12/9/25 Regular Board of Education Meeting

001I proceeded as the worst form of government other than all of the others. It's pretty concise. >> I don't remember where I heard that from. I'm like that is yes right now. >> We still need one of these old That's right. >> Yes. >> Yeah. >> I will call the schoolboard meeting to order. And uh you would rise at this time. The first graders from Enroll will do the pledge of allegiance. >> Come on up to the front. >> Okay, >> cool. >> You start to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you very much. Just a reminder, we did have some people arriving later. If you would like to speak tonight, there's sheets

002at the back table you need to fill out and then bring it up and we'll get you in the public input session. >> Public input. >> Yeah. Okay. Yeah, if she says it. Yeah. Okay. >> She's in charge. Go ahead. >> Christopher Ael >> here. >> David Bowman >> here. >> Hans >> present. >> Anne Olson >> here. >> Mary Wilky Blanik >> present. >> Keith Shaw >> here. >> Harry Tr. >> Thank you for public input. Um we appreciate public input. Public freedom of speech is one of the things that's very important in this country, but it's also important to respect the people you're talking with and about. So, we all have different opinions. Uh we want to hear those, but please, when you do it, do it in a respectful way that um

003doesn't personally attack anybody, but gives your point of view. And uh that's probably the most important thing about that freedom of speech in this country. So that being said, we'll start and Sarah Weineberg, you are first. >> All right. 919 Jar Road KO. Um, speaking as MEA president, a teacher, a staff member, a parent, you guys have some tough decisions tonight. Um, but I know you're not the only school board making tough decisions. There are numerous referendums out there, other consolidations, other buildings being closed. Uh, and really that won't be fixed until how we fund public education is changed. I want to let people know that your staff is going to work hard to support each other during this process. We know you will give us grace, but we all know change is hard, but

004making those changes is probably harder. Um, I know the students aren't as anxious. They're worried about what playground they'll be on. your staff members just want to know where they're going to be. So, good luck tonight. Thank you for your considerations and let the decision- making begin. >> Thank you. Next we have Steve Kleinfeld Steve Kleinfelt 81 09 North Road Newton 920 32353 Superintendent Tennis and MPSD School Board. I'm here tonight is talk about elementary school closings. Uh trying to give a little bit of background to history about the maybe why we got here tonight and points of discussion may come up later on that you may want to pursue. I was on the community facilities committee. I was hired in at the principal at Jefferson School in 1990. Uh, one of my important roles

005there was leazison between brand bus and the district office regarding anything that had to do with busing including route changes. I did that for nine years and it was transferred to Jackson school in 1999. Early 2000s we had too many students in Jackson to accommodate them. change of boundaries had started uh begin and uh students that we had to cause with the boundary changes moved to Jack uh Stangle and Madison. Jefferson was also having some similar um concerns with enrollment and some of those students were moved to Madison. The lines that were created then still are in place as of today. Uh as I know that created upset families because they were like presenter said um want to know where their kids are going to be. But uh in Jackson's case we had an unusual

006situation in that um families are going to be split. We actually had some students finishing up their years at Jackson while other members of the family were moved to Madison or or Stangle and um with the proposal that's up for the school board now to consider at least looking at K4 all those families students be going to the same school. Um 2010 attendance numbers started going down. By 2015, Jackson had lost about 200 students since the 20 early uh 2000s and Jeff's enrollment was down as well. In the meetings at the at uh on December 1st, some people mentioned an easing of closing schools uh this time and um probably the time to do that was back in 2015 when we were losing enrollment at that rapid rate. At that time you could have um

007closed Madison had the students that were going to Madison that are in the Jackson attendance return to Jackson and the ones that were going to uh living there that were in this Jefferson attendance return to Jefferson and you would have an easing at least one school at that time reduced uh past boundary changes uh were to rightsize schools. We hear that term right now is what we're trying to do is rightsize the schools. differences. We had an overpopulation then, now we have more schools than students. Um, hearing this information from the meeting, I four things had come to mind for me and I made me thinking about where should go with this. Um, All right. Well, first I was considering um the boundary changes as to why were they created? Um there was different things

008that were said there. There's part of it is financed because of cost of the renovations and and repairs. Um there's there is the trying balance student enrollments. There's balance student um free and reduced lunch. And um so those um kind of resonated with me, but the one that occurred to me the most was the balancing of the of the uh the students and the transportation. Um, and that the one point was made that we're putting our students in schools that are closest to where they reside. And when you take a if you took a um and drove a circum or a radius around Jefferson, Franklin, and Jackson schools, you would probably have circles that almost touch and among each other. that is a very heavy populated and residential area. And so if you look at

009taking the same radius either Madison or Stangle, you can only draw them about a mile halfway because they have the lake. And if you look at the residential area, particularly out by Spangle, it's it's very compared to those three schools which I mentioned. So with that I just thought about you know transportation is was another point. How can we get the students closest to their schools, staying closest to their schools? At one time in um uh during the transportation of students from Stangle out well to Stangle when I was at Jackson, we had students on the bus getting picked up in the country area being brought into the city. On the way into the city, they'd be picking up some Jackson students. bus would be dropping off the Jefferson the Jackson students at our school

010and then continuing the bus on the way to Stangle. uh with looking at the data that the um administration has um had available, I'm just kind of asking they maybe relook at that again because why wouldn't it be nice that those students that were coming from the Stangle attendance area could just be staying at Jackson rather than continuing out to that furthest building in our in our district. >> Steve, if I can ask you to kind of wrap it up. Okay. So, with that said, I'm just again asking this the board to look into some of the rel alignment that they've already discussed trying to keep a neighborhood school that's an anchor school in the community and um I appreciate all the work you've done. It's it's not that it's not forgotten and and not

011that it hasn't been seen throughout the community. It's a very tough decision. I appreciate you taking it. Thank you for your time. >> Thank you. Did anybody else come in later and have wish to speak? Anybody else for a second time? Yes. Come forward. My name is Allesandra Schwarz and I live 212 here on street in Man. Um, I guess I I I was um I'm aware of the issue and I've been of closing both Madison and Jackson school and um I unfortunately I I was trying to be a little more up on all the nuances of the situation. I meant to come to the meeting this week and had a debacle. So, um it's been a bit of a challenging week, but I guess I my concerns are um the costs involved and um

012with with the schools, if if there's actually been adequate time to take, um make an investigation into the costs of if if you would close Madison and you would close Jackson School and put the kids at Stangle. Um, and then move the fifth graders to Wilson and um, I assume also Washington. Um, I understand the schools have some issues possibly even one of the issues is the cafeteria situation with the schools. Is that correct? >> What? >> I I didn't hear I didn't hear what you ask. I I I understand that each each um entity each school has some issues with it in terms of is it suitable today to um move the students like to Madison or to Jackson school and it was I guess Stangles being targeted. Is it are one of the

013issues um cafeteria issues on hand? Okay, that was >> we we don't usually ask questions during this answer questions during this time. >> Um, >> but those are things that have been looked at. But that's >> okay. I have this is my first open >> I'll learn. Anyway, I just want to pose the question. Has there been time before you take a vote? Has there been adequate study in terms of the modifications that need to be made at Madison school, at Jackson School, and a thorough investigation before you decide to close these two properties and move the kids to Stingle School? But you don't answer questions. >> We'll we'll be discussing that. I would encourage the board to take time to do that and make sure that all the questions have been answered before there's

014a hasty decision to close two schools. I do think that it matters to this community to have schools on the north side. I think that it's very important when you have young families, new people, people moving to town. There are families that want to put their kids in public schools and it's important once they get in the public school system that they stay in the public school system that you don't lose the attrition rate to the parochial schools. I think that's been a trend and I think public education's important and I think when you have families moving to town, they are going to want to see schools on the north side. I think it would be a real mistake to make um single school your flagship on the north side because the school doesn't present

015like it like Madison. It doesn't Jackson presents very well as in like Madison. It has a nice schoolyard. It's not run down. They're nice facilities. I think when families look at that, they would be more apt to make that consideration as a positive check mark to move to our community. And I think that's rather important. So I would encourage the board to try to keep one of those two schools open because I think they are head and shoulders about the stangle opportunity. >> That that's my two cents. >> That's good. Thank you. >> Okay. Thank you, Phyllis. Anybody else have a sheet filled out to speak? Anybody else scoring twice? Anyone else wishing to speak for a third time? Not seeing anybody. We will uh close public input and move on to the consent agenda.

016Is there anything on the consent agenda tonight? Anybody would like to hold second chance. anything. >> I'm looking at you, Mr. Able. >> Of course you are. Not me this time. >> Any for a third time? >> Anybody want anything told? Seeing none, do I have a motion to approve the consent agenda? >> Move to approve. The second by Mr. Bowman. Any other discussion? All those in favor say I. >> Say nay. >> And the consent agenda is approved. And from that we move on to the report from the student representative. >> Jade, you are up. >> If I just So everyone um this is Jade's first meeting. She is >> essentially serves as the alter uh alternate for Lulu who couldn't be with us tonight. So Jade Logatima is a junior at Lincoln High

017School and she is going to be the person here when Lulu can. So this is her first meeting. I'd say let's welcome her. >> It's all yours. >> So since it is my first meeting, I beg you all to bear with me. But this is the report that I have tonight. Um, as we enter the winter months, we also enter the winter sports season. Um, here's what we've seen so far. The boys basketball team has begun begun its season with an unfortunate loss to Plymouth. Um, and the girls basketball team has also started their season with a loss to Arrowhead. However, we are looking to, you know, get some more morale up. Um, try to get some more wins. Um, our artistic sports, the, uh, gymnastics, dance, and cheer team, which I am on myself,

018have all attended their first competitions these past two weekends. I've heard uh, all good things about all of the artistic sports. The cheer team is doing rather well. Um, hockey has begun their season at Notre Dame. And to wrap things up in the sports categories, wrestling has also begun their season with a meet against Kimberly. Um, and with new snow comes new beginnings. So, we congratulate our track and field star Halley Schroeder for continuing her career at the University of Minnesota Dillings. >> And continuing with new beginnings, Will Lincoln welcomes a new poetry club. I myself have not been to any of the meetings, but I do have a couple of friends and I've been told that they are very insightful meetings. Um, and since this is a heavy topic tonight, I wanted to speak

019a little bit on the issue about uh closing some of the schools. Um, because I feel like it would benefit the entire school board and the community to know what some of the high school students think of the issue. Um, I haven't heard too much because as you all know, it doesn't directly impact the high schools. However, a lot of people in the high schools do have younger siblings who attend many of these schools. There's a lot of confusion going on because a lot of high school students don't take the time to educate themselves on what's going on in the community. They hear a lot of things from their parents. Um, sometimes they'll see it online. Um, I myself have just recently learned about the issue, but I do hear from people that are informed

020that they're just a little bit worried for their younger siblings. There's obviously a lot of confusion. Uh, voting hasn't happened. And I think that from the high school community, we're all just kind of, you know, holding our breath waiting to hear more about the issue. That's all. Yeah. Thanks. >> Thank you. >> I was at a conference this past week and one of the sessions that I was in it was about student representatives on school boards. Um it's nice to know that we're a little bit ahead of some places that you are welcome here, but you can't ever speak. Um so we're a little ahead of that. >> Yeah. And if you if you would ever like to say anything during a meeting or be part of the discussion, just raise your hand and you'll

021be recognized. The other thing that I thought was an interesting idea that we might want to consider is they they've also opened up positions on their committees. At least they have the students sit at committee meetings when you're talking about curriculum, you're talking about facilities and other information. So, uh that might be something in the future that we can think about. It is against state law though to let them vote on it. >> Right. >> Which might be bad because working with this high school kids and the kids sometimes they think very well >> much better than I did at that age. >> All right. That being said, I'm going to turn it over to the superintendent report. >> Thank you, President Hansen. Um, I'll I've submitted the written report to you. There's a there's

022a couple of highlights, but I I I want to spend the majority of time on our guests here. So, uh, we have a student learning showcase with us today and asked if Tiffany Schly and her fifth grade leadership students uh, from Riverview could come on up and um, they're going to share a little bit about their program and how it's impacting uh, them as leaders and their school community. So, welcome Tiffany and thank you uh students for your participation and leadership at Riverview Elementary. >> I'm Tiffany Schlly. I'm the 4K and TK school counselor at Riverview. And these wonderful um students are three of the 14 fifth graders that are part of our leadership. And so they do three different jobs. Um, these three, 13 of the 14 and including these three help with our

0234K students in the morning. So, we start school at 8:00 a.m. They start school at 8:40. So, they give up that morning time. They come early and from 8 to 8:40 they help in the classrooms with 4K students. And we'll talk a little bit more about that. Um, and then we also do first grade buddies um that they can sign up for during lunch and recess. and they also deliver the weekend meals to the classrooms um in a confidential way where they just drop the bags and then the teachers take it from there. So those are the three jobs. So I wanted to ask them two questions for you guys. First of all, what do you specifically do to help our four carers in the morning? >> What we do to help the four carers

024is we get their winter gear on like their snow pants, their snow boots, and their uh winter jackets. Then then we get them ready to go into class. >> And then in class they do centers. And what I do for centers is I look for needs. Um and uh I like if anyone's off track, I bring them back on track. And if a teacher assigns me to a certain student, I'll help the student with like what the teacher told me they need help with. Um, what I help with is like help them with like putting pom poms on like a number chart and erasing and tracing numbers. >> Oh, cool. >> And before I ask them the second question, yourself. >> My name is Ian Sophie. My name is Bryce. And second question, do you

025enjoy doing this in the mornings? And how do you think that this group helps you personally? I enjoy this and this group will help me in the morning is to maybe if I want to be a teacher, it can help me with my future job and it's fun to hang out with little kids. Um, I and I think this helps me because it can help me with my leadership skills and it can help me problem solve. Um, and it can also help like kids problem solve. >> I enjoy it because it helps me learn to the little to be patient and it teaches me to take my time with the little kids to take as well. >> Any questions? >> Questions. >> Great job. Hey, thank our leaders of tomorrow, >> learning at a young

026age, how to help others, how to be kind, how to help build a learning community. So, thank you very much for that program at Riverview and thank you students for sharing your experiences and your learnings. You did a great job. Um, next we have um, as a continuation of our strategic leadership and organizational effectiveness, part of our strategic visioning as we've done the past couple of months, we're finishing off our our 100 day plan uh, presentations to the board. And tonight we have Franklin, Riverview, Madison, and Lincoln. So, I would invite uh, Franklin to kick things off and Mr. Heler um, come on. >> Oh, you're going to all do it. Okay, great. You can So, I'm Matt Eller, principal at Franklin, fourth year in Franklin, 15 15th year as a principal. Here to talk

027about our 100 day plan. I was going to bring some of my team with me, but given the busyiness of what's going on tonight, I uh decided just to come myself. So, it's just me. Um the goal's got three parts, and I'm sure you guys have already heard about this from the other schools. Um academic goal first. Uh the district led us through a very helpful um two-day session looking at forward data um broken down by itemized analysis. uh let us kind of look at uh I'm going to go through our our bigger forward data in a little bit but this took us through kind of um linked to standards where were our students struggling the most both in reading and math um all the schools ourselves included said that our biggest concerns was this

028standard called R2 which I'll talk about in a little bit as well but really it's about main ideas supporting details things like that students are asked to read short passages come up with what the main idea of that passage is and that was a struggle for So, we we wrote a goal that we're going to have our students at 85% proficiency um by the time they take the forward in April. Some of those key uh action steps. Um again, our building and leadership team was at the days to come up with the goal in the first place and then they helped me presenting this to our staff and um organize these goals as part of our building leadership team during the year. Professional practice goal is linked to this. Um, again, it's a district focus,

029but it's very helpful for this goal. Working through this ELC process and professional learning communities. Um, if you want to assess something like this that's not necessarily assessed frequently throughout the year, you're going to have to create your own common formative assessments, um, which PLC is very helpful in doing. So, our teachers have been working since the second week of the school year. We started in the summer, didn't during the first week of the school year, but met every single week thereafter, actually twice a week. um working on creating these common formative assessments and making sure they understand what this standard is actually uh asking students to do at each grade level. And again, I'll give you a little more information about that in a couple slides. Um behavior goal um we track our major

030behavior through infinite campus and um suspensions. We would like to see a 10% reduction in both of those over the course of the year. Uh we've had this goal every year that I've been there. last year we were able to do this actually by a much larger number than 10%. Um we've done a lot of the same things. We actually think our tier 2 tier one and tier 2 systems in our building are really good shape. Um so we've done some of the same things expectation round up at the start of the year making sure kids understand what the expectations are. working with a new um program character strong at the start of the year, rolling that out and a lot of emphasis on recognizing positive behavior because one of the easiest ways to change

031behavior over the course of the year with students, especially elementary students, is to focus on that positive side, not the uh the negative and consequence side of behavior. So, we do that through a program called Awesome Slips that we draw every week that the kids get really excited about throughout the uh throughout the school year. Going back to the standard a little bit just so you guys understand the language. Um the standard starts in kindergarten, literally goes through senior year of high school. So I just put some examples up there so you kind of see what it looks like. Um starting with kindergarten. Obviously the students are just learning to read. So they're learning how to retell stories and share key details. And then I've got the standard at third grade, the standard at fifth

032grade. So you can see what it looks like a little more from the students are actually taking the four exam because that's third, fourth and fifth. So again, they're talking more about summarizing texts, bringing in a few key details, key support details, and that's what our our staff are working on making sure the students uh understand better going in. And again, that standard we scored more like in the 30 to 40% correct rate depending upon the question, whereas most of the other standards were more like 50 to 60%. So just jumped out at us as a place we needed to focus our efforts on. Speaking of forward data, um these are our um third through fifth composite scores. So basically our school composite scores the last four years in both reading and math. Um reading

033has been a little more up and down. Math, we've seen an increase every single year um since 2022, which we're very proud of. In fact, we're approaching like 50% proficiency in math. We're actually recognized in 2024 for being a school of distinction based on um those results. So, we're very proud of that. Um, so hopefully we'll get back on track with reading this year with this focus on this particular standard. Math we think we're in a really good place with continuing a lot of what we're doing. It's been a strength. Um, couple last things to add on the academic coaching side, which is a new position uh this year. Joy Jroic, our new coach, has been working through cycles with every single member of staff. um she's already worked with over half the teachers in

034a lengthy coaching cycle and she thinks based on uh participating in those PLC's and looking at some of the data they collect in each cycle, we're already seeing some results of that. Uh PLC meetings I'm a part of every single week. Um I try to attend at least three per week depending upon the week and uh I've seen a lot of growth there. I thought we were already in a good place to start the school year, but teachers are really seeing how this work connects to the the work that we need to do in the building and that's been really good to see. And last but not least on the behavior side, um feel like overall school culture and climate are a good place. As I said at the beginning, our tier one, tier two

035we think are in really good shape. I think they've been a strong point over the last few years. We do have a group of students that we've struggled with this year. Um, but that's kind of true every single year and we kind of see how the strategies we're using are helping these students and since I actually wrote this PowerPoint a couple weeks ago, we've seen a lot of gains with those kids and uh are feeling pretty good going into the to the holidays. Um, that's my presentation. Uh, I think we're going to go through each one and then maybe hold for questions at the end if that's okay or >> Okay. >> Well, anybody have any questions? >> Now, go ahead. >> All right. My name is Stephanie Cordy. I am the principal at Madison.

036Um, I typically start my day with a joke, so I'm gonna do that for you, too. Um, what do you call a snowman with a six-pack? >> An abdominal snowman. So, all right. Madison Elementary's 100 day plan. Um, my building leadership team consists of myself, Angie Balashka, Michelle Weaver, Philly Ortega, Amy Williams, Ashley Theelbar, Crystal Gelli, Dylan Johnston, and Julie Seance. Um, so going ahead to our There we go. Um, academic goal and action steps. So, Matt kind of alluded to this during this summer. Um we um at our data retreat um analyzed the data from the board exam. The data showed us that the R2 standard was consistently a challenge for our students in grade three through five. Um and this information drove our academic goal and action steps uh that we put into

037our plan for the first 100 days. Um so our goal reads as follows. During the 2025 2026 school year, all certified staff will provide targeted instruction of the R2 standard, which will result in 85% of students being proficient as measured by data collected from administered common formative assess assessments. So many words, right? Um to provide a little clarity around the R2 standard, um the overarching statement found in the Wisconsin state standards for reading states that students will read and comprehend a variety of complex literary andformational texts for many purposes. Um our team felt um it might be helpful to provide some clarity with that. So we created this graphic which is gonna spin. All right. Uh so you can see the continuum of learning um with this standard through the grade level. So the kindergarten

038level uh the expectation is that with prompting and support students will retell stories, share key details from the text and then it moves to grade one students will identify the main topic or central idea in a text with guidance and support retell important details. Grade two, as you I'm sure are picking up, it's getting more challenging as uh we go further here. Students will summarize portions of text in order to identify main topic or central idea and key details in text on to grade three. Students continuing to summarize portions of a text to determine a theme or central idea and explain how it is supported by key details. Grade four and grade five are pretty similar. Um, students will summarize texts from a variety of genres to determine a theme or central idea and explain

039how it is supported by key details. So now, how do I all right? our professional practice goal um stated that by the end of this school year, our PLC PLC team, so professional learning teams will impact standards, identify learning goals, grade and implement common formative assessments, analyze data, and adjust instruction to demonstrate student growth on standard R2 that connect to the Ford exam. Um I do I did link an example in here as well um of one of those CFAs. Um, as you know, we are in the first year of using the new curriculum being a reader. Um, and inside that curriculum, uh, there are some commonly formative assessments. So, my third grade team, um, is using that as one of the ways to check on student progress uh, toward mastery of that R2 standard.

040Um and then they also are working to collect data and this is just an example of a data collection sheet um that they use. Um what they do with this is then they they bring this back to those um PLC team meetings and have great discussions about progress their students are making and adjust their instruction accordingly. Next, our behavior goal. Um, by the end of this school year, our certified staff will reduce disciplinary student removals and the percent of students with suspensions when compared to last year's data. Some of the things that we've done so far are to roll out roll out our schoolwide expectations, uh posting signage, um establishing classroom rules and procedures, and um also focusing on positive behaviors. We implemented something called our excuse me, our ship's compass award. Um and that's

041something that we um highlight weekly with our students. Um we in October we learned about edge of climber a way to um document behaviors and things. Um we've been having inter intervention meetings um to be able to tackle um uh some of those maybe questionable things, not questionable things, but provide support to teachers when they're struggling with um students, whether it's academically or behaviorally. um and then continuing to review uh the progress of those students um as time goes on. Other data used to support goal setting um access testing um X the access test is our English language proficiency test um that measures student academic English language skills. Um and all all ELELLL students from Madison have shown growth every year. Um we've looked at Ames Web Plus um in GA in grades K through

042three. We had um 34 out of 186 students or 18.2% of students that are on um personal reading plans. Um and then what that means is that in grades K one, two and three uh they were they are focusing on specific areas to help them to increase their reading profic proficiency. Um for an exam um we made many significant strides in closing the achievement gap for our English language learners in ELA. As I mentioned um though the focus must now shift to math and other areas. So, uh, we were able to decrease significantly our ELLL, um, ELA gap from 45.8% to 30.9%. Um, our ELLL math gap increased unfortunately a little bit. Our gender gap decreased as well from 35% to 30%. So, our data clearly shows that our literacy focus has is having a

043powerful impact in what we're doing. um especially for those ELELLL students and ELA. Um and now we are planning to turn our strategic attention toward replicating the success in math and ensuring our interventions effectively address those growing gaps in other areas. Additional information as the principal um I provide PLC PLC coaching and support. So um I am visiting those PLC team meetings and helping them to move forward in that process. Um recognizing strengths um helping them to um uh look specifically at student work and make adjustments to their instruction accordingly. Uh our school our intervention team I mentioned is using data to provide academic and behavioral support. Our school counselor provides social emotional learning support. Our dean of students is working on providing support in the area of behaviors. uh coaching. Um being a smaller

044school, um I had asked our we had a deancoach and I had asked her to help primarily with behaviors, but we um were able to get some support from the instructional coach at Monroe and from Riverview. Um so my teachers are also receiving some coaching um from from those wonderful people. One last celebration which can't be denied. Um, according to our state report card, Madison Elementary exceeds expectations. So, that's something that we can be really excited about. And then my last slide, um, at Madison and at all the elementary schools, we are United Bishops. So, thank you so much for your time and for your attention. I really appreciate. >> Thank you. Any Madison questions? Yes. >> Yeah. Thank you for that presentation. Mr. Abel helped me understand a little bit the R2 standards, the

045reading standards, those standards that you presented to us. Thank you for that by the way. Um those are the standards that the tests are based on. >> So when we analyze the data um the forward exam data this summer, we it was very like um clear that the R2 standard was the area that we were lacking. And so we want to build that up already in kindergarten so that by the time they're at third grade they're very very strong there. >> Excellent. So our your goal it looks like all the elementary goal is 85% proficient at that on those standards. Y >> okay so if a student doesn't make that 85% what does the building have in place to get them to that 85%. And that that is why we are focusing on that during

046our PLC time to really target those things uh or that standard. Um as I mentioned too, we have our lower students, the ones that are struggling um receiving extra interventions um as part of their PRPs and >> like in a pullout program or >> Yep. So it's something in addition to >> Okay. And then you continually test and test and retach and test to get to that 85%. >> Yes, we do. >> Yeah. Thank you. Yes. >> Um, thank you for sharing that CFA. The other principles had talked about that prior to you and it was good to see a safer. Um, do the kids take that paper and pencil or are you recreating the electronic sense that they have on the forward test? >> Um, I think they are doing it in a in

047a variety of ways. So, depending on the grade level of course. I think at the lower levels of course it's more interview. Um the I the plan is to then well I'm sorry not the plan I know that in first grade they are working to get getting them to write more just because of getting their thoughts down on paper and then in third grade that's the one you saw that one is paper pencil and fourth and fifth I do believe their plan is to go to electronic yes anyone else >> thank you thank you very much okay one more. >> Yeah, I >> look. >> All right. Um, I'm Courtney Malinowski. I'm the principal at Riverview and this is our 100 day plan. Um, I'm here today representing my whole navigation team. Um, Aubrey Venture,

048Jessica Brewer, Andy Brixes, Britney Cornado, Stacy Dao, Jamie Grunwald, Jennifer Kraick, Amy Lizoway, Kelsey Morrow, Alexa Olsen, and Jordan Weber. We have um representatives from K 2 and four. So we want to get all the grade levels um and then many of our support systems within the building as well. So trying to get all-encompassing navigation team. All right. So similarly to Franklin and Madison, um we dug in and looked at our data this summer. We found a great need to also target the R2 um which is that summarizing standard. that was the area that showed the most need on the forward exam. So, um you can see that our incorrect percentage was way too high for our liking and um that was the highest out of all of the standards that are on the forward.

049So, we also chose R2. Um in addition, this fall uh we looked at the number of students that were scoring below that 25th percentile um and helping us recognize that we have a need to target that reading area as well. So using Ames web, our TK through third grade students um had 29% on a personal reading plan and Fastbridge showed us that our fourth and fifth graders at 32% um scoring below the 25th percentile. So we had some more to do. Our academic goal um was to focus on that R2 standard which they um described as the summarizing. So, summarize a portion of the text to determine theme or central idea and explain how it's supported by key details. It's both anformational and literature standard, meaning it spans across non-fiction and fiction. Um, so that's

050nice to be able to target it kind of all year long through the different genres that the students are reading. Um, our goal for the first 100 days is that 70% of students will be able to summarize as measured by the common formative assessments developed by the grade level PLC's. Those look very different from grade level to grade level um because they were created by the teachers and they first started off right before school started by what does R2 mean to them because at kindergarten for example it's very different. Um it's kind of thoughts of like first, next, then or beginning, middle, end. Um and in fact what they did for their common formative assessment in September was um they had pictures of the beginning of their day and the kiddos put them in order

051and that was the first step in thinking about what are the um main details of their day. Um so it's it's kind of cute actually to think about like how that all starts versus where they end up with as you know a senior in high school summarizing a book. It's crazy how they grow. Um, so some of the things that our staff did to ensure that our students were growing was unpacking the standard for their grade level. Um, and they continue to meet every week with their PLC teams to make assessments and look at the data. Um, discuss the findings and then use that to create small group instru um, based on what the kids need. And we've really found a lot of great connections between this goal and um our general curriculum. And it's

052been really nice to look at how it just keeps cycling for us. And uh we can tie that in into little ways that we maybe wouldn't have noticed before, but it's like, oh, there's another opportunity. Let's practice it again. Uh there's another opportunity. We have anchor charts all over the place reminding kids of how to summarize. So it's it's going all throughout their day. So to tie in, our staff are working on developing themselves professionally to help with this goal. Uh within the first 100 days through the PLC's and professional development sessions and coaching, um teachers are engaging in integrating science of reading best practices into the daily instruction and collaboratively unpacking that R2 standard. So within the first 100 days, the teachers wrote the first two formative assessments. um one's already done and the

053other one they're working on right now. So, we're still within those 100 days um which is the baseline in the midyear and all teachers are receiving walkthroughs during their reading instruction from me um also from our coaches to help them with their practice and they're implementing those best practices aligned with the science of reading to make sure that our students are able to access the learning that they need to do. Switching into behavior, um we took a little bit of a different approach. So our goal for behavior is that during the first 100 days, the students that scored in the basic category on our essential behavior standards rubric will increase their classroom participation appropriately by 30% as measured by teacher observations and tracking tools um up to 80%. So we we created a rubric based

054on some of the um greatest difficulties that we see with our students within the classrooms. And the first one was responsibly participating in class. So we dug in as a whole um staff. So what does that mean in the classroom? And then from that created a rubric and then we looked at every student and um scored them on what they're showing us within their day. And what's really interesting is we found that actually 51% of our students were below proficient in how they were engaging within their day, which is interesting because it directly correlates to how well they're learning. So, we have to do things differently to make sure that our kids know how to responsibly participate and that we're doing things that are engaging our students. Um, so we've been doing lots of work

055with digging into what does that mean? um how do we look at the lagging skills that our students may have in terms of engagement and participation and build those and how can we collaborate to find strategies that help them to be more successful. Um, something that I found very impactful is during our intervention team meetings when we're looking at an academic struggle or a behavior struggle, we also look at how well are they engaging. And oftent times we see that they're below proficient. It's like, okay, that makes sense. Like if they're having a hard time participating or engaging, makes sense that they're having a hard time learning. So, we're working on that. Other things we have going on, um, like Stephanie and Matt said, we have our instructional coach that's a meeting with everybody in

056our school. Um, we're into our second round so far. I'm in all of our PLC's providing coaching and support and in the classrooms driving that data and that instruction. Um, our navigation team, our leadership team, and our intervention team meet uh very frequently to help look at data and provide support to our students. our counselor and our dean are working very hard on all things character strong and supporting our students. Um and our EL teacher reading teachers work really hard on uh providing support and professional development. And we have some teams to engage on character strong and family engagement as well. Any questions for Wy? >> This is a question for all three and maybe director. >> How are among the different schools or the principles, how are you encouraging the shared learning across different

057bricks and mort open-ended to any one of the four of you? say we actually twice this year have done PD by grade level across buildings and so rather than do like Franklin meets the other meets the other one of us takes there's uh the same number of buildings as there are grades or administrators as there are grades so each of us is responsible for one grade level so it's been really useful to pull together the whole fifth grade across the district whole fourth grade so on and so forth and I think teachers got a lot out of that as well so we've done that twice twice. >> Yeah, twice a month. >> They do a great job, too, of getting together today. We um got together and just everyone chipping in on what our PD

058is going to look like for this next week. We've got a full day of PD and then also planning already for January's PD days. So, as a team, um we're really looking for that kind of cohesive making sure that we're not leaving anyone out. Everyone's kind of getting the same thing and giving teachers um to learn from each other. Thank you all. Thank you to all your work and sitting in on PLC's. I'm sure that's a lot in a busy principal script. That building piece is important. >> It's a lot of time, but it's impactful. >> Thank you very much. >> Thank you. >> Chris, >> I just wanted to say I'm happy to see that all the schools don't have the same goals and PLC's. All the schools don't have the same approach to

059goals even when they're similar. And all the schools are using their own path to chart behavioral things because that is so and I don't want to sound all squishy but that is such a relationshipbased thing if you think you're in and out of a book you're not. It's got to be what you're doing in your building. So thanks. Another question for basically all the people here in the elementaryaries. Um the new reading program this year that's been implemented by our school district. Are you seeing that this reading program is is supporting your efforts of raising those R2 standards? Are they directly related our reading system to these these standards to help get those scores up? >> Absolutely. Yeah, I'm seeing the summarizing um connections popping up very frequently within our team. So, it's part of

060the curriculum the way it is. It they build in reading strategies for kids to help understand how to read, comprehend, and then eventually summarize. But we can also make those very intentional connections authentically as well. So, they tie in great to our efforts. >> Okay. >> Comprehension check that Stephanie showed is um that was straight from being a reader. It's an optional piece, but we found it really useful from the get-go. So rather than having to write your own common board of assessment, you can pretty much take directly what the inner reader is giving us and administer that to help with that. So >> nice. Good. Thank you. Yeah, I I I I appreciate all all you're doing and it sounds like sounds like it's a real grind in some ways, but I'm I'm I'm

061mostly, you know, I'm mostly concerned in, you know, modern education. Well, stimulating curiosity and the wow factors of learning. Um, does that come in with all the data and all that? I mean, when we get so data driven, it's like, you know, we may not be so inspirational. Is that is is there a conflict there? >> I think personally we have very passionate educators that know the art of teaching and they make that shine every day. They know their kids like we're talking about relationships and they know how to spark that interest and that engagement. >> No, it's reassurance. >> Good answer. >> That is a good answer. >> Anything else from the board? >> All right. Thank you so much. Really appreciate it. Last of these presentations uh that we've had on the 100

062days uh cycle will be the high school Lincoln High School. And so Mr. Hoffman and team take it away. >> Hello everyone. >> Hi. Well, uh where's your neck? It's getting there. This is uh one trying to wean myself off the neck brace. So, she's in my car on after all this. So, but thank you very much for asking. Um, all right. Let's see. Got my notes and so on. So, uh, we'll uh we'll cut to the chase. I'm Michael Hobman, principal at Lincoln High School, but I'll let the people next to me to introduce themselves quickly as people help me out. Start with you, Mr. Uh Cody Nielsson, one of the associate principles, >> Rico, also associate principal. Michelle, one of the associate principles. >> So, um we'll just jump right in here. Uh

063our overall school goal this year was and is all link high school student subgroups will have a minimum value added score of 3.0 in ELA and math as measured by the 2526 report card. So, I'll get into that. That's a hefty statement. Um we recognized at the end of last year through last year that we need to do some very very focused um coordination in in our academics at Lincoln High School. So, we uh contacted the ASA um association, the um Association of Wisconsin, Association of Wisconsin School Administrators and enrolled in their sale program uh which is a two-year uh cohort that uh that spends a lot of time helping develop 100 day goals and and setting out pro processes and protocols to ensure that schools are schools and or school districts. It's not just

064schools are um targeting the things they want to target. Uh so we spent three days this summer in the Dells uh with a team of 10 people our core department chairs math social studies and science and our instructional coach school counselor administration delving into our report card and what we discovered through that whole process was that when you look at the four parts of the report card that we're judged upon the growth is one of our most significant ones um none of our students are meeting the state average meeting that high school. Um so we said let's target in on that and see if we can we can move the mark on that. Um so that's essentially where this this overall goal came up. So during that three days we spent a lot of time

065just digging into it of why and uh in the end came up that we are judged upon our preac secure which is the freshman and sophomore assessments that the state requires us to give as well as the ACT which of course followers and many of you probably took at some point over your years. Uh and so we spent a lot of time digging into the standards that are developed in those assessments. Uh and the next slide here gives you a little bit of a snapshot of kind of what we put together. So, we pulled all of our ELA and literacy standards out and um figured out much like uh the three wonderful elementary principles up here like especially when Courtney was presenting like the kindergarten, first grade and so on and so forth like every

066standard scaffolds from different levels. The ACT is developed in similar similar way as is the preac. So we looked at all the different levels of the way they develop those questions and said like where are our most common entry points to find where students need the most development and most work. This is a chart of all the standards that we selected out of the English and literacy curriculum of the preac and the ACT. Uh and what you'll see here is at the bottom you can see the standards. There's a bit of an explanation of them. SSC 2011 determine the need for punctuation, conjunctions, adjunct simple clauses, and so on. And we asked every department to pick a standard or standards that they're going to work on, focus on throughout the entire year. And so this

067is a breakdown of you'll see like these are each PLC. Uh you'll see SST 2011, English 9, English 10, uh English 11, English 12. You look at CLR 2011, which is our most popular one. Um because what we've done is we have asked every single every single teacher no matter the subject they teach to tackle one of these two either in English and we have the same thing I didn't put it in the presentation would be the same thing for the math standards. So if I teach teched if I teach band if I teach social studies or if I teach math there's a chance that I had to pick one of these or a couple of them out of math and English. often times the heavy lifting falls upon the English department to move the

068English standards or the math department to move the math standards. And we said we have to focus as a building everyone pushing in the same direction. So there's not a person in the building who's not working on one or more of these standards throughout the entire year. Um so uh moving on from that our first 100 day goal was by November 18th which has passed us all students will have engaged in three common informative assessment cycles surrounding the selected ACT focus. Um and quite simply that is every teach every PLC every student um in whatever classes teachers will have focused in on that say pulling main ideas out of a out of a text and we wanted teachers to teach that concept to their students some like that's an easy layup for some teachers and

069other ones it was like I don't even know how to do this. So I work with them a little bit in some stages to try to help them get there and then deliver these assessments, three of those assessments, take the data, analyze it, move to the next one, move to the next one so that everybody kind of gets an understanding of like where we're falling, good or bad on our results within those. Um the next couple slides kind of show you a little bit of what that was. Uh biology here, uh this is just a breakdown of their PLC's goals for the year. um I don't necessarily reading the whole thing, but they've got a a professional practice goal and they've got a department goal and then of course the uh the school improvement goal

070on top of that. Uh here's a breakdown of their of their data. You'll see there's two different assessments here. There's a preassessment on the left and a data set or assessment number two. Um and you can see of course the distribution of scores as it notes. And you'll see like in the biology they picked AF301 sub whole numbers for unknown quantities which is the a math standard. Um point out the fact that the biology department is focusing on the math standard very intentionally it's designed that way. Um we can move on to the next one modern US history. This is their school of gold and so on. Um and then the next slide showcases their data a little bit as well. Uh there's their their goal was CR their standard one of their standards was

071CLR 2011 uh locate basic facts. I will say the exact same thing. We had the social studies team working on a literacy and an English team. If I could quickly interject I happen to be in the room with the PLC team when they were discovering their most recent CFA results. Uh specifically for that question for author's perspective, the beginning of the school year, they had roughly 40% of their students that were answering those types of questions correctly. Um end of November, they're up to 82% of students answering those questions in that category within their ACT standard correctly. So, it's cool to be in the room with them when they made that discovery analyzing their data. >> And we're not going to lie, right? like like one of the things that that that occurs to me

072as we were developing this, right? For those of you who don't know, I was the band director at Lincoln High School for 13 years and I taught band for music for for 19 years. Um, I'm we're always trying to think about like what this looks like for your non-English and your non math instructors to make it valid to make it an entry point that they feel comfortable learning and understanding um and feel like they can help and push in this direction because sometimes right if I'm concerned like tonight uh or tomorrow night there's an orchestra in the jazz concert right most likely those teachers are really focusing in on the orchestra jazz concert right >> um or the parade last week isn't happening but um tomorrow >> right right um so like how do we

073make that valid for them to feel comfortable doing this as well as >> so as we look there's just some examples you can certainly dig into that this led us to our second 100 day goal um we're in that second 100 days now uh we just started actually last week um and what we've done is we we've developed three so here's what's here's what's happening our core departments in the first 50 days here are going to be the ones we're focused on the most with our English, our social studies, our science, and our math. We are asking them to do three micro um goals and they are focusing in on the same standards. Nothing has changed there. However, they are going to be we what we've done is we have presented them. I'll go to

074the next slide which is the the explanation slide. I'm pushing the wrong thing. Um here it is. uh first 50 days we divide into three micro windows. So, what they're going to do and we and this past Friday, Ben had uh Friday focus where we bring everybody together uh and we reviewed and maybe taught depending on what they were the the gradual release responsibility um teaching strategy, which is essentially I do, you do, we do. If we're to break it down in the very most basic terms, um we're asking every single teacher to use that exact strategy. Uh the court departments will teach their specific standards, assess them using direct ACT questions. They'll be pulled questions from the ACT. Um and then they're going to do that over this 15 days. We've asked them to

075tell us the day they're going to do it. They're going to give the lesson. It's a very very explicit lesson on that very specific standard. They're going to assess it very quickly after that. Review the data within those 15 days, school days, and then the next 15 window. use that data to inform their next GRR. Do the same thing in these three different windows. Um, after that analysis, you'll see in the bottom part, we're going to spend some time with everyone across the school to scaffold that out in the next 50 days, the next that second half of the uh of the 100 day window. So, it's very very targeted with everyone doing the exact same thing. Before we let we let staff kind of forge a little bit of their own path so they

076can be comfortable with it. Now we're asking everybody to do the exact same thing, the exact same assessment so we can really measure that growth in some very very shortterm windows to ensure because that should lead us about up to when we take the preac secure and the ACT and we feel we've top those standards and maybe can move the market. Um so that's our academic process and the things we're really focusing on this on the this year. Uh within that our PLC's are meeting on a regular basis. Uh we have introduced this uh organizer if you will that we're going to start using to have some conversations with PLC's about where they are in the process within our academic goal. As you can see that there's of course two different accesses here, the awareness

077and so on and so forth again um in essence of time. I won't come over it too much but we'll be using this to inform some conversations about analyzing where students are where staff are within their PLC's and uh coordination and towards the goals that we've set for the year. Uh but um those PLC's are working with some common agendas. Every time every day they're doing every time they meet, they have the exact same expectations. They're analyzing, they're looking at data, and they're recording it in a in a standardized format so we can make sure that we're helping support them all the way. Um next, you guys asked for a behavior goal. Um obviously you asked for it, but like one of the things that you wanted to present about is the is the behavior

078goal. And our I'm going to let Ben take over on this one a little bit because our biggest behavior goal from the year was the removal of cell phones from our students hands during the school day. And maybe we could probably maybe that's going to at some point here. So Ben, take off. >> Yeah. So so removal is it it's the easy answer because Act 42 required us. But the truth is just like we heard from some of our elementary administrators, it comes down to engagement. Um engagement is a nebulous thing sometimes, but what we any educator will tell you that the access to those devices and the proximity within the classrooms around those kids' hands is really the biggest barrier to getting to those points that we' we'd like to see. So, um pretty

079big lift of a policy change in a building our size. um just for a number of different reasons and just how kids have been socialized in this era of having those devices on them from little on up um was a challenge for for everyone involved, but it's something that our staff is very passionate about and we believe wholeheartedly that this this will create an impact. Uh so our first 100 day goal simply was about getting not only rolling out the new policy with great fidelity, but also creating that baseline data. we need to know where we're at so that we can work towards improving this as we move forward, not only this school year, the school years to follow. Um, so we're looking at establishing that baseline date in the first quarter and then we

080would like to have a 25% decrease uh in violations as we get towards the end of the school year. So, so far through 14 weeks of school, um we can see on the left hand side we had uh upwards of 40 to 50 violations per day is where our trend line is kind of hones in at. Um the good news is is that it's slowly but surely trending downwards. Some weeks are busier than others as we can see on our scatter plots. Uh but overall, we're trending in the right direction. Just a table of our baseline data, what we set out to do in our first 100 days. Um that 35.4 that is our uh when you strip everything away that is the by average violations per day. Yet some days are busier than others.

081Um we are about halfway through the second quarter give or take a few days. Uh but where the trend is at is we are trending right where we'd like to be for our end of year goal. We're under that 25% reduction. Um not in the business of counting any chickens until they're hatched, but we're in a good spot right now. A lot can happen as we are approaching a a long a longer school break. Um but things are moving in the right direction and we're collecting the information that we need to make the tweaks that are necessary to execute um tackling this policy change within our building. Engagement like I said earlier is a bit nebulous. Um but there are some there are some results on the periphery of this that we feel are important

082and worth celebrating. Um at this point last school year when we compare just our grade books where we are noticing some returns that we think are directly related to the change in cell phone policy. Uh we know that students who are achieving an A or a B in in the grade books right now is up roughly 20% from this point a year ago. Students that are not passing their classes is down a little bit at 4%. Um and something in particular that we're proud of is some of our our library media center data. Uh book checkouts are up 25% through the month of November. Audiobooks, ebooks are up 600%. So kids are finding that niche a little bit which is awesome. Uh and the collaborative nature of our library staff and our staff as a

083whole is also I I think found a way to um get some more cohesiveness in the midst of some of these policy changes. and classroom teachers that are engaging with library visits or utilizing our our lobby resource um as a learning environment is up 32% from a year ago. So, these are things that are, I would argue, directly related to those those cell phone changes. >> Questions? >> Our other principles reference going to um PLC's and I heard Ben Wilson was able to give an example. Um how have you divided up all that PLC work among the four of you? Um so we have departments that we oversee. Uh so for like example I have special ed art um English and so those are kind of PLC's that I'm getting into. Um to speak on

084that um it is really cool to see um like when I go into an art PLC today um they're talking about their CFAs and how they're working on like our English standards. And that's something that I've never experienced um in an art PLC and it's really cool to kind of see um and they're talking about artists of the month so they're talking about different artists and things like that but they're incorporating um that in so be able to coach them around that and how they can collect that data. Um they're obviously new to that. Um but they are eager and and one thing I could say uh it's really cool to see a building of our size moving all in one direction. Um, and our staff has done a really good job of embracing that

085because we know we're asking a lot. Um, but to answer your question, uh, we kind of have our our PLC's broken up and then that's how we like get into those. >> Thank you. >> David, just a a comment from an educational standpoint. I I like the fact that you are starting to connect those things because the more connections a student can make to discrete areas of their life so-called they learn it better and we've got to stop doing the silo education model which I think is a detriment to what we've been doing in our society. So kudos to you. >> Yeah, we you guys are doing English across the across the curriculum, right? English. >> Yeah. We we we did at least for a while we did writing impressive with the idea that you

086know if they can clearly express their thoughts, you know, they they read better, they pay more attention, etc., etc. I don't know if I don't know if there's a writing component to what you're doing or not. >> Not as of yet. Not specifically. we're more focused on some of those literacy standards. But um >> yeah, sure. >> For me, it's a it's a beneficial part of it. >> I can say as a former English teacher of a very very long time, the re being able to read and comprehend what you are what you're reading and to be able to discuss it helps increase your ability to write about it and having those open discussions, whether it be in a fishbowl or a Socratic seminar or a one-on-one conferring situation with your teacher. Being able to

087have those conversations, I think, helps articulate your ability to write. >> I think so, too. Any other questions? >> They're writing on their cell phone. >> Research says this works better. >> Thank you. Thank you so much. And >> thanks to our whole team for all their hard work to >> Yeah. really focus on results and learning. And I hope you saw through this process how it connects to not only our organizational structure and our 100 day planning, but it it connects to multiple pillars of it with our student achievement, student well-being, and the organizational piece. So, kudos to our teams who are working really hard all across the district on those things. And um I would be happy to take any questions anybody has about my written report. Any questions on the saying none

088got anything else? >> Good. Thank you. >> Good. >> All right. We're going to move on to unfinished business and uh director's report. >> Director's report. >> Did I miss that? It's okay. Directors >> report. >> Here it is. >> You got it. Any questions on the director's report? >> No. >> All right. So, now we will move on to unfinished business. I guess we should probably give a shout out to this over there. >> Oh yeah. >> I mean doctor. >> Yeah. Doctor >> earning your PhD. That's a big problem. >> Sorry. >> It's okay. >> It's kind of >> All right. Um, give a little preface to this. At our last meeting, my concern was for this unfinished business coming up that we gave the community enough input time and opportunities for input.

089We had two public sessions, one at night, one during the day. We had online um questions that they could they could ask and get answered. Um we had tonight's uh public input and if I do my math correctly, we came down to about with those opportunities to let us know how you feel. We came down to about 92 people did that. So I think the opportunity was there for people to give input onto this decision. Um there are still some questions that you may have and uh but before we discuss that we have to put forward the uh recommendation from the facilities committee to discuss that and then vote on it if we deem we should. Mr. Shaw. >> Yeah. Coming from the facilities committee, I make a motion to approve the Manville public school

090district uh administrative consolidation plan uh beginning 2526 school year. >> Second. I have a motion and a second. Time for discussion. Discussion on the plan. >> Oh, I guess Mr. Terz, go ahead. I always have something to say. But um you know I was at the I was at the public sessions and things like that and I got a lot of email m much of which I responded to uh partly because I I want to encourage people to like you know take possession of their own their own school system in a way. I mean, I thought it was a good sign that people were were commenting and making proposals and and you know, in America, you should have the right to Uh um so uh I thought it was a a pretty healthy sign. On

091the other hand, being a, you know, being a small D democrat at least that much, um, I really think that in in in societies like this, in communities like this, uh, everybody gets everybody gets the opportunity to have a say and and if they have a say, then the deciding making process tries to get as close to consensus as possible so that it's not enough them, it's in us, you know, and and and I and and and in some of the comments that were voiced at Lincoln on Monday, I thought, gee, you know, there's a a bit of a ring of an us and them here. And I I've tried to like be snotty with people that would attribute this plan to a to a conspiracy theory, saying that we're all people of good faith

092and we're really working hard to do what we think is the right thing. Uh, and I'm wondering if there's any any way that we can massage the plan proposal to make some concessions to people who are pretty upset and certainly certainly pretty pretty pretty passionate. Uh, I know that we can't rearrange where the schools are built. I mean, they were built baby basically for the baby boom and you know We're stuck with that. Uh I'm I was concerned at one point that there's only going to be really one great school, one elementary school on the northern side of the town. And um I understood that, you know, the majority of students are on are in central city or on the south side of town. But the fact is is that wow it's kind of a

093it's kind of a bit of a distortion I think and it probably is something that the north side people haven't been used to certainly with the with with Jackson and Madison and and formerly Stangle is there and then there was a I got a couple proposals from people who I responded pretty positive towards and that proposal was to make Riverview the elementary school on the north side and to move the 4K etc that program to Stangle. I mean, with Riverview, we'd be kind of preserving a a sort of a a a neighborhood school thing, although that's going to be hard under any circumstances, I guess. But um you know I I I know that the the the repair of of of a of a school like like Jackson is pretty expensive and we don't want

094to in you know we don't want to spend money in a foolish way and in fact this program here is designed to save money so that we can then really really like patch up what should have been patched up some time ago. So is there any is there any way that the that that that we can derive uh any kind of way of making sort of a a response to people that are clearly not happy but you know maybe I don't know if we can we can't make everyone whole with one with one program but is there any way we can kind of make some concessions questions. >> Is the is the is the is the Riverside is the Riverview is the Riverview proposal does that have any wings at all? >> I are you

095moving that? >> I wanted to discuss it. I want us to discuss that. >> I >> normally it's discussed >> but it's part of the plan for German. >> Oh, we have a motion. We're discussing. >> Yeah. Any part of the plans Germaine? >> Yeah. Um I like the Riverview option as it would be changed in this proposal. Um to move towards a 4K full day program would be I think good for the district. And as I have stated on numerous occasions, I would like to go 3K. All the data shows us that if we get kids early, our programs are good and they want to stick around. Um, so having a school that would maybe specialize in that, go back to what it kind of was as the kindergarten center in my head is

096not a not a bad thing. my my concern and I have concerns kind of like Carrie does about the plan that we have always had more kids on the south side of Manitow than the north side as long as I've been here and that's a long time. Okay. Um used to be Wilson had about 600 700 kids. Washington had 7 to 800 kids. It's been that way forever. However, to have a large area of the north side of the city without a neighborhood school concerns me. So, I went through and and as I said when I came in tonight, I I was feeling pretty good until I started reading some numbers. And one of the handouts I got yesterday from one of our people in the building is in the 10-year plan, we spend more

097money on Riverview School than we do on Jackson School by $4 million with repairs and what they want to do to it. Um, one is 14 Riverview is 14,337,850. Jackson would be 10 million. $730. That was in the 10 years, the next 10 years. So I said, "Well, that's a long time." So I went back to the fiveyear, 3 to fiveyear, and I started looking at things and and one of the selling points to close Jackson was it's going to cost us $4 million to fix it. Well, in that same five-year plan, unless something has changed, Stangle is about three 3 million. So there's a difference between the two schools of 1.1 million. In my head, I would like to know the additional cost of transportation. What's it going to cost us additionally to have

098to bus all the kids in town on the north side to a far away school? I would like to know that. And not just one year because it's going to go on for a few years. I would like to have that answered. I would also like to know we are going to be renting space and I'm not saying it's a bad idea, but what is that additional rental if we close down Spangle make it an elementary and those special programs get put in another place in town? We're going to have to rent. What is that going to cost us? So, you've got transportation, you got rental, and then tonight I got a phone call and I'm not sure what the options are for the current clerk bridge program where that would go >> that's going

099to >> that's part of that. >> Okay. same rental >> supposedly the >> and my question is if it's going there that I think it fits with that but the lease for that program according to this person who called goes to 20 28. So in some additional years we're going to be paying more for another space. When you start adding those things up, does it come up to an equal cost between Stangle and Jackson and give back a neighborhood school to Manito? It's a huge part of the city that would not have a school. So those are my questions on finance because sometimes I think finance is overrated. It's the most important thing we look at when we start making decisions. I think neighborhood schools are a good thing. My concern is there's a neighborhood

100school in the Jackson area that people could choice their kids to. So those are my concerns and some of the reasons I am having a hard time with the program. >> David, I think you were first. >> I'm I'm going to push back a little bit on the the neighborhood school thing. I think that was something that Manitwalk had when we had Adams, when we had Garfield. When we had Cleveland, McKinley, >> when we moved here, if you lived a half a mile north of where I do, my kids went to Franklin, we live over by the interstate. Half a mile north, they were going to Spangle. >> That's a neighborhood school. We in this district, I grew up in a district where the furthest kid away from school lived 15 miles from the one

101elementary school. So I think in our current day and age I would like to start thinking about community schools. One of the powers of this proposal is we get schools that look like our community. We get kids from all different ethnicities. We get kids from socioeconomic variety. And research shows that all kids rise and your community rises when you are put together in a a group of people that are different than you. And I think that's one of the beauties of what we're offering here. So my question then to you is we couldn't do that within the school. We it would have to be done at Stangle. You couldn't do it within Jackson or somewhere else. I guess I'd like to look at that district map if we could pull that up because I think

102that's a lot of data that went into that. If we looked at equalizing our >> right >> socioeconomic data our how are we going to keep it the best neighborhood possible. So I don't know if somebody has that map that we can pull up >> pull it up on there. >> I think that Thank you. We have a hand up. >> Um do you want me to pull it up on the screen? >> That's okay. I mean any can just hold it up >> because I think that was trying to keep the neighborhood concept because we know >> he ran Riverview did he ran Riverview Stangle? >> One of the things we did today and I'll hand this out is based on all the questions that we've been getting. >> We basically did a summary

103of every option that's been talked about or asked about. So we have our administrative re I'm going to hand this out. um administrative recommendation and then alternatives. We have one box that talks about closing Madison over. We have another box that talks about closing Franklin instead of Jackson and and Madison. And we have another box that talks about maintaining Riverview K4 and creating an early learning center at Stangle. And what we do basically with this is we just break it down for you on what it would look like if we were to do these things so you can see what the numbers would be for each of these things that I think have been brought up in our community conversations. So I'll just share this with you. It's really just reference. I'm not going to

104present it or anything, but you can certainly um see the data for yourself. There's more details to this, but we just wanted to summarize it. And again, thanks to my team for helping me with this today. But, you know, again, our our goal for this is really making sure that all of you have the information that you need to make an informed decision. >> Mr. Hans, I'm not sure where those numbers came from. I I've never seen that document that you just addressed. But regardless of that, I think when the community passed the referendum, the community also knew that we were going to put money into our existing buildings that we chose to to keep. They would get a tremendous amount of money from that referendum with the understanding that we were going to rightsize

105this district. That's always been the conversation. Even two boards ago, that was the conversation of right sizing this district. If you recall back into the Mr. File administration, um this plan which people have come to me and even been to my house to address is not all that much different. The only thing that we said as a board that voted 43 against that plan then was to bring it to the public and and we did that. The administration did a tremendous job of bringing all of these issues to the public. Um we've had numerous forums. We've had numerous things. The fisc the the facilities committee did their job in the community. They all addressed all these issues. Um so yes, to be fiscally responsible with the money when we rightsize this district, they will receive

106the majority amount of money which they should. Those are going to be our existing facilities. Uh Jackson is a neighborhood school. I agree. But Jackson is going to lose students in the future. it probably as as we all know may not even be um a a a financial uh facility that we can invest continued money in for the next 10-15 years. So, I'm not sure where that is and and I'm not sure how it how it got there, but we know as a board fiscal responsibility and and four of us were beat up pretty bad a year and a half ago because we weren't jumping for $1 million in savings and now um the community is saying, "Wait a minute, you guys. You didn't choose1 million because you wanted to go back to the public

107and get the public input." We did that. And now we're saving $6 million this year with annually $2 million, which surpasses what the file administration was proposing. We did it correctly this time. We listened to the people. We heard their input. I received a lot of communication as you all did, but it was to save the neighborhood school. And I get that. I'm not sure what school we would have chosen. we would have heard the same thing from all of those facilities and I I understand that too. You got to take a look at everybody says uh the north side was the academic strength. That hasn't been necessarily true for a number of years with the Swanson and the Flity and the Holman administration. Monroe school exceeded expectations for years and years and years. Now

108Madison and Riverview are exceeding expectation for years and years. they're doing something right. And I think that I think that with this proposal and I also heard from a tremendous educator from Jackson that taking a look at the new configuration 5, 6, 7, 8 can bring a new alignment of educational services to this district. Let's face it, what we've had in the past 11, 12 years hasn't been successful. We're still at the bottom of the state. >> Okay? So I I agree with this this this teacher who indicated that maybe it's time to look at some of some other things. So uh I I think we did a great job of getting public input and and I think that the administration has done a wonderful job of answering every question we could possibly throw at.

109So >> appreciate those. Um when the referendum was voted on, the plant wasn't out there. >> So people did not know >> which schools were going to close. So >> if I can I address this? >> Yeah, go ahead. >> So So this document that Biff has this is out of the CISA 10 report. So this isn't necess this is not our plan. This was the plan that they developed based on the data they took in our plan currently which is on file is the plan that we put out there to voters prior to the voting on the referendum. It's a document. It still lives on our website. You're right. It it does still include all the schools because at that time we weren't specifically we didn't have these proposals. Um what what the recommendation

110would allow you to do is amend that document to reinvest the $6.6 million into the schools that would continue to exist. We did out a four-year plan on that because we only have four years total to spend the $25 million. So that plan was the only one that this district created outside of a I'll just say this >> jumbled five or 10year thing that we had to have for what the what was the fun 46 question that Mary had before. So really what happened there is they threw something together they gave it to you. That is not the plan that we're using. We're using our capital improvement plan that we had passed through the finance and facilities committee and then this board. So these numbers really aren't aren't accurate. >> Can I ask the question?

111What was the total dollar value of this? Because that what you're holding, Biff, is every school getting fixed, >> right? 160, >> right? >> 160 million60 million. >> Correct. >> So we I feel we have to check and adjust here. Yeah. >> Because now we've put a four-year plan and this was a a five-year plan of $160 million. Now, we've gotten feedback, why didn't we start with the high school? Why didn't we start with the middle school? And I empathize with those questions. We're getting the most feedback, quite frankly, about Jefferson. I mean, I'm sorry, Jackson. >> Jackson, >> we're getting the most feedback on Jackson. Just looking at the data. >> So, on sentiment. So, to me, I think we're seeing a lot of and I I want to empathize with all of those

112Jackson parents. I was a product of school's closing as a as a student. So, it's hard >> and I understand that. My concern is Stangle. We closed that as a grade school. And why did we do that? We opened Riverview up as a grade school. We closed Stangle because we were busing so many kids there and there weren't a lot of neighborhood kids there. Okay. I've heard that part of the city is going to grow because they ripped down the malls and they may put up. Okay. We've heard that a lot of times because when they built Stangle, they thought that part of the city was going to grow and it didn't. Okay. So, I don't want to say go slow because I realize we have to make change and and it wasn't done over

113the last years. Um I just think when you have as Jefferson is the southside school because of the neighborhood and the kids that go there. I just think there's nothing except the far northeast on the north side. It's a great school. Even though you've got a solid neighborhood, if you look at the map, you're going to send a lot of those kids to Franklin, which is a good school, by bus, but you got nothing except Stangle, north of the river. >> The river in my opinion is an artificial dock. >> Exactly. Like Shabboan north and south, the Green Bay East, and Green Bay West Parker Jr. I mean, you can name it where it is and it doesn't help the situation. >> So, it's still artificial. >> Artificial. >> It's not artificial. It's a natural.

114>> There is a bridge. >> I I was impressed with um folks who emailed me because they often said, "I don't agree, but I have this solution." And I always, even as a principal, I always said, "Don't bring me a problem unless you got a possible idea for me." And and I think our community did a great job when they were emailing us. Um, but on the reverse side of that or the back side of that, then I fact checked each or I checked into each of those ideas with Lee and his team and he kept saying, "Yep, we already went down that rabbit hole as a team and here's why. Here's the impact. Here's the data, right? So, I h I keep going back to I don't know if the community thought that Lee

115and his team didn't think of all those things. Um, but they really did like he was able to show me data each time and not like, oh, let me make that up, Mary. But we did that when we sat in he they jokingly call it the war room. Um, but when they sat in >> ready, >> that's what it stands for. We are ready. when they sat in that war room, like they didn't just say, "Well, my favorite is." It truly was going down every rabbit hole and and this handout tonight illustrates again some of those most frequently asked, "Well, what if Riverview um not single?" Um I they did their homework. They did they rolled up their sleeves on this and I I'm having I'm struggling with now us saying, "Oh, wait. What about

116now? know, I want to change this. Um, when I when I I think it takes a little bit away of of saying it was credible work and we trust what they did. So, I'm struggling with that. I I hear what you're saying, Beth. I don't want to discredit um your comments. Um, but truly the work the work was done on this >> and I appreciate that and I and I >> I said that at the meeting the other night that even though this is probably the first thing we disagreed on, Um, I appreciate being able to talk to a superintendent and not get a look. >> Yeah, that uh I was saying something. >> Yeah. >> Um, but as I said, there are things that I need I need answers to about cost. You know,

117I need to know how much more is it going to cost for transportation? What's the what's the rental going to cost us? And when all that adds up is Stangle a better deal than leaving Jackson open. That's something that I don't have an answer to yet. >> Got it. >> You know, because and and to be honest, I'll be I'll be very honest, that area of Manitwalk I know very well. You know, I I've served as their alderman. I've served as their county board person. Um never had to make decisions this hard. But because I know those people and I know how effective that school was. I mean that's another part of this for me. >> It's not. >> But that's why I kind of need those answers to say I can go ahead with

118this because yes, this will serve the taxpayers the best. >> I thought we had a bus cost at the last. >> Yeah, I can share that if you would like me to answer the transportation question. So >> um again, we've had u multiple meetings with Brad bus. Uh both Steve and Don have been great. Um Nathan and I um met with them and the first time I think Katie was involved in that uh because of the special education impact as well. Um so we address transportation increases once a year annually when we update our contract with brand plus. Um and so what we just wanted to know and that's usually in the spring um what would be the impact? So, what's hard is that we we see we will see a projected increase of about

119$300,000 in transportation, but it doesn't have anything to do with consolidation. It has to do with the fact that we've proposed start and end times of our school buildings related to educational research instead of what's most convenient for the bus company to do. So we would currently we use a concept double routes for each of these schools. Uh we would move to a con a concept of a single route which does require more buses on the road and more drivers which is that cost. We ran that through with Mr. Elki and we were comfortable knowing that again we're trying to make a whole lot of decisions that align with our strategic vision up to and including when we start kids with their learning and this just coincides with that. So what we had basically said

120is we didn't include the costs with this because it we were told directly from the bus company that the the increase had nothing to do with the consolidation. In fact, we would probably see a decrease potentially or at least stay the same if we kept our start and end times the same because the double routes and the things would still happen. Um, and so that was basically the the the transportation uh piece of that. We would use the same system that we have now um with the routes and picking up kids in their in their assigned areas. Um and he also indicated that he did not expect an increased amount of time for students riding the bus um based on what the routes would be with the proposed uh the proposed map. And then the

121rental question that you asked too, Biff. Um and and Nathan, you may have to help me on the dollar amount at GB. >> Uh $33,000 a year. >> Okay. >> Yeah. Yeah. So what we thought on that um Biff was um so if you're taking the programming out of the building and you're putting it there what what what costs that to run that now? Okay. So you have custodial, you have you know all those things what you're basically getting is uh uh value on having them there without having to hire custodian for example. So you even look at that one position of of transferring that service to that area, it's now taken care of in the in the rental. The other piece of it is we have a program with our special education um program

122um at the Clark Bridge, >> which we currently also pay for, right? So the idea would be if we could get them all there, then we would eliminate that bill. And in terms of the lease, it does in the in in in the I read the lease, the lease does allow us to end the agreement, but it needs to be mutual. >> Yes. Correct. And that may be the issue. >> Yeah. Well, we have to sell conversations yet, but yeah. Um, >> other discussion. >> I'll just make one more comment and I'm, you know, it maybe I'm all satisfied with with what's coming up. Um, I'm I'm I'm a a person that's very much involved in in looking at the values that that go into to making policies. And that um one of my reflections

123as a historian is that you know the United States and and certainly certainly matter where it's always a big issue. You know, most decisions are made most decisions are made uh for economic and financial reasons, which in many cases, you know, short changes the values that apply to society and culture and that I'd like us to be a kind of a whole place. You know, I'd like us to think in terms of like, well, what are the societal impacts of this? I know we're going to spend a little more money on this or we're not, you know, or we, you know, it's hard it's hard to argue against being tightfisted in a in a in a district that's this underfunded, but I I'd like to be satisfied that that we're also thinking not just of

124how much the buses are going to cost and how much we're going to save on on on, you know, on on on on closing down Madison, which I I feel bad personally about um uh and and really look at the human social dimensions of the implications of this plan. And if we're satisfied that we're doing both, that we're doing guns and butter and that society is going to be okay and people are going to adjust and the kids are going to be healthy and happy and and and and learn even better, I think. Then I I would vote, you know, my values on that. My values are that's that's where I'm that's where I put my my emphasis. >> David, >> well, I think that's where this plan is going. A friend of mine, Steve

125Gibson, said ideal would be to have a kindergarten building, a first grade building, a second grade building. So, you're focused exactly on that. Let's do that. But um here when we do this, we're putting in power place the PLC's where you've got more than one teacher teaching a class in every building. We are just listening to how important that is. We can't control what we can't control but we can control that and that gives us more power. That's the second most impactful thing having a committed group of teachers. We will put those four buildings together and those kids are going to learn. A lot of people that contacted me talked about the transition challenges, which is, I think, one of the things that this school district does better than other districts that I've seen moving

126from building to building. And if we start with kids getting all together in fifth grade, that removes that challenge going into seventh grade. Kids aren't scared about going through a new building. They're scared about meeting new people as most adults are, right? Yeah. I walk in Flea Farm, I say good morning, and people don't even make eye contact. And it's people that are older than me. So, you got kids that are I know there's people you put those kids together in fifth grade, they're together until 12th grade. That's a powerful thing for a community this size. the opportunities that the kids will get in a seventh and eighth grade situation that's actually running like a true middle school that will only go gang busters when they start getting excited about things they never even knew

127they were going to love. And I think that is great for kids. I think it's going to be great for our community when we do that as we commit to community schools. >> I'm really glad you're on the >> I get passionate. I'm sorry. >> Yeah. No, no. I'm just >> Chris. Thank you. Let me start with an apology. I'm trying to do five minutes. >> Please excuse the length of these remarks. Before I begin, I wish to state explicitly these are my remarks, my thinking, not argument. I do not offer them up seeking counterpoint. The current conundrum requires the district to address a daunting, complicated set of issues. A simple cost versus benefits analysis is hardly sufficient. I have broken the matter down into four frameworks from which the matter and the proposed resolution

128may be viewed. Not the only way to do it. It's the way I'm doing. And these four frameworks are financial, educational, future, and ownership. Financially, there are levies and their limits, obligations, fixed asset needs, recurring costs, and the reprehensibly unreliable state and federal financial aids. As board members, we have an inescapable fiduciary duty. We are required to treat tax dollars as if they were our own. In fact, some of those dollars actually are our own minus 20% that's skimmed off for vouchers. And we generally work to be good stewards of these funds. This proposal indeed any restructuring will have a sizable effect on how our local and state dollars are spent. And we need to fully understand how the plan would affect us as a district and its taxpayers financially, not just for the next

129couple years, but for decades to come. We have a clear understanding of the short term, the next two to five years with the implications of this plan. How well it will work and what referendums will be required beyond that is absolutely unclear. We will surely need more money than the current structure grants us, but how much is not known. However, even with this drawback, if you are making the decision based on money, a vote in favor makes sense. Educational efficacy is another crucial factor to consider. We may save money, but will we also weaken education? As we have all seen, past boards have even found ways to spend more money and get worse results. So, educationally and organizationally, there are a lot of unanswered questions here. Let's start by looking at great schools. It's not

130news to anyone that I like neighborhood schools. There's a lot of value in the sense of community that neighborhoods provide, neighborhood schools provide, perhaps even build. But those non-material values come at a very real cost. My greatest concern with the move to four megaplex schools is that it is a change that we can neither easily nor quickly reverse. I know we are not a big city, but we are still a city. We're the 25th largest metropolitan area in the state. So this ruralification of our elementary schools is that route the best way to go. To date, no one has convinced that we understand what made Madison, our smallest school and per the HTR, the best elementary school in the county, so successful, or that we can transfer that success when we move its teachers, students,

131and families to another building as part of something bigger. Maybe the Megaplex grade schools will be effective. We've had larger schools. Did they provide better outcomes? We've had smaller schools. We know what they produced. It must be acknowledged that this is an experiment. Personally, I like the idea of the five, six, and the 78 schools, but that's because I've seen the 78 schools and that I don't like. So for those who are concerned about the transitions from school to school, a single intermediate school with a 56 and a 78 as two separate wings where they never could meet could work very well and would even have the extra benefit of making subject advancement for particular areas of study so much easier. As enrollment continues to decline, a single building for all four grades truly seems

132inevitable. Now, everyone I've spoken to, everyone I've spoken to says, "What about the high school? You really got to do something about that high school." And I must here recognize member Lofty Botic, who brought that up a month ago, and I admit I was far too dismissive at the time. So, it only makes sense to ask what that plan with that building is that is almost literally coming down around our students years. I won't spend too much time on future ready as all the other areas really touch on the reality that this plan is primarily focused on what we do next year and does not roll out a vision of our district in five, 10 or 15 to 20 years and beyond. But last and to me most important is the question of ownership. These

133aren't my schools. And not just because you haven't named one for me yet. I hold out hope. These schools belong to all of us. And we as a community ought to decide what to do. Members of this board can and will maintain that they were elected to make this decision for everyone. Personally, I'm not as certain. We've had an open explanation and discussion of the pro of the proposal. We've had a fairly wholesome response from the public on this plan and much of that response is concerned. To my fellow board members, I'm sure that each of you will vote in doing what you see as right. I personally am frustrated that we the board were not given a range of options to choose from to create the final plan ourselves because that's exactly what I

134have been asking for since the closing of any schools was first brought up way back in the dark ages of previous school administrations and why I asked for board discussions before any plan was formalized and brought forward. When this passes, as I expect it shall, for there is much in the plan to like, I will move that proposed plan be brought to referendum on the next election. People have asked us to hear them when they say they will gladly pay to keep their neighborhood schools. People have asked us to listen to them when they say, "Let's solve the high school problem first." A referendum truly tells us if the proposed plan is the way the electorate thinks we should go. Representing the households of the MPSD is my top priority. I believe the best way

135to do that in this case is quite simply to ask you at the ballot box what we as a community should do. I can't support acting with this much uncertainty, but I can support a ballot initiative that would hear from them. Thank you. >> Thank you, Mr. Ael. Anybody else? I call the question. >> We had a call for a question. Anybody other discussion or call driver? >> One last comment. Are there more benefits than drawbacks to the current? It's not the home, but the house that is lived there. Those are two things that I thought most about on these sleepless nights. I didn't write up a whole thing, but I have family, friends, neighbors impacted providing that feedback. Are there more benefits than drop? >> Thank you. Anybody else? All right, we have a

136motion to call for the question not having anything to do with the discussion. I just want to thank you as the board for having this discussion and no matter how this goes, I respect each and every one of you for your opinions and I say that because we need that. Well, you too. Okay. Um, so we have a vote to call the question, I guess. Let's do a roll call. Can we do that? Sure. You can do it any way you want. >> It's an important decision. People need to know where we are. >> Christopher Ael. >> No. >> David Bowman. >> Hi. >> Biff Hansen. >> No. >> Annne Holen. >> Hi. >> Mary Loy Blanik. >> Hi. >> Keith Shaw. >> Hi. >> Carrie Tras. >> That's four to three. ordinance. >> Okay,

137it passes. Mr. Able >> move to place the proposal on referendum. >> Let's see. Do we have a second to that? Do we have a second to that? >> Can I ask a third time? >> I saw that coming too, sir. Don't worry. >> I've been playing this game a long time. >> Question you can talk about. First, we'd have to have a discussion about that after I get a second. If you want a second for discussion, we can do that. >> No, thank you. >> Okay. >> All right. Okay. >> This is what makes serving on a board fun. >> The hardest decision I made in 28 years. >> Go on to new business. We all we all we'll all do this. >> Yes. >> New business. The uh district report card overview from

138the curriculum committee. >> Okay. Let me find minutes here. Honestly, >> I don't where do I find it in the minutes? >> I think u as we discussed in the committee meeting, I think the point here was that we really just wanted to highlight that this occurred because some members weren't there and we wanted to give an opportunity in the open session for people to ask questions if they had any on the report that was given because we included we wanted to include it in on this agenda. >> Yeah. So I guess does anybody have any license? >> All right. Uh oh. Okay. >> I have signed remarks, but I'll save them for you. >> Uh 26 27 calendar personnel policy committee. >> Yeah. the the policy committee uh voted in favor of the the

139proposal. There's been some tinkering with it since then, which is I think improved has improved the schedule. I know there there are some people out there in the community that aren't ecstatic about it, but um I think >> um you know, one of the concerns was the um early release on Wednesdays. But in talking to Lee today, I I and I talked to Stacy too about is there a way that we could, you know, facilitate some child care there? And I guess we already do that. and the the child care that we have among other things, the the girls and boys club or the Boys and Girls Club, whatever it is, um, you know, is is one of one of our one of our one of our tools on that. And that um that parents

140won't be just left like, "Oh my god, what am I going to do at 2 o'clock on a Wednesday on every Wednesday?" I think that we we cover we cover them on that. I think the there was some concern about oh the high school people getting out the high school is getting out at 4 40 and it's not it's not that late. It's I think it's 3:30. So, I think the the the the stuff that's happened since the committee looked at it, it's made the proposal better and and therefore I'm assuming that the committee members would would continue to be supportive of that u to recommend that that we we accept that >> with that Carrie there's local two rivers did the same thing the Wednesday afternoons and I've spoken with parents who have >>

141lived through that and and it actually does >> end up working okay with their schedule. They >> they they've it's become habit like this whole change we just voted. It's hard >> but I think >> it has seen to Rivers DPI scores also went up because they're doing these things with their >> PLC's. Yeah, that's right. >> And that we just got the presentation on. So >> I feel even though this came out at us, the calendar question came in even though it is separate from the vote we just took. >> I feel that that is something that as as parents and teachers, it's something that we can rally around and and adjust to. >> Personally, I think that there's a lot of benefit for the student for the certainly for the teachers. uh short

142you know getting out earlier in you know not late in June >> but earlier than that Keith >> along with two rivers our neighboring school district has done that for for years and years and years ago even when I worked there the Wednesdays were sacred but the district had a very specific rule as to what those Wednesdays were were to be the first Wednesday was Wednesday was strictly building the second Wednesday was department the third Wednesday was district meeting and the fourth Wednesday was PLTLC or PLC what they called it and they were they were gospel they were never to be you couldn't change that for anything or or you messed with Dr. long ago if you tried to change that. Um, but that had that was a strict rule and it has worked for

143that that district for many many years. But I guess I look at our school calendar and it still seems I'm not understanding why why there's no unification within the county and and I can't I I I have believed HR directors saying that we have got all these minutes that that we are down in our minutes that's why we need more time. Um, but the rest of the districts can't be down in their minutes if they start school later than we do and they get out of school later than we do and they have Wednesday afternoons and all that kind of stuff. I don't we can't be so far off in our minutes and the rest of the districts not in compliance with state law. It just doesn't make it hasn't made sense for years to

144me why we start later or earlier and end up graduating so late in the year. Um, if these Wednesdays take away the amount of time that our kids are missing a Friday afternoon or a Monday because of inservice days and can shorten or do something with that calendar, I'm all for it. Maybe I'm being too simplistic, but I don't understand why Two Rivers Reasonable Versa all can be on the same schedule and we're the odd where the odd duck out. I I I just don't get it. I I don't understand why there can't be some uniformity. Again, maybe I'm looking at it simplistically, but nobody's ever been able to explain it to me. Is there any plan to help families, parents come up with coverage for their child? >> Yeah. >> When I mean, I'm

145sure high school is probably okay and and maybe middle school, but I mean, is there anything for the district to get them information? >> Yeah. So, I currently I serve on the Boys and Girls Club um board as well. And so I've been in contact with Connor and Cali there and um just I brought this to them to say like if we do these early release Wednesdays, are you going to be able to support? Would you still be able to transport schools? So they've made a commitment that they're going to be able to service kids every Wednesday till 5:30. So they would pick them up at the school when schools released. They would get them there and then they would feed them I think they feed them dinner. We'd feed them lunch that day. Um,

146and then you know when we talk about the change with Riverview moving to a 4K and then having a daycare partner. I think that's another avenue that if parents don't want to send their kids to the Boys and Girls Club, we can partner with that daycare provider. Um, this year, I can't speak to the exact numbers. Heidi can probably chime in. I know we prov we've provided some support and I think those numbers have been very low attended um with what we would say is our support for rape. My concern is just that, you know, I'm sure as as in shivers, um, people found, you know, who they wanted to their kids to go to, but I'm just I want to make sure that, you know, the first couple times we're going to have kids

147that we need >> help finding something to look after. So, we just So, we give them some options and let them know. >> Do you have a motion on this yet or >> Yeah, we do. The the committee, you don't have to. You don't. >> They just want to do it for us. We recommend the committee recommended that >> but there >> we have to vote on it. >> But I didn't. >> Okay. >> Was there a second? >> Second. >> I don't know. Do you need that? >> Yes. >> We We do it out of >> You're bring You're bringing it forward. >> Oh, yeah. We're bring Okay. >> So, you're moving and you will second. >> I guess as I I would I'm very willing to try this for one year, but I

148want to know that we're getting a return on investment. So, we keep saying we think scores are going to go up and we think >> this and we think that, >> but I I really want some data and I don't want to wait until this point next year, but more immediately to see um that that that time is being well spent and it's it's we're getting that return. >> Yeah, good point. Any other discussion before we vote? Chris, >> two questions. So, I'm just going to ask them directly to you. >> Absolutely. and it's so power. First question, am I wrong in assuming that by making these changes, we're fixing one of the hinky things we've ran into the last few years where the number of hours at the grade schools that have put in

149and the number of hours at the high school minutes. Anyway, the amount of time put in at the grade schools, the amount of time required put in at the high schools are different enough that when we get into a snow day, we can go, well, you know, we could let all these schools not have to be here to make it up, but this school needs the time. By doing this, that solves that, doesn't it? So, I've built in a weather day for the whole district and I've built in enough additional hours that if we had another snow day, both all buildings for K12 would have enough time built in that we would not have to make up a second date. I'm good. >> Okay. Okay. >> Yep. >> That was that was the one question.

150And the second question has now fallen out of my head. Lucky you. >> I'll answer you later whenever another discussion on this. It seems to Keith's point there's some value to Lee talking to some other superintendents. >> I remember >> May I I remembered my question. >> Okay. >> Did we have any discussions with the union on this calendar? >> We did share it at meet and confer with the union and got feedback on it and I would say that the feedback has been very well received by teachers. I think especially our elementary teachers are very excited to have the idea of uninterrupted time to collaborate around data and assessment and and not have to try to cram that in when kids are up going off to FID. >> Yeah. In case somebody has a

151breakdown, music class. >> Correct. Right. >> But I would say that our teachers have been very supportive and everyone that has talked to me has said that they're excited about the calendar. They're also excited about having graduation on June 4th, not on like June 12th >> when right that we that we make. >> Thank you. All those in favor say I. I. Say nay. And it passes. There's the early retirement notice from the same committee. >> Uh yes. Um we recommend that um early retirement notice. Um be um I I move that it as a motion. I guess >> Second. It's kind of odd. Do we have to do that? >> I thought we just If the committee recommend to do that >> committee, we should >> Yeah, you should because there's bonus money being

152spent. So, it's only >> All right. Discussion on this. >> Chris, >> I have one easy question. Is is is this uh bonus in this early retirement notice is that retroactive say like five years >> no >> five years exactly because my principal knows that I met that deadline >> you did meet the deadline I will I can confirm that but we do not go back five years >> any other meaningful discussion on this issue >> when we talked about it it was professional staff and I and it's so been noted that it's also support staff as well. >> I think my concern is hearing from again the community. There was a lot of misinformation related to this um notification that I want to retire. Um just quite the urban legends grew quickly out there

153in our community um that were not accurate. And again, all Stacy's asking for is can you just let me know? >> Yeah. don't tell me in July or August when I'm scrambling to find teachers. >> So, I'm I I commend her effort and support um this this retirement. I also I keep going back to that retirement party at the Capitol Civic Center last spring and there were at least 12 to 15 people on the stage more than that >> and and that consolidation plan what came up was oh you're getting rid of 12 teachers. >> No, I mean naturally through attrition retirement each year that's about what we lose. >> Yeah. and and the goal is to keep our teachers home as much as possible. The support staff one's going to be a little trickier.

154I think um but kudos to considering also offering them a bonus as well. So, thank you Stacy. I just want to make that comment before we we >> How many do we anticipate are going to take this? I know first of all, we don't have it like all the discussions we have this evening. We hope we make the best decision. >> Yeah, we uh we had a I pulled a report from our our management system to see how many people would meet the criteria um of 55 or older. Um and there's a good handful of folks and some of those folks on that list, I'm like, "Yep, I've heard their name. I've heard their name." Um but some other people, especially some of our support staff, have said like, "I can't go at 55. I

155have to work. I want to work till I'm 65." So, I don't have um a I don't have a number that I know uh off the top of my head, but I tal when Nathan and I talked about like what would be the biggest number possible and is that something we could afford and Nathan felt very confident that we would be able to if every single person that was eligible went for it that we'd be okay. >> Yes, please. If I might add on and answer that question, generally when you look at personnel reports year-over-year, it's about three to five people generally notify us before the official window that they're leaving the district. So maybe maybe it would double. I mean, that's not a real easy decision for people to make and that's a fairly

156early time to be making it this time. even to get their WRS meeting, >> right? Confirm that they can do it. So, >> right. That's a last minute deal. >> Yes. Had a motion in a second to accept. >> All those in favor say I. >> I. Say nay. Accept it. HR restructuring. >> Yeah. We also we also uh the personnel and personnel policy committee recommended be get an affirmative from the board. Uh so I'll make it as a motion. >> Second. Have a motion and a second. Any Discussion on this discussion. All those in favor say I. >> Say nay. >> And it passes. And one last one committee sees seven. teacher development center, >> right? It's a contract. Um, if you I'm sure you've looked at it. >> Well, we approved this, too.

157I mean, we it's a it's a good way to handle the the lure issue that we have. Um and um before we we we encourage a policy vote on it. >> Have a second. >> Motion. Do I have a second? >> Second. Any other discussion on this season 7 program? See none. All those in favor say I. >> Say nay. >> Other business. You receive the WASBY. >> Oh yeah. Yeah. Let me let me I've got I've looked at I've looked this stuff over. I mean we I don't have to go on any stuff until January and I' I've looked over the resolutions and I haven't really you know I I have here this is these are the ones I I've said yes. I think it I'll vote yes for other resolutions which I think

158I need some advice and insight on um here just taking and just one that I thought ah I don't know I don't think that's such a great idea but you know I'm I'm eager to get your I'm eager to get your your advice and your perspective on on all of these. So, when you have the time, you know, look over the packet, um, we can talk about this at the next the next meeting in January. Um, but, you know, if you want to talk to me, just give me a call or, you know, stop me in the hall, whatever. Um, so I don't know. I mean, most of them are I don't know how I don't know how effective this lobbying is, but but it puts us on record of what we what we kind

159of stand for. So, if you have concerns, got to hold a carry. Anything else in the packet? Uh, remarks from the board president. I've said enough tonight. So, we will move on to the uh future dates. We need our meeting or not. >> Yeah. Uh uh the regular committee meeting >> special no special special >> in December. >> No, we're good for December, but the committee meetings on their normal slate of that first >> week in January. >> Yes. >> Yeah. >> Date is that in January? >> Um let me pull that up. >> January 6th. >> It's a Tuesday. >> Then there's an opportunity to have breakfast with Santa at Franklin this Saturday. >> Yeah. board has been invited. It's been >> my Christmas present to all of you is no special meeting this

160month. >> We uh we'll be going into close session. So, I think what we'll do is we'll we'll vote to go into close session, but we'll take about a 10-minute break and uh that'll give you time to just stretch your legs and recover from the rest of what we did tonight. So just kidding. We're going to convene a close session to consider the following matters. Employment and promotion compensation performance evaluations of any public employee over which the government body has jurisdiction exercises responsibility pursuant to section 19581 parentheses C's of the Wisconsin statutes. We will be doing superintendent evaluation and 2627 administrative staffing staff strategies. Those strategies will come first and then we'll do the superintendent part. >> So you can leave and but he'll take us through that. So I expect you back here by

1618. >> Oh, I'm sorry. >> I need a motion to second. >> We do we want to go into we want to go into close session after six. Okay, >> that probably makes more sense. >> Otherwise, we're in close session walking the hall. Let's get back here by >> 8:35.