn 2200 credits roughly we had 65 students um who earned 15 or more credits um and that was a total of 1684 that means out of all the credits roughly 4,000 um uh almost 40 some per were actually gained by 65 students so we've got students as somebody said who kind of either happen in or dabble in and others who actually and if you can see in the next slide really shows you um that their their focus is the AP students seem

020to be able to um gain the most credits and and that would tell you that certain students really know how to gain credit and I know that I had earn credits or earn at least the possibility of credits we know that not all AP IB or credits transfer and we have to be realistic I think one of the things that we have to recognize and really understand is that um in some cases it could be cost savings but it's also the rigorous coursework that's required um to even prepare for the Assessments in AP and IB or also the the rigorous course work um expected around any kind of college um course that we're looking for as much as because we know and it goes to that next level of our students prepared and do they

021have the ability and the perseverance to actually take on a college going environment and be successful so we're looking at perseverance data we don't have that from the national clearing house but that's something that we're very interested in as well and those are the kinds of data sets that we'd like to bring back to get deeper into this conversation just around the data pieces when you look at our current reality around our graduation and where our students are um this is from the nationville student Clearing House we had last year out of the graduating class 870 students um out of the approximately 1,500 go on to postsecondary and recognizing that we know that there's plenty of room um to ensure that more students move forward and so to that end that's really the efforts and

022the communication right now that we've been talking about um in terms of why we would be doing this you know if we're going to um reduce the number of remedial courses that's a that's an important piece you hear about it often that the high school students are going on to colleges and they're not prepared to take on the rigor um of of college courses and and so to to sh up that connection is a really important piece of our discussion another piece that we envision for our students is to look at what it would take to really root them into a college mindset and our goal overall or our vision would be 15 college credits um that don't have to necessarily be tied to a pathway I think that there's always that concern if I

023get stuck in a pathway will that you know narrow my opportunities and I don't think anyone sitting at this table um and you can argue with me differently has has any um intention of ensuring that every child leaves here and either goes to a technical college or a four-year College our plan is to open the world and show folks that they have students and families that they have opportunities um that perhaps they hadn't thought about and so part of the the resources and supports that we plan to put in place is to really ensure that students can transition and to really support them in sufficient Financial supports for counseling and support so that at the end of the day the barriers that a lot of our family see right now in relationship to college enrollment

024and completion no longer exist it's to break down those barriers as well I think that the piece as we look forward to it I mean always um is to really ensure that successful transition and really provide whatever additional resources are needed and we're in conversation and very early conversation about what that looks like and how that can come to be so that every every student has the opportunities that they deserve to be a College Bound student um we're looking at a system as to how we can share data that's always an interesting time with fura and data privacy but really looking at those kinds of components and how we work collectively together to ensure that that enr enrollment in college is Right immediately after graduation um if possible so that's kind of our overarching vision

025and mission for our work and I think the other piece that I would I would look for is we we and Dr Miller um referenced the implementation team right now we're very much into talking about oh how do you implement this and I think that our our Focus has been to go slow to go fast what we want to do is make sure that how we strategically plan is to really identify our goals and our metrics action steps and focus right early on in terms of what those transition Services might be and how we can provide real Hands-On work-based learning experiences looking for measurable outcomes timelines and so forth and get that data sharing agreement into place and a communication plan and so forth so this is not at anywhere near what it's going to

026be but it's those early conversations that we Face our current reality and say how can we um actually operationalize the mission for this district and partner with our higher ed Partners to ensure that every child has opportunity and it certainly aligns with our our core values around equity and engagement and Excellence as well so at this time I know you've seen the slides and and we aren't going to read them all to you um but we welcome questions from you um minute yes thank you for that presentation we've talked often at this table about Pathways and Partnerships and this is certainly a wonderful example um we you talk a little bit about how we get our students engaged in this process I think we would all agree that if we get students thinking about this

027in high school is too late so talk a little bit about you know starting you know maybe late elementary middle schools and how we get kids engaged in thinking about life beyond their high school diploma you want to start sure I know that um one of our conversations is just that if we wait till high school for many students it's just not in a good place we've we know that um by laww in Wisconsin starting next fall each student will have an academic career plan put into place and so that's part of our conversation but we also know that if we afford students um as early as Elementary and a mindset around and engage families in the discussion that um there are opportunities for your students there are opportunities for your children when they enter

028the Green Bay Area Public Schools to pursue pathways to pursue um a colleg goinging environment and we'll help you get there so even as early as young they may not know which direction they want to go and goodness knows um as Dr Miller mentioned we don't know the careers that are out there tomorrow that we're preparing students today for but we do know that perseverance and a lot of those key characteristics and qualities um need to be instilled in our students and I think the other piece as we start to look at at um Elementary as well is really starting to talk about things and think about things differently um and the whole conversation has to shift to that mindset that every child should be afforded opportunity and access um and it isn't just for

029some but for all and I think that sometimes we we just even you hear it when if you go over to Fort Howard for example that whole notion of growth mindset it's kind of changing that whole thinking sometimes about who gets to and who doesn't and and I always say to teachers and to myself you know whose child would I want to limit I wouldn't want it for my own I want everything you know opportunity for every single child so um I would add I I think the exciting opportunity in this work um as I mentioned this is more than just putting curriculum together this is a holistic approach um it is about about beginning early on working with families which is really exciting to me you have a lot of parents of children who

030didn't have the own hope in themselves that they were college going capable and we have an opportunity to change that too and the more that we can influence families and and engage um families and children early I think a lot of it is about instilling Hope um and and working in a way that we're not out there competing as higher organizations but really working together and collectively to ensure that we have all of the right experiences that we can ladder and build all the way through Elementary into middle because you're absolutely correct this doesn't start when you're a freshman or a sophomore in high school this begins deep in the ground and it's really about just kind of creating the Atmosphere by which it's an expectation and a will not a maybe or an if

031have you talked about strategies of how you engage families that that's a little more difficult you've got the students right there in school it's a little bit more of a challenge to engage their families well and I think I'll I'll lean back to what um Michelle mentioned earlier is we're early in this process so we're in we're out discovering where other um organizations like us have done some similar work and trying to discover and learn from the strengths that they've brought but there are some really nice examples out there of people who are doing these these elements I think the trick is to not go out and think you're going to find a magic pill that applies to this community so it's it's really trying to find the right strategies and solutions that work for

032Green Day and I think we still have some Discovery to do um to get there but thank you I uh I appreciate the presentation and uh really support everything in terms of additional opportunities and particularly the idea of of uh helping everyone understand that their Horizon are broader than what they might have thought I have a question about one of the shared goals and it's on the uh the second page where it was continued it says work collectively to ensure that all high school graduates enroll in college the year of his or her graduation what does that say to the student uh like myself who takes a 2-year Hiatus to work for Uncle Sam or decides to uh uh travel or maybe doesn't want to go to college at all they've had the opportunity to

033enroll and we we've uh given them all the supports necessary but uh does that mean that you know I'm a failure because I didn't enroll the year of my graduation well we we um we know and of course we're open to any rephrasing of that but we we do know that um we have a much better chance of affecting an outcome in post-secondary education if we get them that soon um and it's it's a huge chance obviously people who make choices to go into military and so forth are still in the realm of postsecondary Education because they're getting education and one of the one of the things we're working on very hard at the University just as an aside with that regard is is back transferring those experiences into the transcripts which many universities in

034the country do really well at including the one I was at before here uh so I think the reason it's phrased that way is because that's where you get the best result I think clearly um there will be students who choose after having uh been in uh in a college culture and in this kind of a model to not uh get postsecondary education and we certainly support those people as Citizens but just as an outcome we know that if we can get them in that first year uh we have a much better chance of their that they will succeed and we'll get get them a degree so it was that's the reason it was presented that way but it does it does alert us to U think about how we write these things because certainly

035we do Embrace everybody's choice and in there Chris uh thank you I I also uh concur we've been talking about uh K through 16 education for a while and it seems like this might be a step there and much of your presentation I I appreciate them I think you're probably know you're preaching to the choir on this one at least by us sitting here um now I I one thing I noticed and they were talked about graduation rate is going up to 90% uh our district for youngsters that stay with us already is in the 90% okay so that but it's a matter of in my mind getting that hook to make sure they go on with their education that that's a real Plus for me should this come to fruition actually work now I'm

036I'm not quite uh as great I know a lot of things we do in the district and I'm not asking for an answer right now I'm just sharing a concern and Mr Black mentioned you know holy kids is younger my background is secondary I'm worried about what we're going to do with those kids that come in from the outside that are are credit deficient and not on on grade level I know what we're trying to do as a district what I want to see later is what uh folks like you are going to be doing at your level to help us at this point in time uh to get them um ready and then uh a question curiosity the 4060 split um especially after 40% TC 60% for your college and I heard you say

037uh we still have about a 20% need for uh professional level uh training so I have just curious where that that came from um can I address the credit defici as to start sure I I I guess I just want to offer um to me some of the most exciting work I work at an organization that is intended as mission to be open access so our measure of success for students is that every student will complete their credential regardless of their level of preparedness when they come to us so I think that that mission and that open access purpose matches very well with what you're identifying as a challenge we will face together and I think there are some really great strengths in both um what the Green Bay public school system is doing to

038address those challenges as they come in the district and there's some great strengths to be leveraged at WTC That Could set students up for success to to succeed with us but then go beyond us to uwgb I think we're a conduit there we've got some great um methods we're using in career pathway Bridge so these are individuals who are coming to us without a high school diploma and we are putting them through accelerated developmental education and college level courses at the same time and achieving success and these individuals are completing credentials in a multi itude of technical diplomas and Associate degrees so it's possible and many come to us without appropriate English language skills so I think taking the creative and Innovative methods that we're using to address both sides of that coin are are

039going to be ways that we're going to try and find solutions to those strategies so so I I think it's possible absolutely I I actually think it's absolutely necessary I would I would just say that um you somewhere in the neighborhood 67% of our graduating class every year are people with no experience from families with no experience in higher education many of them came to us with certain um U needs in uh uh to get their academic standards up we're prohibited by the border of regions from spending a lot of money doing that so one of the things that's really exciting about this program is that uh closer relationships with NWTC and the colleges which we're developing now will give us all a chance to create more of an access friendly higher education environment and

040what is really an emerging Urban uh setting if you look at at it and so we have to be on our end um really a lot more active and intentional in our interactions with NWTC and the the high schools in doing what we can to um give students who are not academically prepared early in their High School career or transfer in with deficiencies a chance to get started in college and to succeed and that's we can't do that alone we have to do it with in this partnership so it's actually one of the biggest opportunities we have is addressing your concern Andrew um just a little more clarification when you look at the um I'm referring to the current reality um slide with the um distributions between youth options and AP and so forth is

041this one is this the one Andrew it was um the one before that this one the numbers the numbers the numbers yeah that one yes so when you're it's a preliminary review so are you determining AP credits here by the typical cut scores that result in AP credit or are you actually is this actually follow up to see if the AP exam earned okay and where's Stephen Miller Mr Miller put this slide together for me I'm going to guess what it is so I don't want to guess for you okay I'm an invite stepen to answer that question I think one of the pieces as we talk through it I'm going to I could make an assumption I'm assuming that's a student who got a three or higher but again we know that some universities

042only take fours and fives and some don't take them at all [Music] so want to make sure that I address your question Andrew can you repeat it please sure so I guess I was thinking mostly of a AP when I asked this but this might apply in other areas as well the 697 AP credits is is that based on what exam scores typically earn a certain amount of credits or is it actually did we look at individual students and did it transfer or what how where did we come up with that sure so for the purposes of this exercise we had to hypothesize and we actually used U Green Bays um table for how credits would transfer so for instance a three on an AP biology course would transfer to a certain number of credits

043okay and so you know we had to make an assumption um again because we're looking at a partnership with W Green Bay at this point in time we use their table if a student would go to a different School uh AP Andor IB might transfer at a different credit rate right okay but it was based on students who had passed um received a passing score in most cases for AP that's a three or better and in IB it's a four or better okay and both but in if there were any differences you went with wgbs table we went with u greenbase table if there was any discrepancy okay and then of course there's other other scenarios where we just no credit was earned obviously because it was a dual right yeah for instance the college

044math course or the accounting course where we have uh some sort of transcripted credit in place then we could go off of that transcripted credit okay thank you yep thank you good question any other questions well yes I I guess maybe you're going to close by telling this where are you with the process and how's this going to go out I think if we if we go back we're in the process now of looking at this in terms of implementation and the strategic planning our goal will now be to develop an and make sure there's a communication plan we've not had this discussion in a broader table yet um it's been pretty much just in the the visioning stage and strategic planning stage but it'll we'll communicate it now out and have conversations with with

045our various groups I know that um we're going to be presenting Dr rafen couldn't be here tonight but I'm going to go and talk at their board next and not sure where we're at with your institution but present this um idea to the board of regions when they meet on campus uh on April 7th and 8th so we'll be talking to both the education committee and the U Economic Development Group and it'll be part of my presentation to the full board on Friday morning so so we want to get get our our leadership team first on board um and you know our our different boards and then go next steps in terms of communicating to the broader um folks impacted and then and broader than that and then start to look at project planning I

046think one of the pieces that we have in mind is really to go slow to go fast and so instead of it isn't going to be this huge huge piece for the first year but are there places that we can tap into for example um we've talked about looking at the students who are currently enrolled in City Stadium and in um bailing to see if these are students that we could provide some of the transition services and financial aid services to make sure that they're they're well supported and moving forward um postsecondary just as a baby step we're looking at what those academic career plans could be because we know we're going to be in the implementation process and what kinds of opportunities and um um to engage in various things for students um so

047that as they create academic career plan what that could be for them and how do we again the same conversation around parent engagement and involvement I think what what um the Synergy around it it's the perfect storm but it's the perfect good storm because many of these same conversations are being had at the Achi Brown County table as well and I know that Brenda you're on outcomes too and you know that similar conversations around uh postsecondary and how do we transition students um um I know that um there are folks sitting behind me that are engaged in just that whole Cradle to career and beginning at the cradle and how do we change that conversation so that um folks can move forward so what our plan is then for our next step is is to

048keep the board apprised of where we're headed and make sure that that um as the governance questions come down you know what those impacts will be and we'll bring those forward to you as a board as well um make sure that they're addressed and as always um we are open for questions and comments and and feedback you know I know there's a lot to Noodle here and we've been talking about it a long time and and I've shared some things along the way these last year but not to this depth or breath so welcome further conversation and obviously there's a lot more to dig into and and uh move us forward but I have to share with you and I I Echo the sentiments that this is this to me is something that I'm not

049familiar with where people are willing who compete with one another to come to the table because they recognize the importance of working collectively together forward for our community and our children so I feel very fortunate to be in the middle and and and and working collaboratively and their teams have been awesome as well and our team has been awesome um I feel really blessed to be part of that as well so I think it's an exciting time for us and I'm looking forward to the next steps too okay for concluding just wanted to congratul athletes the men's and women we will be leaving Wednesday uh to uh to go to two NCA tournaments Georgia will be traveling with the men and I'll be traveling with the women and so we do the women know who

050they're playing yet they're going to they should learn in the next 45 minutes as we speak and congratulations to your residential facilities that are going oh thank you thank you very much it's exciting appreciate that you're all thinking about thank you thank you very much appreciate your time than you thank you for thank you [Applause] yes all right next we will uh go back to our agenda and move to the monitoring reports and that'll be facilitated by Celestine Jeff thank you Brenda so we are going to talk about achievement Gap reduction and we are going to have um uh Andrea Landor come up and and Marsh and NY Sher as they're coming to the table I just want to uh thank Andrea landw once again for having a lengthy conversation with me I think it

051was close to Christmas time actually um about AGR just because I needed some I needed to just get some more information about it and so uh just to thank her once again for a very informative lengthy conversation on my part um and so what we're going to talk about AGR just for background um for the public AGR is the program that replaced sage and AGR stands for achievement Gap reduction thank you take it away thank you um members of the Board of Education and Dr langenfeld thank you for giving us the opportunity tonight to update you on um AGR or achievement Gap reduction as Celestine said it does replace the um old sage which was a grant student um achievement guarantee and education our series is going to be our presentation is going to be

052a two-part Series tonight we're going to be talking about and building some background knowledge on the transition from Sage to AGR um later next April or this April we are going to be bringing in the school so the principals will be coming in and they'll be talking about what they're actually doing in their schools to operationalize AGR let's see if this there we go um before we get started there are some live links in the presentation if your PowerPoint does not or slideshow does not have the live links I will send it to you so that you have the live links so that you you can link on that afterwards so achievement Gap reduction or ATR it replaces what was formerly known as the student achievement guarantee in education in 2015 on July 1st um

053it was passed into State Law act 53 and act 53 outlines achievement Gap reduction and the state laws that go along with it for implementation the achievement Gap reduction has a focus as Sage did on low socioeconomic status students um the data that is collected the focus that is on the The Learning is on reading and math achievement and the goal is to close the achievement gap between the identified low socioeconomic students and non-identified students and that is done through the process the success is considered that when the achievement Gap is closed is measured by evidence that's shown an academic performance of lowincome students in a particular School in a grade and subject and then the academic performance of all students enrolled in public schools Statewide in that same grade level and subject area so

054it's compared from local to state would you do me a favor would you put that in a little different sure language for public sure the compar this is my night um so we measure achievement and the achievement of our students that are in an a formerly a stage school now an AGR school and achievement Gap school as we look at their academic growth and we compare it to the academic growth of students across the state in that same grade and in that same academic area that better okay thank you good you want to do the next slide next please we have nine schools that participate in um in AGR and of these schools the the highest um poverty level is um 96.9% and the lowest of the schools is 82% so it's a the range

055of poverty of those schools and uh act 53 actually has provided school districts participating in uh AGR uh the flexibility as well as in the uh accountability um so in other words um Sage had one factor in which they um based the eligibility and that is of 1 to 18 ratio teacher to student ratio or two teach or two teachers to 30 under AGR they allow for an ADD additional flexibility in how a district might meet those requirements one toone tutoring uh by a licensed teacher um instructional coaching by a licensed teacher the K to again the K3 class ratio of 1 to 18 or 2 to 30 um but and also the professional development uh for teachers around small group instruction the so those strategies under act 53 have widened uh giving te uh

056giving school districts much more flexibility there's also a difference in uh the annual report to D DPI and this is where I believe the accountability piece comes in in the past the report to Epi under Sage was your class size reduction the low student count and your end of the year fiscal report the report now under AGR um we have to report out on performance objectives we also have to perform uh report out on formative and summative assessments as well as the strategies that were selected in small group instructions and coaching sessions um and which have been implemented as well as the ratio of low-income students and the end of the year fiscal report the piece that we're excited about in the difference is that um it does require a report to the board of

057education on the performance objectives as well as two times throughout the year it requires AGR requires uh a report to the board of education on the progress students are making towards closing their achievement Gap ask a question please the uh the annual report for AGR looks very uh similar to what I recall for the reports for title one is that uh really really no difference right I mean all all the schools that are currently in Sage are Title One schools and are reporting all that data currently anyway correct the focus is on achievement Gap reduction so it's looking at low socioeconomic status and comparing it to non-identified low sces or socioeconomic status where in title um if we think about Title One funds and our continuous School Improvement plans for Title One schools oftentimes that

058was about achievement overall in different grade levels this is really looking at that achievement Gap reduction research tells us best practice is if you want to look at what is the root cause do a root cause analysis you want to look at not just socioeconomic status as a low sces but you want to look at English language Learners special education you want to look at ethnicity and you you truly want to look at what are we doing to support those students the the Gap reduction was a metric that we had in place uh through the state when we had the report card anyway correct correct okay y so there's really nothing new here that's been asked for no I think that uh and I think your question is a good one Ed it's really about

059uh the why and that's our next slide why the change from Sage to AGR and if we really firmly believe in research we would know that reducing class size alone does not have a strong effect on continuous School Improvement so we need to start looking at continuous School Improvement as what are all those strategies that we are doing to influence Higher Achievement levels and that's where teaching and learning comes in around the multi-level systems of support that they're in the process of creating um when we look at interventions so RTI how are we responding to students who tell us that they are in need of additional interventions how what are we doing with our coaches to increase the universal um we have that flipped pyramid right now where um about 78% of our children are

060not proficient in the area of breeding so we know that that an indic at of that our Universal is not a strong Universal so our coaches that strategy is being used to support classroom teachers you touched on something that it's on the next slide and I would have asked it when we came up with that but since you already did the uh the research that you show effect size on learning and and uh that class size has the lowest effect size do we have our own data anything uh locally that compares uh the the smaller class to a regular size class and uh in effect size metric for that we we do have some um information or data that we would be able to collect very easily from each individual School most importantly we're starting

061to look at WISE Das loc also some programming that Stephen has been working with the computer programmers on so that we can actually bring that data with just a click and be able to disaggregate it based on um not just class size so by classroom roster but by all the different ethnicity groups also language um socioeconomic status and special education I think that would be helpful because I I think that there's still a lot of quote unquote conventional wisdom out there suggesting that class size really makes a huge difference when I I know that the the national research you know elies that point but U yeah I just follow what what Ed said and I just want to agree with Ed said I remember when Sage was implemented and it's a very expensive program and

062initially it was 15 to1 or 30 to2 and then a little bit more flexibility built in but I think at the time tolder said good we have 15 kids in the classroom the with the so low socio economic kids good we've succeeded we're done and that was kind of the and there was never any report back to boards on whether this is succeeding but we only have 15 kids in the classroom so it must be succeeding and there was never really any accountability built into that program and Beyond the cost of having smaller class size it's been a very expensive program as far as facility usage yes so I mean I think this accountability is critical to whether we're doing right by our kids Chris uh thank thank you um yeah I to Jo I

063just sort of summed up what I was thinking about here I I never uh caught up before we really don't have a good evaluation of sage in terms of is it being effective other other than doing it though sounds like some of the data might be there title one which I wasn't uh aware of I I you have to respond to this but uh you know point21 is is isn't an insignificant number when it comes to class size and one might wonder uh is that part of the driving force that allows uh more time for teachers to have relationships for their students fewer students to develop relationships with and and I don't know whether there's an answer to that out there somewhere but just something jumps out of me Hat's work John Hat's work is

064really about um different influences on achievement so he's really trying to answer that question what works best in AC for academic achievement and um when you look at class size it's a0 21 his work he looked at most effective to least effective his average was a04 effect size so he used that as kind of that Turning Point excuse me so class size alone is only a0 21 but as you can see the other um influences are much higher I apologize so we looked at um answering some questions that board members had brought to U Mark Smith and one of them was around what is the district financial implications so we pull together some information currently right now um the allocation per student is approximately $2,200 that we received through the grant so we currently have

065289 students qualified so our grant this year is approximately 4.5 million we also talk with um looked at a a project that Terry Williams had worked on um about a year and a half ago and she looked at in a current year which was I believe the 1314 school year what was the cost savings to the district and it was approximately $1.5 million that we had saved that year just when we look at Staffing so she used about 75,000 as the Staffing um a cost per thank you the cost per staff member with sage um we would have had to hire due to the lower class sizes approximately 43 or 44 teachers the sage grant that year covered 65 teachers so it was a cost Savings of approximately 1.5 million when we look at overall

066our average for the last 17 years was almost 4 million per year so overall in the last 17 years we have had approximately $65 million um that we have received through 16 years of sage and now the 1516 school year with AGR Dr lingenfeld good I I just wanted to add that when the state was really looking at this seriously in terms of um moving to the AGI model um jry Williams took that data that you talked about and took it to the state and spent a fair amount of time engaged with the education committee chaired by Senator Olson and a team really looking at that in terms of you know knowing that that um you look at Hattie's work but others as well the Tipping Point of class size was not all the answer

067and I think that that was a it was I I felt really um good about the fact that Green Bay had been invited to the table to talk about our experience and I know that we um had a a strong voice because of Terry at the table to to provide our insights as well so I just wanted to put that out there as well as long as talking about her work too absolutely thank you I'm not doing good at being BNA today and clicking here uh all in our at our um in our April board meeting we are going to have as Andrea had mentioned the principles and um staff from the different AGR schools and they're going to be coming to present about the strategies that they've implemented and um Nancy had had mentioned

068those strategies the one on one tutoring the coaching and then also you know the the smaller class sizes are certainly a part of that um they will we will be doing also presenting disaggregated data that we have have another thing that Andrea had mentioned is we are working with stepen and um Steven Miller and the technology programmers so that we do have access to disaggregated data right now we have probably mostly class data but that is in the that's that we're working on it'll be able to be entered into Infinite Campus we'll be able to pull that information up so that's in process so the midye won't have quite as much um information in terms of data as we will at the end of the year and certainly for next year right and then just

069um for your for your own purpose we Andrea included this the class siiz strategies more information about that because there is a lot of information out there and it's very interesting to read um John Hat's work is what we've been really reading recently but there's also additional to consider so thank you um other questions Brenda so is is there still a requirement for the 1 to 18 or is that if you have one toone tutoring and instructional coaching your class sizes can get a little bigger or what's the rule around that because I know it was strict with sage it was very strict within a approximately when I was working with Terry last year within approximately a two we period of time if we went over 18 we needed to hire um and usually what

070ended happening because they're high Mobility schools we would hire a teacher so now we'd put two teachers in that classroom and within a month they'd be down to 17 the other thing is that it was in my mind the wrong message to our teachers the message really was soon as you had turned that 18th child so it's 19 that you have to hire because you're not capable of teaching more um um than the 18 that is in your class so it became about compliance for a lot of teachers what we do now is um an and I when there is a class um that goes over 20 in kindergarten and first grade and then 21 for second and third grade Ann and I go into the school and we hold a problem solving meeting the

071principal leads that meeting teachers come to the table with data um so that we're making informed decisions and changing it from liance to really looking at continuous School Improvement what is happening in that classroom is there another teacher that could push in during literacy or math um what other supports are there so far we have had a very positive response um to that uh we have not had teachers who have felt like their class size of 20 or 21 is too many to manage so we've received positive response from that so does the the uh law or what the bill that was passed through AGR did they specify class size requirements at all or class size is one strategy that you could Implement so you can Implement all three or you can choose one strategy

072or two strategies to implement for those classrooms that are using class reiterate those strategies the strategies are one to one or small group we got clarification that it could be small group because we want that social learning in our interventions so it can be the um one to one or small group intervention it can be Universal coaching so the coach who's working on universal instruction or it can be the class size 1 to 18 2 to 30 but in addition to the class size you can't just do class size you have to demonstrate that you have provided professional learning about small group differentiation when you use class size okay any other questions yeah um go back to the uh the one to one um just talk a little bit more about that please just uh

073what's being what the what the ACT says you have to um provide how much when you know that that sort of they don't they don't call that out at at all and the reason why is they want districts to be able to be flexible in supporting schools with the multi-level systems of support so it it may look different in every District um what you're looking at though what you're reporting out is the achievement Gap the closing of the achievement Gap so you're reporting out on the results so your strategy may be one to one or small group um differentiation but what you're reporting out is the results of that strategy so that one to one or small group could be provided by the the single teacher in the classroom if you structure your classroom that

074way and it would satisfy that requirement we asked that question because it was so vague in the beginning an barsh myself Terry a couple Nancy we had a conference call with DPI and um after our conference call they came out with information that the state certification guidelines would supersede whatever the law right now is States so for example in the state of Wisconsin to do a tier 2 intervention outside of the classroom for literacy you have to hold a 316 or a 317 license 316 is a reading teacher 317 is a reading specialist however for math intervention there is not a specific certification in our district we have math um trained interventionist with avmr so that our district Pro process would um supersede that at this point the only piece in math is that the

075interventionist must be certified in the range the student range in which they're providing services to so if your lure is K8 you could provide intervention to students in grades K through A8 but not high school I think that one way to look at it is that um our district really follows again we're very learning driven and we use our data to form who would need a one-on-one um intervention or a small group intervention and our classroom data the data that uh the classroom teachers collect the formative and summative data that they collect on a on an ongoing basis is used then to determine which children are next up for intervention um you make a great point that you know no district has enough interventionist for the interventions that most children need and so to have

076very flexible Universal and a workshop model allows for those multi-level systems of support to be happening right in the Universal classroom on a daily basis but the tier two if we're talking about literacy has to be by a 316 or 317 outside of the classroom the classroom teacher can provide it but outside of the classroom tier 2 you only can provide two groups under the law so anything beyond that you have to have a 316 so in other words if you're the classroom teacher you could teach to small groups and not have a 316 but you couldn't you couldn't provide intervention beyond that and you could only provide Universal correct outside of your Universal like your small group instruction that's built into your University thanks yes Andre you had mentioned you anticipate the approach in

077the Imp implementation of the strategies to vary from District to District District are they going to vary within our district from school to school from school to school and actually grade level to grade level they can vary depending upon right now what your level of support is so and that's all based on your data so for example um it may be at Dan school that they see that um they have more children who need math intervention so they may be using their math interventionist as one of their strategies um we know that all of our Title One schools or and our AGR schools uh have needs in the area of literacy but they all have different amounts of FTE for interventionist so what is what is common amongst all of the nine schools are that

078they all have literacy coaches that have been trained under one framework and that they're really working at the universal level and we're also working on a tier 2 and tier three system that are would known as value added so that we're actually working around the skills uh that children need um additional support in so that they can be successful in the Universal um it's very strategic and I and it's very I'd like like to say it's very Dynamic that we know exactly prescribe what a student would be missing that's the intervention we'd be providing and then to make sure that in our Universal that it's supporting the child going back in there's no no one intervention that's going to be successful unless the child goes back to the classroom and that skill development is being

079supported at the universal that's where they spend the other seven hours of their day that they're not in the 30 minute intervention and so we're working diligently um to develop um selected interventions and targeted interventions so there' be a menu and our interventionists would be trained and teachers trained on those interventions and specifically call out what those interventions actually would be addressing uh so we can be more succin and Diagnostic in meeting our children's needs as well as an assessment system that aligns with those interventions thank you I have a question um and it's about the socioeconomic status so and Andy I you know I know that you know about this too Nancy but this really has to do with c community eligibility and so as we look at C we're looking at direct certification

080and the table that you had provided you know use direct certification as well as a free and reduced lunch rate um but I if to my recollection I know the numbers have changed a bit Sullivan's direct sert is 50% 60% so how my first question is how does c intersect with this sort of count low sces and do if we have a school that ends up with c and it's 60% do we provide these supports for all of the K3 students regardless of the council you still need the free go ahead yeah there there's an alternative application so there's there there will be a form it's one of the questions that we asked DPI um when Nancy and Andy um and Kathy Walker were looking at a community eligibility program um we wanted to know

081how is it going to impact not only AGR but also our Title One funding because we use um free reduced so there is an alternate app that we will be using every year where families will be filling it out it doesn't I don't think it gets fed up to the state like the C information does but we will get both a CP and a free and reduced Lynch count with that alternative app it's my understanding under AGR that it that has to be taken so so AGR cannot rely on the direct certification it has to be the free and reduced lunch numbers correct and and it it actually is to our benefit because fewer children would qualify under direct under directt and they're paid per uh per pupil that I'm going to call it like

082a membership fee or a grant fee the $2,200 um it's per student who is identified free and reduced okay so we would have fewer that does actually bring up what I thought was really kind of a dumb question in my head but maybe not so if you you've got a school that has 86% free and reduced lunch right and so let's just say that's 86% each grade for the say of argument that means 14% of the kids in second grade are not receiving a free reduced price lunch they could still be low income but they're not receiving a free red lunch so does that mean that those 14 students 14% of the students are not included in these supports or it doesn't matter we're just not going to get reimbursed for the 14% correct you're

083only going to be reimbursed for right the 86% and the 14% you're not receiving that Terry in her um study that she did um when she really looked at crunching those numbers free and reduced at about 85% in grades kindergarten through third grade pays for the additional teachers okay so um there were other schools throughout the years um starting this year with AGR no new schools are able to be identified but previously there were other schools that could have been identified because they are were at 50% or higher free in reduced hot lunch however you it's not cost effective at that point okay and then as you're as you're contemplating how this data is going to look um I'm assuming that you're going to show us the same data that you have to show the

084state yes we the the law states that we show you the progress monitoring data and then the end of we don't have we don't feed that up to the state the state wants the school boards to be more engaged um you have been a very engaged school board with our school monitoring report wait so you're actually saying did something right one of the things that we will um not struggle with and we because we talked to DPI ahead of time about this our interventions are not State interventions the St doesn't except for pales and for Badger um we don't get a state low SCS or a a comparison so they said that we could compare all of our schools to each individual school that is involved in AGR they will compare it to the district

085average which actually for us I think is also a really good idea the message is we're looking at what are we doing right here in Green Bay um Steve's program Steve working Miller working with the technology programmers have already been able to write that for all of our um formative and summative assessments that are district uh assessments except for avmr they're working on that right now and so do you envision so you know as we talk about the data uh warehouse and the kind of data that comes to the board I'm just going to give my own two cents here um do you but ask a question really do you envision so kind of a two cents kind of a question okay do you envision providing longitudinal data for us yes absolutely and we are

086in the process of developing that right now begin collecting that um the comparison that and Andre is uh alluding to is often called Pure light comparison data and so that's exactly what we'll be doing we'll also be doing that with our advantage math recovery um data okay so we'll be aike peers comparing and I think you know um just regarding the lure for someone who's going to provide a support outside the classroom there's one lure for reading and you know I heard what you said that we we will have some we are having and will'll have some internal supports and standards for math yes but you know to whatever extent we can make those on par I think behooves us because um our math instruction needs some work so and I can guarantee you that

087they are okay and the professional learning that is going into our math interventionist is equal to or exceeding the literacy professional learning okay great any other questions yes Brenda I didn't mean to cut you off um so I'm confused by your statement that you don't have to report to D IPI only to the board when I look at annually report to DPI so there still are things you clarify that for me because it's confusing So currently what you have to report to the state in the beginning of the school year the schools enter into a contract that contract outlines their objectives so their learning objectives or goals for each grade level in the area of math and the area of reading and addition to that they have to report out how they're going to measure

088th those goals okay so the assessments is fortive and summative not results that was my confusion and then you have to put in your strategies that you used okay so um strategies you're going to use and then at the end of the year strategies you actually used right so there there's flexibility there that depending upon your data you might want to change your strategies throughout the year where it used to be you were locked into that class size and that's there were other things within sage like Community involvement and those kinds of things but as far as at the school level it really was class size okay all right thanks it AGR aligns beautifully with continuous School Improvement and it's moving us out of compliance and really looking at comprehensively with the multi-level systems of

089support how do we ensure that we're meeting the needs of all kids okay other questions all right Ro on than forward the next month yep that concludes my report all right thank you cestine we move next to superintendent's update all right I want to begin by the uh taking a look at the March calendar which is now April um spring break is is right around the corner and I'm seeing seeing some big smiles and I would expect that folks are smiling in a lot of places um we see where next week goes but then we turn the corner into April and we begin with the teaching and learning session on April 4th right here at 5:30 immediately followed by the organizational support work session in the district office building in Room 331 and then uh

090we have a retreat coming up on April 11th right here at the district office building and that's at 4:30 and again same room 3:31 we have a regular board meeting on April 18th at 5:30 and again around 3:31 at the district office building and then on April 20th we have the golden apple awards banquet and if folks I'm sure at the table are well aware but um Southwest High School uh music teacher um Brandon rockstro will be receiving a golden apple this year and and we're very excited for him and and and uh we have many teachers of Distinction who will also be honored that evening so it's always a a wonderful night and I and I hope board members and um can join us um and then that's the calendar I have a couple

091of of success stories to share and I um recently I don't know how long ago it was it wasn't very long ago I had an opportunity to uh visit East High School and see their performance of our town and um two of the actors in the performance are sitting at the table with us tonight and they did an outstanding job and I don't know if Miss Martinez recognized that when she sat down because she she was part of a shout out from the audience as part of her character and I looked over and there she is sitting in the row but she doesn't quite look like she does now she had a little different costume on and and so U McKenna and Lully you did an extraordinary job I thought the whole show was wonderful

092a little distressing as that it was Arthur Miller right yeah as some of his work is a little deep but they did a wonderful wonderful job so kudos to you I wanted to give you that shout out while I'm uh here at the table another another exciting thing that's been going on is today is an important day for two of our principals who took their teams Dan malberg from Keller and principal Marshall moton went to um from Jefferson went to uh Madison to receive their award from Dr Tony iers as Wisconsin Title One School of recognition for feating the odd schools and they'll be joining us um next month but these are schools who are identified as the top 25% of schools considered to be high poverty in the state and have above average student

093achievement in reading and math when compared to other similar siiz schools and gr configurations and poverty level so we congratulate them and look forward to their visit next month and I also learned some very exciting news in the last couple of days from principls principal from West shared that Lisa Merkel one of her teach one of his teachers um Mark fayton shared and uh Diane stelmach shared that Michelle Fleek both are coold teacher Fellowship winners this year so we have two of them and that's a very big deal because we we typically don't always have one much less two so I think we have outstanding teachers in our district and I want to congratulate them as well and I I would like them to come to the board and and be introduced um in the

094future and then finally on Saturday um once again uh the Leonardo da Vinci school had the pie run um I learned talking with Marie kubichek who is a math teacher in our district that actually there was some significance of the day anyway even though it wasn't the exact day like last year with it because of something but if there are math folks out there you probably know what I'm trying to talk about but Maria is such a bright math teacher at Edison school or Edison Middle School but she shared that with it was a highly successful day I think that the parents and community and students and staff um there are approximately I would think Tammy said about 500 people participating and as you well know the proceeds go to Habitat for Humanity and um

095I know that we have a a host a host dedication coming up where our St students have been part of that but um it's really I talked about how the board's vision is to ensure that every child be college career and Community ready and this is a way to get back to the community and these students take it very seriously they have great leadership and it was a highly successful day and the sun was out it was extraordinary so anyway so there's lots of good things these are just some highlights so thank thank you for that and that I think that concludes mine I have no action items so thank you all right next we have a legal update we'll call Melissa to the table to do that good evening this month's report is an

096update to the board on task for work from a committee that looked at revising our Affidavit of residency form a form I'll probably refer to as an A and our M14 and uh Katie for your um information M14 is not an acronym it's the actual name of a form it came out of uh that's the page number in the special education um handbook that was the page number and that's how the form was named the purpose of the form is for an authorization to exchange pupil record information so that's really the purpose of the form but the form goes by the name in M14 thank Al the forms are really uh intertwined I think the purpose of the forms is to enable parents and legal Guardians to be able to facilitate the sharing of pupil

097information as well as to accommodate our students who live in alternative settings um to afford those individuals they live with the opportunity to participate in the students education both by communicating with teachers but also to establish where the student would go to school there really is um minimal guidance on what establishes residency for students I pointed out to a very old uh Wisconsin Supreme Court case in my memo to you which has been become to be known as the the decision and the the rule which says a student establishes residency if they don't live with his or her parent with any other individual so long as they're not living with that individual for the sole purpose of attending school in that school district and that's pretty much it and school districts are are left with

098trying to figure out whether a student is in fact living in a school district for the sole reason of attending school in that district and this only applies to students whose parents live in another District this rule doesn't set the rules for us when we're looking at how do we set attendance area schools for students who live in our district whose parents live in our district and the students may want to attend another school in our district and live with somebody else already in the district so the the law is really um provides some guidance minimal guidance to us when students um want to come and live with somebody in our district and their parents live somewhere where else but with respect to our own students we are so long as we're constitutional and not

099arbitrary and capricious and um violating any other law we can set those rules ourself so as the task force sat down we looked at some of the concerns that have evolved with the use of the a form as my Momo indicates to you I wasn't here at the time the a form came into being but Legend has it that the a form was developed to accommodate our students who were um children of Packer players who were in The care of nannies and how would those individuals they were left in in their care make education decisions or be able to have student information and over time that form really didn't change but the purpose of the form did and many of our students live in alternative educational um or alternative home settings and how would we

100facilitate allowing those individuals students who are living with to be able to establish their residency as well as have access to information so the the form didn't change and that created some ambiguities with what um role the individual the the student was living with what responsibility they had what responsibility the parents still kept and then what decisions could be made for that student when they were living with somebody other than the parent and the guardian and so that created um very inconsistent practices in the district as well as it left open room for interpretation among our um families as far as when would that aor form be be appropriate and unfortunately we've had the the form be used inappropriately we've had students who couldn't get into the School of Choice through in District transfer and

101then um use the a form to say that they were living with their daycare provider or they were living with a family friend on the other side of town so that they could then attend the school that they wish to attend if you speak with the registers um at the high schools or with many of our building principles there is developing an increased pattern of students switching schools frequently during the course of the year so for example home life may not be the best for a student and they decide to go live with uh a family friend they then switch high schools that uh relationship may not stay intact and they go live with another friend and so this creates a revolving door of some of our students throughout the course of the school year

102when we know in fact that if you stay in a school it develops consistency and that's really the best for student uh achievement so when the task force looked at this we came forward with some recommendations because the the rule allows a student to establish residency for purposes of not just attending school in the school district we're we're a little limited as to what rules we can apply what we wanted to establish was uh transparency for those who are allowing their student to live with somebody else here in the district as well as for the individual who is assuming responsibility so we've um created a system whereby the individual who is accepting responsibility knows clearly what um role they're taking over as well as what their responsibility is going to be as well as what

103the parent is delegating and also what the parent is retaining and what the lines of communication will be with respect to our students who um live here in the district and who want to go live with somebody else in the district so long as their parent is able to continue to care for them their parents address will remain their attendance area of school so if a student wants to live with somebody on the west side of town and lives on the east side of town that's fine they can do that but the students attendance area school will remain the East Side school if the parent is unable to care for the student for the four limited reasons that I noted in the memo to you then the educational guardianship will apply in in looking at

104different systems we did a lot of research across the state as to how other large school districts are tackling this issue um Madison School District instituted a a somewhat similar uh program they saw that their a requests were reduced by 90% over the course of one school year because in their opinion they had the aor is being used for inappropriate purposes any questions on on this system before we move on to the revisions to the authorizations for pupil information we're we are um have a pretty robust uh roll out plan we will um be introducing this to the principles tomorrow I'll be introducing this to the social workers in April we're going to do a soft roll out with Central registration for the rest of the school year after spring break so that we can

105work out any um discrepancies in the system or any Ambi ambiguities and then in August we'll be doing a two-hour training with our clericals so that they are fully up to speed with the new system and then as you can see we provided um a few of the forms that would be put on online so that our families would also have this information and would know how to be directed to various um resources as well as the forms okay so then moving on to the revisions to our authorizations to share um information we have been working very hard in the district to make sure that we have the right consents in place so that we can share information with non-family members but people who function very much like family members unfortunately as I've talked to

106you about this before furpa the um federal law as well as the Wisconsin law are not similar and while furpa allows for stepparents to be considered parents under the Wisconsin law step parents are not considered parents and therefore we must have authorizations in place in order to share student information oh student go ahead Celine uh so you have to have authorization so I'm imagining a situation where the parents the biological parents are divorced correct they're each remarried so then those biological parents would have to give permission for those stepparents to get only one parent needs to Pro provide U permission one parent so the okay they would could each provide permission to their respective spouses to receive their new spouses to receive the pupil information and what if what if the biological mother did not

107want the stepmother to receive information we would need a court order in order to um prohibit the father's rights from delegating the ability for a stepmother to receive the pupil record information okay thank you so under that scenario um we've we've used the M14 form um because that was the form that the only form we've had and that form is valid for one year it's very cumbersome for parents to fill out it includes a lot of information because the purpose of the form was really for an IEP process for the facilitation of an IEP process it's most the the form was developed to really share information between the school district and agencies and it's um we would get the forms back incomplete not have the information that we have to have in order to have

108a valid disclosure so the committee um is proposing that a simplified form be used for sharing of information to those family members to those stepparents grandparents and that we would use a revised uh M14 form what we're calling um permission authorization to share information with agencies that would be will be much easier for families to fill out and much more transparent for our families and those forms that we would uh use for parents stepparents um grandparents will be valid until they're revoked so we no longer have to have those forms executed annually which we hope will facilitate our family's ability to receive information any questions are you gonna ask a question Celestine you look like you're yeah coming up chrisy have something no go ahead yeah Chris go ahead well thank you for helping uh

109trying to clear it up it's still problematic when you start getting into some of these situation I I just want to make sure that our folks know that whatever the complications are in trying to get signatures the kid doesn't get lost in that shuffle and we do provide an education uh for them uh I know uh previous experience it's hard to chase people down sometimes and get get what you need um I mean you know you have situations um quite frankly somebody says I'm I'm the uncle well you just take their word for you don't really know so you know and you hope they have the best interest of the child at heart and of course you work with it thank you I have a question so um Community Partners so the type of authorization

110that the parent or Guardian would give author authorizing release of pupil records to agencies Community partner partners and non-family individuals um so is that to walk me through that so let's say the community partner is the YW the YMCA correct um so walk me through what that would look like why um the YMCA is a very good example uh the YMCA is one of our Community Partners for our 21 cclc program 21st century Community Learning Center I hope I got that correct um and we sh um in order to facilitate because they are um they are a community partner in order to facilitate those individuals working with our students after school we like to share pupil record information so that the community partner can work on the things that the student needs assistance with in

111the classroom and as um enrollment in those programs occurs the parents sign a um authorization to disclose people record information so we can disclose that information and that's an annual that is annual correct and how does a parent revoke that so let's say that the child is no longer going to the YMCA program right now they um there is no form uh to revoke and the the authorization form itself indicates that it needs to be revoked in writing as part of this process we've developed a very nice form where parents just need to check boxes and provide a few pieces of information so that we can revoke that those permissions okay thank you Andrew um so what I'm left concerned about and I I appreciate our um we had a conversation earlier today about some

112points that were so hyper technical I thought I would get them out of the way without boring the the rest of you with them um they were really hyper technical but um here's here's what I'm still struggling with is you have um we're trying to prevent abuses of having people just do an Affidavit of residency when and changing willy-nilly so I get that but what what about this the situation where there is a perfectly legitimate reason that's greatly beneficial to the student nothing's being abused all adults are in agreement that this is this is better for the kid can I just ask clarify question are you talking inter District so parent lives in The District Parent lives in the district thank so um yeah everyone everyone's in agreement that the kid living in the East

113for whatever reason living on the east side is better than living where either the the parents live and according to this policy we would be taking that away except if it was one of the four reasons and let's just say the attendance area was closed I don't know how I feel about us being the ones to I guess make that judgement call over something that's every that all the adults in the kids' life have agreed was better safer whatever and the the bottom line is taking the School attendance away May topple a carefully done Arrangement there so how how would we how would we proceed there in that situation that that's a great question and I do believe we have an alternative to that um you indicated that in under your scenario the school closed

114for interdistrict transfer but there is in the revised um rule that you've already adopted there is a provision in the revised rule for a district placement and that District placement considers a number of factors and under your scenario I think this would probably be a candidate for a district placement under that under that scenario okay and what's what's a district placement in the interdistrict transfer policy when interdistrict transfers are closed and when that window is no longer open or if the school has a wait list there is an opportunity for uh an appeal to go to the executive director and the executive director can consider various factors in making a placement of a student in a uh School other than other than the student's attendance area school okay is that new yes that came to

115the board coup couple mon AG so it would be so we would it would first have the opportunity to be tested did after the in District transfer period yes yep so we'll go hand in hand with the revisions the the full roll out of this will be for 1617 so that we'll go hand inand with these revisions we want to make sure we're meeting the needs of our students and I think this provides um flexibility with with those changes as well as with the um changes here in the in this procedure as long as as long as people are aware of their rights and the the procedures you know and I it I feel certainly better with that explanation but the the idea that you know almost right almost every school form has or School

116decision that has you know consequences has some kind of right to appeal to DPI Circuit Court whatever you know deep within the the fine print and my concern is that I don't want to see someone in a special situation look at the new four categories and just vacate their carefully worked out arrangement for that reason even though the executive director would have sided with them right because I think in I think you have you can have perfectly capable adults when a lot of things are going on in life and family situations there's there's only so much time you have to investigate every every angle and every appeal process so I'm not my concerns aren't alleviated yet but I I feel better about it if I could offer Andrew a situation like that I I can't

117imagine the family not sharing those or the student and the family not sharing what those conditions might be with teacher social worker counselor or Administration and the pupil services staff are phenomenal about about getting into that and advocating for the kids and uh it's a good question those things do occur I know they occur I've had experience with that and uh my experience has been that usually it's one of those folks I mentioned before people service or the teacher themselves who will Advocate and and bring that information forward so you're saying it's very likely that if if someone heard oh I have to go back to wherever next year there be some kind of conversation oh how come well you know this new form came out and we and that would raise a flag and

118there would be some conversations just to be clear we're not re anyone who is currently attending a school under an a we are not going back and revoking that this is only going forward so kids who are sitting in a not their school that is not their parents attendance area school they're going to stay we're not making any changes this is only perspective okay so they're grandfathered yes all the way through with that address so long as they stay at that address if they break their attendance at that address they wouldn't sure y but their track so if they're in an elementary their track is so long as they stay at that school okay or I'm sorry at that address however the flip side of this is the conversation about hey I'm going to blank

119next year might never occur if right if someone's reading the this these new rules and it just never even becomes a point of discussion we've looked at the rules okay we can't send them to Grandma's house because they wouldn't be able to qualify and that's it so I I I agree with Ed we've had many many cases like this where people services staff is intimately involved the principal is involved teachers are involved and and we've been able to work through those and I don't see this new process preventing that okay all right thank you thank you next we have our inter of student council report and I will turn that over to louy from East High School good evening can and I will be sharing good news that we've been talking about um we just

120had our um meeting last Sunday no April 6th and or March 6th and it went well um so overall um sports are starting at the different schools for spring so spring break is next week and we are excited as you mentioned um the CP Talon we attended that as well as we Nintendo were there and it went well um it was something that icsc always looks forward to every year so um upsetting that I won't be next year but hopefully I can volunteer um for uh good news at prebble um de they well throughout the high school's um Deca they went to um Deca State um and for West we the musical little woman is starting a few weeks so that's exciting and the band trip to New York City is soon as well um

121we have a tennis player on ICC from West who's excited about um boys tennis starting for Southwest um Mr tile Town um happened earlier this month and one of our icsc members Z took third place um and a lot of people qualified for state for soul Ensemble and for East uh we had a East representative at title ten as well he took fourth place um the play happened uh our to so me and McKenna were in it and it was a lot of fun um soccer is starting as well which was exciting as I said spring sports are starting and um for John de Academy of Learning McKenna will elaborate on that uh yeah we had um groups that presented for the village of Bel the proposed um projects for their civic seminar um and

122those went very well um we had a schoolwide class field trip to see the movie race and we learned kind of um background information into that time period and the struggles that um Des went through um we are currently working with the wildlife sanctuary in the homeless shelter to put together the garlic mustard pole that we've been doing every year um we really look forward to that um I'm not exactly sure when that'll be but I will get a f on that um and on Friday we had a sort of Easter potluck lunch with um the students and their families to get ready for e um so that's what's going on with the schools um so spring is happening and a lot of things are happening we're kind of um trying to figure out what's

123been going on the schools but since winter is over there's kind of that Gap where it's like we're starting fresh again and so we're excited um we're excited to meet the with the board soon um everything's going good for ICC thank you any questions when is the next meeting it is it's in May oh it's in May yeah okay oh the end of close to graduation wow that's late go ahead oh um our next event night at John Dey is April 7th I believe oh it is yes April 7th yeah we're doing them a little different this year it used to be um first semester and the second semester and now we had one um like a first part of the school year and then we're having one now April and then the seniors have

124their own event night okay 25th of May that concludes my report yeah we have a it's later so we don't bump up against all the AP tests oh yeah cuz we had to change it last year at the last last year we decided to move away from AP so that everybody could come because somebody said April 7th that's uh superintendent so that will be with the current it's current Uh current board and the new board May 25th of the icsc that's John John John de event night thank you thank you L all right thank you Lou and M so but we still we still get all four yeah meetings it just later we just two weeks move it later confest so sure um okie dokie all right then uh next we have our legislative leison

125report I'll turn that over to Mike thanks Brenda um the first item is update on State educ ation legislation um had a conversation just a couple hours ago with Dan Ross Miller and for the Public's Enlightenment he is the chief lobbyist for the Wisconsin Association of school boards um the the assembly is done for the year they've adjourned for the rest of the year the Senate has their final session tomorrow and as as of now that is the only day that they're scheduled they conceivably could come up with another day but Dan doesn't think so um and actually there is there's a mix of good news and bad news and what happened with legislation um the assembly uh failed to act on on three bills that we were very concerned about uh then thus the

126Senate won't even take them up so they're dead for the years and that is the guns on school grounds that's dead uh the bill on referendum restrictions which is dead and the transgender bathroom bill which is debt so that three very positive things yes um and also and it looks like positive that they were that they're dead it's positive that they're dead they the assembly did not pass them and because the assembly is done for the year the Senate won't bother to take them up because both houses would have to Concur and the assembly is not coming back did they vote on all those or did some of them die before they they died no I don't think any of them came up for a vote they all died before they got to the assembly

127and and I do um give um WP and the school administrators Alliance lobbied very heavily on those bills and I think a lot of legislators were concerned and actually on the referendum Bill there were a couple of republic an who signed on as co-authors and after hearing concerns they took their names off the bill so what about what about the crime reports I'm getting there he said good news bad news no actually actually it appears appears that the crime reporting bill is also dead the it passed the assembly but the uh Luther Olsen who was chair of the Senate education committee refused to hold hearing on the bill good so unless something happens on the floor of the Senate usually um one of the houses will not take up a bill that has not gone

128through committee so that is not so it looks like the crime reporting bill um is dead also there um the Senate will has and Dan ran through the calendar for me on the Senate we picked out the ones that affect K12 education because I looked at their calendar and it's like 15 pages long I know um some of them are resolutions honoring Justice Kia and other resolutions like there's typical resolutions uh the Senate will probably take up uh because the assembly passed it uh testing opt out bill which has some very extensive parental notifications on it uh and I think we've talked about that in the past so so um that is one thing to keep on it um they will also be taking up and this is kind of where we get into the

129bad news they will be taking up the um the special needs uh bill that was an amendment was added by Speaker Voss which would uh restrict um the uh the the revenue controls reduce the revenue controls um uh that school districts have for students that take vouchers that would take Revenue cap Authority away from public school districts um and I think we talked and and we had sent a bill to the legislates I think a month ago on that bill that would uh take Revenue cap Authority away um initially the the initial resolution the initial bill um would have costed Green Bay in the 16 17 school year almost a million dollars it was revised but if this bill um passes as it is now written as it was passed by the assembly we will

130receive $315,000 Less in 16117 in Revenue limit Authority and initially the Senate was refusing to take up this bill but there was some horse trading done on legislation that the assembly passed some of the bills that the Senate wanted so the assembly did that and I think this is the Senate's part of the horse tree that they'll pass this bill at least they'll take it up so that's um that will cost us $315,000 um the uh this is kind of related the uh if you're familiar with the w AA bill um it was a John nigrin bill that would make uh the WIA oh um subject to the open meetings and open records law um that bill is not on the coun so that probably will not be taken up um and finally there is

131one bill AB 722 that passed the assembly uh it's on the Senate calendar that will require school districts whose schools have individual school websites to within 30 days after the report cards are issued by the Department of Public Instruction they will have to report post the report card for their school on their website District website or individual on the school website we already have our on yeah I mean I I I think it's it's very interesting let's put it that way so Michelle any comment on any of that I know you're familiar with all of those you know I think that um on a number of those issues we certainly extended our voice and sent letters um on behalf of the students and families in the District um it's been a an interesting um winter

132at the legislature I know that um we had legislators uh we had three legislators join us at the parent advisory just recently we had uh representative grik and representative Joel kitens from up by Sturgeon Bay and who also was a former board president in Sturgeon Bay as well as a a large animal veterinarian as his career path um um and then we also had Senator Dave Hansen um speak to us and it was was very interesting um to hear what was moving and what wasn't and and the efforts being made on behalf of public education this last assembly um session on both sides of the aisle I would say that that um you know it's it's interesting to to listen to their conversations because um I think people are lining up in different different ways

133and and looking for opportunity um to to create bipartisan approaches you know um recently they uh both representative um genrich and Senator Kohl's and and Senator Hansen you know were part of sponsorship on a mental health bill that um will afford more mental health support through Bell and and some of those pieces so I think I my take away um is that that anytime we can find Opportunities to support our work and support our mission um we do have a number of legislators who are interested in that as well um so we're having those conversations too you know I think sometimes we wait to see what happens and I think we we have an opportunity I guess to offer things that we think will be helpful because you know we and change that how things

134work um so that we can help them help us so that's kind of a different approach that we've been talking about and thinking about yeah and we did send letters on the guns on school grounds the uh the crime reporting uh the voucher thing so I think um being involved does help and I think not only us but school board members and superintendents around the state I and I think legislators heard from a lot of people and from parents and different other groups legal Women Voters been Statewide has been very active on a lot of these same issues so um as as a defeat of some of this damaging legislation shows it it does pay to get involved and speak out rather just saying oh my gosh throwing up your hands and not doing so

135I think it does help I do too um and on the second item the private school voucher funding Lori would you call up the letter that's on there um I attached this on here this was in the most recent school news magazine and uh written by Dan roseller and uh I suggested that Michelle share that with some of her staff as well because I think this is the best written explanation that I have seen on where private school funding is right now uh public school funding of private school vouchers is right now and I'm just going to read a couple of paragraphs just just for the for the for the Public's understanding of this issue and then make one final comment um says because lawmakers are not obligated to raise state aid to public schools

136and chose not to do so in 201516 they have shielded the state from having to pay the cost of voucher expansion instead they have effectively shifted the cost of voucher expansion to school boards who now must decide whether to Levy additional property taxes to replace CA transfer to voucher schools school boards that chose to raise taxes will bear the burden of those decisions this enables lawmakers to avoid responsibility or shift the blame onto School boards this also means that property taxes not equalized Aid will likely Supply a larger share of school funding as Statewide vouchers expand there are only three ways to fund voucher expansion one have the state fully funded two funded from property taxes or three funded by taking state aid away from public schools having rejected option one lawmakers are using a

137combination of options two and three the latest debate suggests lawmakers are willing to substantially limit school board's ability to recoup lost aid transferred to voucher schools it is clear that the end goal for pro voucher activists is a Statewide program with no enrollment caps no income restrictions and voucher payment amounts at the same level as the Public School per pupil Revenue limit far less clear is the state's ability to fund two separate school systems one public one private given that the state has struggled to provide necessary resources to public schools and then one final uh set of Statistics the change in the Statewide average school Revenue limit per pupil for public school students from 2010 2011 to 201516 is a decrease per student of $4 the change in the voucher payment amount for a pupil

138in high school from 2010 2011 to 201516 for vouchers for public school money going to voucher kids is an increase per student of $1,000 $418 so we get a minus $4 they get an increase of $1,418 in the last five years last five budgets so unless anyone has any comments that concludes my report on top of the services we already provide for them yes right right yeah none of those have been Transportation special education e so that concludes report thank you thank you Mike next we have District events is there anything anyone wants to let us know about no I'm looking over see if they're waving or anything I see no waving all right um so then we will move to system reports first is teaching and learning facilitated by Katie Maloney thank you Brenda

139we had robust discussion last week we were updated on the elementary and secondary scheduling work teams efforts it was very interesting and the next step where we're going to increase uh stakeholder participation in the process and then we also had an update on the district wellness policy and plans to revise and expand it again with additional input from various stakeholders and we have three action items the first being I move that the Head Start self assessment report as presented be second Sandy Le hi Wagner hi Becker I Maloney I Jeff I waren I dorf I carried 70 I move that the Elementary art content essential documents as presented be approved second s Becker hi Jeff hi Malone hi dor hi Wagner hi Warren hi Lea hi carried 70 and I move that the elementary General

140music content essential documents as presented be approved second s Warren hi Becker hi Lea hi Jeff hi Maloney I wner hi dor hi carried 70 and that concludes our report all right thank you Katie next we'll move to organizational support that'll be facilitated by Chris Wagner uh thank you uh we have approximately eight um recommendations uh all but one I believe were discussed last week and the first one uh that I believe was not discussed and recommendation is that the change of a private school attendant area as presented be approved second and can we have uh somebody maybe describe that a little bit talk about good evening good evening are there any questions I can explain it for the public what what this oh correct um re redrawing of boundaries is two private schools are

141are merging their area under statute 121.5 when we're required to address this issue and then as well section 12154 I believe is what identifies when they have to request it so they're within their April 1 guideline of that looking forward to next year um and we're addressing that under the state uh State Statute uh their prio schol we're talking about the great system here uh do you do you uh would you know off hand what our taxpayers and our through our district pay for private school propio school transportation I I would only be guessing at that information I know that find out later I appreciate I would I would be $800,000 it was I think that's the number that we've thrown out the past us in the past Alan used to say I haven't been

142able to verify it I apologize but I will see if I can't find that out okay okay and one of you did ask question needs to know that that goes on top of what Mr B's report uh about how we already in many ways subsidize uh proo private systems and now they want to take even more from our uh our children do you see this in my head I'm not seeing this increase our transportation costs because we're shifting some to Resurrection some to St Matt's or will it increase yeah it's a good question Celestine actually asked that uh a couple days ago I don't think You' increase it because some of the kids in res are going to that would maybe walk there and they go to St Matts they're going to to be bus

143to St mat but then you'll have people that go to Resurrection that live behind yeah we we haven't routed it out at this time what I'd hope is that we're able to gain some already existing routes and be able to transport the students without much in the way of additional Miles because that costs money and then as well um as Celeste asked is there going to be any implications financially to which uh Jeremy wenberg indicated worst case scenario we might might have to add a route at approximately $36,000 is it possible yes is it probable I hope not we would stay in touch if that was the case okay okay but but there's we're required we're required to do this right so so it would be another potentially a new bus is going to be

144another $36,000 if we need one that's correct and that's a mandate correct yeah but just just because the FED say we have to do doesn't mean we we can't talk about it no no no not at all just I'm just saying that more than the state is annoying us right right yeah and then will they be um for the public there will be one system then is that one school with two campuses correct yep yeah they're going to be doing a uh Early Childhood through fourth grade campus and then a fifth through e8th campus any other questions that I can answer for you thanks Andy okay thanks guys thank you any other questions take the vote Sandy wner hi Maloney I waren hi dor hi Jeff I Lea no beer I car 61 okay now

145under the human resources area I believe all these were discussed last week first recommendation is that the revision to the employee handbook relating to vacation has presented to be approved second again just to review this uh change would change allow our employees to use their vacation if they had it um accured or awarded um after 3 months of employment um rather than the six as well as it would also apply to our trans employees of transfer into a unit where there is vcation Sandy Lea hi hi hi Warren hi Maloney I Jeff hi waiter I carried 70 next recommendation is that the 2016-17 health insurance rates for the $250 deductible plan uh $1,500 High deductible health plan with health reimbursement account and the minimum essential plan for active employees as presented be approved second the

146recommendation again as we discussed um last week is to hold the insurance rates flat both on health and dental which you'll be um reviewing and uh the reason for this is that we do have a uh fund balance in our health plan we have had good utilization and uh good um claims not not excessive claims and also we anticipate some savings with the pharmacy change that was made last month Sandy Jeff hi Maloney hi waren hi Lea Hi D AB wner ier I carried six one or six and one exstension next recommendation is of the uh 2016-17 health insurance rates for the $25 deductible plan $500 deductible plan $1,500 High deductible health plan with a health reimbursement account the minimum essential plan and the prescription plan for retirees as presented be approved second s beer

147hi hi Wagner Hi D Warren hi Mone hi Jeff I carried six with one exstension uh the next recommendation is that the 2016 17 dental insurance rates for active employees as presented be approved second Sandy Becker hi Jeff hi M Hi D AB Wagner I waren I Lea I carried six with one exension next recommendation is that the 2016 D 17 dental insurance rates for retirees as presented be approved second Sandy Warren hi Becker hi Lea hi Jeffy hi Malone hi Wagner hi AB carried six with one exstension next recommendation is that the rollover dollars for the $1,500 High deduc B health plan with health reimbursement account uh for the 201617 plan year remain the same as the 2015-16 plan year 1,000 for single medical and 2,000 for Family Medical uh be approved second Sandy

148W here hi Maloney hi waren hi dor Jeff hi hi beer hi car six one exstension and the next recommendation is that the retail walk into Clinic benefit be added to the health insurance plan effective July 1 2016 as presented be approved second Sandy hi dorf stain beer hi Warren hi Maloney hi Jeff ler I carried six with one exstension and the next is that the consent items as presented be approved second I have I have two questions um Mr Marsh while you're sitting there I know notic under uh certified uh resignations there's a high number of of Spanish bilingual uh and it wasn't all from one school um any sense of what's going on there yes I do um we have we hire people who have a um permit they don't have the full

149license and what we have to do is if they have um a license where they are not fully certified or it's not emergeny license it's a [Music] conditional move those apart a little bit does it they have to resign and because they cannot get um a regular license and so if so they rather than be non-renewed we have we ask that they resign which they do and then as long as they're progressing in school and in their program if we still have a need to hire people um we try to get people who are fully licensed and if we cannot then we are able to sometime after July we are able to consider these people but we also have to show evidence to the DPI that we're actively trying to recruit people with the regul

150license so we have to show them our our um you know our the fact that we've considered people who've applied that we're doing reach out um before we bring these people back that's why would that include some of the special ed folks that are on there as well that that is true their permits rather than a emergency license or a regular license yes uh technical question if with their status right now having resigned from our school district uh could they go apply to another school district and can get hired without showing progress towards certification within the state they would have to be enrolled in a program and and they are and um to the best of our knowledge they're successfully moving forward in their programs but they could apply to another District who also has

151difficulty hiring bilingual people and they they could be hired uh last question for me is when uh how long do we have to to uh pursue trying to find somebody fully certified before we could rehire the law doesn't have a specific date but we usually consider after July 1st the timeline that we follow so that we're showing a reasonable amount of time to try and then we'll progress with that July 1st yes okay oh I have one other consent question go ahead okay under gifs uh uh Andrew maybe somebody over there knows uh cheese boox cheese boox cheesebox in terms of uh donations I'm thinking Saturday night VI skit here looking for the Pepsi at the end so what what was that about we are in Wisconsin so let's get oh there's a one must

152there was quite we're a lot of cheese bugs um shriber foods does in employee um I guess promotion at Christmas time where employees can buy something and then the proceeds or the extra money for that particular product then gets donated to a organization that they select this year they selected the Green Bay School District so those employees who bought those cheese boxes the um oh boxes of cheese yes they bought boxes of cheese and then the extra proceeds were donated to the Green Bay School District so did we get the money or the cheese we get the moneyy they got the cheese they get the cheese it's a win-win it is a win-win good yes so we thank sh oh yeah all right thanks mosa anything else Sandy hi hi hi hi hi hi car

1537 Z do have a closed session I will read that motion special board meeting Clos session has been scheduled for Monday March 14th immedately following the adjournment of the regular board meeting pursuing to Wisconsin statute 19851 C considering employment promotional compensation of performance valuation data of any Public Employee over which the governmental body has jurisdiction or exercises responsibility and pursuant to Wisconsin statute 1928 51f considering Financial medical social or personal histories or disciplinary data of specific persons preliminary consideration of specific Personnel problems or the investigation of charges against specific persons except for paragraph the 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 and pursuing

154to Wisconsin statute 19.8 51e deliberating or negotiating the purchasing of public properties the investing of public funds or conducting other specified public business whenever competitive bargaining or bargaining reasons require a cold session more specifically to with potential contracts the meeting will begin in Open Session to consider the appropriate motion for po post session so provided by law second hi hi hi hi hi here at 70 we will convene Michelle's new office across the [Music] hall [Music] what's your [Music] tomorrow [Music] he