Board of Education Regular Meeting 3/27/2017

001[Music] [Laughter] [Music] oh [Music] w [Music] a [Music] oh [Laughter] [Music] [Laughter] [Music] [Applause] [Music] oh e [Music] well good evening everyone uh welcome to the Board of Education meeting this is the regular Board of Education meeting for Monday March 27th 2017 and uh would would like to get started we are already a few minutes late so uh we like to get moving here so we'll jump right to it get right on to the agenda and the first item on the agenda tonight will be simply to call a meeting to order and to recite the vision statement and the vision statement is every school will be a thriving school that prepares every student to graduate from high school college career and Community what ready so again welcome and we'll get moving here and move right

002through we have quite a bit of business to uh take care of tonight so next item on the agenda we would like to recognize a few people here and um so we have some recognitions to do the first one the Board of Education would like to recognize El Anderson a seventh grade student at Wright Middle School one of the 53 State winners of the Doodle for Google competition so please join us on the stage so you can join us on the stage so let me just say a few words here um again Alisa is a seventh grade student at Wright is one of the 53 State winners of the doodle forood competition now the theme of this year's competition was what I see for the future and Al's doodle new life for the extinct depict

003the return of extinct animals she spent about 30 hours creating her doodle which was selected from thousands of entries received this year students and staff at wri help Alicea celebrate during a surprise assembly on February 23rd congratulations again for being chosen as a winner in the G competition [Music] [Applause] okay [Laughter] so once again I think we owe her a hand of [Music] Applause another demonstration of the great students we have here in MSD okay well uh we also like to recognize a couple of our own tonight um we would like to recognize two of our own and that they are Michael flues and Ed Hughes who have served on the board of education with invaluable Insight genuine compassion and unwavering commitment to our students there have been tireless advocates for our students and families

004tonight we thank them for their many years years of dedicated [Applause] service you know we always uh say a few words but words can't really uh express our appreciation uh for the dedication you all have served over the years and uh we do really appreciate it and uh there's some big shoes to feel and we don't look to fill them we just look to replace and so uh we really appreciate uh you guys service so i' like to continue here with the reading of a couple of resolutions uh before I read the resolution on behalf of the board uh I would like to just thank Ed personally and not only for his board service but it was about six years ago that I received an email completely out of the blue from someone I had

005just cross paths with a few times and it was from Ed Hughes and he knew of my work in the in the schools at East High and others with the avat Toops program and reached out to me and asked if I would be interested in running for the school board and I pretty much hit reply and was typing no and then I stopped and I thought you know what at least give it a shot and uh and I went and talked with Ed and not only has he served on the school board but he is always looking on how we can make the district and serve our students and our families better and better so I wouldn't be here uh tonight and wouldn't have served the last almost six years if Ed hadn't uh sent

006that email and reached out so thank you Ed whereas Ed Hughes was elected to the the Board of Education in April 2008 served as president for the 20134 school year served as chair of the operations workg group for the last three years and served with distinction for all nine years and whereas Ed Hughes has been a valuable member to mmsd over nine years and a strategic advocate for public education in Madison and whereas Ed Hughes served as the board's Representatives on the schools of Hope leadership committee the foundation for Madison's Public Schools the city education committee served as the legislative Co liaison and as the board liaison to every school in the district over his tenure and whereas during his service on the board Ed Hugh's deep knowledge of Budget Finance and the state budget

007process has helped Madison schools immensely and whereas he spearheaded the recent referendum to exceed revenue limits as well as the agreement the district made with the city of Madison on tid 25 and whereas Ed Hughes leader ship has been instrumental in our District's AC academic progress and whereas Ed Hughes has earned the respect of the super attendent staff families and board colleagues with whom he has served now therefore be it resolved that the Madison Metropolitan School District Board of Education recognizes and thanks Ed Hughes for his years of excellent and dedicated service be it further resolve the statement be permanently imprinted in the Board of Education min for the meeting of Monday March 27th stand it we and our next honor tonight is Michael Flores and I'd like to read Michael's resolution whereas Michael flues

008was elected to the Board of Education in 2014 served on both the operations and instru instruction work groups and served with distinction for all three years and whereas Michael flues has been a tenacious advocate for all students and families and whereas Michael flurry served as the board's representative on MC's advisory committee and as the student Senate co- representative and whereas during his service on the board Michael flurry has been steadfast in his advocacy for dual language immersion student Athletics and out of school time opportunities for kids and whereas Michael Flores has provided great insight into bilingual education Athletics and Recreation and with his support we developed and approved a new plan for English language Learners as well as developed a set of recommendations and actions to improve Athletics and whereas Michael flurry's leadership has been

009influential in our vision to provide opportunities for all and whereas Michael flurries has earned the respect of the superintendent staff families and board colleagues with whom he has served now therefore be it resolved that the Madison Metropolitan School District Board of Education recognizes and thanks Michael flues for his years of excellent and dedicated service be it further resolved this statement be permanently imprinted in the Board of Education minutes for the meeting of Monday March 27th 2017 [Music] thank you thank Youk you well we're going to miss you guys all right okay all right we'll uh try to uh continue here uh again uh words can't explain the uh appreciation we've uh we have here for the years of service uh so we'll try to move on here uh next item on the agenda approval of

010minutes uh motion I'm I move that the Board of Education okay oh I see yeah okay all right so we'll continue to move on uh next item on the agenda appears to be board's president announcements and reports so did we miss public appearances public appearances I tell you I guess I'm shaking up up here a little bit all right okay uh we do have some speakers tonight and uh all our speakers know the ground rules but if you don't remember them you have 3 minutes please try tohere to your 3 minutes I'll call up a speak speaker and I'll call the second one and please uh make way down to the uh Podium there and be ready to speak at the conclusion of the first speaker so you have three minutes and first Speaker tonight

011is Beth I iser followed by Gary Peterson Beth followed by Gary Peterson good evening my name is Beth Esser and I a parent in the district I've been thinking a lot about immigration issues in our country since the presidential election debates around immigration are not new but for me what is new is my son's enrollment at new eundo community school this school is filled with a wonderfully diverse staff um diverse mix of students and staff from many different countries when miles started my husband and I were excited for the opportunity for him to learn a new language but what we didn't realize was the richness of cultural experiences miles would also gain at NR Mundo NR Mundo and mmsd benefit greatly from staff who can provide native language instruction to its diverse student body the

012recent dual language immersion Summit emphasized this point as the high school students panel revealed that one of the needs at the DLI level in in the high school is to have more native Spanish language instructors students emphasized how much they had gained from having native language teachers in elementary school both for the language and learning about the culture I am here tonight to encourage the board and mmsd to take the steps necessary to offer immigrant staff who have work visas and have a desire to become citizens the employee sponsorship to do so fewer and fewer employers offer a path to citizenship for employees who have work visas from what I have learned it appears that mmsd does not have a policy against this but does not routinely do it our student body reflects a diverse

013Multicultural world that we take great pride in the benefits immigrant staff bring to our schools are numerous and offering a path to citizenship is what a fair and just employer should do this will also provide stability in our schools and for our staff I want to draw attention to a particular group of immigrants those we refer to as dreamers and have deferred action for childhood arrival status or DACA permits as of now DACA does not offer a a pathway to citizenship it allows people to live like citizens by contributing to this country in many different aspects but after two years they need to reapply and still do not have a path to citizenship given that many DACA recipients have lived their whole lives here and already are citizens in every sense of the word I

014feel very strongly that mmsd should do all that it can to offer any staff with DACA work permits to transfer their status so they can begin a path to citizenship the day after the election parents came into new Easter Mundo and wrote signs up and hung them all over school the signs read at new eundo all our safe all are welcome all are loved I would now add one more all are valued and I do believe these principles apply throughout mmsd and I appreciate what Ms mmsd has done to support our immigrant families and I think this would be one more step to to support our immigrant staff thank you thank you next speaker Gary Peterson followed by hung train good afternoon I provided a handout somewhere I don't know if you've been passed out

015but they're up there in front somewhere uh my name is Gary Peterson I am a consultant but I am here on my own I'm not representing anyone and I'm here to Advocate that this school district get together with other school districts to amend the state law state Tiff law so that schools become an eligible activity talk a little more uh just as public works are lean up to the mic a little bit please I'm not talking in the mic yeah there you go is that better yes okay um I I've I've worked in the the Tiff program all over Wisconsin as a consultant for uh a number of decades and I've always noticed there actually when I started in when the law was written as you can see under one and two where schools are

016uh specifically prohibited funding of schools was different in those days there was no Levy limits um and it was uh may have been at least easier to do Bond Bond referendums um but the uh the certain thing is that there is no reason in the statutes currently why schools couldn't be funded under Tiff and what you would be advocating for is in two you uh just cross out School uh school buildings and they I'm not a I don't write legislation they may be needed to be added under uh uh 3A but you basically take them from being a prohibited use and have them be a permitted use uh item three lists project costs uh things that are eligible and you'll see that they're quite expansive particularly under 3A where you can build buildings you can

017rehab buildings um you can do all kinds of things with Tiff funds and this you would not be generating the Tiff private development would be generating the funds to be used to fund the school improvements uh for on here indicates that the building wouldn't even necessarily have to be in the Tiff district and be within 1 half mile under the current statutes and five is the idea that uh you do need to write a project plan when you create a Tiff District uh and you would need to Ino include uh School Rehabilitation or construction even if you weren't going to do it for 10 years now if you weren't going to do it for 10 years and you didn't want to include it you can do amendments to the Tiff law to include it and

018uh and timing would be an element that uh you would need to work on is this something that needs to be done right away or is it something uh that can wait um it's just an opportunity that I think that you ought to see about uh getting the law changed so that you in fact can participate in the program I you you we use Tiff to create dwelling units section 42 or all kinds of other things which create additional students so the tie-in would be that if we're going to uh permit housing be an eligible activity and be constructed within a TI District then we need to do expand schools improve schools construct schools uh so I I just see no reason why it uh why it under the law it couldn't work thank you

019thank you on train followed by liby Meister good evening my name is Hong Tran I'm proud principal of badger Rock Middle School um I spoke with you ear earlier in December told you about the story of badger Rock I'm here to tell part two of what we've been up to and what we want to do in the next um big steps since you last saw me uh We've continued our highly collaborative teams in our teacher teams spt governance Council family and even in between schools um we've hosted The District's First Family Youth and Community engagement with over 300 attendees um we started a student-based leadership team every other Thursday got five six Boys in my office telling me what's wrong with the school what's right with the school what we need do to make it

020better um we have a whole school focus on literacy I'm starting with disciplinary literacy strategies and also the critical reading process and finally we killed the fall to winter reading map scores we were the highest Middle School in the in our reading scores so that's what we've been up to our next steps here um we want to promote deeper and connected learning through a Project based learning framework in the context of urban agriculture we want to continue to bolster schoolwide literacy practices um especially focusing on students who are not at proficiency and then um hiring a literacy coach and reading interventionist to do so for next year um we believe that reading helps students make sense of the world um that's why we're focused on that and finally actually two more points um we're going

021to be engaged in the vision for what a badger Rock scholar looks like know not just the content but we're going to um find inspiration from our core values um from 21st century uh learning skills and from um The Graduate Vision to really detail what a badger Rock scholar should leave the skills and attributes they should leave with us by the time they leave our school um finally um I'm going to talk a little bit about the why you know when Jen came uh to our district um she engaged in envisioning what that said all students are prepared for a college career in community the word all all stands true to me me this is why I remain in Madison because we're committed to every single student and we're not done until every single student

022can graduate college career and Community ready and the students there at Badger Rock between Rimrock Road and Badger Road they cannot be forgotten and they have been forgotten and we're here to hold them up along with the rest of Madison kids to make sure that um while we do school that we do it for them too thank you so much thank you May me hello everyone very nice to see you uh thank you Michael and Ed I'm so profoundly thankful and grateful for the work you've done for our district uh thank you for your leadership as a board as a whole in our community during this very challenging time um many students and families are struggling with uncertainties and challenges that most of us will never know I appreciate Dr Chum's leadership at the district

023level and our principal Josh forehand at new Wester Mundo Community School their leadership uh regarding issues related to Immigrant families the messages of inclusion and respect are appreciated and needed as a former nmi board member I'm also extremely proud of the steps that nmi has taken to support our immigrant community and school families I'm here to ask ask you to fully consider the important role immigrants can play in the success of our school and Community please consider the ways immigrants dreamers one in all are filling in the needs of our schools from the cafeteria to the classroom I don't claim to be an employment or immigration expert but I know that we're always looking for people who have language skills and prioritize growing our own I hope that the district's participation in Visa programs that

024allow immigrants to work lawfully in the US can be further explored and expanded please use all appropriate programs including visas to employ immigrants in a time of great challenge we find great opportunity we learn who we can trust and who we can rely on I appreciate that our school district's leadership is modeling for others please don't shy away from taking bold steps using these great opportunities thank you thank you and that concludes our speaking portion of the meeting for tonight uh thanks to all our speakers and we'll continue to move on and the next item on the agenda will be board president's announcements and reports first announcement for tonight o'keef teacher honored as gsaf educator of the Year o Kee Middle School teacher Abigail swe sweats has has been named the gsaf educator of the

025year for the state of Wisconsin gsaf which stands for gay straight advocates for education is an organization that increases the capacity of legan gay bisexual transgender and questioning students Educators and families to create schools in Wisconsin where all youth Thrive the award is given to a Wisconsin K12 educator who has demonstrated a commitment to promoting just and respectful schools for all with an emphasis on lgbtq and youth and topics thank you Abigail for your vision and passion for our students and staff congratulations for the [Applause] award is that is Abigail here by anyway no okay all right Marquette principal chosen as wemta administrator of the Year congratulations to Marquette Elementary principal Pam Wilson principal Wilson received the wemta administrat of the Year award the award is given by the Wisconsin education Ed educational media and

026Technology Association each year to an administrator whose support has impacted the school library program principal Wilson has been a passionate supporter of Marquette Library program Champion initiatives and taking an active role in Library events thank you principal Wilson for your support of school libraries [Music] [Applause] and Memorial student wins Boys and Girls Club Youth of the Year award Madison Memorial senior rehaul Amin has been named the Boys and Girls Club Youth of the year for Wisconsin she is the first ever member of the Boys and Girls Club of Dane County to represent Wisconsin at the regional competition in Chicago as the Statewide winner re Hawk will receive more than $30,000 in scholarships [Applause] congratulations more great work coming out of mmsd and that uh once again concludes Bo president's announcements and reports so next on

027the agenda we will have superintendent announcements on and reports and Madam superintendent all right thank you um speaking of great things happening in mmsd I've got some uh staff who are going to join me for this presentation welcome you up uh to the table now it to Cindy welcome take a seat guys if you want it yeah hey Kristen okay all right now that everyone is settled um we are excited to share with you a little uh more about um some work we've been doing in the area of professional development for the schools that receive intensive support um on literacy in our district Cindy green our head of curriculum instruction is here um yet again Tamara Maxwell who is the head of our literacy Department um Tamar you may want to do a little wave

028so they know uh who you are um this is Tamara's first time speaking with the board um and she's been doing phenomenal work as the as the Director of our literacy Department um so I'm thrilled to get to highlight um her and then we have uh some staff members from Lindberg and Sherman um we have Quinn marks an instructional coach at Lindberg we have Don Michaels a third grade teacher at Lindberg we have Kristen Foreman the principal of Sherman and Marty Mo the instructional coach at Sherman um we're thrilled to have them here and I'm going to go ahead and pass it right over to Cindy to get us going we'll take 10 or 15 minutes um and then really looking forward to taking any comments or questions good evening is this on yeah okay

029sorry um one additional person that I just wanted to acknowledge Lindsay maglio who is the principal at Lindberg is she's in the audience she's not up here but I also wanted to just acknowledge Lindsay as she's here supporting her staff so excited to have her so I'm really looking forward to being able to kind of talk through one of our approaches to intensive uh support schools and an additional piece that we added on this year which is around learning labs and I think that word learning is really key cuz that's kind of the work that we've been doing with teachers is about how do we think about what we're learning in professional development and apply it into the classroom as we are really building this collaborative culture as you see in this quote here um

030something new is we've really been trying to get away from this idea of Stand and Deliver professional development that we know is not um in the best interest of teachers learning and so how we have done that is we've created a new structure that we are implementing in K5 schools and in middle schools and it's this idea of teachers receiving professional development just like they would around a new strategy or new content um maximizing our coaching support from our instructional coaches um looking at what's happening during teacher teams and planning from that learning that they had in professional development but then most importantly the center of this is about the learning lab where the teachers are taking that learning from the professional development and from what they've planned in teacher teams and going into their

031class room and applying it in front of their students so they're actually modeling for other teachers in front of children the learning that they have um received from the literacy department or from their instructional coach there's no better opportunity to practice what you've learned than in front of kids so we're really excited about what we've started this year I'm going to pass it on to Tamara and she's going to kind of go through a little more of the structure all right thanks Cindy so we're using these labs to raise student Achi achievement with our continuous focus on strengthening core instruction directly with teachers in their individual buildings as we engage in the great teaching cycle of plan teach reflect and adjust so there are a lot of great things about the learning lab which you'll

032be able to hear from um our teachers and coaches and principes but something that really has stood out um through the learning Labs is how it's created this space this space for teachers to share their practice with their colleagues and to really in reflect on the intentional planning and that intentional um teaching practice and really to see how that intentional focus on instruction and that intentional focus on on planning is impacting student learning so as the instructional leader the principal has been involved in the planning of the learning Labs as well as learning alongside their teachers this has allowed them great insight into how the professional Learning System supports their school's goals and you'll be able to hear a little bit more about that in just a minute so the learning Labs occur once a

033semester and it follows that whole group professional development two design features that have been particularly impactful um have been this idea of having English language arts teachers um special education teachers and English language Learners teachers working together in the learning Labs so we have co-s serving teachers that are co-planning together co- delivering instruction together and reflecting together so when we think about serving all of our students we're learning together side by side instead of having separate professional development for these teachers so it's really bringing that co-planning and co-s serving together in a very authentic context another design feature that's been really impactful is this idea of these plan meetings so prior to the learning lab the literacy department will come out to the school we'll meet with the principal and the partner and we'll talk

034through what were the objectives of the professional development and how are they intersecting with the school's goals so what are your sips goals and how can we use these to really leverage um what you have going on in your building so it doesn't feel like it's coming that you're doing something different that it feels like it it's that it is seamless professional learning so those two pieces have really um stood out when we think about the design features of the learning lab so on the day of the learning lab teachers come together and they work together in grade level teams in K5 we're working in banded teams where K1 teachers are working together 2 3 four five so you start to see that vertical um collaboration too so kindergarten teachers are starting to see oh

035that's what's happening in first grade or first grade teachers are like oh that's I can build on the routines that you've established in kindergarten so we're starting to see how we can build on each other's practice so the learning Labs happen in these grade level teams and they start with these planning coaching conversations we're really leveraging that great teaching cycle and we start with that planning coaching conversation that planning coaching conversation sets the context for what we're going to see in the demonstration lesson so after that we go into the demonstration lesson we watched the demonstration lesson and we're really watching for what are the teacher moves and how are those teacher moves impacting student learning and so we'll observe and we'll take notes then we take those notes back and we reflect on that

036and so we refle reflect on that through rounds and it's through that process then that reflection process that individual teachers will establish these are my next steps I'm really feeling inspired about this is my next move and then all the teachers collectively say okay now that we've identified that what are we going to do as a grade level team and so it's not only individual teachers stepping into their next move but also how is the team moving forward in their teacher teams for professional development speak a little closer to the mic oh thank you people out there have to hear too and now just in time so thank you you really got to be three or four inches s okay thank you I appreciate that so um uh so now I'm going to just hand

037it off to uh Lind actually so you can hear from our uh from Quinn our coach and from dawn our third grade teacher scooch over one seat so yeah just feel like Don is so far away there we go all right I think so um good evening um our experience at Lindberg this year with site based learning Labs has been really positive um while many of us classroom teachers and myself included were anxious um about the new process learning Labs proved to be an effective way for us to connect what was happening in professional development the work in our grade level teams and also the work that I was doing with teachers in coaching Cycles um it really provided an opportunity to make our learning visible to pause and reflect um on our work um

038and then really just a celebrate um the work that we're doing for the last learning lab two of the three host teachers had just completed an 8-week coaching cycle with me I felt like this worked really well because the teacher and I were used to planning and working together and the planning that we did for the site based learning lab really wasn't any different than the weekly planning that we had been doing already um but it did allow us to go a little bit deeper and thinking about just one lesson so in preparation um for the Labs I met with each host teacher for about an hour um and we really thought about what it was that we wanted students to know and be able to do um from there with that learning Target we

039created a task um that often Incorporated a graphic organizer language frames um we thought through the process steps that students would need to engage in in service to that learning Target and then we were really able to have the time then to in detail think through the demonstration the think aloud with a specific text and so it felt like all of the planning that we were doing was really intentional and we were thinking about formative assessment that we had been collecting um with our students prior to that lesson so on the day of the lab classroom teachers and support staff not only saw that lesson in action but they also had time to reflect on instruction um and also thinking about student learning and student engagement during the lesson host teachers felt really affirmed in

040their practice I to have other teachers naming what it was that they saw them doing um and all the teachers participating in the lab identified a next step for themsel and their grade level team we do ongoing walkthroughs in our school and so following our last learning lab um we got into classrooms and we saw several teachers who had been a little more hesitant to try on some of the new learning or the new practices really take on some of that learning um in ways that they hadn't done before and I think really powerful for teachers to see it in context to see it from their colleagues um and from that they were just more willing to try themselves thank you uh I'm Don Michaels I'm the third grade teacher um I was the one

041that was selected to do the teaching B um based learning um so along with Quinn um it was just a seamless um process like she said said that we had been coached um and talked quite a bit um through our lesson so it just was a seamless um process um it did allow us to dig really deeper into to my teaching um prior to this um we've been I've had a lot of coaching and I was able to watch Good teaching from the coaching but this really forced me into um doing more thinking about what I was going to be delivering to my students um so it was really beneficial even though it was a little nerve-wracking um but it was like like Quinn said it was just seamless and so it just seemed like

042a normal lesson and with the coaching that I received um I really knew what I was going to be doing that I was able to black out um all the adults that were in the room and the kids were able to to focus on the lesson as well um and the whole process was um beneficial to go back and listen to my colleagues um here and point out things that sometimes I just do automatically and I don't really think as intentional moves to help instruction um we're pointed out that I am doing those things sometimes we hear a lot of information and so how do we apply it and it was just reaffirming to know that I am doing those steps that we're um looking to do um and so hearing the next steps too

043was very beneficial um just to help me process through the lesson um just to know what my next steps were going to be and just to hear from my colleagues things that I might not have thought of and then to be able to really apply it into my um next lessons and it's always now in the back of my head now that I've gone through the process it's always there in the back of my head of how I'm going to be using these moves into other lessons as well so it was a very beneficial process great thanks so I think we also want to hear from Marty and Kristen and here kind of from the Middle School lens a little different in terms of of what they've taken away so I'm going to turn it

044over to Marty and to Kristen all right good evening um so first of all I want to say thanks to the department the literacy Department I think this opportunity and pushing us as a school to really open up our doors have our teachers pop and open up their doors and welcome each other in is something that was really beneficial to us so um it was really great having that support and Bobby from their team came out and she spent a lot of time working with me and others so I think that was beneficial as well um it's a great experience teachers really enjoyed the process once they got into it it was a it was a positive uncomfortable inness I think that they had right um but what they did appreciate was the alignment um

045so what Tam mentioned earlier how there was the PD that they gave and provided our teachers how that really tied into the learning lab so I think that was something when they can see how it all fits together it makes a lot of sense and makes it more worthwhile um you know and then just the opportunity for our teachers to begin to collaborate and really think about what they wanted to highlight in their lessons you know stopping and this is what I'm going to do I'm going to have 20 minutes where everyone's watching me what is it that I'm going to do to make it all fit together I think that was a good moment for them um really it benefited the hosts the the teachers who were hosting um but I think it also

046really benefits those teachers who got to observe um you know they got to see the coaching conversation that I had with our host teachers where they were hearing what those teachers were thinking about when they were making their lesson plans um why those learning targets what were the moves that they were going to make um you know what were they going to do to support students who were struggling how are their teammates or their colleagues going to support them um so I think that was really useful as well as like letting them know like I want you to watch for this as I'm teaching cuz I'm kind of struggling in this area and what's your insights that you know you might be able to provide me um and then actually observation they got to see

047how the teachers were using the new materials that we have this year um how they were modifying and supplementing them um they also got to see how the teachers were scaffolding for teachers um and how they were able to do things that they didn't think were possible um in their building right but it actually can happen right down the hall um and at other times when something challenging happened how did they react to it I think so all of that was really good um and then the debrief as they mentioned was really useful I think for a lot of the teachers it was really surprising hearing how everything came together how there's so many different pieces that go into teaching a class in 20 minutes there's 15 20 different things that the different teachers are

048noticing that you did um I think that was something that was really amazing for everyone hello um going to kind of mirror some of the things that were already talked about but from my perspective um just really creating a culture of course this is my second year at Sherman and really creating a culture where we want to have true collaboration in the building so that involves opening up our classrooms which at times is uncomfortable which I I appreciate the honesty with that that is a bit uncomfortable for people but I think this process um the structure of it um the flexibility of it really created that culture in the building for us um also some of the things Marty talked about in relation to um I've seen this in PD I think I can do

049it in my classroom but I really need to see it in action in order to feel comfortable with it so opening up those classrooms really allowed those teachers that time to be able to see that in action and how that can be done one of the most I believe there were a lot of powerful Parts but one of the real powerful Parts was the coaching conversation that happened in the beginning um along with the coach and the teacher that was actually um displaying their lesson um to be able to go through that coaching conversation the teacher to really talk about their way of thinking and and how they thought about their kids and very intentional about their planning was very very powerful during that process um at Sherman we actually love this process so much

050that we put in um a request to have additional support from central office in order to kind of recreate a hybrid version of this in our school how can we make this go not just two times a year but continuous throughout the year even with math Ela and other subjects in this building so we're really excited about getting that off the ground um another important part was the support we actually got received from Central office before we actually had the learning lab the fact that they came and actually planed with us and it wasn't a this is what we're going to do when we come in based off the PD really making it relevant to what's in our Sip and and actually getting your feedback to tailor to what your school needs um one of

051the things that I was really big on the next time they come in is really looking at how teachers are planning um being very culturally relevant so next time that they come to Sherman along with our sip Focus we're also going to be taking a look at that so I think another important part for the principal was to make sure even though I know there's a lot going on in the buildings to make sure that I was also there at some of the PDS and also present at each learning lab that was a huge part to making sure I believe this was successful at Sherman so thank you Lindberg thank you Sherman so much um at this time we open it up if um you have any questions or just want to ask any more

052additional information to our fabulous guests that are here TJ it sounds like some really good things going on and it sounds like that that both our staff and students are benefiting greatly from it and that inspires this question which is um how much of our other PD could we get rid of and shift towards school-based and learning lab and collaborative work I I mean it's you know this is learning from PE learning with peers building building uh professional learning communities all those things are both what um makes better teachers improves learning and also creates School cultures that that that that that contribute to retention contribute to uh better school climate and you constantly hear complaints about PD that is useless um and I understand that a lot of work goes in and some of the

053stuff is required and some of it that you know some things you can't shift to this model right and so I guess the question is that you know are we thinking about can we shift can we can we go from 3070 to 50/50 or whatever are we thinking along those lines um anybody I can we get the stage lights back up please and I guess I'm talking about you know kind of both staff time and dollars would be kind of the two the two measures that you that I that I work with um I I would say having work central office before being school now that I think it is critical the more that you can do um I think you need both I think it's useful for teachers to get out and one talk

054to teachers from other schools and and hear what's going on um but there's information that you can get as a big group but I think it is important and this model is really useful because when you do bring it back to the school and and it makes our teachers or allows our teachers to really sit together and plan absolutely I think the more you can do that the better other perspectives um I would say that um this year it's been more beneficial hearing what the big idea is um and then bringing it back down into the school um and then being able to sit with my coach um and then really think about how to apply it in the classroom and then seeing it in action has been I've learned more in this process than

055in any other process I would also add that just in crafting our sip we made sure that everything was aligned so the professional development that we've been getting from the literacy department is in direct alignment with what's happening in grade level teams it's in direct alignment with what what's happening in coaching cycles and then having uh the learning Labs as an opportunity to open the doors and have everybody see that so it's just this I think year has really shown that all of those pieces um if you do plan intentionally for your school Improvement that um they all are working together toward one goal I mean I I would just to add TJ that we have really been trying to move away from a model of professional development that we know doesn't work and I

056think we as a large group of Educators have uh keyed into and I think uh we're not figuring this out in isolation we're watching what others are doing as well but it's about this your term about balance is is right we think that teachers and all Educators need injections of new knowledge so you need some right external support and and learning new things about your practice that's really important to have happen regularly but that in of itself is never going to work you need time and space to actually plan not planning time that gets taken over by other pseudo professional developments but real intentional planning time you we do think we need the support of an instructional coach which is about very individualized professional development um and I think we're discovering that this learning lab

057idea this this is kind of like the missing piece that brings all those components together so I don't know that we've got the balance quite right some schools are I think we're trying to figure out school by school where the balance lies but keep in mind that the central office doesn't determine the professional development plan for a school uh in the Sip every school develops their own site-based professional development that includes every one of those components so it looks a little different in every school as it should um the exception is the schools that receive in in in um intensive support this year have been getting some common professional development around literacy and what it means to work with adolescent Middle School level so there is some commonality in the schools that receive intensive support

058when it comes to the more traditional professional development component but outside of that it's a school-based plan yes okay I just brought this slide back up because I think this slide clearly articulates exactly what Jen just said and I think that there's a balance but I think we're still learning as we go and and seeing not only what works um for our schools but what also is going to work um in different content areas and different contexts but the idea of a balance I think is um what we're trying to do yeah other questions yeah following up on that is there um thought given to allowing the non-intensive support schools to have learning LS yes indeed yes unfortunately we have limited uh capacity for the literacy Department to be able to serve every school in

059uh literacy Labs but do you guys want to talk about what you are doing what you'd like to do beyond the Intensive school so um I'll talk a little bit about what happened this year so at middle school we have eight schools that have been identified as intensive support yet all 12 middle schools really wanted to attend the professional learning and wanted to have that kind of consistency across and so we did our best to make space for them and have them support that um with with funds as well we were not able to provide the same level of support for learning Labs but the structures and pieces of it we have done at the elementary level we have similar um uh needs where some schools wanted to um have the access to the professional

060learning and so we were able to um I would say do some pieces of that this year we were looking into next year trying to replicate that across all of the elementary schools um but with a very small literacy staff we're just not sure exactly yet how much we are going to be able to replicate what we hope to do and I think this is an important piece um as instructional coaches we hope to maximize the use of instructional coaches and having them understand the structure so that they could take it back to their schools and like Kristen said they're replicating this in other areas so that's the goal that this becomes the norm and that we help build the capacity of the schools to do that yeah thank you any other questions for our

061presenters well thank you all I know I learned quite a bit here tonight about learning labs and I look forward to thinking about it some more and having some more questions for you all thank you so much everyone thank you very much appreciate what you're doing can we give them a round of applause [Music] [Applause] [Music] okay uh we're going to do the next item on the agenda and the next item on the agenda uh thanks again uh Jen for that uh report um next item on the agenda is the consent agenda so we'll we'll do that so I'm going to move that the Board of Education adopt and approve all the Motions set forth in section c of the electronic agenda prepared for the March 27 2017 regular school board meeting exactly as said

062motions are written Now by voting affirmatively on this motion a board member expresses his or her affirmative vote on each of the Motions Consolidated hereby subject to any Express separations that have been made by any member of the school board need a second second thanks it's been moved in second so are there any separations okay um 6.8 6.8 any others okay send none um all in favor of the uh items included in the consent agenda other than 6.8 say I please I any opposition all right motion carries 70 okay 6.8 is the together group workshops Smet yeah I I wanted to upull this um for some discussion um around it and and just some concerns that I have about the group providing um the services as well as the process in which whether we were

063looking at multiple providers or we're only looking at this um organization so I guess those are my major concerns sure um so let me just say a little bit about this item um we've been working with uh uh this group um for a few years now on uh we uh on professional it's kind of like a workshop for leaders to um work on their organizational skills um we had our entire central office team uh get trained uh with them on organizational skills um uh I don't know a few years ago I was part of that training and um it was so effective um so many of us got so much out of it this is about how best to use your time how to structure your calendar how to take care of your short-term and

064long-term to-do lists um right just how you how do you structure your time so that you're using every minute um to its highest and best use um because it was so effective and had such a positive impact on um our team we expanded the opportunity uh since then on an annual basis to new leaders new central office leaders new principals um is a kind of a one-time opportunity to think about how they keep themselves organized um and um so that's the purpose of the professional development and what we've been doing with it um the only reason that um this is on consent is because it's for a slightly larger amount than usual because there's been a request to get all of the uh school secretaries trained um using this organizational approach um because uh school

065secretaries and their administrators work in close partnership on calendars and keeping them organized um so we wanted to make sure that everybody was on the same page it is optional no one has to do it it's not a requirement um um but it's just been a very positive um opportunity for our managers to manage their time well um uh the reason it didn't go out for bid um I mean at this point is just because we've been working with the vendor um for several years and we're just adding some people on so um so that's the reason okay do we have a process by which vendors are designated Soul Source uh we do we do have a process yeah and it's I mean is there associated paperwork and things like that I mean some some

066or many governmental organizations require um verification of Soul source and and do that do we do that or or is I mean I don't I don't know if we do it I'm not in all the data day on that Mike can you speak to how the soul Source procurement process works and how Soul source plays into it would you mind or Kelly yeah can you just come up for a second I mean that's kind of a larger question but it's a larger yeah uh mhm we certainly do though you can bring the whole family Mike see we have rules uh and procedures around um bidding and vendor selection and uh we have a a a waiver process um that uh is used on those occasions where um where we think an outright competitive bid is

067not the appropriate uh process for awarding the work often um a sole source is uh is is a a rationale for a waiver in this case it's hard to argue that there's only one person in the whole world who deliv service and that's not what we're arguing that the argument this was based on continuation right which is really just sort of a rational business argument that if you've trained a number of people in a certain methodology you might as well continue it's kind of a continuation argument um so um we wouldn't do see okay so there is a process very much yeah and I I I just you know it doesn't come before us at often so you approve it so you have to sign off I approve waivers from competitive bid requirements that's good

068to know thanks Mike and mostly I don't approve those that's also good to know I guess I share some concerns about um not particularly this training but this organization and their associations and that by bringing these people into our district we're affirming um the legitimacy of things like relay graduate school which is destroying um teacher education in our nation right now and TFA which is um done great damage to the teaching profession in our nation right now and that by bringing these people whose credentials are based on their work with those organizations into our um District we are affirming the legitimacy of these approaches and these organizations and so I'll be voting against it for those reasons okay anyone else uh Anna yeah I I would also just share that I feel like some my

069concerns are around I understand you know this is probably high quality professional development but I do um believe that we have organizations and businesses that could provide um comparable services and um I just worry sometimes when we're not tapping our own Community for the resources it has and we're looking outside of it to do this work I would just like to see us also be looking within our community particularly around some of this Consulting work um I also do share TJ's concerns around um the organizational affiliation of the person who does this I I know there's no direct working with students but you know she was involved um with a charter school chain where there were some pretty egregious things taking place so I also won't be voting for it okay any other comments or

070questions okay then I move that the Board of Education approve an expenditure to the together group and the amount of $4,550 which when added to the previously contracted amount of $8,000 results in a total of $222,500 to be paid to the together group during the 2017 fiscal year to assist principles assistant principles central office leaders and school-based administrative support in developing critical project and time management skills with funding from the 201617 professional learning and leadership development budget second it's been moved in second any final questions or comments may your advisory vote please all in favor I any opposition motion carries I mean opposition pardon opposition yes okay yeah two okay uh motion carries 52 okay um that concludes our uh all items under the consent agenda for tonight I would like to make a motion

071at this point because we do have a a fairly large group of people in the audience um wanted to discuss the badger Rock Middle School charter contract and um and it's way down on the agenda so I'd like to move that uh we consider moving the bad Badger Rock Middle School charter contract discussion up to this point in the meeting and uh have that discussion right now so I I move that we uh rearrange the agenda to satisfy that objective second any questions opposition all in favor I all right any opposition motion carries 70 okay then uh under other business this item then I will uh for the point of discussion I'll move that the Board of Education approve a charter school contract between the Madison metropolitan school district and Badger rock middle school for

072the period of July 1st 2017 through June 30 2020 second we moov to Second discussion questions Mr MKS I understand that this contract is going to be approved tonight um but I have real concerns about the lack of clear standards in this contract and how that by the lack of clear standards both academic progress standards and um Financial standards in the contract that we are actually in violation of state law which requires us to have clear standards and uh secondarily the references to the standards that that I don't believe are clear which are the Sip processes um and sip measures I think are absolutely inappropriate standards um for a small school with a varying recruitment um because the Sip standards are based on the map scores of three classes and when you have a larger

073school and you have a normal feeder pattern essentially the sixth grade class is probably demographically in other ways not that much different than the eighth grade class that leaves but with Badger rock you have varying sizes and characteristics of ingoing and outgoing classes which can have a great great impact on the Sip measure of three of of of of of three grades worth of map scores um this impact can create a false sense of progress it can also create a false sense of having not met your goals um it cuts both ways it's just when you you know with a small school five kids different makes a huge difference and you're recruiting each year kind of a different you know you get what you get um there is a certain you know this problem exists

074at all our schools with the sit measures but there's a certain stability when you have a set feeder pattern and you have a larger school things even out so there's kind of two issues here number one is that there is a lack of clarity here and again the National Association of Charter School authorizers whose guidelines whose standards and pract whose principles and standards we are by law required to follow call for us to have um clearly articulated performance standards for the schools and in in our contracts we don't have it here we have a reference to a form and a reference to a to to a sip process that's not clear clear articulation and number two is if the Sip process were actually the Sip measures were actually spelled out within the contract I don't

075think they'd be appropriate I don't think I don't think they'd be useful and what I'm looking at is 2 years from now we'll have 2 years worth of sip data and we will have before us some renewal because this is a three-year renewal and we're going to look at that and maybe this is going to give tell us the quality of the work that's going on there or maybe it's not and I would like to at this point with Badger Rock have be at a place where we can say look at these are our expectations and they come back and say well you know we like we like this we don't like that but we're we're tonight we're at a place where we have a mutual understanding of what the expectations are instead we have

076um sometime in the next two years we're going to create sips and those are going to be what the expectations are I'm not comfortable with that I don't think it meets the law and I don't think it's good practice I understand that it's a little late in the game to do this um which is one of the reasons why I asked for A draft copy of the uh contract last week and was maybe two weeks ago and was told that it wasn't available um I would have brought it up then had I had had I had a chance to read it this is also the first time we have ever seen a a charter contract before us without clear performance measures in it every other one we've seen before so the expect my expectation was

077that they'd be there um not necessarily goals but at least the measures were spelled out and the goals is a new requirement that that came with recent legisl in 2015 so that's where I'm at I I we're in a quandry because we have to have a contract set and we can't negotiate from the table here um I get that but I also don't feel comfortable voting in favor of a contract that I think violates state law okay uh Miss Paulie uh we have a few questions on the table and maybe you could help us clear some of this up well not sure if there are any questions or more statements but you know what we've done in this contract is expressly tied it to the goal setting process each one of our other schools goes

078through on an annual basis not on an annual basis so that we're looking at those measures that's an iterative process it's an annual process with uh the administration where they're setting uh goals that are numerical goals um that are mutually agreed to I would agree with TJ it's not within the contract where it says we will African-American students meeting their growth Target on map will be 67% um but it is embedded then within the Sip process which does create an annual goal that you either meet or not meet and then there are a Litany of explanations as to why you may exceed it or not exceed it um and so the way we tried to do it is through an express link to the sit process and then an Express tie um which is only

079one sentence but it is a tie to the renewal process and as we discussed uh earlier there is certainly not a causal sentence in the contract that says if you do not meet your sip goals you will not be renewed or if you do not meet your sip goals do not bother asking for a renewal because it's a foregone conclusion um but I think it is certainly linked that meeting the Sip goals will be one of the considerations for Renewal um and so it is not causal but it's linked with respect to the financial I understand TJ's Point um but what we've done there also is so we have some pretty tight processes that we do not grant our Charter Schools a ton ton of autonomy from it's not that we're like here are a

080couple of bucks go fund raise and let us know in five years how you've spent the money we have a pretty detailed workbook process that looks at Staffing that looks at expenditures and so um that we are delegating the money we're looking at it every step of the way and so again it's linking to the processes of accountability we already have um and so I I do think it meets those standards um but certainly I'm not TJ is free to for his interpretation also um but that's where I think we are that I I do think we're meeting the standards um through identifying and linking through processes that already exist that are already being used have been used for the six years that the school has been in existence and both parties have said those

081would be the ones we continue to use for the next three years okay before we bounce back to TJ do anyone else want to weigh in here um go ahead I want to say something not I think TJ brings up a a good point I do not I will rely Dylan that you have reviewed this against the laws and that the that as how the accountability and the goals as set through the sips each year qualify uh with what is necessary under uh state law is is that a are you certain of that yeah well I mean as certain as the the the national authorizer or Char schools guidance is new I've looked at other contracts in the state um DPI would certainly if they review it if they kick it back I but and

082they've we've amended the badger Rock one had seven amendments for various reasons buildings and some of them um I would feel less comfortable if the zp goals were not a goal set if sip was not a goal setting method with true goals of movement I would feel less comfortable but given the the process by which we analyze data we work to set movement goals of increase of 5% increase of 10% those are true numerical goals um I think there's certainly some room in the sit process if we want to introduce less flexibility um because or to a sustained Focus throughout the Sip process year-over-year um but given our sip process I feel comfortable okay so then I'm making that assumption based on your uh uh professional judgment and and knowing the law so making that

083assumption uh I think we are doing a disservice to the school by not laying out more specific goals at the start because we will be back here 2 and a half years from now uh this we weren't satisfied as a board with the meeting of student needs and the performance academic performance data uh but felt that there was really compelling reasons as to why uh the school wasn't meeting uh the the expectations and felt very I know I felt very positive about the leadership and the plans for addressing the issues and moving forward uh but there's but turnaround in schools or at least modifying doesn't come easy it doesn't come quickly uh and I think it's important to have that vision of what the expectations are so that no one is surprised two and a

084half years from now the second point on this is that it pretty much takes it entirely out of the board's hands so we're the ones who are need to make the decision as to whether the school uh continues on and yet we're not part of setting those expectations of what uh of what academic standards or other standards are and I think that's where the contract would come in and I can't imagine uh that if we apply this to every Charter School to just say well each year we'll sort of see how you feeling feeling about that year and what you think is possible and then uh and then be satisfied with that so I I I share some of TJ's concerns although not the legal concerns at all uh but I share the more operational

085concerns and I would be if there's other board members who share the same concerns I I would be interested in knowing uh whether there is is a need to vote on this tonight uh or whether in fact this uh so is there a timing issue with needing to approve this tonight the timing issue is our our own policy we we could get to this point every March where our policy says that we will approve the contract uh by April 1st so it is policy 10,000 um April 1 is not dpi's drop dead date to get the contract to them um and so yeah I mean it's policy imposed which is more wable than um a DPI um my practice is and has always been when it is approved I send it to DPI DPI uses

086a rubric and does provide us feedback I've given the changes been in consultation with DPI about various changes um this to the to TJ's point the biggest change in this one is that renewal right the renewal where we had said uh you need to focus on literacy you need to do that those paragraphs have been removed but there was no portion of our previous um contract is a word I'm looking for that was flagged by DPI is unacceptable under those standards for either right for the one year or for Bader last year can I make a com um thanks Dylan I think that um um I mean if we were to apply the Sip goal setting methodology which is what schools generally use to guide their annual goal setting it would be fairly easy to

087do just to map that out for the remainder of the contract time um I think I just I think the process to determine what those particular goals might be ought to be fairly straightforward um assuming you know Badger Rock would uh agree um and I would just remind the board that the Sip goal setting process and methodology is not just based on map in literacy and Mathematics there are required goals for access to World Language and the Arts there are required goals for school climate um it's a more well-rounded set of goals than I think we sometimes recall um so just keep that in mind too but um I would imagine that just extending the goal setting methodology beyond the onee point would produce a fairly reasonable way of of setting some goals it of

088course can be Revisited in the future I mean I I think some of the pivotal language if that is the direction we move which I will take the direction from the board is if this then this and I would still argue against a pure causal that if this goal is not met we will not renew um and so I would argue against that um both given our history is authorizers but this would be our our first one where those percentage marks are met I agree with CJ there was more in the last one but they still weren't you're going to attendance was the only one and it was very close um to begin with and so I just caution that I think that is some of the concern about using the contract as the the

089you need to move from 77% to 78% to 79% is that causal relationship I still think at 3 years from now the board would want that as a piece of information to make their decision versus the decision being foreclosed by the contract okay uh Dean is up next all right the frustrating thing for uh me and probably others is that a year ago when we had this similar discussion we realized that um our Charters were kind of left uh a drift for a while and uh that I don't think we had a good good enough understanding of how to run an instrumentality charter school as we do now uh so I think we're making progress on this but we're still I don't think we're we're right yet so I want to see Badger continue and

090uh and then of course our new one coming in we we have restrictions on that to start up so I think we're in the process of getting that one right but uh we let them drift a little bit and and I I I think that's the way we're in to the point where one of them wasn't you know we're s we we stopped that one and turn changing it into a magnet school now so it's a we have to be more mindful of what Charters are and if we're going to run them they're here we got to run them and they need some more than what they got and I think we're doing that now uh and but it's it's still not where it's supposed to be so the um two question two specific questions

091Dylan maybe you can help uh the areas that may be deficient as TJ pointed out if the DPI says you know what that's not good enough either what then are we have to come back and amend the contract right so they then negate that kind we have to do it again or can we amend that portion of it that they say this isn't good enough or that and so that part of it if and then even if they say yeah it's it's okay but given the concerns here can we continue to work on those and amend those a year from now or something where we can get more specific so as with any contract we can amend m amend it and attach amendments and we we did that multiple times in the initial one like

092I said around naming the facility right because we had named the facility to detail and all of that um so we can Amendment amend it um historically speaking if DPI has had comments on our contracts there was a shift in Wester Mundos too kind of as the law changed um both parties came back to the table we used the feedback from DPI and Ed that as the basis to come to a common understanding in as I said this contract is substantially similar to the one we submitted to DPI just a year ago using the new standards and I did not get that feedback from DPI um but people change at DPI their lenses change um so even personto person reviewing it in the Charter office I'm always open to feedback from them but yes as

093with any contract if both parties mutually agree both kind of like you can consent your way into almost anything you can amend your way into almost anything as long as the parties mutually agree to it we couldn't unilaterally impose it once it's a contract bill okay I'm going to take I'd like to everyone on the board to have a comment before we go back and take final comments so we go uh Michael Aid and I have a comment um so just two points of clarification so so we approve we do not State anything within the contract about the Sip Administration follows the Sip uh as benchmarks that bad Rock has to meet then you'll come back at the end of the contract you'll come back to the board and either recommend or approve um or

094recommend any changes or anything that comes up then it's brought to the board and then the board makes a decision then or we state that the Sip is The Benchmark that by what we're going to measure uh uh Badger Rock's progress and at the end of their contract uh if they pass everything then then essentially it's an approval or change of decision to the board is that correct I think close um so the contract is not silent on the Sip right now the contract expressly incorporates the Sip into it and uh added language to say progress towards academic goals set forth therein therein being in the Sip shall be considered as part of any future renewal process um and the contract also in two sections uh in five and six six and seven um sets

095forth the plan for for progressing students and making progress and then kind of the alternative Assessments in addition to standardized assessments um that the school is committing to use to demonstrate student progress I think but what it doesn't say is that there is a goal of moving from 50% proficiency to 75% proficiency uh either whole school or for a specific subgroup over the course of 3 years so it doesn't set a numerical goal mm within the current draft it references the Sip and the Sip process as the means by which annually numerical goals will be set both around student performance through map data and then through school climate um Family communitya Family engagement and then the other tabs of the the Sip tool so it's not silent it just so so my my concern is

096if uh um my concern is that we do do a diservice in Shifting the carrot essentially I I believe if if there is forward progress if they are doing the work that they they aim to do that that is a positive and then the the work of administration and the work of of the board it is to reassess that ongoing work um not just at the end of three years but I mean the feedback that we receive and if they need extra support um I'm just I just don't want different somebody to bring up that this measurements didn't work this year but they'll work next year or they're not working by this other measurements so so so right the contract doesn't exist in a vacuum it does set forth a list of Assessments by which

097the school has committed to use to demonstrate uh success but it has not said it has not necessarily defined that success um nor are those those demonstrable progress on those assessments was has been exed out of this current contract it existed in the previous contract so those are those are just assessments the school is going to give not assessments that have anything to do with any renewal as the contract is before us it's crossed out Dylan well right but they're also set forth in a section that says the method by which pupil progress in attaining educational goals under Section 11801 will be measured right so I mean it okay um would it satisfy you to add that back into the renewal because that be better done and done Mich or you so that's just my

098concern I I I I think if we have a clear plan as an Administration on how we can set up Bader Rock for Success without Shifting the the carrot uh without Shifting the parameters that theyve been measured with by then then that's the correct way I understand how the students change from year to year but that happens in big schools and little schools and all over we have issues in measuring and what we measure uh how we measure our students so so again this this goes back to I that I feel that uh our Charters get undo um UND due negative uh criticism criticism for for something that we do not really have throughout and not just medicine school districts I'm just saying the entire State the entire country as itself what what we are

099measuring uh and what is their success so so that's all okay uh I Want U Ed I have a comment and then Mr H yeah thank you um I understand the concern about um identifying what a renewal uh criteria would be I don't know how you would establish that I wouldn't feel comfortable at this point saying here's what Badger Rock needs to show in order to be entitled to a renewal after 3 years uh because you would have to identify some kind of objective criteria and for some of the reasons that TJ identified there's it's hard to say what would be fair to to Badger roac or to the school district at this point in terms of identifying those things and I think the way it's set up now maintains the flexibility of the board

100to make a decision at the end of three years whether the school is making the kind of progress that people expect and that's not going to be in a vacuum I that's not something that's going to come up for the first time after 3 years I would think after every year people would look at what the um how the school did how it met how it matched up with its zip goals and would be able to say yeah it looks like they're doing well or if they're not you know say Hong if you guys don't improve on this you know it's not going to get approved again um so I think that so I think it will be an ongoing conversation and one of the assets will be I hope this uh new position in

101the budget where there's someone whose job it will be to track a to track the progress in our charter schools and make sure that the board is kept apprised of how the charters are doing and and um uh the board that will be in place at that time will have the information it needs to make that kind of determination without we tying their hands at this point saying here are some criteria that we think may be appropriate 3 years from now but who knows all right that's it thank you Mr Hugh um my comment is more on process and timing it's one of the points that I continue to raise with the board and administration that um um for example TJ mentioned that he asked for contract information two weeks ago okay my again my

102point is about timing and process because I I want to continue to reiterate that it' be great if we can have these conversations prior to the to the four four schol board meeting because a lot of times the what we're talking about takes time to absorb takes time to uh to really uh comprehend and to have in-depth discussions about so we we really uh need to have all the information out there and to to make sure that we have these conversations prior to the full board meeting so that we all would have had uh the opportunity to think about it and to make comments before we get to this point and so I just want to continue to reiterate timing and process to make sure that as we move forward here that we uh that

103we do the best job that we can get the information out there in a timely manner so board members can make their comments prior to coming to the board so that all other board members will have a chance to think about what those comments are uh prior to the board uh prior to the full board meeting so uh Jen I think you want to say something or did someone one of you want to say something and then at this point I'd like to take final comments here because this is one of the issues we face at the full board meeting we can go for several hours on this topic and uh so we're going to have to make a decision here so is there some comments you like to make prior to comment and Dylan

104I think wants to try a solution so um my comment is that I understand and respect the negotiating team's decision to include the Sip language um meaning goal setting per the Sip goal setting process annually um for all kinds of reasons um you guys already mentioned some of them um there's also the opportunity through the Sip goal setting process as it already exists to add additional unique goals for your school um so I I very much want to just support the staff and uh the members of the badger Rock team that made that decision um and of course I respect the desire to have something more specific um the other reason it's important is that the goal setting methodology does get tweaked um for example the nwaa company that owns the map assessment uh will

105recut the cut scores right or how the growth targets are set and that means we reset the goal setting methodology for the schools which would potentially make Badge of rocks measurable goals in the contract act obsolete right and um inappropriate uh a year from now or less than that for for that matter um as a board you will I uh if if everything goes as planned reconsider the goal setting methodology for the entire District through the revision of the Strategic framework next year so I I only say that because I think the team's intent in writing sip goals as sort of a general statement was to allow for that flexibility not to limit your visibility into the annual goal setting the progress of the school um so there are pros and cons of making this

106goal really specific and measurable at this time so I just put that out there for your consideration I think there was rationale and good solid rationale for doing so I'll just leave it with the I accept the comments and the feedback back on the timeliness I tried to just track our process that we've used for these contracts in the past and and if it we'll improve it in year years to come um so I accept that feedback and thank you I'm just wondering if there so two of the sections that were stricken from the renewal process um was that so the language and I'm looking at Pages 17 and 18 if you're following Along on Google Docs um 27.03% J's as TJ pointed out the reference to the assessments as set forth in 5.02 uh

107which we're negotiated to demonstrate student uh academic proficiency um and I'm just floating it out there that if I don't know if the adding back meets the problem meets the concerns to add back the Sip goals for 201718 through the 2019 school year with a particular Focus um as Mr TR said they're doubling down on literacy and continuing to make literacy the focus um and if if that is not acceptable because I realize that's a negotiated change um would we bring it back in April but um it would if that is acceptable avoid the need to re calendar it like I said that might not be the solution you're looking for but I do agree that setting that percentile is difficult just where we are and so I'll float it out there okay final comments

108from the board Mr mer I'm going try and be quick and and and all these and some of them are ones that Dyan and perhaps others would want to respond to um I think that as Dean said and Dylan noted that that that there is a learning process around this I also think that we need to that in this process we need to recognize that Charters are a different animal and that in terms of um you know this is a contracted there's a basis they they're called charters for something because they have a charter and a charter is a form of a contract and and and that and so that they you know it's a different animal um I think that the National Association of Charter School authorizers certainly recommends and it's hard to say

109whether they require the kind of um causal uh relation relationship between setting actual numeric goals and and and from policy perspective I don't like that um I I don't think it's a good idea I do think demon I do think setting goals and having demonstrable project Pro progress towards goals is is a good idea and I think that these should be smart goals and and um at the time we passed the the parts of the contract that are crossed out here referencing the 20156 Sip that sip had been written um and the contract we have now currently references sips that have yet to be written the current sip for um badara calls for a 40% increase in Reading Proficiency in African-American students um which seems to me to be a pretty silly goal um one

110that is not is is not attainable um in in one year's time and based on their um their fall and winter map scores it's not going to be attained um and so I don't have a whole lot of confidence in the Sip process if that's what it results in for for setting goals that I think are going to be useful goals um but demonal progress I think is a is a compromise as a general field that we can talk about um I also I mentioned the financial pieces I will tell you that one of the things that worries me about the financial pieces is that the the memo we received in in December said that in order for the school to be financially feasible it requires 150 students we have here a contract for a

111school for 120 students um therefore by definition by our own measure it's not financially feasible um again the National Association of Charter School authorizers requires that contracts be financially viable viable and feasible are not that different um I didn't write the memo that said it's not finially feasible and so um I've got concerns around that too I also have concerns around um the one place where I actually see a requirement here is that the school will be 120 students the start of the 20 1920 school year is it um final school year yes if they're not what happens I mean you know I mean that's that that's you know it's um I guess again I'm looking for clarity here uh Mary I think TJ brings up a lot of good points I what I really

112liked was where you say demonstrable progress the way I would suggest we approach this is to identify the issues in which we had concerns when this came up to set perhaps the longer term Vision or what we think would be where the school should be not the ideal because we feel every student should be proficient or Advanced right but at least that would be aligned with what we with what our expectations are and whether that's with enrollment see I think 120 students would be demonstrable progress towards being sustainable is all of this going to happen in two and a half years no but let's set out what what our expectations are and then put that we do and clearly and whether it's around enrollment whether it's around reading scores whether it's around culture and climate

113or retention of of students from year to year whatever it is I but I think these were the same issues we're not making up new issues I think these are the same issues that when it came to us we had concerns about and that's why I think it's actually only fair to the leadership at the school and of the families there that we set out what those expectations are and then say I I like the term demonstrable progress so yes there's still wiggle room but there's still setting that out that's how that's how I think is a reasonable way of approaching it okay um so I guess where we are is can you make those changes I'm not sure we can make those changes tonight um and so the question is um you know when

114do you see us moving forward here um you on a personal level I you know I'm not as concerned around the simp approach as others uh I'm not that as concerned I mean we have talked about these goals and and objectives for a while and I guess the issue here is around Clarity that uh some board members feel that uh the contract is not clear on some of these objectives that we have spoken about for a while uh but I'm willing to um um move forward in the belief that um that the administration and uh that Administration that you we will in fact uh you know whole uh Badger Rock and ourselves accountable to attaining the goals that we have been speaking about here so but that's my view and um and so um question

115for you all is what's your recommendation here have to hear hearing what board members have to talk about um for moving forward here in a time frame I have one more concern James that we need to speak about our expectations here today are going to change a month from now because there's two of us that are leaving this seat so you're you're shifting the expectations completely um and and us not making the decision tonight uh I do not know where the other future board members stand but they they could totally push this away or forward drastic or or MH we don't know so that that is a big concern uh Bader Rock we supported Bader Rock we got to this point I'm to this point with Bader Rock and I think we're we're we're being

116unjust to them we're being unjust to the our own decisions that we made as board members which okay fine that that is but but to the students and to the staff that could drastically change next month that's a good point Mr Lumis I kind of have similar thoughts to what Michael was saying and even though we we've really discussed some problems that we're seeing some issues that we should also have to say that uh from last year to now uh the leadership over there has shown to be strong and making some progress and we should we should acknowledge that and a good job to and so uh from that perspective I I think that uh with more uh assistance and oversight I think will move not just Badger but our other charters in the area

117where they need to be they're I don't think uh we're going to have problems with all the other two also until we get this really better understood so I'm willing to go with this right now uh and work on the issues that we've identified okay uh Anna and then TJ then we're going to I'm going to call question um so I haven't added too much I I know I had discussed at my briefing whether I could participate in this discussion is that fine yes other people talk about school um and I just have my son enrolled there so um my I would feel better about the contract if the language that was removed around um the growth that TJ referen would put back in there I would feel better about the contract if we're not

118going to be or I would be supportive of delaying it so that we could set clear parameters within the contract so the growth language yeah which yeah I just want to hear I guess TJ's last comment and then I'll kind of comment on it all I guess um I one of the options that that that I understand Michael's concerns and I think that they're legitimate concerns and is Mary referenced that these are issues that that that the people the seven of us at the table have these aren't new to us this has been a couple years process and the continuity I think is important and and both for us and the school I also want to um acknowledge Dean's uh comment that my concerns that I'm raising tonight are nothing to do with the school

119but rather about the contract and about about the relationship that the contract reveals and and and I want to be very clear about that that that's that's where what what my concerns are about and then I want to suggest looking at the instruction work group agenda for um April 17th it is not a very heavy agenda and uh I believe that we could do a special me meeting April 17th Michael and Ed would still be board members at that time um and uh I think that would give um our team and the badger Rock team a chance to um absorb and incorporate things they've heard tonight um negotiate because the contract is a negotiated matter bring us something on the 17th and we could go from there um and so that would be my suggestion

120and I will make a motion um if necessary well uh Mr H yeah I don't think we need a special meeting why don't we just say for uh 2703 which is the such renewal application shall be be in the form and format required by the district and shall minimally include evidence of demonstrable student progress on assessment set forth in paragraph 5.02 above doesn't that address the issue Miss Paul did you captured that yeah I mean that was kind of the the second part of of the language and I I think to TJ's point it's a negotiation and so um the other party hasn't agreed also having negotiated with them don't anticipate them disagreeing to putting that language back in um but I think we could add to that amendment to direct legal counsel to to

121negotiate that and inform the board by no later than Friday March 31 30th uh whether successful negotiations in which case to right I mean I'm just we can we can amend it yeah and say that's the form we want it in and if they agree to it then it's done we it doesn't have to come back to us we don't have to notify US unless there's a problem unless it's not done I was going to say direct leg go Council to inform if it could not be resolved but right I me we're we are yeah I'm just going I would second that um okay we have a motion on the uh floor that um um so we need to well we have yeah the the main motion is on the main motion is on the

122floor so we have to uh can I move to an amendment yes I move that we amend the proposed contract uh I just Mis um amend section 27.03% format required by the district and shall minimally include evidence of demonstrable student progress on assessments set forth in paragraph 5.02 above second okay um it's been moved in a second um so voting on the amendment now so we're voting on the amendment it's been moved and second and all in favor of the amendment to the main motion uh a mayia advis vote please all in favor any opposition okay the amendment carries 70 okay so back to the main motion which has been amended and uh that's been moved and second it so all in aor you advisory vote all in favor I any opposition nay okay uh

123motion carries 60 61 61 okay all right let's see if we can find our way back to the city education uh I think it's instruction work group am I right about that as soon as I get myself back there okay all right everyone take a deep breath and uh we are at the item of instruction work group and and uh Mr merch all right and if I can remember what happened in the beginning of the month um we'll be in good shape uh we actually had two very important topics on the agenda before the instructional work group um and some relatively important information about both of them um the one the main topic was uh an update on both the current work going on with personal Pathways as well as the plan going forward um

124I think the most significant pieces of that is that uh the planning for the SE the cohorts that enter in September is um very very much in progress and going forward um very well by all accounts and the other is that um we will be continuing the following year with a second cohort in the health Sciences but the decisions around what the second pathway will be um will be put off to a to to to a year Beyond and that um also gives me an opportunity to let people know that there is a survey that I'm not sure when it closes but it's out um about uh give people an opportunity to weigh in on especially the second pathway and Pathways in general from what I've heard I have not looked at this the full

125survey yet um but I think that that's something that is important um comments questions or anything that I missed that's absolutely essential around the pathways update only that the survey is on Pathways in general Pathways in general in general in general um uh all right and the other is Middle School start times and the uh work goes forward on that also um due to the hard work of Karen Kepler and and our staff um there's an alternate plan before uh that that is in progress that may go forward that calls for uh a less expensive but slightly different way to move Middle School start times forward um and the one huge change is that it it it it it it it the school day goes till after 400 p.m. which um because that is a

126significant change it prompts that a second survey will be done uh to determine what the impacts on our families will be of a more drastic change in our schedules and that survey has not gone out yet I don't believe has not gone out yet um but will and so people interested in Middle School start times look for that uh the date and topics for the next instruction workg group are April 17th and the topics are an update on Alternatives and by Alternatives referring to the Capital High related Alternatives not the special education related Alternatives a distinction that that uh we continue to need to make and um an update and preparing for a uh renewal of our partnership um our multiple party partnership on Behavioral Health in the schools that's the news from the instruction

127work group all right thank you Mr mck we'll keep on moving here and next item on the agenda is operations Mr Hughes yes thank you we had a operations work group meeting on March 13th had a number of things on the agenda the first and main topic was the uh budget development discussion regarding benefits and compensation and we spoke about um Health Insurance within the context of the governor's budget proposal requiring a at least a 12% contribution to the cost of health insurance from uh all School Employees and we also talked in conjunction with that and also separately from that about uh a possibility of consolidating our um health insurance options from 3 down to 1 and the cost savings that would be realized through that sort of move and where that money might be

128dedicated if uh the board were to go in that direction um that conversation will continue at our next meeting which is on April 3D and I believe will be the Principal topic of discussion then as well uh we also talked about um some proposed changes to board policies which is an action item tonight uh the first is Sport policy 9000a which is uh the uh code of conduct ethics proposal and we have some proposed changes in that uh policy uh pursuant to our regular cycle of review of school district policies Dylan do you want to say anything about that one I guess just my general comment is I um there are some changes from the work group to this I've tried to be responsive to board feedback um I will say it's been a little

129tricky as we've not been totally aligned um and I really do just want to leave it with while these are my recommended changes around language um of all of the policies you're asked to consider these are the ones that most directly impact you um and so you know I welcome the discussions and the decisions and you know hope that we can get to a place where it's something a majority of you at least um can live with but really my goal in these was not to impose changes upon you but try to capture the feedback I heard um in a way that makes sense okay um I bet I could well just for purposes of moving along the discussion um I will move that we approve the changes to board policy 9000a and 9000b uh

130as set forth in tonight's meeting materials before there's a second Ed just just for to make this simple can you move that with the change that the uh definitions um that that the one you pointed out uh employees Define as citizen members the uh parentheses should be except students of Schoolboard committees oh that one's still in there that's still in there yeah I missed that um so just just just so so that we don't have to go back and do another amendment around that um so if you can make the motion that way no that's Incorporated in the amend uh in the motion second okay and and actually um this is something I I personally would like to table I think this is something that would be important for the new board members to be

131part of because this will affect them and their board um role so so I think this is something that I would like them to have the opportunity to give some feedback on on the ethics that kind of govern the the board so I would like to table this till at least APR uh the April meeting I just assume we I I think your Point's well taken but I just assume we not table it because because uh there's always a review cycle and every new board will always have something imposed upon them from the last board and uh they will have the opportunity in the normal review uh cycle to to update and make changes and so uh this policy also is not totally binding it's more of a public facing document and so um I

132just assume I just assume we move forward but I think your Point's well taken okay other discussion TJ I think I may end up where Michael is now but but but so so so so hold that motion you might get a second in a while but let's see let's see how we get there uh on 9000a um SE I have significant problems with Section Five and or I'm sorry the section on conflict of interest um and section and and and number one and number five over those um I think that in general what we're doing is imposing qualifications upon board members that are not statutory um the the state statutes say who can be a board member and what we're saying is that people who do these other things can't be board members and we

133don't have the power to do that um it's not given to us um and further that we are saying if you want to be a board member that we have to give up these other rights that that you have um such as you know the right to to sue uh the right to issue formal complaints um so you know go down to number five um furthermore no member of the board shall take legal actions or initiate formal complaints through adverse to the district well if one of us agreed with Dave blasa that this District was in violation of Act 10 I think that a board member should have the legal right to join that suit and I certainly don't think that as a district we have the power to take away that right um so

134I'm really uh I I don't see how we can number one is I don't think these are good ideas but number two is I don't see how we can do it I don't you know these are basic things um that I have the right to petition my government I have the right to file lawsuits I have right to do these things and to say that if I want to serve as a board of education member I can't do those things now clearly if I were to sue the district then as a board member I would have to recuse myself from all board activities related to that suit that's that's that's a that's the conflict of interest but the district telling me that I can't sue the district if I want to serve as a board

135member doesn't um we don't have the power to do that TJ the next sentence says this limitation does not include individual actions commenced by a member of the board of education on his or her own behalf um of his or her child or child all right another example um if I wanted to file an OCR complaint if I believe we were violating if if we were if I believe we were violating the the CI the civil rights of of students staff etc etc that's not on my behalf um um people file OCR complaints who not on their own behalf yeah that's right that's something you couldn't do Under This policy yeah I think I should have the right to do that if you are if you are a board member and you have problems with

136the way that the district is handling employees and you work as a board member to change that but to say that you are willing to be a board member and yet Sue on behalf of the Sue on behalf of employees of the school district sue the school district thinking more in terms of students than employees students okay fine but yeah yeah I I think that that is a reasonable restriction I don't um I will understand that add to this also what about open meetings um violations if I believe as a board member that there's open meetings violations um can I file a complaint I I would argue that exception allows you to right I mean taxpayer standing but as an individual I think you would be able to under that exception that was that was

137the tent of that and as I understand the well I what I believe to be the reason to uh restrict board members from taking action adverse to the district is that it's it's an abuse of our power as board members because you put whoever you're dealing with in the school district in a in an untenable situation you know if I were to represent a student in an expulsion proceeding for example you know I that's just d inherently um skewed the process because we're the people who hire the hearing examiners you know it's just an imbalance of power that I think is is inappropriate at at a lot of levels but mostly because of the position that puts the employees of the district who have to deal with that yeah so my question would be then

138if that situation came up what what discretion of of the board would we have in um punishing that action you know I think that the board polies the board so the board would be the ones who would have to say we disapprove of that pass a resolution saying you disapprove of it I guess be a public censure essentially it would be whatever one to yeah and can you describe what a public censure would it would be the board publicly passing a resolution saying we think your conduct is in a violation of our policies and therefore we disagree or disavow the conduct as standing in um conflict with the policies governing the board and the the district so Michael I did you have well I I do I do share similar concerns with Michael around the

139fact that we're writing a policy I know it'll be reviewed but particularly in regard to number five under conflict of interest by using that entire statement I mean that could really be interpreted as anybody who's working with students in any type of advocacy role because there's always potential to be an an adverse position with the with the district there could be that and then many times you know I can think of people who work with students and a lot of times it's kids that are marginalized that actually are working more closely with Advocates so I I I personally feel like that first sentence which I had sent to the board earlier is is an overreach um I think if if you want to draw a line I could see where litigation would be a place

140to draw that line but I I don't think that we could dictate and particularly not what people do in a voluntary role I just I just don't see us having the capacity to um put those parameters on people and what they're doing in their work and uh just in this discussion I can see that there's more deep thought that needs to be brought to um our ethics as board members um and not just just not just for us currently but future board members I mean uh imagine yourself in a role um where you want to shed some light on a subject but you're only the the single vote in against six votes in a polar opposite and and this is a distant example but anyways bottom line is I uh I think we can dis

141we need to discuss it a little bit deeper and I would like to give this opportunity to new board members because I I I see good potential on those future board members and their input um and yeah so I still say have a question for Dylan yeah I Michael I I don't believe board members should get to choose their rules and their guidelines and if you're I'm not going to come on the board and then say I want to change the rules and these are you know these are just guidelines for conduct guidelines for conduct that ensures that we have public Representatives operating within the district that are perceived by the community students our staff the administration as being unbiased and as representing our having code of conduct that is befitting this office uh I

142don't think that these are terribly high standards I think if we want to find the examples that somehow some someone's going to get tripped up on sure otherwise frankly I think that they they basically will have no teeth in them at all and it is voluntary right the only thing that can happen is that you get censored by the board but then that takes the majority of the board to do it anyway so Michael I I mean frankly I think we've drugged this thing through the mud for way too many meetings I don't want to sit through another meeting discussing 9,000 A or B one more time in we're smithing it TJ is saying the exact same thing that TJ said a month ago so either we vote it up vote it down or just

143you know Skip it I mean this is re if we can't agree on the basics of the code of conduct and I really think that yeah I'm I'm tired of discussing this and I really think that we should just decide and it's for the board vote against it then but let's get it let's vote it TJ and TJ I have a couple questions can I ask you a question you had said before that somehow this would prevent people from being able to serve on the board and I didn't understand my my point is that that you have to give up rights in order to serve on the board and that and that if you don't and if you you take an oath and this speaks to one of Mary's things is that about how seriously

144we take this I take Oaths very seriously and we swear an oath to um follow the policies of of the board my Master's thesis was on oath taking I take oath taking very ser seriously so I think that you're right that there are no teeth but but individ as individuals I think that there is something there that that that's there um but I didn't want to say the things I've said before I wanted to ask a couple questions Dylan actually at this point um and about um on conflict interest One MH um the last clause or would tend to influence his or his or her her or his judgment or actions and performance his her duties um that is an or not an an um which means that any employment that a board of education

145me and this again goes to qualifications any employment we take can't influence our judgment or performance of our duties which is different than is incompatible with the proper discharge which is a different sentence it's got It's it's an or there which means that um you know I teach teaching certainly influences my judgment and actions so I can't [Music] teach so so we're going to how I prefaced the the entire discussion which is this my goal is not to impose rules on the board that's not my goal that's actually not my role in this particular policy there are a lot of times where I'm like begging you to do something this is not one of those times this is language that has been in the policy that I have not since we brought it up in

146November gotten feedback on I think that is one reading of that and again what I'm asking you to do is to consider how you want to police yourselves and what common expectations you want to set for yourselves um and I I do view my role in this as scrier in many ways not as advocate for any of this um and so again that is not a section we have discussed and we've discussed many um but that's certainly one Fair interpretation okay and so I guess that um I would recommend um stopping that sentence after duties which sen is that um on conflict of interest one page page uh one actually um page one bottom of the page conflict of interest one no employ or member of the Board of Education May engage in other employment

147or independent Contracting which is incompatible with the proper discharge of his or her District duties and I would end that sentence there do you want to make an amendment um I will come back and do that in a second or should I do that now it does um let's do it now then well there might be a second one which is um unless they're incompatible we can do them um that's true but but Mary says we have been spending a hell of a lot of time on this and I figur doing them together i' support you on this one why why don't we just do it okay all right so I mov I moved that on page three of the draft under conflict of interest one um the uh Clause after the word duties be

148stricken second okay it's been moved and seconded any further discussion if not am I your advisory vote I all in favor I opposed passes seven to nothing all right uh just just a clarification on number five um this limitation do not include individual actions commenced by a board member so that would um include class actions on his or her behalf yes so board members could could and and that's your understanding here um if you are commencing an action or party to the commencement of an action on your behalf or on the behalf of your child I believe that this sentence covers it no but the question is that it says does not include individual actions does that mean it does include class actions on behalf of child word individual it was not to distinguish from

149class that's what I was asking you are that's what I was asking that that that's what that's what it was a clarification question okay um I moved at the word individual be stricken um why because I think that uh that board members should be able to take part in class actions and that isn't clear here if you're not the attorney representing a class you're part of the class then you are suing in your own name I mean you are you are acting individually then you're the at L so but I just the inclusion of the word individual here um you know I'm not an attorney but the inclusion of the word individual here seems to me to that that it might that it might preclude class actions if if the two Attorneys at the table

150tell me it does not then I will leave that alone but um I believe that's what they that's what they saying this is certainly not an antill I'm willing to die on so I will take the direction of the board one way or the other I think that's what the two attorneys are saying but I also if if removing individual uh does not alter or cause any uation does not include actions commenced by a board member on his I think the on his or her behalf is the important preposition phrase there in so the individual seems to me to be perhaps misleading and and certainly biguous at best yeah that's why I suggested strikes in if there's a second but there's no if there's not second it's been moved and seconded uh am I your

151advisory vote all in favor I N opposed passes six to1 so it's perfect now right y perfect docent beond no but it's better okay I that I'm sorry Ive that we remove the language no member of the Board of Education whether through an employment activity a volunteer role or other means shall represent a District student or employee in any matter adverse to the district now where is that one uh number five first sentence of number five it's the first sentence for conflict of interest number five I would then strike further more yes the thank you okay any discussion am I your advisory vote is there a second to that second so we're distracting everything up to further more that's the through [Music] furthermore Amaya you advisory vote I uh all in favor say I I

152oppose nay nay okay that passes 51 to1 is that right is that what it was was 62 one obain no I voted against it oh okay yeah so 511 okay anything else Dean the one right underneath it undue influence I think those sentences are are redundant I'd move to strike the first one undo influence it's right underneath number five I'd move to strike the first one and keep the second first sentence I mean they seem redundant to me the other one's more specific page it's right number influence undo influence number one I move to strike the first sentence and keep the second the sentence I would keep would be board members shall not use such positional authority to direct District staff to adopt the board memb position and skip the other and and strike the

153other one you use the such don't you have to the previous the such as a reference to position as a board member to the previous so it's just kind of wonky sentence structures second one out yeah why don't you take the second sent take I would I would take it back and uh remove the second keep the first okay is that second I would move that we uh keep no member of the Board of Education shall use his or her position as a board member to exert undue influence upon District staff in any decisional processes and then strike the rest of that so you are essentially moving to reject the proposed amendment to that section right is that uh yeah no you're right if that's the whole thing's new language we also need a her

154next to sorry what all right it's been moved in seconded to we need a her next to his or her position um missing in the draft sorry I'm just I'll use his or her yeah while we're going to amend we might as well clean that just put there check it up Governor's eror is the motion clear so that section will read no member of the Board of Education shall use his or her position as a board member to exert undue influence upon District staff in any decisional processes correct all right Amaya your adviser vote all in favor I opposed okay it passes 60 to one all right any other amendments to that one if not let's move on let's vote on the policy am I your advisory uh your motion was for both policies so

155we should probably see if anyone's got anything to say well I assume so bab and B was struck what's that it it was not for the substantive 1540 it was only for 9,000 oh I'm sorry I thought you made the motion for 1540 also I I misheard your motion I think you knew you were going to I misheard your motion okay uh just for 9,000 am I your advisory vote I in favor opposed nay that passes six abstain 5 to one to one all right next up is 1540 not good enough darn it uh and I move that we uh adopt the proposed changes to board policy 1540 is set forth in our me the materials prepared for the evening's meeting second it's been moved and seconded um I also moved to amend it such

156that the the name of the policy is what did I say it should be um board member expectations for board members rather than ethics rather okay it's been moved in seconded any discussions to that one if not Amaya your advisory vote all in favor I opposed passes seven andain 60 to one all right any other amendments if not what's put on the policy am I your advisory vote all in favor I I opposed abstain abstain uh five TJ did we I voted yes oh okay so it passes 60 to1 great all right I'll take it uh oh we also have a magnet school policy to vot we did yes we do um I move that we adopt the proposed magnet school and or programs policy number 1010 as prepared for the in the materials for

157this evening's meeting second it's been moved and seconded any discussion item up TJ yeah um I'd like to offer an amendment I'd like to speak to I'd like to explain why and then I'll off the amendment um the Preamble rationale for this policy uh has some statements that a i as an individual board member I'm not comfortable with and B as a board I don't think we have um discussed and I don't think what we've and the statements in particular are um that the board recognizes that in order for the district to be to be a district of choice for all families that live within and outside the Madison School Madison metropolitan school district the district must offer a variety of high quality rigorous opportunities to meet the needs of all students and families magnet

158schools and programs within existing schools are one means of enhancing educational opportunities and opt and opportunities within the district um to to me the uh idea that we need to be a district of choice for people outside Madison metalon School District is not something that that that that I think should be among our priorities and secondly I think that um offering a variety of high quality rigorous education opportunities is not is not something I mean as a general statement yes I'm committed to that but in this context I think it it it it it commits us to the expansion of Charter and and and magnets and um it certainly pushes Us in that direction and I think that's a discussion that we haven't had yet so um with that in mind I offer an amendment

159to this to strike the language well um to strike the language I have to go back to it I'm sorry to strike the language um starting with however and replace it with um however the board also recognizes that our policy should Define and address schools and programs other than neighborhood schools and programming spec specifically magnet schools and magnet programs I think the reason we are passing this policy now is because we have two schools that don't fit the neighborhood School concept and that we have a desire to bring them within our policy to Define what they are and I think the other things are things that this board or the board that is elected in April may or may not want to do um and if after a thorough consideration of where we want to

160go with magnets the board decides that the language or the ideas contained in that Preamble are um where the board is at then I think we should go ahead and do that but I think that it's premature to do it at this time I think the rationale for this is clearly to bring things under our policy so um if there's a second for that motion so your motion is the language that you sent in your email and I can read it from start to finish if you want yeah yeah yeah I'll second that okay any discussion Amaya your advisory vote stain all in favor I opposed passes seven to nothing oh six to nothing 601 uh now we can move on I unless there are other amendments to the to the main motion uh uh

161Amaya your advisory vote on the policy itself I all in favor I I that passes seven to nothing and then do we have to do another motion to bring in Spring Harbor is that yes yes okay all right I move that the Board of Education formally recognize Spring Harbor Middle School as a magnet school pursuant to board policy 1010 say I moved and seconded any discussion am I advisory vad I all in favor I I that passes 7 to nothing uh and then we also talked about at our meeting uh an update on safe drinking water and the lead testing plan and anyone looking for more information on that can find it on a page on the website which can be found at buildings. madison. K12 w. USV voluntary dwater D testing uh and that's

162my report and we have another meeting uh Monday April 3rd to talk about the further budget development quick a quick comment I think we should say it out loud that they're all being tested if they're positive they're immediately turned off and will be replaced am I right yeah so the problem has been mitigated I want to add that the communic I got as a parent was excellent okay all right thank you Mr Hughes uh another Yan's job uh on the on the last day here so um we'll move on so next item on the agenda other reports to the board city of Madison education committee um judge Koval and uh Leah did the reports on um the municipal court trcy report you have it in your doc in your packet it basic basically went over

163the details of some of the numbers the data uh some of the um demographic information around uh treny in our schools um so I'll leave it at that unless there's questions but it pretty much covered the de demographics and where we are with our um habital insury in schools um youth Transportation uh talked about basically the 1 and A2 mile 2 Mile route basically wanted to find out about uh in essence what students were are being covered under our transportation policies and what students are not and uh and so that was the uh discussion around the methro youth Transportation um most of the discussions on the education committees thus far has been more informational and I think maybe the positive thing that came out of this meeting was um uh to talk about what actions

164should the committee should start looking at and taking uh in instead of sitting and doing entirely informational conversations what are we learning from this information and what should this uh committee do to bring forth actions in the in the future so I think that was probably the most uh um positive thing to come out of the education committee to look at um uh what should we be taking actions on so look look forward to uh more uh recommendations around actions moving forward so any questions okay then that concludes the uh City of Madison education committee report and uh next on the agenda student Senate so we've had two meetings since our last board meeting um and we continued our discussion of Pathways um hopefully wrapping up we're going to continue to work with Mr frein

165um aside from that we're planning um a small event for Teacher Appreciation Week um that we'd like across the high schools um so we're just looking for volunteers and hoping to coordinate that effort okay thank you okay um mscr report so uh the mscr advisory committee met March 22nd uh big news um are MSR executive director uh Lucy schaen as you know will be uh announce her retirement um to the board and or to the committee and stated her last days June 20 23rd um there's work on finding a a suitable replacement um so and the committee recommended as the the new um director they would like to um what is it mingle mingle uh with the director so Lucy is kind of planning everything uh after her retirement uh to to set a good

166path for for the new director um so that's ongoing work and we need somebody strong for mscr to fill uh some big shoes um and thank you to Lucy schaen for the work that she did over all this years so so we hope to get a quality candidate for for this uh large entity in our school district that's it all right thank you Michael uh education resource officers all right um we had another Lively and productive discussion um we started off with reviewing our current ER contract Dylan walked us through some of the highlights of the contract um and then it was followed up with Captain akert and Tony Peterson coming to talk about best practices um procedures around calling police and we intended to look at the 20156 annual ER report but there's a

167little bit of a glitch so we didn't cover that as a group um I I'm excited moving forward um we're in discussions of getting Janette Deo deya to facilitate so she'll be joining that group which I think will be very helpful we like I've said before we have a great diverse group with a lot of different perspectives and I think her facilitation skills will be helpful in guiding our discussion um and I and I would also just say in conclusion um in light of the event that went forward today I think I will continue to encourage people and if other board members could continue to encourage people and let them know that we do have the ER ad hoc committee particular L to address the issue around Gathering public input increasing transparency and improving our

168policies um so I just would encourage people to attend our meetings we always start with public comments um because it's very difficult for us to um respond to people's comments in the public if they're not coming and sharing them directly with Board of Education members um so our with that being said our next meeting is April 19th at 5:00 p.m. and Anna question can you remind us slay people civilians out there in the world where where to uh show up if interested here right here excellent thank you all right thank you Anna okay next item on the agenda cell phone tower easement Memorial High School our move that the Board of Education enter into an agreement to sell an exclusive easement to American tower for $786,000 the mmsd business office and legal department were assisted

169by bortman and Clark LLP during this transaction second been moved in second questions comments I got a couple questions for I believe whoever's the staff person on this very short ones probably close to yes or no very close to yes or no um but I just want to and yeah just real real short um I'll let you get settled and you probably you're going to be right back up again cuz these are um question number one is um is there any significant in the significant things that uh they can do in the easement that they can't currently do with the lease no okay so no of the main parts of it's ch and the and the second question is is for Mike that this goes into Fun 10 and and it's and it's a one-time

170payment and it will and it will will appear in fun 10 and um how we use it will be as we decide how we use everything related to fund 10 general f Revenue that's it that's all I wanted to confirm thank you Mr Hughes before you leave yeah I think that we we're getting this money because we're essentially selling part of Memorial's facilities I think we ought to give the money back to Memorial and want them use it as they see fit to improve their facilities that's my last motion as a Schoolboard member I would second that oh we take it under advisement well I move to uh amend the motion to direct that uh the amount of $786,000 be um earmarked for facilities improvements at Memorial High School second it's been moved in second

171uh just talk about that a little bit because uh do you want to comment at all it's probably important um I I would worry about making a decision about how to use those funds here at the board table without the board having more uh a deeper understanding of potential Financial need in the near future and would recommend I would recommend uh not making that decision tonight um so as the board retains that flexibility for financial decision- making in the future that doesn't mean the board couldn't decide at a future state to give all of it or a portion to Memorial but um I I don't think that would be the right decision to make um without further analysis that pains me to say this all right let me amend the amendment and and and request

172that in the upcoming budget process that the um Administration make a specific recommendation with respect to that sum of M that onetime sum of money all right you okay with that one y so um so the motion is as amended um well we have to vote on the amendment I just want to comment on the motion is that I I just I just called them up to confirm it went into General Revenue and now now it's kind of being taken out um it's um well if these things happen these things happen Okay then uh we need to vote on the amendment a mayor advisor vote all in favor I any opposition okay motion carries 70 so uh so the main motion has been moved in second so uh mayor you advisor your vote all in

173favor any opposition okay motion carries 7 zero so we'll come back with a proposal to the board on how to spend this money okay uh is there any old or new business to be thank you guys uh is there any old or new business to be brought before the board tonight seeing none may may I move to a journ yes you may Michael you want to Second it I would love to Second it it's been moved and seconded all in favor any opposition and is not conc we'll keep going [Music]