– [Narrator] The views and opinions in this program are not those of CESA 7 or Spectrum (uplifting music) – Well good evening everyone Can you hear me? Good evening We’re going to begin the meeting tonight As you can see, the President and Vice President are not here this evening so according to policy 141, it requires that I call the meeting to order At this time the Board is to elect a President pro tem tonight to conduct the Board’s business – Can I make a motion? – All right, the Board should entertain a motion at this time to nominate someone – I nominate Katie Maloney – Second – Second – Any other? Go for a vote – Sure – Yep – Maloney? – Aye – Sitnikau – Aye – Becker – Aye – McCoy – Aye – Shelton – Aye – Can I have all those cheat sheets you give Brenda? (laughing) – She just– No, she doesn’t just– – There’s too much – Haven’t you heard the papers rifling? All right We will begin with the Pledge of Allegiance – I pledge allegiance to the flag of the United States of America And to the republic for which it stands one nation under God, indivisible with liberty and justice for all – Does someone have the mission statement? I do not have– (mumbles) Can you read the mission statement please? – Sure – Thank you – We educate all students to be college, career, and community ready, inspired to succeed in our diverse world – Thank you Rhonda And our next item is a recognition: The ShopKo Foundation And Kristina, if you’d read the resolution please – Sure In recognition of ShopKo and the ShopKo Foundation, with appreciation for your support of the staff and students of Green Bay Area Public Schools – And if Kim Schanock, would you please come forward? – And Lisa Bynum – And Lisa Bynum. Thank you – Do I need to give this to somebody? – Thank you I’m Kim Schanock, the coordinator of community partnerships and grants – And I’m Lisa Bynum, Associate Director for ESSA – And we would like to share some information with you and introduce you to Michelle Hansen who is with the ShopKo Foundation In addition to ShopKo’s support of community-wide things that support education, like the Golden Apples and the Partners in Education, Michelle is a part of things that support our staff and our schools specifically, and we’d like to give you some examples – Yes, over the past several years, ShopKo has been an amazing partner for us With both the McKinney-Vento Program and the Teenage Parent Program, has made numerous donations and on an on-going basis So, its donations of clothing and school supplies, winter gear, all the things that our students need As well as when we have an over-abundance of a need, if it’s not donated, very deep discounts for us, and in addition to that, doing all the legwork in pulling sizes and supplies, and if we have an urgent need that needs to be met quickly, they’ve always stepped up to the plate and done that for us So, very appreciative of all of those donations and efforts on their part So, thank you Michelle – In addition, ShopKo has a mini-grants program, and it’s been going on much longer than since 2016, but I asked if they would just recap for me ways that they’ve supported our staff and our schools since 2016, and on this sheet is more than 50 mini-grants given to staff in our schools that support wonderful enrichment opportunities for our students Various camps, board books for our preschool– You were a big partner in our preschool program

Throughout our schools, our summer library program, and many other examples So, with that, we just want to thank you Michelle very much for the partnership of you and your foundation – Thank you. It’s an honor to support the schools (applause) – Would you like to say a few words? – All I want to say is, it’s great to partner with schools and teachers to provide the best education that we can for our kids So we’re honored to support Green Bay School District – [Katie] I really appreciate you as a partner And now I think, Laura are you going to have a photo op? – [Laura] Yes – [Katie] Okay – Okay – Actually, it’s a small enough board, we can all get in – Yeah – Yes – The Christmas card photo Come on (light laughing) – All right, I think these shoes– – Is everybody in? Here we go – [Laura] Thank you – All right, thank you – Thank you – Thank you so much – You’re welcome – So far I like this – As Michelle makes her way back, I know we have been so richly blessed with ShopKo So thank you for recognizing (mumbles) for this tonight And again, please extend our gratitude to your entire organization on our behalf as well – [Michelle] Thanks – And next we will have our open forum And I will also note that members of the public can view the board agenda and hand outs as well as minutes from past meetings by visiting the district website at www.gbaps.org Clicking on our district and then Board of Education On the left menu, you will find a link to agendas and minutes This link will take you to a website called Neptune where all board agendas, minutes, and hand outs from board meetings are housed I would also like to introduce our public engagement opportunities The Board will provide our community with two different opportunities during tonight’s meeting to speak before the Board All speakers must fill out a form indicating their desire to speak I have two, if anyone else wants to If you wish to speak during tonight’s open forum, you may do with respect to items that are posted on tonight’s agenda or any other matter you wish to share with the Board Please know that Wisconsin’s open meeting laws prohibits the Board from conducting business on matters brought during this open forum The Board also will permit public participation during agenda items that the Board of Education will be voting on as noted on the Board’s agenda This public participation time, consistent with state and federal laws, Board members may engage in dialogue with the speakers In order that all voices are heard, the board will suspend engagement until all speakers have had a chance to speak Please keep your comments to five minutes The timekeeper will let you know when your five minutes has ended Prior to starting your comments, please provide your name and address Lastly, demonstrations during public comments such as clapping or cheering in response to either public comments or statements made by Board members, are prohibited That being said, we have two gentlemen who have expressed an interest, and I’ll introduce the first: Rob Miller – [Rob] Thank you, and I understand that the Board has a precedent of expanding the five minute limit, and I’m wondering if I might have 10 minutes? – It has been– – Your role Katie at this one – Pardon me? – That’s your role as the Chairman – Past practice has been we have extended, and we only have two people speaking, so yes – [Rob] Okay, I think I can finish faster but– – Please do – [Rob] So thank you very much to the Board, and Dr. Langenfeld and everyone else here I wanted to speak about the recent Navarino resolution requesting that the school board address the deficient performance of the east-side schools specifically East High School and Washington Middle School, and the schools feeding into them I actually had ten exhibits, and I asked for a document reader and apparently that’s not available So one suggestion I might make to the Board, is that in the future, document readers be made available to the speakers With regard to my remarks, I’ll just describe the exhibits thereafter, but

I’ll start with an observation by Edward R. Murrow, who, for the younger members of this audience was a television news reporter He said that the obscure, and I’m paraphrasing here, the obscure will eventually be found, but the obvious takes a little longer My exhibits and my data are nothing if not extremely obvious The first exhibit was a communication from the department of public instruction outlining the performance of East and West High School over the last, from 2011 to 2016 That was from January of last year I supplemented with the current performance data indicating that East and West High School failed to meet expectations again this last year So most of the years between 2011 and 2018, two of the major high schools in this city are in the lowest ranks of the DPI rankings, failing to meet expectations I then go on with an exhibit of the current report card of East High School which indicates that it fails to meet expectations once again The third exhibit is once again, just a chart of Department of Public Instruction data showing, it’s from 2011 to 2018, and what it’s exhibiting is state-wide performance and then another chart of test score average And what we’re seeing there is a low point in 2011, and it declines every year from 2011 to 2018 Same thing with the test score average East High School, my alma mater, is– is the 7th worst high school in the state of Wisconsin Green Bay West High School is the 13th worst high school in the state of Wisconsin Now this is according to ACT testing That was mandated by the state legislature I understand that there are people with compunctions about using the ACT as the measuring devise Some of those compunctions are valid However, that’s what the legislature has determined Those are the rules of the game If the people in this district, or the School Board doesn’t like those rules, then it is incumbent upon the individuals to change the way the rules of the game are played But currently, these performance numbers have promoted a concern in Navarino that these numbers are just unacceptable Couple years ago, the Secretary of Education for the Obama Administration, was commenting on the performance of the Milwaukee public schools and he called them a quote “national disgrace.” And that particular quote is on the Journal Sentinel website We are in the same territory in these high schools as the Milwaukee Public Schools For the Green Bay Public Schools, that is simply unbelievable We now turn to Washington Middle School Once again, I have a chart of state-wide performance data and test score average data, starting in 2011 and going to 2018 It starts from a very low level in 2011 It declines every year to 2018 The same thing is true of the test score data And Washington Middle School is a school that fails to meet expectations, or meets few expectations, excuse me So I’m chronicling a very sad story here This is not the kind of performance that we expect from the Green Bay Public Schools And the final chart was a rendering of net transfers as a percentage of district enrollment, for the largest school districts in this state The Green Bay Public Schools has over 1700 students leaving this district We have a higher percentage of people leaving this district than any other school district in the state That should give us pause That should put this Board and everybody that works for this district to inquiry We’ve just been discussing just the raw data and I’m going to speak as unemotionally as I possibly can, let the data speak for themselves Generally when I cite this data,

to school boards representatives or school district representatives, I get a response and the response is, we, the great, some of the great programs that are present in East and West high school, and I agree with them I mean, the manufacturing program is superb The Auto Mechanics program at East High School is wonderful But the bottom line here, is that data is not the plural of anecdote So, let me repeat that Data is not the plural of anecdotes So when we’re discussing data, the idea that some of our students are performing outstandingly, and we expect that, is simply not responsive The Green Bay school district has something like 20,000 students It’s a bell curve of intelligence Some of these kids are absolutely brilliant And they’re gonna perform brilliantly regardless of what happens in these schools, and we expect that That’s to be understood The challenge, the challenge in front of the school district, is to get to raise the level of everyone’s performance And I met with a couple of, with the principals of East and West during the summer So while the board was concerned with Washington middle school and spending $400,000 on that, and justifiably so And I’m quite supportive of the work on Washington middle school I met with the principals of East and West high school to see what, if anything, they were doing to raise the academic performance of those students in those schools And I sent the inquiry over to the Broadway office and I met with the representative of the Broadway office and the East High School principal, and the meeting was very well, it was a great meeting I have great respect for the assistant superintendent, Lori Frerk, and we met for, maybe an hour and a half and two hours, with Michelle Jacobson and that went very well with her staff You know, these people are trying their tails off, but the problem here is we’re not seeing any substantial changes in the approach that this school district takes to continuing declines in performance And I would submit to you, I’m no expert on this stuff, I would submit to you that it is a systemic problem When we have nine principals in ten years, or something along those lines at Washington Middle School, and we have continuing problems with climate and performance, I would deduce, that regardless of who we place in that position, the school isn’t performing There’s a problem in the whole configuration of Washington Middle School In Washington Middle School I would suggest to you, is feeding the problems of East High School When these kids, and I spent a year there, volunteering, half a year with the seventh graders and eighth graders, and then the rest of the year with the eighth graders When these kids are not prepared to do the work at East High School, that is, in my opinion, a large part of the explanation for the sorry academic performance of the students at East High School With regard to the Washington Middle School climate and behavior, all I can say is, my information, which may be imperfect, is that we’re basically back to where we were during the Kerstin Westcott era It sounds as if, when we have two staff members sent to urgent care, frankly, that should never, ever happen And I can’t recall it ever happening in my entire experience in schools And further, when we have a significant number of people, of our staff, our highly trained staff, being apparently psychologically abused or psychologically battered by students, that should never happen One of the principal resources, perhaps the principal resource of this district, is its staff And we have to treat these people as the professionals they are. And we have to be able to create a safe and decent climate for them to work and for the students to go to school And I submit to you, I question whether that’s happening at Washington Middle School Now, finally– – [Board Member] We are close to the wrap up – [Speaker] How many minutes do I have? – [Board Member] It’s exceeded twelve minutes – [Speaker] That was the fastest twelve minutes in, okay, you know, I guess I’ve said enough Thank you very much for the time – [Board Member] It’s kind of, maybe,

longer than most clarifying questions – [Speaker] I reserve the right to answer the question – [Male Board Member] Sure, you can, right, so, – [Female Board Member] In a clarifying manner, we’re not entering into a debate – [Male Board Member] Right So, with regards to the comment about the ACT scores and East being the 7th worst, as you said, and West being the 13th worst, I’m just wondering out of, Shalom High, Assata High, North Division High 0419, Nova Academy, Obama School of Career and Technical Education, James Madison Academic campus, Project Stay Wisconsin Conservatory, WHS Information Tech, Nova Tech, Northwest Opportunities, Alliance School Milwaukee, Racine, Alt Learning 612, Grandview High Milwaukee, Beloit Learning Academy, South Division High, Vincent High, Pulaski High, Innovative Alternative High, Bradley Tech High, Reuther Central High, that one’s Kenosha, Innovative was Madison, MacDowell Montessori, twelve, and I skipped the ones that have a lot of students who took it, because that seemed a little unfair I’ll stop with the list there but did any of those, were any of those- – [Speaker] I- – [Board Member] Wrong or, cause there’s, I came up with 45, so I was just wondering if there was – [Speaker] I’ll tell you where I got the number You know, unfortunately, you won’t let me display the – [Board Member] Get those copies to Sandra Heller – [Speaker] Yeah, I’ll send them in The-The data supplied by SchoolDigger.com and, according to their ranking, East is 403rd of 410 high schools I’m just reading it off of their data – [Board Member] What website? – [Speaker] SchoolDigger.com – [Board Member] So a commercial website? – [Speaker] I don’t know – [Female Board Member] Okay now we’re entering into debate – [Male Board Member] I’m sorry, is that a commercial website? – [Speaker] I, don’t know the nature of the website I found it to be authoritative – [Board Member] There wasn’t a DPM, it was- – [Speaker] It’s using DPI data as I understand it – [Board Member] Any other clarifying questions? – [Speaker] Okay.Thank you very much – [Board Member] Noah Becker – [Noah Becker] Hello, I am Noah Becker, I live at 1254 Reed Street, Green Bay, 54303 – [Board Member] Can you push the mic a little bit? – [Noah Becker] Yeah There? Is that better? I am sick so I sound like it, I know Okay Yeah So, I’m here to discuss, math, and a couple of proposed changes at West High School So, I don’t know how much board members know about the standard, about like the standard math track It would be in one’s freshman year, they would take Algebra one, in sophomore year they take Geometry, in their junior year they take Algebra two, and then in their senior year they have, in the Green Bay, they either have the option not to take a math course, or to take Precalculus So that’s about the standard, and a lot, and plenty of kids come in and take more advanced tracks starting their freshman year with Geometry or Algebra two, and there are advanced combinations to those but that’s just the overall idea So at West, there are a couple, the proposed changes are to eliminate…Algebra two, Precalculus and then, and then the step after Precalculus, if a student is advanced, is AP Calculus AB And, that runs pretty much annually at West So the plan is to not run any of those three courses, and to instead insert AP Statistics and IB Mathematics, and IB is doing a new thing with their math program, which I think is one of the big sources for these changes. So, the problem with this is that a lot of students are very bothered by the removal of Algebra two, especially, but also Precalculus and AP Calculus AB The plan is, as from what I understand, and from the questions I’ve asked at West to various math teachers, is to replace Algebra two with with either AP Statis- with AP Statistics, in essence

Now the problem with this is that AP Statistics, the College Board, its the required prerequisite, it stays on the College Board website that students must have taken second-year Algebra in order to take AP Statistics So, the elimination of the class, Algebra two, and its replacement by AP Statistics, for which Algebra two is a prerequisite, really doesn’t make sense to a lot of students, and a lot of students were confused by that And another big problem with this is that in the district, you need three math credits to graduate, so students were concerned about the fact that they will have to take- that they will have to take an AP or IB class in order to graduate Because now the paths would from some variant of Algebra one, Geometry, Algebra two, Precalculus, and then AP Calculus, some variant of that may be plus or minus, or plus or minus one or two Now they would stay, now they would take Algebra one, Geometry, but then they would have no option for Algebra two So, as a junior, they would have to take AP Statistics or IB Math Now, IB math does incorporate some Algebra two into it, which is one of the reasons, but I still don’t think one should have to take an IB or AP class to graduate And, another track is that, if students come in, if students come in one year advance, they take Geometry, then they have to take AP Statistics as a sophomore, and then IB math And if you come in two years advance, you have to take AP Statistics as a freshman without the, without the Algebra two prerequisite, which seems like you’re setting up students to fail, in some ways Saying, ‘Here’s a class, you have no prerequisite for it, have fun.’ It just seems like, it’s not going to help West with any of, with any test score problems or any grade problems Tt seems there are going to be more of them So, I did a petition, because, you know, I couldn’t help myself Yup, it’s what you do I got fifty-six signatures of concerned students, and all of them understood what they were signing for And they said the, what they agreed, is, to read from this, ‘I agree that West should not eliminate Algebra two, Precalculus, or AP Calculus, which would force all students into AP Statistics or IB Mathematics from the available courses.’ So a lot of students are concerned, and I think the board should look carefully at these changes because I think they could be very damaging to West and a lot of West students – [Board Member] Thank you, Noah (timer beeps) If you could, give that to, Sandra Heller, What was that? – [Board Member] Five minutes (chuckling) – [Board Member] I was gonna give Noah seven, come on If you could give that to Sandra Heller Are there clarifying questions? – [Female Board Member] I just had a comment- – [Board Member] Go ahead – [Female Board Member] That I wanted to do follow-up for the board – [Male Board Member] Clarifying your petition, that students signed were, was about keeping those three traditional classes, it was not suggesting that IB options be reduced or anything? – [Noah Becker] No, no it was a petition purely to keep those three classes – [Board Member] The traditional track along- – [Noah Becker] The traditional courses, yeah – [Female Board Member] Okay, just as a follow up from, Mr. Magas and his team are working with West High School and will be providing the Board with a full update as well, with the work that they’ve been doing as well So, thank you, Noah – [Board Member] Thank you, Noah and feel better Alright Sandy, roll call? – [Male Board Member] Here – [Female Board Member] Excused – [Board Member] Here – [Board Member] Here – [Board Member] Here – [Board Member] Here – [Female Board Member] Excused – [Board Member] Here – [Board Member] Here – [Female Board Member] We are joined by two students from our Intercity Student Council, Jamie and Clara Beton We’re also joined by Dr. Michelle Langenfeld, our superintendent, and Sandra Heller, our executive director Whatever we do as a Board, our executive assistant Alright, I’ll entertain a motion for the minutes? – [Board Member] Second – [Female Board Member] Nope, yep, I’m entertaining a motion. Are we asking for a motion? – [Board Member] To prove the menace is presented – [Female Board Member] Is there a second? – [Board Member] Yes – [Female Board Member] Alright – Sandy? – McCoy? – Aye – Shelton? – Aye – Thacker? – Aye – Maloney? – Aye – Sitnikau? – Aye – Communications that appear to be none

and our next thing will be the monitoring reports facilitated by Laura McCoy – We’re going to be discussing, we’re going to get a report regarding the state report card Joined by Mr. Miller and Mr. Mages – Thank you and we appreciate the opportunity to share some information on our state report card The state report card is one of the ways in which we judge the performance of our schools It’s the way that the state looks at our schools through a variety of assessments including the ACT and we do consider this an important measure of progress and we have some very positive news to note within that work as well So, just considering some of the information that we’ve heard tonight and I just want to point out, when I said that there are some positives, we heard from a community member addressing that there were five schools that had been low performing over a period of time Many of the schools that were addressed within that, actually, the scores have gone up, this year compared to the last, and overall there are some additional positives We also have to take a look at the data from which the report card is derived There’re a number of different factors that go into the state report card that make up our score Looking at other types of sites that are out there and there’s some resources I can share related to other sites that rank schools and their effectiveness, whether or not they’re as applicable as this This is seen as the outward measure for our district, it’s the outward measure for the state, in judging school performance And you’ll see that a number of things that we’ve put into place are based on lots and lots of hard word and there’s a deep dedication by the leaders of the school, the principals of the schools even all of our schools but the schools that were discussed tonight were schools that have intensive school support plans and very specific action steps meant to address areas in which they’re struggling and we’re seeing significant growth in those areas Particularly, in our elementaries, that’s the strongest point, you’re seeing amazing, well, I would call that amazing growth, I’m pretty thrilled about it, and that lays the foundation, as we talked about, as those students are flowing into middle school and high school, if we’re raising the practices there, it’s leading to better outcomes So, I think you’ll see some positives but we don’t look through this with rose-colored glasses There are a number of things that we have yet to improve and we discuss the techniques that we have in place, as well as, our school’s success planning process and calling out what are the tight non-negotiables for the district? What are the things that, if we focus on a few things and do them really really well, that we believe will continue to change the trajectory and even accelerate that growth? So, tonight we have Mr. Steven Miller, our director of assessment, who’ll be sharing some information with us – Alright, thank you John I’ve got a few slides that I’m going to go through with you and then I will do my best to answer what questions I can within the purview of my job responsibilities If you look at slide one, slide one provides a comparison of overall scores from the 16, 17 school report card to the 17, 18 score report card You can see that our overall score increased by 8/10, that did move us from meets few expectations to meets expectations as a district So, it’s interesting to see what a difference 8/10 of a point can make but, again, it did move us into the meets expectations category We had five schools that had a ratings change or an overall accountability rating increase that moved them from one category to another, three schools that moved into the exceeds expectations category and two schools that moved into the meets expectations category We had 24 schools that stayed in the same overall rating category, however, of the 24 schools that remained in the same rating category, 17 of those schools, including the three schools that were in fails to meet expectations, all experienced a points increase So, even though they remained within the same category, 17 of those schools experienced a positive change on their school report card scores

– [Female Member Of The Board] East and West both also had deductions, is that accurate? – [Male Member Of The Board] Yep, East and West High School did receive five point deductions for chronic absenteeism, I’ll get into that in a little bit, as well – [Female Member Of The Board] And they still make gains? – Yes – [Female Member Of The Board] Can you repeat what you just said? – Yep East and West received five point deductions for chronic absenteeism – Thank you – We did have seven schools that moved down in their rating, four schools that moved into the meets expectations category and three that moved into the meets few expectations We did have three schools that received alternative ratings One of our schools, John Dewey Academy of Learning, our charter school, received an alternative rating because of the number of students tested because they had fewer than 20 students in a full academic year that participated in the Wisconsin State testing system They were not able to receive a regular report card, they do an alternative rating for schools that fall into that category We also have two schools that serve at-risk populations of students, for schools that serve at-risk populations of students, they also receive an alternative rating As I shared earlier, we did have two schools that received deductions on the school report cards East and West, both receive deductions of five points due to the number of students that fell into the chronic absenteeism category One of the comparisons that you can find on the school report cards is to look at the average scores for schools across a district every year And so, the comparison you see up on the screen right now represents a comparison for overall average for all of our schools, student achievement average for all of our schools, students growth, closing gaps, and on track and post-secondary readiness Someone asked me the other day, Steve, what would you attribute the increase in our overall accountability scores both on average for our schools and for our district as a whole? As you can see in looking at this graph, if you look at closing gap scores, from the 2015-16 school year to the 2016-17 school year to the 2017-18 school year, the district has made tremendous progress in closing gaps for our minority groups compared to the state counter groups That’s one thing that people don’t always understand with our school report cards When they look at our Hispanic students in the district, they compare those students to how white students are doing around the rest of the state So, our Hispanic students, for instance, are a group that’s closing the gap to their white peers on the state assessment system Our economically disadvantaged students are closing the gap to non-economically disadvantaged students around the state in the state assessment system Our students of color are graduating at higher rates and that’s helping to close the gap as well So, you know, one big take-away that I try to share with people when I’m talking about our schools report cards, both at the school level and at the overall district level, is our closing gaps scores have been increasing every year So, what’s next for us in the school report cards? Families will receive letters from school principals that will include The 2017-18 school accountability report card information for their school We always provide for families with translations when appropriate among Somali and Spanish, and the school accountability report card information is available on each school’s website – And, here, we just wanna talk about some things that we’re doing to make sure that we’re ensuring continued growth We’re seeing some growth but we are not going to be satisfied until we have a lot more progress and we want to continue things that are working and make sure that those are spreading throughout the district and if things are not working, focus on those and address those deeply Four areas that we focused on and talked about during our district retreat, were really four years of instructional leadership that are critical for us as a district and these are things we identified through our work with the center for educational leadership and they’re also part of the Wisconsin state principal framework Sorry, I just had a flashback to 15 years ago of my work out in Washington state

but there are four areas that we’re focusing on deeply The first one is personal and professional learning and growth, we want to make sure that each individual in the organization is learning at the maximum potential Number two, focus on student achievement through the use of data Number three, high-performing collaborative teams and in some of our work we’ve actually combined the two, so it’s really teams that are using data, is a focus, as well as, performance evaluation and feedback, people can’t grow if they don’t have clear, concise information on where they need to grow and people can’t continue to do and strengthen what they’re doing well if they don’t have that information as well So, how are we doing this? We’re really doing it through a couple of areas, many areas, actually, but there’re two that I wanna point out One is that we could use support for this with financial, time and human resources sharply focused on vital district and board strategic priorities So, as we tightly focus on what it is that the board would like us to focus on and as we focus tightly on what it is that we feel are the strategic priorities and come to consensus on what those areas are, we can put all of our resources behind pushing in those areas And I don’t, could you click on that and open the piece there, thanks So, we also talked with the board about our non-negotiables And non-negotiables are basically giving the guard rails for what is it that we expect in each of our schools and if you can advance forward I have some of the objectives for the framework that are shared as well as couple of strategic planning documents that we’ve used and these frame the work of the non-negotiables and if you can flip a little further down, thank you, we have our secondary success and accountability plan and our elementary plan and those clearly lay out what is it that we are focusing on, what is it that we are working on at the elementary level and the secondary level, not just objectives, but what are the specific actions steps and how are we measuring to see if we’re accomplishing them Thinking about, you know, the hope is not a strategy and we all know where the road of good intentions goes, we wanna make sure that we are clearly measuring if we are doing what we say we’re doing and how well we’re doing in that area So, if you can skim down just a little further, based on that, we’re calling out our non-negotiables, to the area in color, sorry, this cursor is not quite as good So, we’ve framed these into three areas or three focus areas that I had mentioned before where we have the four with two combined but the non-negotiable number one is that all administration and certificated staff will have a clear monitored professional growth plan linked to student need Now, we’ve had that in place but making sure we’re doing that as well as possible and that we’re having frequent conversation and that it’s a clear focus of our leadership and that it’s not part of the distraction of a hundred other things that we can work on, knowing that that is one of our big rocks is critical for us and if you flip to the next part where you see how we’re monitoring, we have a couple of different areas that we monitor, Ms Blakesly, thank you So, we’re monitoring at the school site where principals will be meeting with staff on a regular basis analyzing student data and looking at that professional goal The central administration will be looking at partnership meetings with their principal to see how the principals are doing in that work and then we, as a district office, as a support team, will analyze that data and we want to make sure that, at the board level, that we’re reporting that out on a regular basis and we’re looking at each of these as being a three time a year opportunity and I would like to ask the board that we’re able to put that into our progress monitoring reporting process and I’d like to take our time in January, if that’s possible, to further articulate what this could look like, so it allows the board to get a window into how we’re doing in these three key areas So if you could flip down to that second non-negotiable This one is on the district will have high performing collaborative teams, regularly focus on academic and behavioral data to maximize student achievement and eliminate gaps So that sounds like a mouthful and it sounds like a good intention, but what does it look like? Basically that all disciplines, all subjects areas, are going to be meeting in their leadership team, their collaborative learning team, and they’re going to be analyzing their district assessments

they’re going to be doing that on a weekly basis, and they’re going to be logging their agendas, and the supervisors of schools, and the principals will be analyzing those agendas to make sure that they are focused on efforts for student growth What can happen in those meetings, sometimes, is there’s a lot of work to be done, and sometimes people will work on organizational pieces like scheduling a field trip, or some of the more managerial aspects of work, but this is really meant to go deep into the learning And the building leadership team will be working on our school improvement process as well, and if you can go down to the monitoring, again, it takes a three place format where we have school monitoring by the principal, with the people with whom he or she works, and central office monitoring, and what do we look for in our conversations with the principals and how do we analyze that at a district level three times a year so we can look for patterns of need for support as well as problems that might be arising And then finally the point on the board report that we would be sharing that three times a year as well We would be doing this together, so each of the non-negotiables would be reported on, hopefully within the same meeting And non-negotiable three, is that each school and district leader will provide employees with regular feedback on performance through the utilization of the educator effectiveness system, with feedback opportunities to maximize student achievement, and eliminate gaps What does this look like? Again walkthrough tools, and a walkthrough tool is something you heard about in our last meeting, when we were reporting on the work at Washington, but it’s an effective tool for us to go into different classrooms and go into different learning areas and see are people working towards better practice? It’s not saying that something has to be completely black and white, never do this, and always do this, but it’s a move towards better practice and it gives guidance to the principal of what to look for, as well as for us in seeing how well we’re doing So again that’s broken down into three various points So what we’re hoping, what we would like, what we’re asking the board, is that we’re able to use these non-negotiables, these tight guardrails, and focus intensively on these areas because we believe collectively that these are the things that will make a difference for our students, if we do these few things, and we do them very well, we will see not only a continuation of some of the progress that we’ve seen, but we should see a pretty significant acceleration of the growth And our proposal as well is that in the final report of the year, that we use that as an opportunity to propose what our areas of focus in the coming year, so that we can ask the board for a prioritization of certain areas on which to focus, so that we can intensify the use of our resources in those areas Hand, that’s it for the non-negotiables, yes – Continue – [Man In Gray Shirt] Okay, Michelle – Laura is calling on people – Go ahead – Can you speak to, as you talk about these non-negotiables, and you’ve been putting these practices into place, not just today, obviously – [Man In Gray Shirt] Right – Can you speak to anything you’re monitoring right now that would tell you this is a good plan- – [Man In Gray Shirt] Sure – That it’s working forward through assessment tools or whatever, what have you seen? – Mmhmm, well, looking at it, we’ve looked into the national resources on what is seen from a principal and leadership supervision standpoint as the absolute best practices for changing trajectory through our work with AIR, and the work we’re doing with the Center for Educational Leadership, these are seen as the standards for what we should be doing, we’ve received some training in additional principal supervision, that’s tightened there, we’ve also talked with our principals, and spent quite a bit of time with them over the course of the past few months, but particularly this month we’ve intensified things and asked them, does this make sense? Are these the things that you too, as the person closest to the issues at hand believe would make the biggest difference? And they’ve verified that as well I’ve also worked with board member Doruff, who, unfortunately couldn’t be here today, and shared information with him related to the non-negotiables, because this is something he’s thought for quite a while would have significant impact, and he felt that this was very clearly laid out,

and it was a moment of pride, he said that he thought they were actually brilliant, and he thought that they were really something that would shift practice And he’s looking at it from a former principal lens, but also from the board member lens, thinking about that through the line of accountability So those are several different levels that would show that these would be the areas that would have significant impact, as well as other reading we’ve been doing through district leadership that works, a book study that we’re doing and other areas too – Steven had something to say – And we have two more PowerPoint slides after this, just so you know, but on the non-negotiables, in case there are questions there – Just any evidence of changing trajectory already that you’ve seen, or, is it only- – Yes, and really – What this practice does? – that’s an excellent point What this does too, is in speaking with the principals where we’re seeing the greatest growth We’ve looked at what are the things that they are doing in their areas, what are the key practices that make a big difference? And it really is taking a look at the data, and having meaningful conversation, when I talk to Diane Lehman about Fort Howard and how things are going there, she’s able to point out that really, spending time in her collaborative learning teams, focusing on data, has had big payoff, when I think of the work of Gwen, and working with our schools, and our executive directors working with schools, the schools that are going deep with their data and have high performing teams, those are the ones that are having the biggest change, the biggest positive impact, and so we want to make sure that those practices are spread – Switch back to the last few slides please – [Man In Gray Shirt] So, if you can click ahead one, thanks, sorry, so we just want to say that we are celebrating progress, it is a shift in going from meets few expectations to meets expectations And even though it might be a few tenths of a percentage point, that progress represents a significant number of students whose achievement has changed, but also the growth that we’ve seen is a change within the district This represents change in hundreds of students as far as growth and so those are things we want to celebrate, because people are working hard When people are devoting their lives to things, it makes a difference when they see some progress, and we want to celebrate that They’re also crushed when the scores start to go down, the conversations I’ve had with principals whose scores have dropped, you know, some people have been in tears, and it’s something that they own, that they personally feel ownership of because they care so much about the students, and they care about the district So we want to celebrate that progress, but continuous improvement is needed, we have structures that we’re putting in place along with the strategic framework, that I believe will have a serious impact on continued growth This year and next, so questions? – John, can you talk a little bit more about priorities, so we don’t have endless capacity, and time, and resources, so how do you guys expand, or talk a little bit more about what you mean, the guardrails, because we all like thinking, we have all kinds of projects, and new goals, and just add as we go – Mmhmm – But, you listed this thing, we don’t have that, can you add anything to that? – [Man In Gray Shirt] Sure, we want to be able to do everything, all the time, and there are a lot of priorities, and shiny objects that come up, I think, you know, there are lots of good ideas that we think, oh, this would be great, this would be a fantastic project that we could work on, we also have sometimes individual schools or people within the organization that might have particularly interesting routes that they’d like us to take Those are important to explore and consider, but picking a few things to focus on, can really make sure that we’re taking our time, our human resources, and our financial resources and putting them towards a few things and doing them well Rather than doing many things, and doing kind of a, meh, so-so job on them

There are emergencies that arise, that if something were to occur in the district, that there was a need for significant focus and change of course, and something new to be added that we would, of course, we would want to make sure that that was something that was a focus But if we are able to pick what are the big rocks that we’re going to put into the calendar first, what are the things we’re going to dedicate the most time to and also create a list of those projects, so that if something isn’t in queue for this year, that it could be something that could be focused on in a coming year, I’m trying to think of a specific example, but, if there’s an academic change, like, let’s say we want to go towards more constructivist social studies practices, and we think that that’s really important to us as a district, we might decide that that’s actually two years down the road, and where does that fit in with our process? Right now, this year, the things that we’ve called out, are really focusing on the common assessments, making sure that our literacy and math practices are in place as solidly as possible, and making sure that we’re doing a better job of giving really clear, specific feedback with evaluations, so that teachers can improve, those are some, if you were going to boil it down, those are some of the basics, as well as the behavioral pieces, but we want to make sure that we are not trying to do everything and over-promising and under-delivering So if we can strategize with the board at the beginning of the year, and layout what are the big rocks, we still have places for some of the small pieces, but those would come later – Well, after I made my way through all this, yeah, just kind of like a longer question, – [Man In Gray Shirt] Sure – Do you feel like you have the structures in place to make this a staying progress? And, in answering that, just for fun, say what you would like the board to do to help that – [Man In Gray Shirt] Um, well, I think we do have many of the foundations in place, I think we have the right people in place, I think we have a very solid team, I think we have great leaders in place, we have really good teachers, we have the strategic framework is complete, along with the secondary and elementary plans, and the rules for how we’re going to operate are all in place And if we can focus deeply on that work, I think that we will have a very solid trajectory from here if we think about the math progress we have in place, through bridges, and the literacy progress that we have through our teachers college work, as well as the phonetic awareness work that we’ve been doing at the earliest grade levels, that’s going to have students exiting from our elementary’s with a firmer foundation, and as we’re working on the other elements within high school, it will have significant payoff So I do think those structures are in place, and you asked what would I like from the board? I would like again our ability to focus on what is a request from the whole board and how that fits in within the scope of additional work Not that we can’t, we can always add something, but if we add something we might mean we do a little bit less of something else, or we shift a priority here or there, but if we add multiple things at the same time, I would ask that we were very careful about that, I can think of a day last week when there were three things that were starting to brew up that seemed like they might be medium sized projects that might come on the radar, that’s well and good, but if we always do the blinking red light of the moment, we won’t have time to do some of the bigger rock pieces, again we want to be responsive, but we want to be planful around the sequential pieces of work that need to be put into place – Okay, that’s all I’ve got, who else, Brenda? – [Brenda] How would say this approach is different from what you’ve done previously? – [Man In Gray Shirt] I would say that it’s much more clearly articulated as far as the details at each level as well as the measures of who is going to do what and how are we going to monitor it to make sure it really happens We’ve had really good plans and I think about the analogy like if I wanna lose weight, I can say, “Yeah, I’m gonna go to the gym more and I’m gonna eat better.” Those are good intentions but if I’m not tracking it, if I’m not saying, “I’m going to go the gym four times

a week and I’m going to log it here,” then we’re not really, truly measuring if it’s taking place So, it’s not that that hasn’t been in place to a degree, it’s just the intensification So it’s reciprocal accountability It’s the ability to make sure that we are holding ourselves accountable, that this is what we’re gonna focus on and we’re holding schools accountable more deeply in a supportive way with what we expect from them Michelle – I think one of the other pieces and you started to talk about structures and this is our second tier of the multi-level systems of support framework which not only is academic but behavior and it’s really intended to address the whole child and not just an academic thrust or component So really looking at that whole child’s needs and so forth so I would offer that those structures are very critical as well to the work in terms of measurement and accountability as well and obviously the Board will be able to monitor through their dashboards various areas and if there are additional areas that they would like to see as part of their accountability to the community I think this is a very important ongoing conversation as well – Can I ask a question, Michelle? I was thinking something similar, these are leadership non-negotiables Do we also have student-level non-negotiables? Or is this is where we, ’cause clearly you’ve put so much time in this, there’s so much detail This is very leadership focused but is there something from the bottom that tells us (mumbles) that part too? – And I think we have to think about that too as far as what is the role of the community, what are the roles of parents, what are the roles of students? – So you see those non-negotiables coming How do those non-negotiables support and how do we create those as well so that it’s the whole picture? Right, because it is about leadership but it’s also about the students – It is, it is and I think that there’s greater articulation that we want to have the principals work on with their teacher, so if we’re thinking about the through-line We’ve gone from Board through what are we expecting the principals but really the next steps will be for the principals to work with their teachers on what that can look like in that individual connection there and then the teachers have to be working with the students I’m thinking about student goal-setting What is the purpose of the student in the classroom? What are the things we’re going to agree to and not agree to in addition to the rules that are laid out Of course we have our behavioral guidelines and things of that nature but really articulating the what and the why But really calling out too, what are we asking for from parents? What this does is focus on the things that are under our sphere of influence and sometimes if we’re not careful it’s easy to start blaming things that are out of our sphere of influence saying that, well, people aren’t focusing on school as much or they’re not getting their kids to school or they’re not focusing on homework or things like that We have very caring parents that are working really hard and have a variety of challenges And we can’t place the bet of our success on making sure that every parent is going to do 20 hours of volunteer work a year or something along those lines Even though we might think that would be wonderful, we want to focus on, we know we have the students who come to us and we serve them in their greatness with every need that they have and we want to focus on what can we do as opposed to necessarily blaming others But on the other hand we also want to make sure that we’re opening the doors and saying come in, join with us and let’s have deep conversation from a variety of perspectives around what success looks like – Yeah, I appreciate that clarification I think for me still, I’d like to see something that’s more, that’s showing, you’re right, we can’t force parents and we can’t hang our hat on things that we can’t control of course But I would like to see us have something a little bit clearer on some more ground-level non-negotiables The other thing I wanted to ask too is, Michelle, maybe this is a question for you ’cause I know we’ve talked about this but going back to a West and East, I know you have mentioned that it was chronic absenteeism was an issue there Is that part of our state-level ESSA plan, Michelle? – [Michelle] It is one of the key,

it’s one of the metrics about, yeah – So are we, will there be funding coming from the state to work on that? – [Woman] Where’s Lisa? – I really don’t know that there’s any resource with, I don’t believe there’s any resource with that But I could be wrong But I’ll get that answer to you I think one of the pieces that you raised a really important part of this conversation and it really goes back to the structures are in place to deliver this piece but in terms of the parent engagement and the community involvement, I think of all the work already that’s being done and how around the community school framework creating those structures and places for voice where it’s safe place for voice and community and partnership so that’s really some of the work that we’ve been working on, I would say, through the equity teams but also to really how do we broaden that I know that our community folks, what is it called, at Eisenhower, they’re starting a community table that where people come in and have discussions at Eisenhower and I know Amy Fisher’s starting that framework, self-piloting some of that over there Community cafe, or family cafe kind of tables where people can come in and have conversation So again, the other component of this that’s intended is through the community spaces that we’ve received referendum dollars as well to really start to all of the schools with the new referendum dollars infused will have those community spaces so it’s the physical structures, it’s the places though in terms of next steps We’re not there yet It’s a priority though around engagement – [Woman] Can I ask a follow-up to the chronic absenteeism? So do we have a plan to address that ’cause obviously that’s very concerning at East and West and there are things that we can be doing so can you speak to that at all? Or is that beyond, sort of, I’m just curious – I think the details of the plans specific to those sites would be something I’d rather gather a little more information and come back with – I think that is something that we’re looking at moving forward with in the score card of the individual schools in the district – Yes, and I could speak to some of the things that are occurring but I’d rather give– – [Woman] That’s okay – The full summary but in response to Rhonda’s question as well, how is this different? I think there are a couple of other things that are different The intra-connectedness of the departments and the work we’re doing with our student services and technology and all of the departments are working on supporting in these areas And along with that is the financial aspect and I think John has pointed out many times, that there’s a finite amount of money And when we have great intentions but vast needs, we have to be really careful about how are we allocating our resources and how are we making sure that the resources are really, really clearly aligned with the strategy areas that we have in place so that would be something that as you’re working as a Board that we’re really careful, even though a great idea might come forward in the moment that we’re constantly coming back to how does this fit with the bigger strategic picture – [Woman] So you mentioned sphere of influence So what is not considered our sphere of influence? What do you not consider? – Well, I think that’s a really good question And what I think of when I think of sphere of influence, I can have programs in place for a student that comes from a challenging home life or background and I have my own experiences as well but if I think of somebody who might be coming from a family that maybe there are elements of significant poverty and addiction and things of that nature, if somebody’s coming from a really hard circumstance, it’s under our sphere of influence to put into place things that will support that student We can think about the needs of the whole child and make sure we’re caring about emotional, social/emotional learning and we have mental health supports and things like that in place in addition to the academics but what is out of our sphere of influence is that that student might be having some of those challenges in their background I can’t change the background in what the student necessarily comes to school with but I can change what we can do to be as wholly inclusive

when they cross into our doors and we can also offer more opportunities to allow more people to cross through our doors When I think about Washington Middle School is opening a dinner program for their students That’s something when we say we have poverty and some of our students need better nutrition and we need a greater sense of community We have to think of how can we intensify what is under our sphere of influence but not blame circumstances for which we might not be able to impact We can’t impact the economy of the state necessarily And we can influence things like what school funding we get but if there’s a huge economic downturn for the nation, that would be out of our sphere of influence but how we respond to it is within our sphere of influence So I don’t see a lot out of our sphere of influence but focusing more tightly on the things for which we have direct control and for which we can make a difference for kids – So with that child that comes into our school district who’s coming from a home life that’s not the greatest, what can we offer that child? What are we interested in doing? What are our non-negotiables when it comes to that? – And those are articulated to a degree within what we’re doing related to behavior And when I talk about behavior it’s not just looking at students who might be violating a school rule It’s taking a look at the intensive planning that we do through our student services team, looking at the TFI which is an assessment of how things are going in the school, how comprehensive things are, it’s taking a look at the mental health supports we have in place, it’s looking at our community schools process and many of those other resources that we have If you look at the behavioral MLSS guide that’s linked in the non-negotiables document, there are 50 pages of things that we are doing It’s how do we make sure we’re calling out the ones that are most in need of support and how do we make sure that we’re doing those key things well, rather than having it feel like there are a thousand things we could do Pick which one you want – Well we know from the research what we should be focusing on in terms of the health and well-being of our students when they come in We know that so we don’t have to play the guessing game We can point to them and say we need to work on these and these are our top priorities Breakfast is coming up next and that is one of the top things that helps with academic achievement and chronic absenteeism and the success of our students and to me, that would be something an example of a student-level non-negotiable That we are going to feed our students high-quality food every day so when I think about student-level non-negotiables it’s more than just, I mean voice is important but what are the infrastructure that our student level that our parents can look to This is all beautiful and wonderful but for the average community member, this is like way up here And what I’m concerned about, and again, this is great This is not a knock on the work because I think this is key and obviously John again, you guys spend so much time on this We have to be able to drill this down and be able to talk to parents about this And they have to be able to see how this connects in every day in their school and they have to see how this connects every day in how we’re gonna support their kids So that’s the question moving forward for me, Michelle, is how do we make that connection but then how do we show that this really does from the bottom up, support kids – I think one way that Michelle had done a lot of work in directing and framing our strategic framework that’s linked within that non-negotiables document and I think what that does better than anything I’ve seen thus far here is really articulate in a comprehensible way for somebody who might be interested, what is the district doing? It lays out those key areas So that could be our template and now that the data is no longer embargoed, we can finalize that but really allowing for different forms and opportunities using that document and others to bring as many people as possible into the tent for additional conversation (woman speaks faintly) – Another thing that comes to my mind that’s been coming to my mind, in certain aspects of this work, of board work, is looking at students who are chronically transient as well and they come into our district

and they go through three or four or five different schools when they’re in elementary school and my question has been repeatedly: “what are we doing in that time of their life “to make sure they’re supported in the first place? “To make sure they value school, “that they feel familiar even though “they’re now in their third school “in a matter of three years “to support them in their wellbeing in that experience?” Because we’re seeing a lot of commonalities when it comes to that experience and then another experience And so I have been asking a lot about that in particular and I would love to know what we are gonna do moving forward with that situation – And how does it connect to this? – And how does it connect to this? And how does it just connect in general to the whole child, and to being able to– I guess identify those students, make sure we are looking for them and then make sure we’re actually doing what we can to support them so that we don’t lose them and then eventually literally lose them – I couldn’t agree more and three things come to mind There are many I’m sure, but three quick things: we have a very strong McKinney-Vento Department that is working with students who are to the point of transiency where they are ending up in a homeless situation and what we’re doing for support there, I also think about the data systems that we need If we have robust data systems that gather as much information on a student it will still impact a student if they move from one school to the other, but interventions that maybe I started with a student as a teacher and what’s working and what’s not working when that student passes to another teacher in another school within our school district, if they can pull up that robust file and be able to not lose time in trying to figure out who is this new student? What are they need? What works, what doesn’t work? That will have some Some impact But we’re also doing some internal learning as well We’re doing a book study as a group within our district office looking at the book “Evicted” It’s a book about poverty and homelessness, it’s a– non-fiction– – (woman speaks faintly) – Oh, that’s great It’s actually a community read in the Appleton area coming up So looking at reducing our own biases and looking for the widest variety possible and addressing those issues – The other piece that is really important for us is to have that common curriculum, and that factors in– – Yes – to making sure so that when a child walks into school A, B or C across the district it’s the same curriculum So they don’t have to stop and restart and go back and start over again I think the other piece and our schools address it in different ways depending upon the resources that they have Often you will see the social workers are on point or in some cases as the student learning advocate and sometimes it’s the administration but each is looking to onboard that student and in the culture of that school, and provide the resources that are necessary to make sure that has what he or she needs I know that we have a very rich and robust community partnership program I think the other piece, and I’m gonna put this out there too, sometimes when we have students relocate from other communities, they may be familiar with the Boys & Girls Club, with the Y, and some of the pieces outside of us the Girl Scouts… whatever, something familiar to them because sometimes that’s the other piece So we have internal supports but also external Are we perfect? Not yet Are we working to improve? Always And I think that it’s an ongoing, we’ve talked may times about how we onboard knowing that we have thousands of children throughout the course of the school year moving about The other piece we’ve had very deep discussion with this a whole piece about transportation In a perfect world we’d like to make sure that every child is where they can flourish and what we see in some cases when a student, for example and we saw some of this with Nicolet in particular, where they house and support children who might be in that setting and are living in the Golden House or the Freedom House Those families will want to stay and we’ve tried to accommodate over time and that often is very challenging because the family isn’t there anymore but we’ve tried that effort But we continue with the city buses but also looking at how can we even do, we’ve talked about different ways

that we could financially just bring our community partners in to create a way where we just have a campus kind of district, where kids can go where they are best served and kids can stay if they have the means to stay, if I’m not mistaken They don’t have to leave if the family leaves, but it isn’t always possible to transport them – Any more questions? – Could you just briefly summarize, and it can be pretty brief, but some of the areas where the state report card, though certainly has it’s imperfections, talks about a range of measures, it’s test scores, it’s also growth, the formula does somewhat reprioritize growth where growth is the bigger need where when kids are at and above grade level the focus shifts a little more to the scores Just a brief overview of that, because I would just wanna make sure that people weren’t confused by a misleading data source, not saying that the state report card is perfect ’cause it is flawed, it has been changed over time, but it has a couple of strengths too – Sure, and I’ll allow Stephen to answer that He’s articulated this more in previous presentations so we had it as a bit more of a summary in this one – Which is fine but I just want to make sure that we keep that front and center as we’re talking about these scores and things – Sure, there are four priority areas to the report card achievement– (clears throat) excuse me Growth, closing gaps and on track in post secondary readiness The report cards themselves feature variable weighting for achievement and closing gaps Somewhere between 5% and 65% if you have an economically disadvantaged population that falls in that range Closer to 65 it’s going to weight growth as 45% of the overall score Close to 5% it’s going to rank student achievement So that’s kind of a nuance in the school report cards For the district itself, on the district report card I believe that the economically disadvantaged percentage was 56.4% Which meant that growth was weighted as 39% of our overall score So it features variable weighting As far as the data that makes up the school report card itself it includes the Forward Exam, ACT assessments, attendance and graduation It also includes Dynamic Learning Maps Assessment which is the alternative state assessment that our cognitively disabled students would take – So then would it be accurate to say that if someone were– I’ll back up Would it be accurate to say that going to commercial sites for example, if I look at schooldigger.com I’ll just read what their own methodology is, if I can find it quickly, otherwise I won’t waste a lot of time on it, but it’s an average of just raw test scores And they average by grade, they average the grades together and they readily admit on their page that their system is set up to average the scores period So that would be one thing that’s on the state’s report card but that’s a single rather narrow measure then – Yeah I guess I would say that it’s limited, the caution I would always provide with anybody that would attempt to use a commercial site, DPI is a pretty robust data warehouse with WISEdash that can allow you to research just about anything you’d like to with regards to the schools and I always encourage people to utilize that resource first Sometimes those aggregator sites are nice ’cause they put everything in a neat package but there are nuances there, for instance I couldn’t tell you by looking there if we were looking at full academic year students I couldn’t tell you what the breakdown is for the EL population for instance So it doesn’t give you, it might bring it together in a nice package, but it doesn’t give you the ability to look at the detail and find out if the information you’re looking at,

what is actually included I guess one other nuance that I would add is that for high schools, a disadvantage that they face, under the current school report card system, is that they don’t have a growth opportunity because the ACT is the only measure that’s currently being used to populate those high school report cards That is something that DPI is exploring changing and when you talk about sphere of influence, again you can’t necessarily control how or what data is being used to populate the school report card but you can advocate for a fair system, and that’s what we’ve been doing for years for our high schools is to advocate a system that includes an opportunity to show growth and also hopefully in the future represent other things that we as a community value, like student certifications obtained while in high school, or participation and success in AP classes So it’s within our sphere of influence to advocate for those things and hope that the Wisconsin Department of Public Instruction and our legislature listen to what we’re advocating for on behalf of the students in Green Bay – Then you can also– (clears throat) do something like if you do need If you do need specific statistic then you can go to WISEdash and pull that off as well So if I wanted to check whether for example, East and West were in the bottom 20 of ACT scores and I wasn’t quite sure about that so I looked it up, which I did, and neither of them are even close to the bottom 50, we can get that And we can get approaches, although again I am not at all a fan of one size fits all tests, I don’t think anyone here is, But if I look at a one size fits all test I want to at least make sure it’s– at least it’s being reported accurately, and it’s hopefully some room for growth models will come back to the high school side as well in these ratings – Anything else? Thank you guys That’s a lot of good information – All right – My pleasure – Thank you for your time – We look forward to sharing more And so as our next monitoring report I’m hoping that we can spend some time further articulating what that three-time-a-year process could look like There’ll be work to be done and I hope that we’re able to finish it between now and January But given the holiday coming up there might be a slight delay but I believe that we can at least share more in the coming month – Thank you very much – Thank you – Thank you (audio muffled) – The monitoring reports – Thank you Laura We will move on to the superintendent’s update – Thank you As we begin tonight, I’d like to share the calendar coming up we have winter recess from December 22 through New Year’s Day January 1st, and classes resume January 2nd On January 7th, we have our Teaching and Learning Work Session meeting here in the board room beginning at 5:30 Immediately following is our Organizational Support Work meeting also here in this room in room 331 And then on January 14th we have a special board meeting, it’s a closed session, and it will be my performance evaluation January 21st is the regular board meeting beginning at five thirty, and then the Wisconsin Association of School Board Convention is being held January 23rd through 25th And I know that East High School has been asked to provide, their jazz band will be playing there this year, which is a very big, important deal to be selected for that So that is the calendar coming up for the rest of December and January And then the next item I have, they’ve been waiting When we think about the whole child and making sure that our students are well fueled for learning throughout the school year and during the summer months, so that they’re able to concentrate and learn doesn’t always come easy But food and fueling their bodies and their minds is really critical, so I’m gonna invite Linette to join us and her team to talk about the food service work and all the extraordinary things that they’re doing to make sure our children and our families are well fed in the summer months as well, so welcome – Thank you, thank you very much First of all, what I would like to do is have everyone here who is part of the management team,

because the success of the food service program is just not one individual, it takes all of us plus all of our food service employees So again, my name is Linette Zalec, I’m the director of food service here for Green Bay – Hello, my name is Amanda Frisque-Britanyak , and I am the assistant director – My name is Heidi Gallagher and I am the production manager – My name is Amy Dose and I’m the quality assurance manager and registered dietician for the district – Perfect, thank you girls First of all, what I would like to start off with is what we do year and year, we’re always looking at where are we? How are we doing for the district? So at first, when numbers were getting put together, and I wanna thank Amanda Frisque, she put a lot of time into working on putting our presentation together in the format that it’s at So we’re comparing meals, and all of a sudden we’re looking at and we’re like, “Our participation did not seem “like it was where it should’ve been.” Well, we dug a little deeper And we’re looking at days and we’re looking at enrollment and we have increased by 2% from the 16-17 school year to the 17-18 school year And that has a lot to do with the meals we’re serving Our students are coming to our meal service Christina, when you brought up regarding breakfast, that is something that is one of the biggest growths for us for our participation And we’re gonna touch more about that later But it’s getting the students there, and how we can have different opportunities for them to get breakfast But our breakfast meals, the number of meals that we’re serving throughout the district from breakfast to lunch to summer to our after school dinner program, and then even after school snacks, 3.1 million meals And like I said, we went up 2% So that is something that we all are very, very proud of So thank you for again allowing for us to come here tonight just to let you know what we’re doing and where we want to go – So as you know, we do have community eligibility provision buildings within our district, and this year we added four new buildings Baird, Doty, Elmore Elementary, as well as our first high school, West High What this program does, it is a USDA program that’s offered nationally to anyone in the school breakfast program As well as the national school lunch program And it provides breakfast and lunch at no cost to the student It’s really working to allow those students to be hunger-free, allow them to really focus on their academics, their extracurriculars, be who they need to be in the classroom without worrying about breakfast and lunch Also at these schools we are able to receive the highest reimbursement that DPI gives us in exchange for providing a nutritionally balanced meal What that does then is also allows us to have more revenue coming in Offering expanded opportunities that we’re gonna go into more depth with here in our presentation But we invite you to come and join us for school lunch so we can really show off our work firsthand for you Looking at the data for the first two months from last school year to this school year I was really interested in the changes at our four new schools Baird was a school that was not on my radar as becoming a CEP school, but we have seen clearly significant increases in participation, this is looking at enrollment as well as service days At breakfast 8%, at lunch an astounding 12%, that’s actually increased our employee’s time at the school building And next year when Baird moves into their brand new building, we are actually really looking forward to serving breakfast in a different method Breakfast in the classroom where it’s part of the school day But we’ll get more into that conversation with the principal, so that’s an excellent opportunity At Doty we’re seeing actual neutral participation, so we’re working on what barriers there might be Sometimes there are different barriers that we’re not aware of in the food service department, and we’re always looking to overcome those At Elmore, again, very wonderful participation as well as at West High School Also at West High School in our dinner program we have seen similar increases And dinner has always been a no-cost option, so it’s interesting to see the breakfast, lunch, and dinner participation increasing And again, that’s just in strict comparison to September and October of last year to this school year

Keeps jumping, sorry Alright, Amy – Alright, so as Amanda stated we do serve meals year round So we have what’s called the summer food service program, and this past summer was the first summer that we grew with Green Bay Park and Rec to serve at all 36 of their parks that had the supervised Playground Program So that was a win for us We also, speaking of winning, won the USDA’s Turnip the Beet Award, this is the second summer in a row Those nominations have to illustrate how the meals are appetizing, appealing, and nutritious And they’re evaluated against having a variety of fruits and vegetables, doing taste tests, having wholegrain rich foods So we’re really proud of that accomplishment In addition to serving both at schools for summer school program and in the parks, we also do some special events often in the community And you may already have attended one of these or seen us at them Kids Day is very popular, this said behind we have how many meals that were fed and were claimed for those events So as you can see, Kids Day, Fit Fest, and Kiddie Carnival are three of our biggest meal services and one day, or in just a single day So Kids Day is one afternoon and we serve strictly lunch, over 1700 meals in that lunch period alone So we’re really proud of that and our staff who, you know, decide to work during the summer and help us with these special events, and all come together It’s kind of neat to see the big food truck and we put our flag up, and the lines just start forming And people are just ready to enjoy our meals in summer, so that’s really cool – And to touch base on the Fit Fest, that is a Saturday morning So our employees, they’re coming in and they’re working on Saturday morning, and it’s down at Lake Park, and it’s a great event And if people are just doing everything but, it’s very proud knowing that our employees, you do not have issues finding people to work that – And park and rec is so excited, especially for Fit Fest, it’s a community event about fitness and health and wellness And there’s martial arts demonstrations and yoga and all these super neat things And they always ask us, “Can you make those parfaits again?” ‘Cause they just love the yogurt, granola, and fruit parfaits, and it’s a healthy option It’s easy to eat, you feel good after working out, doing yoga or things like that So, it’s super neat to see the community support us and actually ask us for our services and our products – Okay, well, this past last school year I should say, we did our first annual Park Perks And how this event came about was Live54218, which is now wellow, they had the grow project launch And Amanda and I, we attended that, and it was downtown on Broadway And we had, we were sitting at the perfect table And it was exciting, there was other members of the school district that were there, and there was some individuals there that they were looking for their opportunity When they were getting up and discussing But we were sitting with Green Bay Park, they were with us We had other food service directors there and other assistants that were there And we did something What can we do? How can we reach out to our families, how can we discuss that summer feeding is just not for the free families? Summer feeding is for all families in our community If they’re going to the park to play, if they’re going to take part of the park and rec, all of the different programs that they have to offer So what we did, as I said, this was our first annual kickoff And we had it right over by Joanne’s And we had the wildlife sanctuary was there, we had individuals from Bay Beach was there, the library was there Please ladies, if I’m missing – The water department – Oh the water department We provided walking tacos, and we were able to claim all these meals, so we raised our participation with that And it was just something so, so positive And here are some pictures that you can see And that it was just not all about food service, which we did bring a big part of it, ’cause when you get free food people wanna come, they just keep coming But families were even staying after we were serving and they were playing with their students on all of the equipment there Or they were just sitting at the picnic tables discussing

But it was part of our community and it was part of our district that we were there, and we represented it within So that was something that was wonderful and we’re gonna continue – So when we talk about students we know that each school and each student has a different atmosphere, different climate So what we’ve been working on in the past few years, few years, is really updating what our spaces look like because when we learn about food and offering delightful menu options we also know that how it looks and the atmosphere that you’re in is very important So in the 16-17 school year we really focused on the elementary schools because there’s more schools there to have an impact But in this last school year and continuing into this school year, we’ve been looking at our secondary schools We went out to bid with three different funders, looking at ways that we could update our look of the schools Here you can see at Preble High School, we added different areas Some really neat graphics that were taken into consideration, the different words and mottos that they use at their school, as well as what we wanted to make it look, spruce it up, make it look nice At West, the door there is one of my favorite pieces that we’ve done, and actually, it’s been wrapped on the inside now too So when those doors are closed you see all these beautiful fruits and vegetables, and then when the doors are open for service time you see that same graphic, so it’s really nice On the, they have the garage doors that secure the serving area, and they have the big paw print for the West Wild Cats, and on the inside there’s the big roar It’s a really awesome space At South West this is a new installation It’s actually has dimension to it so it’s not just a vinyl graphic that’s on the wall, it has some dimension And those are again, using those words that they have in their core values – And even at some of our schools that we have done, the students are coming through and they’re making comments of, “Are we one of the cool schools?” By just putting new signs, and just, we’re doing a facelift, but we’re trying, it was discussed earlier in the board meeting tonight, where going into the school you want, even though you’re not in the same school you still want it to look the same Like it doesn’t seem like they don’t belong together So that’s what we’re doing It has the look, they all look the same But they look for their school, so you can see the difference with Preble and the Wild Cats, but we’re still focusing on those same look within our district – [Female] You guys, this is so good Have you been over West, have you been there recently? Like if anyone hasn’t been, Amanda and I went over there and I was like so excited We were there, we had this amazing lunch and the graphics are just, it looks like it’s a cafe It’s a cafe and it’s so much cooler and hipper and you can tell the kids It’s reflected in the space, and you all, I just thought, knocked it outta the park, it was awesome – [Lynette] Thank you, yeah – [Lynette] Thanks – [Amanda] Thanks – We’re really excited Addison will be ready to go too We’ve been working with our vendor already And she’s got some really awesome ideas for different wall spaces, and principal Dan has been really willing to let us do what we need to do to the space So we’re very excited – Yes – [Amy] So, in addition to sprucing up the cafeteria, and the areas in which we serve, we have been expanding our meal options to be a little bit more on trend, and follow the things that students are asking for So we have a few new entrees For example, we do a grilled cheese sandwich at elementary schools, that was new for us in the last year We’ve added breaded chicken strips at the secondary level as well as keeping some student favorites So popcorn chicken bowls, Salisbury steak, we’ve also added or expanded smoothies at breakfast at our secondary schools, which the students seem to enjoy, and then we do the build your own days Burgers, stir fry rice bowl, some of those were ideas from staff Can we do all three kinds of cheeses, and let them build their own burger? Can we add mushrooms to it? And all sorts of stuff So they’ve really taken that on, and given us some really good feedback and ideas, and then we roll it out Another example of staff feedback was our salad bars So we have enhanced our salad bars at the elementary level, and Heidi’s gonna speak to this a little bit more But the picture in the bottom is one from Dan’s from within the last month, where we’ve added shredded cheese, fresh broccoli, roasted ranch garbanzo beans,

which are homemade in our kitchen And our salad bars just look full and beautiful, and students have so much more options to try at lunch – [Lynette] So, as Amanda was touching based on how we’re personalizing our school food service, also the cafes, what we have done within our fund 50, we have been putting new tables into some of our cafeterias So, at Washington we did purchase all new tables I did work with Jake Alverson, who is our director of procurement, and we did go out for bid, we did in three different vendors to come in, look at the space How can they design it? That we have maximum seating for our students So, the schools that we’ve done thus far is Washington, Lombardi, Chappell Actually we are going to be working with Dan over at Edison, because we’re looking at the new tables that we’re gonna be putting in there And then the tables that we have at Edison, not that they’re in bad shape, but they need some help But we’re gonna be able to also recycle and reuse So we also are working with that too on that And then for the meal ideas, and feedback from the students and staff, as Amy has touched on, that those are our customers, we can build these menus all we want, but that doesn’t mean they’re going to come We reach out and we talk to the students and to the staff that are listening to the students every single day – [Heidi] So I was fortunate to be contacted this year by DPI to be selected as one of five school sites in the state of Wisconsin to participate in the state processing program for doing taste testings of new products that they’re looking to add on to the food program So in November of this year I conducted a taste testing at Aldo, at Red Smith, Edison, and we had a dietetic intern from UWGB that actually conducted that with the Preble culinary arts group So, part of that, it was actually a chicken fajita meat that was the taste testing product We already use a chicken fajita meat but they brought in two different products Overwhelmingly we’ve never done chicken fajita meat with our elementary students, and the kids at both Aldo and Red Smith kept saying to me over and over, when is this gonna be on our menu? When is this gonna be on our menu? So that being said, I came back to the management team and said, we have to get this on our menu So the 1st day that it will actually be on our menu will be Wednesday, January 9th That we’ll be serving that to our elementary students – [Board Member] Across the board? – Across the board, yup We already have the chicken fajita available for the middle school and high school on the fiesta bars, but across the board, yes it will be available A few other cool items that we’ve added this year, some of them are state processed items, which was a cheese quesadilla that we had on our menu in October If it’s available we’ll be continuing to use that product next school year We just did, two weeks ago, spaghetti and meatballs with the students Years ago it was on the menu when I joined the district The kids did not like it Overwhelmingly, the kids were like, I want it on the menu again So that will be expanded onto our elementary menu, actually coming up in February as well – [Board Member] Did you change it? Is it different? – We didn’t, nope, it’s the same exact – [Board Member] It’s the identical recipe of whole grain percentage of spice, the whole – [Heidi] Yup Everything identical – [Board Member] Identical? – [Heidi] But again, just change of times Kids taste buds, kids getting familiar with it They overwhelmingly loved it Other item that we tried out on a small scale with our supper program was a chicken and cheese roll-up Kids again, all but one school said the kids loved it hands-down, two thumbs up, positive feedback And so that will be coming on our elementary menu starting in February again We touched base a little bit on salad bars So we have enhanced our salad bars quite a bit We do a homemade roasted red pepper hummus from our kettles department that we make in house As Amy touched on already, the roasted garbanzo beans, we’ve added diced hard cooked eggs onto our elementary menu, cottage cheese, fresh broccoli We’ve had a couple of unsuccessful things, I must admit We tried a rainbow shredded carrot, and the kids weren’t quite too happy about that Cauliflower was overwhelmingly, they didn’t like the smell of it So there’s been some very positive as well as some things that were like, we need to go back to the drawing board on it But those are just a few cool things that we’re doing Last school year we reached out We felt we really had the need at Aldo Leopold

to enhance their breakfast program So we did reach out to both the parents as well as the students to ask for their feedback Based off of that feedback we did work with different brokers and our vendors to see what we could do So they do offer now a hot breakfast item every single day at Aldo As well as some other cold entree items It’s been a really great program, it’s built participation at that school site But again it’s something that we can’t, we can continue to keep working and growing on Then the next one is another picture of some of the new menu items that we’ve done, as well as the enhanced salad bars with the new products On Wednesday we’ll also have diced mangoes on our menu for a fruit option, which we’ve never had before Another item that we’ve included has been diced chicken meat, diced beets, croutons So, wonderful new additions to our salad bar for the kids – [Board Member] Do elementary students help themselves to the salad bar? – They do, yup – [Board Member] Okay, because I’ve witnessed the cherry tomatoes seem to pose a – [Heidi] a little bit of a challenge? – [Board Member] Do I drop it? – [Heidi] Yup – [Board Member] Do I squish it? (everyone laughing) – [Heidi] We try to put in appropriate utensils for, yes – [Board Member] Utensils From a therapist its, you get find motor, I like it – [Heidi] And you’ll see that the salad bars at our elementary schools are actually different than what we have at our secondary schools They’re at a lower level So those kiddos can get in there, and get to the products easier for them as well too, so – [Amanda] So, before John was talking about how you need to use your funds appropriately You have a finite amount of funds Well, we work a lot with grant writing Last year DPI had funding available from USDA for national school lunch program participating schools With that we were awarded two walk-in coolers, one at Jefferson and one at Lincoln, they were installed this summer The need for those coolers was, because we had increasing participation, and it also allowed us to use the space in a better way At Jefferson specifically there were coolers all over the place, and it didn’t really make sense in the kitchen ergonomically, and now it makes much more sense, and she has more space, the cooler is wonderful That picture there is actually from Jefferson this summer when she was in there getting ready for the kitchen startup DPI has the same grant available I submitted last week for West high school to have two double-sided salad bar units The units that they have currently are in desperate need of just being completely replaced So we do hope that we’re awarded, because we have that increasing participation that I talked about earlier We have a great need to have, these new salad bars would be larger, they have a greater capacity to serve the students, as well as actually being salad bar units The ones that we’re using now are not They are retrofitted milk coolers So, you have to use what you can But these will be great if we are awarded We are also working with West high in the school breakfast challenge That’s through a whole consortium of organizations, and it’s just a really great program Specifically through the Wisconsin School Meals Rocks is promoting that as well – [Amy] Alright, so, you may have recalled from John’s talk earlier, that he didn’t give you the newest news of our department, that we are opening a dinner program – [John] Sorry – [Amy] That’s okay (everyone laughs) – You just didn’t remember We are opening a dinner program at Washington middle school So, currently we have dinner at all four of our traditional high schools, and then we serve at 17 schools total, and also the two boys and girls clubs We also do snack for the boys and girls clubs, and Washington’s newest scholars program But with expanding the dinner option to Washington which would be similar to the high schools it would allow all the students that are staying after school for any sort of enrichment activity, whether that be homework help or sports, to be able to come and have a dinner at no cost – [Board Member] Can I just, I just wanna speak to this too, because the turn around of How that happened was, Cindy was here, we asked about dinner, I emailed Amanda, and like a month later here we are and they’re having, you guys, the turn around for implementation, and to make it happen, I am just always in shock of how they manage to do that Like, literally, it was like two emails

– Yes, and they jumped on it right away – Yeah, I mean, but they always are so great at just having a great idea and moving it forward, and figuring out the best creative way to do it That’s a great example of how quickly you’re able to move things forward – [Lynette] Cindy was very excited for her students too She wants to really move things ahead So she was, she gave us time to do some marketing So we’re starting that January 7th – [Amy] As part of the dinner program at East high school we were contacted by a coordinator for the ArtsAlive event, and she asked us for a simple catering, and Lynette said, well since it’s at East, why don’t we serve all your students dinner? So we served 230 dinners in one evening for all the students coming for the ArtsAlive event, as well as other students that were at East high school for other things that were going on So we gave them a variety of menu options and entrees Spruced that up We added some more sides We did a lot of promotions on the table, table tents, marketing about other sites that we do serve dinner at That our students can come and enjoy a meal So we are very proud of turning, again, just the one simple point of contact into something very successful for our kids and our program – [Board Member] And what was like, oh I’m sorry, did – [Board Member] Well I was just gonna say, I was over there that night, and kids, we had to be there for rehearsal, and they were buzzing about it No, you can get food, I could hear ’em as they were (everyone laughs) walking down the hall – That’s awesome – So they were pretty excited about it, so I just wanted to share that – [Lynette] And it was a win-win, because all the students that came in, it was free for them And Lucindia who contacted me, there was no funds for those students that had to come out of her budget But she did pay for some of the adult workers out of her budget, and some a la carte items, but all those students who ate were free So it was very positive – [Amy] Furthermore, we do a lot of engagement within the district So these are just a few pictures of the things we have done On the left hand side we did an healthy eating presentation with Washington middle school at their health fair last spring And then the picture in the middle and on the right is, we have started, again, in the last few years, having tours come through our production center where our food service is prepared So those are pictures from Elmore and Red Smith kindergarten classes, that they learned about different careers in the food service industry, how their food is made for their school meals, and also were taught how to build a healthy meal It was very successful A lot of students have smiles on their faces, or when they see the big freezer, big forklift, and are just in amazement of how much food is actually used and prepared at our facility, so it’s really neat to see – [Woman In Black] So our engagement within the district What we have started is, we have worked with our prime vendor, and now our schools who have contacted myself and the other managers, we are getting them set up with our vendor that they can order right through the vendor to get approved smart snacks delivered to a school close by, who’s already getting a truck, and then do a pick up So they don’t have to go run to another store, and use their P-card, and then worry about using the calculator to make sure that it fits within the USDA regulations for the smart snacks that are sold within the school time That is something that we have been working on And then also, within our program, we have really started to do a lot of caterings within our school district From within here, at DOB, to even out at the schools, which has been very positive We’re doing teachers’ conferences, too, different schools are contacting us and we’re getting those set up also – [Board Member] Can you just give some clarification of “smart snacks,” for people who are not familiar with that regulation for the USDA? – The smart snack rule, that is something that came in to effect really three years ago All districts had to have a wellness program and that all of the smart snacks had to fit the USDA guidelines

What we did here within Green Bay, we did have a team that did work together on putting a wellness policy together The smart snack rule will state that foods have to be within the calculator of made with the first ingredient, whole grain Fruit, vegetable, dairy, or protein What we have done, we have been doing our due diligence because we need to within our food service operation, because we do get audited by DPI They look at all of our programs, our menus, all of our foods that we do serve But now they’re looking at the whole school day, from the beginning of the school day to after school, that all of the foods that are sold to the students need to fit within those regulations also With that being said, we do have some opportunities here within Green Bay that we are working on, so that is one of the reasons why we’re working with our prime vendor, to give our staff at our schools that resource – [Speaker] Thank you – You’re welcome The next is expanding the regulations from USDA What they have now, they’ve put out some changes that we could possibly do, that they’re saying we could start offering 1% milk, they’re also saying that our whole grain, requires a half of our weekly grains be whole grain, and they are gonna provide us more time to reduce our sodium levels at our school meals, because our vendors need to do a little catch up with this, too Some of the items that we’ve purchased, there’s still sodium in them They have to take care of their recipes on their part They are working on that, But what our response is within Green Bay, is we are going to continue to offer protein-rich skim milk to our students We wanna be able to control the calories that our students are getting We’re already meeting and exceeding this requirement for the whole grain-rich foods We possibly may be looking at that if we’re doing like a sugar cookie, or a holiday cookie, that we could offer a regular sugar cookie instead of a whole grain cookie, but that is yet to be determined on that Allow more time for suppliers to meet demands of further reduced sodium regulations, as I discussed earlier, and then eating healthy now means students are more likely to make healthy choices in their future It takes time to recycle, and to go through that whole process of how, this was the norm at one time, and then there are the new USDA regulations came into place, and then this is just gonna become their new norm, so it takes time But as we can see, we’ve had an increase in our participation, so it’s been a benefit for our program – [Blonde Woman] We also are concerned about environmental impacts within our food service operation, as you can see, we had just over 3.1 million meals, so that’s a lot of food, but there’s also a lot of items that go with that We’ve looked at our compostable paper trays Last year we had a pilot site, and now at all of our schools, we have compostable paper trays We also, at our schools that have the capacity with dishwashers, we are asking them to use reusable trays, so that’s a really great resource for our schools This is something we’re looking at with Edison as well, when we have the opportunity to put in the kitchen we really desire, and need Yeah? – [Speaker] I remember having the discussion about the trays last year Can you say, just off the top of your head, is the price going down on those? – [Woman In Gray] It is We’re actually working with a vendor, they approached us in October at a food show Genpak is the brand, and actually our current trays right now cost us 11 cents per tray, and Genpak is willing to come in and provide us that same tray, and it’s actually sturdier, at nine cents a tray So we’re hoping just after the first of the year that we’ll have that tray available It came in for a short time, they didn’t realize our supply and our demand, (members laugh) so they’re in the process of being up their inventory, but just after the first of the year, we should be strictly converted over to a tray that’s gonna, again, cost us two cents less per tray – [Speaker] I don’t expect you to have this figured but can you kind of ball park what that saves our district between the old price and now this new price, in the course of a school year? – [Woman In Black] Are we talking– – [Speaker] Like thousands? – [Woman In Black] Oh, oh it’s gonna be like $42,000

– [Speaker] From those 2 cents? – Yes, yes – [Blonde Woman] Correct – Within our district, it adds up huge It’s amazing, yes It’s gonna be about $42,000 – And a little more on that, we’ve had some of our food service workers in cafeterias actually have that math lesson with their students, to really show them, don’t just go through and try to grab trays, make sure you’re taking one tray, and what that impact is in that one lunch period at that school for that whole school year, but then what that’s like at all of the schools So it’s been really a good tool for everybody Along with more of our environmental impact is we have sharing tables This was a controversial item a few years ago but DPI did come out with some regulation or some guidance on this What this is, it’s available for students participating in our meal program to take items that are individually packaged or untouched, and put them onto a designated area in the cafeteria for other students to go in and take It decreases the waste of what goes into the garbage and it also increases the happiness of the students who are getting a little bit more of what they want There’s also no regulation that the student needs to eat everything that they’ve taken If they want to go and get maybe a milk that’s out on the sharing table, they’re able to go and get that before they’ve consumed everything on their tray, because we know some students don’t like everything that’s available, but they do need to follow regulations for taking the fruits and vegetables Maybe it’s something that they’re really excited about on the sharing table, and so that’s an opportunity for them – [Speaker] What’s the most common item that ends up on the sharing table? If you can say? – [Blonde Woman] Oh. Applesauce cups. Applesauce cups (board members laugh) – [Woman In Light Gray] Just take it out and put it in the index for the next day (laughs) – [Blonde Woman] And so the items that are ultimately left on the sharing table, that are non-perishable, the school can then use them for different projects So some schools collect all of the food and then they have a pantry that comes in and picks up, or they bring it to a local organization that could use the food donation, or as some of the social workers might use the food for students that come in that maybe need a little extra support over the weekend, or they missed breakfast and it’s just right before lunch, and they might need a little extra nourishment It’s a great tool for everyone We really like that We also are continuing our milk carton recycling This is started at weekly back a couple years ago and so this has been a great item that we’ve continued Also with our UW Green Bay dietetic intern, she did some data digging for us regarding straws She gave us some good information about the nutritional impacts on straws and how easy it actually could be to switch Our spork packets in our elementary schools has the spork, a straw, and the napkin I’m not missing anything, right? And it would be really easy for us to switch to a spork packet that does not have a straw It’s something that’s already available from our vendor Eisenhower Elementary had a student vote for this a couple years ago and so they’re already using this product, and we would still have straws available to students that might need them Because some students do need them with different needs that they would have This is obviously a trendy topic There’s different organizations, Sea World has banned straws, Hilton Hotels, there are cities that have banned straws There are different types of straws You can have paper straws or biodegradable straws that are made from a different type of plastic But what really we are looking for is guidance on what your thoughts are, as the board, on what we should be looking to go for This would be a minor savings of approximately $600 a year, but that would allow us to put that money in different areas while also still providing a straw for students (laughs) – [Speaker] So the straws are primarily used for the milk cartons, correct? – [Blonde Woman] Correct. Yes – [Speaker] Do we know how many straws don’t actually get put into the milk carton? – [Woman In Black] Very good question Very good question – [Speaker] Because I think that would be interesting to look at, because then what happens to those straws? – [Several speakers] They go in the garbage – [Blonde Woman] They’re not biodegradable – [Speaker] I just wonder if we’re wasting them in the first place, and we’re not using them, possibly

– [Speaker] And you would still have them there They just wouldn’t be in the pack So if there was a kid who needed them Katie did you have something? – [Katie] I was gonna say the same thing that Rhonda did, that I think it’s unnecessary and they’re actually selling metal reusable straws to try to diminish the use of… yeah Now in the picture it looks like one of those juice boxes that were always a devil to try to get the straw in in the first place (laughter) I say ban those They shove them and then you squeeze– – [Speaker] It breaks, yeah – [Katie] Do we serve those? – [Woman In Black] No What we’re showing with that is when we’re recycling, that those are also recyclable, too Yes, we do serve those, sorry (board members laugh) – [Katie] Will there be access to them, without the straw? – [Woman In Gray] I would have to check with the vendor We get those through the dairy, and they’re glued right on to the juice box, so I would have to check if they make that without But I can do that – [Board Member] Alright, well, this picture right here is different pictures of our thriving workforce Up in my left corner, everyone’s left, is that’s the Kettle’s department, and then also Amy They went to a small Victories DPI training, and it focused on special allergies and the diets of the students The ladies enjoyed their time going there Then also the picture right below That is the three managers That is on the first day of school, we had a little snafu with our chicken giggles not showing up on time and we were not going to change the menu on the first day of school, we were not All hands were on deck We had Reinhardt bringing in the chicken giggles, staff were supposed to be off but they weren’t, they came to work, so the kids had chicken giggles on the first day of school Aren’t you happy about that? (everyone laughs) – [Voice In Background] You look happy too – [Speaker] Yes, right? Then the picture in the middle, they’re all dressed up as Ratatouille You can see that high school staff How fun is that? They did that for Halloween, that’s how they dressed Who said you can’t have fun working in food service, right? And then the other pictures of the two ladies that are all lit up? That was their special dress up day, glow in the dark day at Nicolet school That our food service staff, they, obviously you can see they dress up and they always participate with the school, yes So feeding student success With the food service department, we do have success for feeding our breakfast, lunch, snack, dinner, the summer within the community What we wanna do move forward, as I touched earlier when we first started our presentation, our biggest growth is breakfast So, what we would like to see moving forward, what do we do next? We want to look at schools doing breakfast in the classroom, where our students can participate, how we can have this part of their school day during the roll call Get them into their classroom and maybe they’re getting their stuff on their desk and they’re eating and the teacher can go around or she’s taking roll in the morning – [Woman] They’re doing that at some schools – Some schools, but not all – [Woman] My daughter teaches in the school and it’s nice to start the morning break – Yes, you are absolutely correct – And participation goes up – Oh the most important model, yeah – I’m wondering with our increase in breakfast, is our tardiness going down? – Possibly – Is there a way to get– – Could be, we’d have to check that out with the principals of the schools – If it’s affected the tardiness then I feel– – From a national research perspective, there is a connection there, but locally we– – Locally, we yeah Also, some of the ideas we have discussed is, we are always looking at, I shouldn’t say we are, but students, “Oh, here’s the cafeteria, come to the cafeteria.” But what we’ve talked about, we want to go to where the students are Let’s get a kiosk and put it at a door where students are coming in and have a breakfast at the high school, middle school level that, as they come in, if they’re coming in a little late, where they can grab their breakfasts and take it to their class There’s students, I have a son who is in high school, a daughter who graduated, and they would always grab something and go eat it in their classroom Or, “Oh Mom, I didn’t grab a snack,”

then go to the cafeteria and grab something and then go So, we want to go to the students, so that’s something that we are looking at doing And then also, we had a sidebar conversation, we want to look at eliminating our reduced price of 30 cents per breakfast and see what that would be financially to us, but would that help us increase our participation, that it would offset that 30 cents we would not get? I have done that in other districts that I have worked in, and it took some time but it did move forward that it was a positive So we would want to look at the financials though, with that, for our program And for our dinner, as we did discuss, that we’re adding Washington, on January 7, which we are very excited about For summer, we are looking at having our meals more at the lunchtime, instead of serving, what is our latest time, Amy, for– – Some of our summer, like our trucks might end at 1:00 or 1:10 which is fairly late to eat a lunch, especially in the parks we changed the serving times at the locations drastically last summer, and we saw a lot of changes with our participation with regard to that We looked at it from a transportation perspective, making sure that our routes were the most effective in that manner However, some parks significantly went up in participation because it’s right at the noon hour, it’s at a busy park, maybe with a pool And other parks really drastically changed for the worse So, we’re looking at adding another truck, which means another route, which means more tighter control around that lunchtime and not eating so late or so early – Our problem within food service right now is we are contacted by DPI, really we don’t have a problem We are contacted by DPI that we needed to spend money Because our Fund 50, we had too many dollars in there So, with that being said, they want to see us, what can we do? I had to put a plan together, this is what we’re going to be doing And one of them was purchasing a truck So, as Amy touched on, is that actually, I just sent in the paperwork last week for the purchase of the truck So we’ll have another truck out on the Green Bay streets this summer – I just want to say, too, I’ve worked with districts all around the country on school breakfast for a number of years I don’t do that work currently, but I have, and that’s actually how I, when I was a parent here in the district I started working with Amanda because Action for Healthy Kids was able to provide some grant funding for the breakfast program And we did some work at Aldo through the wellness team And what we have with our team here, we cannot take this for granted because this does not happen in other districts Our meal program here, the importance of how it’s connected to our academic success and the success of our district cannot be overstated It is critical to our students every single day, and to our families that can send their kids knowing that they’re getting a good meal The other thing I’ll say too, is we do have work to do And there’s always new things that we can do I think parents who have concerns about allergies, or what the food is, when I have encouraged parents to reach out to you all, they have gone and done site visits I have had parents do that, and they were concerned, I said, “Go do a site visit.” And they’ve gone and came back and felt positive So, I would just encourage if parents are here or if they’re listening, and you do have concerns about the school meal program, to reach out to these ladies, because your team has always been responsive An example would be at Aldo Leopold we did a survey, for breakfast, and we had a number of parents who were concerned about the sugar content in some of the breakfast items And so we did a survey together we brought in hard-boiled eggs and we did some different things, and the mayor came for a breakfast event And that line was out the door – [Amanda] It was – We were searching for meals in the back room, I was like, there’s not enough – [Amanda] We were – Yep, the mayor came and we did the whole thing We had a special guest and, anyways, I think it’s really important because it does take a whole community and you are always open to feedback and engaging people and I appreciate that – [Amanda] Thank you – Yes – You are responsible for my daughter actually expanding from four foods, that she’s eaten since she’s been alive She takes lunch every day, and loves it and talks about it constantly to me – [Amanda] Wonderful – I just want to say thank you – [Amanda] Oh, absolutely, you’re welcome

– And it transfers to other parts of her life Obviously when we go out to dinner, when we’re at home, I get to expand what I’m making And I believe you’re responsible for that, thank you – [Amanda] That’s a success story, thank you – Just coming back to a little bit earlier in your presentation about the first annual park perks When you have the date for the one this next year, can you let us know that? – Absolutely – I totally missed that, and I would like to go to that – Absolutely, for sure – Let’s see, oh congrat– – [Woman] Do you have those dates in your newsletter? Your mom newsletter? – Alright, then I’ll just try to pay better attention – [Amanda] I’ll put a little reminder when it comes in – Congratulations on the USDA Turnip and Beet award, that sounds great! And then I had one question You were talking about eliminating the 30 cent cost of a meal, and you had done that in another district – [Amanda] Yes – That district or districts, how do they compare in size to Green Bay? Were they smaller? – I was in Manitowoc, and they were a quarter of our size – [Questioner] Okay – And then I was also in OshKosh, and they were about half our size – [Questioner] Okay I was just curious, there aren’t many schools in the state that compare with us in size – Oh, absolutely And that’s where, this is something that I’d have to sit down with Mike Stangel and I’d have to discuss that with him, and then I’d have to go to John Kasha It would be a big picture, but these are some of the things that we are looking at, some different ideas some thought processes What can we do? Because, as Green Bay, as we know we do have a high negative balance with, so is this something that we could eliminate that negative, and would that have us grow more of our participation to bring in more revenue? So, just looking at those different avenues – Okay And I just have one more question about, you said we were chosen by DPI to do some taste testing? – [Amanda] Yep – Was that just like random, or did they choose our district, do you know why they chose our district? – I don’t know why they chose our district I’m guessing due to our size And we do spend over a million dollars on our commodity foods program through DPI program, through the commodity program – Alright, I was just curious if there was a particular reason why they chose Green Bay – Our awesomeness – I’m sure that was, awesomeness! Okay, dumb question – [Several] No, that’s good – Thank you so much – Thank you – As you leave I want to express my gratitude and also the responsiveness you have for staff and for leaders, principals You know, the sharing table came out of a request of staff and principals at one of our schools And the team was very responsive immediately And I also want to thank you I know you went above and beyond, and the whole team When we had that terrible, terrible storm, and everything was– (laughter) they’re laughing so that’s good (laughter) – We need to – But to you, kudos to you, and to keep everything just moving under pretty dire circumstance, is nothing short of exceptional And it really speaks volumes– – [Amanda] Thank you – To how important you see your work and the well-being of children So I want to thank all of you and please extend our gratitude to your team as well Mike Stangel, we looked at pictures and went oh my, oh my, oh my So thank you for that, and hopefully it looks pretty normal by now – [Amanda] It’s looking very nice, actually – Thank you, kudos, alright Do you want to take Washington, do you want to go right into that or take five? In deference to Washington? Alright, the next item we have is Washington Middle School update, and I want to invite John Magas, Principal Cindy Olson, and Executive Director Judy Wiegand to the table to give us an update And it looks like Katie DeVillers is coming as well So welcome all of you – Yes, I will share the handout and I’ll pass it,

it’ll give us the opportunity, a movement break Maybe everybody can come get their own, maybe? We are here to share at the board’s request, another update on Washington, another report This is our December report, which contains the AIR information from November, of course As well as dates on several questions asked by board members in our presentation last month So, this is the next installment So, why are we here? We are here to provide the board with this update as well as some of the behavioral efforts, since there were questions asked related to behavior As well as, what we’re sharing now is the physical copy of the November American Institute for Research report summary And just a reminder, if you could click on the measures of success, can you click on the measures of success? That we had some definition of how we wanted to measure success at Washington Because it’s easy to go based on a question or rumor or particular piece of information that might come forth at one particular time But we thought it was important for us to put out the measure of what was considered success related to assessment and achievement, as well as behavior and perception So that is there for you And if you could click back to the presentation – I’m really not very good with this clicker – It’s an interesting clicker – It’s a temperamental clicker So, tonight we’re gonna share, not a lot about our measures for success, because the questions that we were asked when I was here last time connected more around structures and systems at Washington So we’re gonna talk a little bit more about the Heat Pride process, our LST process, which is learning support team, staff supports and the professional development that we have coming up with our staff at Washington – Oh, I can click – You can – I can click, but I didn’t, I looked over Sorry about that So, specifically about the Heat Pride process, I provided some data, ’cause that was the question that was asked last time, so how many students are accessing the Heat Pride level four and Heat Pride level three process So, we took two weeks of data in November, the 19th to the 30th, which is eight school days And in those eight school days, 131 students were a Heat Pride three So that’s, they’ve gone through the Heat Pride one process Teachers asked them to change their behavior, follow expectations They’ve done Heat Pride level two, again that’s a redirection in the classroom, an offer of choices And the student says, “You know, “this just isn’t working for me, I need a Heat Pride three.” So in those eight days, 131 times a Heat Pride three was called And that was 77 different students accessed that resource, which is about 10% of our school population In that same time period, there were 64 Heat Pride four calls, and that was 44 students Which is 5.7% of our school population So in the bottom you’ll see that, where it says classes held in that time period, so if you take our 766 students and each day they have seven classes, and then you multiply that out by the eight days of school that we had in that time, there were 42,896 classes held in that time period Just to give it a perspective of how many different interactions students have with teachers during that time period, and how many times we then did access the Heat Pride process I do have our data from the last two weeks, and the reason we started just four weeks ago is that’s when we did the reteaching both to staff and students, the kind of reboot of the Heat Pride process was just in early November So, from December 3rd through the 17th, which is 10 days of school, two weeks During that time, there were 206 Heat Pride calls, so an increase And that we usually see this time of year as well, as we head into the holidays And that was for a hundred students So, about the same amount of students, little bit of an increase, but more calls

And in that time period, in 10 school days, there’s 53,620 class opportunities In Heat Pride four, there were 68 calls So about the same, and actually percentage-wise it would be less because it’s 10 school days And for 55 students instead of 44 in that same two week period, or different two week period – [Andrew] Just to give us a refresher, Em, let’s, one and two are the different classroom redirects, and the three and the four are – Are outside the classroom redirects Well, outside the classroom So, a student, a Heat Pride three is a monitor works with the student, talks them through what happens in the class, and the goal is to get them back in the class quickly I would say Heat Pride three calls last less than five minutes, sometimes more But I would say the average is five minutes And then Heat Pride four calls are where the student leaves the classroom and processes with a specific person, so we have staff that are specifically trained to talk through students on the Heat Pride process, or Heat Pride four, and there they fill out a reflection sheet They participate in having a conversation of how to fix the relationship back with the classroom and then when they go back to the class, they are sharing an apology to the teacher, and they go through a script with the teacher to get back, to come back into the classroom And then the teacher goes through a script with the student to welcome them back into the classroom And those as well are, we are keeping track of time on how many, how long students are out of the classroom And I would say 10 minutes to 15 minutes would be the average on those – [Andrew] So if there is, if there’s something more serious and there’s, that results in a suspension, is that separate from the Heat Pride, or is that a Heat Pride four that also required an additional – So there’s NATA Heat, those are outside Heat Pride, the Heat Pride process, anything that’s suspendable And those are adminis– Those would show up in our administrative-handled referrals or our suspensions, our in-school and out-of-school suspensions I don’t have that data with me – So you’re a more, a more serious incident is not Level of it is separate from the Heat Pride process – Can you say that again, Andrew? – Yeah, a serious incident in a classroom that leads to a suspension or discussion of suspension or they’re not coming back, that would be eli– That’s not – That’s not in this data – Well it’s not level five, it’s separate – Correct – Okay – We call it level five, but it’s not, that’s not how we keep, we call it that on the radio That then we know that an administrator’s needed for that situation – Okay – [Rhonda] I just wanna ask a question if I can about, because we’re covering this right now And we’re collecting information about Heat Pride three and four Are you finding out from the monitors at all, what’s going on? Any commentary, any information, anything that’s allowing I guess, responsible for these kids getting to three and four? Are they sharing anything and are you keeping track of how they’re feeling, what they’re thinking, what they’re doing, what they’re What they might be missing, anything in order to maybe try and prevent three and four? Are we finding any sort of information from the monitor or the student learning advocate who’s actually receiving the student at the time and having to work with them Who’s keeping track of that? – We’re not collecting the data as to the why, we just know that a student is identifying that they need to be out of the room, and the teacher’s identifying that they need to be out of the room, so, we The We’re not taking, we’re not doing what you asked, Rhonda Specifically about checking the emotional well-being of the child at that time, the monitor is assessing them, and having the conversation with them about what they need to do to get back into the classroom ‘Cause the goal is to get them back into the classroom Now if they’re not ready, we’re not forcing them back into the classroom before they’re ready One of the things that we’re keeping track of are students that are using the Heat Pride process more frequently? And those students are then, we’re gonna talk about, I’ll talk about the process for those students accessing our learning support team services, or providing more supports within the school day for those students – [Rhonda] So there’s no communication from the student learning advocate or the monitors to the administration about what they’re experiencing, what they’re seeing– – You mean in terms of like, trends and themes, or– – Right, is there anything that, are we looking into that at all so we can maybe be more proactive, rather than reactive

– So we’re keeping track of where the Heat Pride calls are coming from, so we know as an administrative team where the Heat Pride calls are coming from, the time of the day that the Heat Pride calls are coming from So, yes, we track that data and we look at that data and we’re aware of that data and we are putting supports in place connected to that data, if that helps – We do deeper data analysis with the office referrals, the administrative-handled referrals, so that that’s something that we break down with the data team and I think Katie could probably explain about that when we get to that point But these are the lower-level pieces, true if we look for the patterns, but we can talk about that in minutes when we get to it – [Woman] Can I just ask a clarifying question, too? Sorry, and you might’ve said this the last time you were here, three and four, this information’s going in Infinite Campus, you’re documenting this? – It’s not in Infinite Campus, we’re keeping spreadsheet data on three Four would get entered into Infinite Campus by the classroom teacher – And one and twos, are we keeping any of that data to see? Okay, ’cause I know some of our schools are keeping ones and twos, so I just was wondering if you were seeing I was at an elementary school recently and he, the principal was talking about this and he said he found that information to be helpful to sort of track it before it got to three and four, so I didn’t know if that was part of what you were doing as well – Our learning support team has been inactive, very active this school year We did change the process for our sixth grade Heat Pride pro– I’m sorry, learning support team process, so that we could support and serve more students Because our sixth grade is broken up into teams, we can address the students that are on those individual teams within the sixth grade So we can meet a greater number of students and support a greater number of students with that LST process to help them be more successful in school So far this year in our LST meetings we’ve developed plans for 30 students And then with our tier two data connected to Heat Pride, we have served an additional 12, I’m sorry, 12 students at the sixth grade, eight students at the seventh grade, and 11 students at the eighth grade You wanna take this? – Sure And so, in trying to address some of the pieces regarding the building of our faculty and staff, ’cause we know that this is very difficult work, very challenging work And so I was working with Gene Marso as a proposal put together last year with a counseling company And I am playing phone tag with that individual right now, but the proposal talked about taking a look at resiliency, anxiety reduction, mindfulness, and stress management Very specifically, participants, again, it’s voluntary, but we’ll look and identify specific areas of stress, develop a plan for managing that stress, and a level of practice in executing their plan So as I mentioned, timeline and currently in consultation with that provider and we will collaborate with Washington Middle School and they’re building leadership team to make sure that is tailored to their needs this year and I am hopeful that we will have something in place as we start the new year, the calendar new year – Regarding professional development, Washington Middle School will be starting CHAMPS, actually they’re starting a CHAMPS book read, they’ve already started it Just a reminder, maybe for those that aren’t aware that CHAMPS supports proactive and positive classroom management It focuses on the acronym STOIC, which is structuring your classroom for success both in physical ways, like how you have your class set up, as well as routines, activities, transitions Teaching expectations consistently, that’s where the actually the word CHAMPS comes in, the name of the resource, because it goes deeper to say what are the expectations around conversation we can have and when we can have it How do I get help as a student? What is the exact activity and the outcome of the activity? What movement do we allow? During the activities and transitions and what does participation look, sound, and feel like

The, on November 4th, excuse me, December, last Friday, December 14th, the early release? The staff went through the introduction, they did a jigsaw of the introduction And they got an overview of CHAMPS On January 25th will be the next book read, chapter one of the book read, and they will continue the book read for a total of six sessions, through the second semester, then training will occur yet to be designed and determined exactly, but with full implementation in the following school year, 1980, or 1819 – 1920 – So, CHAMPS also, just as a reminder, the STOIC acronym can be found in our elementary and secondary behavior education intervention and discipline doc, as well as in the multi-level systems of support for behavior, so you’ve seen that before in those documents – What did they have, what did staff have to say about the initial activity? – So, part of my weekly email to staff, I ask for just feedback on the initial training and who needs copies of the book and how much do they know about it, and the majority of staff really appreciated the opportunity to have the formal training and really come together and have a set system that they’re gonna be using, so, overwhelmingly very excited Yeah – And the culmination of the training is a 5.1 classroom management plan, which outlines all those pieces that we went over in STOIC, where teachers have to reflect, that’s the real power on their practice, and make a decision on how they’re going to do their classroom management in their classroom And so that’s a nice tool for everyone to have a common language, a common understanding, for admin to know how to support the staff and students in full implementation of CHAMPS We’ve done that already This is a document that was put together by our district behavior support team Can you click on it? Thanks – She’s tryin’ – And I’ll go over some of the highlights, but on the left are how, how two of our behavior people, Dana Hanson, who you saw at the August 20th board meeting and, Sandy Byer, and how they’re supporting at Washington Middle School First and foremost, they’re doing some one-on-one coaching, both of them with teachers when requested around classroom management Regarding the He Pride room, that was just discussed Dana’s a big part of looking at the data, supporting implementation, making sure they’re on track from an outside distract glance If you could move down a little bit For professional learning opportunities, Dana focuses on universal or tier one Sandy focuses on tier two Tier two was brought up the big difference and as we go down the document a little bit more, it’ll be-, if you could scroll down just a little bit learn, you will see they support all schools in this way, who have the PBIS framework, but they never miss a meeting at Washington where they each have 10 or 11 schools but they never miss Washington because they know it’s such a high priority So they do all the things universally to look at the systems of the behavior framework and how they’re being implemented in support That’s Dana’s work In tier two, Sandy looks more at specific students who meet a data rule, and you spoke a little bit about it Cindy, about some of those kids Most recently, I’ve been invited to attend the tier two meetings and we’re focusing on hallway behaviors where we have 17 students that we’re looking at supporting to improve them not to be in the hallway during instructional time And then finally, administrators support the bottom thing on this document I want you to know that both Sandy and Dana support and meet with Cindy regularly within tier one, tier two, and attend as many meetings as they can past the tier one and two to make sure that we’re on track with our PBIS framework and they will follow that with the champ’s work once they’re all up and implementing So this was put together by them to highlight it There’s a bit more detail in the dock if you have any questions, but that’s the basic gist of the dock – [Woman] I have a quick question – Yeah – At the top, under teacher coaching, that was the document you were just on, correct? – Mhmm, it is – Can you just, with the school counselor doing the restorative circles, is this counselor, cause I know what the restorative justice model that specific model, it is a training It’s a workshop and that I believe is certification, so is that, is it more, is it less formal, in terms of what the school counselor is doing? Are you looking at that model? Can you give a little bit of narrative behind that – She’s a guidance counselor on special assignment to do that specifically at her school – Okay – She is trained and she’s also a district trainer on restorative practices Some of the circles that she leads are informal, but some are formal circles where we’re working to

repair the harem I trained on restorative practices as well so it helps that we can have that conversation and understand the common language that goes along with restorative practices training – Do you feel like, Cindy, your staff would be interesting in doing the more formalized training if it was offered for them? And there’s no, I’m just curious – Yeah, yeah I think there are some I think right now our plate is full with all the different plates that we’re spinning and trying to keep moving right now But indefinitely something that we would be looking at They are trained in circles, and one of our, so, I’ve talked about this before that our professional learning on Mondays is divided up to different subject areas and one of our Monday’s is restorative practices So Katie Littlecoat is our guidance counselor that leads the restorative practices at our school and in the district And so every, once a month, on Mondays, she leads some of the, all of the staff, through different strategies you can use in your classroom to incorporate with certain practices – Thank you and I have one other follow up question, sorry Because this is a school counselor and they’re working with staff, do you feel like that balance has still been okay, given the needs of the students there as well, because she’s obviously coaching the staff and supporting them – So she’s an additional position that the district has provided us So we have three guidance counselors and then, and Katie So, yes – [Woman 2] So you feel like it’s meeting your needs – Yes – [Woman 2] With the staff coaching and, okay – Absolutely Thanks for asking – Where does the mindfulness room fall into anything that we’re going over today for students? When can they go into the room? At what point is it included in the He Pride process? Is it? – It’s not a part of the He Pride process It’s a separate process in the school He Pride is can end up being disciplinary and the mindfulness space is not The mindfulness space can be accessed I didn’t bring those numbers We had, I shared those at the grand opening, or the ribbon cutting for the mindful space, but I can get those numbers to you if you like – I’m not even really interested about numbers as much as I’m interested in, when does the student have the ability to go in to the mindfulness room, and what’s going on with them when they typically do? – Yeah, so when they, we keep data on students that are using the mindful space, and what they do when they’re in there So we learn their kind of routines and tools that they use So a student in the classroom can say, ‘I need to go to the mindful space.’ Or a teacher can say, ‘I think you should go take a break at the mindful space’ And they are allowed to go There is a timer set for 20 minutes We try to, that’s the max, we like to have people, students, access the room If they needed more we would let them stay more So while they’re in there they use the different tools in the room to self regulate, and then they identify when they’re ready to go back to class – Is there ever a time when students are at He Pride three and four when they’re experiencing something, some crisis or something, that maybe they’re offered an opportunity to go into that room? – So He Pride three I would say, yes, if through the conversation that they’re having, walking, talking, the monitor may realize that, this is really more about you not being able to self regulate right now What do you think about the mindful space? So then moving to the mindful space I’m not sure with He Pride four It maybe after they go through the processing process before they go back to the classroom teacher it might be a place where it would fit in I’m not saying that we wouldn’t tell a student that they can’t go in there, the data’s kept different, so I can’t say that we wouldn’t there’s not a He Pride four kid that hasn’t gone then to the mindful space So I don’t know if I’m answering your question, Rhonda – No, I guess I’m just, what I’m really interested in I’m interested in knowing what they’re feeling, what they’re thinking, why they end up in three and four in the first place? I’m really interested in that – Yeah so that’s the part- so in He Pride four process those questions are asked as part of the processing to go back to class What were you thinking at the time? What should you have done? How can we help you next time? What do you need from me? That’s a question on there, that they say to the teacher

From you I need blank to be successful So they come up with requests in the classroom to help them be successful the next time – And in the He Pride room, there’s another someone in there handing out the sheets, but is there a counselor available or anyone else in that room that’s there for them for support? – Our monitors are amazing at providing support If they would, if it would be something beyond the ability of our monitors, they would reach out to guidance, absolutely And Beth Chakowsky, who’s our teacher on special assignment in our dean role, she absolutely understands the system and all of our monitors do too, about how to get additional emotional support for students that, it’s not just a behavior thing That it’s something bigger than a behavior thing They know that and they reach out when needed – I have feedback on that Going over the He Pride room the script with a support system, you’ve got the He Pride monitor meetings that are occurring to check on what is working and what is not working Who attends those meetings? – The monitors, obviously, and then administration, and then Beth Chakowsky, our SLA’s, our Student Learning Advocates, and our school resource officers So it’s a big brainstorming meeting: what’s working, what’s not working – Okay, so then that could be discussed at that time – Mhmm – And do you have any of those findings tracked, or that you’re able to share, in those meetings? – The notes from, no I don’t have that – I’m speaking for myself I’d be really interested in what kind of conversations are happening and what people are finding, and what they’re hearing Because I think what’s important, and I’ve walked the hallways with the monitors and Student Learning Advocates, and hearing from the kids, what they’re experiencing, what they’re dealing with, and what they’re needing, I think is a really critical piece of everything that’s going on there, and so I think it’d be interesting to see if there is a pattern If there’s something that’s mentioned by multiple students If there’s something that they’re really telling us or we’re not asking, as part of it – The two students who spoke of the mindfulness were very articulate in how they, and why they used the room It was very impressive – Mhmm, yeah they were amazing – Very effective – I think, if I could, one of the things that in the experience, even in my visiting Washington as well, I think part of what goes back to is, sometimes students don’t know how they’re feeling so those are critical questions that need to be asked and sometimes they just need space I think we all know that as former principals and parents, we see that But I think it would cause analysis If there’s patterns, that’s one thing Sometimes each child has their own uniqueness that needs to be approached differently to make sure that they have what they need – Absolutely – Very significantly – We are very excited, and thank you for the opportunity to get supper started at Washington The idea started here and having that be something that’s happening for students in January is very exciting We met with all students today We did our grade level meetings We usually meet on Mondays with students and seeing their faces when I shared with them that we’re going to be starting supper in January and it starts at 2:55 and it goes until 3:25 and staying after if you have a sport or a club, they just were like, ‘Really, like we’re going to get to eat supper at school?’ And so, I’m really excited to see how many students we have staying and seeing how that works and so an invitation to come by and join us for supper (woman talking in background) – Sure, it could be an early supper for you (panel members talking over each other) (panel giggles) – Laurie can you go back to the PowerPoint? (loudly chuckles) – The other thing that we’re doing is TRAV, a sensitive schools’ training so that is part of the school safety grant that the district received and we just started that training at Washington with the district, or with a building wide training on module one and then we’ll work through the other modules before June Before the end of the school year (woman talking in background)

– Do you wanna do your highlights? – Sure, so taking a look at some of the highlights from the report that we shared, basically we’ve had some really great success with the coaching, as its’ been mentioned previously The english language arts coaching and the math content support coach supporting work Those are our two areas of emphasis, and really when we look at patterns, of some of the reasons why students are leaving the classroom One of the patterns that we see and hear about is really that sometimes students are not engaged in the instruction So how can we make the instruction that’s happening in the classroom as engaging and juicy as possible so people wanna be in the classroom rather than wanting to be out? The focus on the monitoring related in english language arts was on the top five reading strategies shared during the October for professional learning So they learned some new strategies in October and then folks went to see are they being practiced And that really goes, kinda to what we were speaking to in our earlier report, related to walkthrough tools and non negotiables, rather than just offer professional learning and hope something happens We’re offering professional learning and then looking to see what’s sticking? What’s taking place? How can we learn from it and go forward from there? Similarly with math, there’s been a focus on structure and level of the expectations for the Forward exam, getting ready for that As well as predictions that can be made on Forward scores using Star assessment scores And Christina, you had mentioned earlier what are we doing to build students into the process Here’s an example of how we’re working with the students on goal setting and thinking about where they are, as a learner, and how can they take active ownership in their own learning? We continue our focus on areas continuing focus on leadership support And refining the monitoring process as well as working with the administrative team, and some of the expectations and things we worked on related to behavior were things that Cindy has been working on at Washington as well I really appreciate all of the extra work that Cindy puts into preparing these reports, and as well as the actual work being done Many hours each month preparing the reports for the Board, so that she’s ready to answer those questions and give status So at a certain point, we may achieve a point at which the Board might be satisfied with maybe a report that would be delivered electronically, but I’m sure you can give us guidance at that point when we reach that point Thank you – [Board Member] Thank you for your work – [Cindy] Thanks – [Board Member] You’re welcome – [Cindy] Thank you – [Board Member] You’re welcome (shuffling) – [Lead Board Member] You still had a great concert – [Cindy] Yes, thank you Our music department is amazing – [Lead Board Member] Very impressive. How no one, how they all avoided taking eyes out with those bows – [Cindy] Yes – [Lead Board Member] Just flying – [Board Member] That’s what impressed you the most? – [Lead Board Member] It was a crowded stage – [Board Member] It was a crowded stage A bunch of kids loving stringed instruments It was wonderful – [Board Member] Alright, where are you at? – [Lead Board Member] Okay, because I, we’ve got the safety and assessment piece coming up and public comment and I’ve got some success stories, too, so, it should be, and I can, and I know Mr. Degert’s is putting his coat on so I think he’s declaring it over – [Board Member] Truth be told, if you look at what we have left we could probably get done in fifteen minutes, that I would be inclined to just power through – [Board Member] Power through? – [All Members] Alright – [Lead Board Member] Let’s just do it Because we have no closed sessions – [Board Member] Okay – [Board Member] Let’s just do it – [Board Member] Just hang tight we’ll get out of here – [Lead Board Member] So, so as the next presenters come up, I’ve got Vicki Bayer and Chris Collar here to talk about the safety assessment But I wanted to share with you a success story as we’re getting ready and Lori is over there One of the things that, that often times people miss are all the different interventions and supports that are going on in our schools and they don’t show up always in a state report card So I thought it was really important It was just, as I was thinking about East High School, there are so many nuances as to why things are where they are Now, that doesn’t mean we should dismiss them as not in need of improvement by any means at all and I know the trimester schedule is one of the very big changes there in this last year that we believe will garnish some significant results But, I just wanted to share this video with you about an all-inclusive approach

to serve our special needs students – [Board Member] Its on the DPA – [Lead Board Member] This is on the Department of Public Construction website, as an example of this practice It’s just really interesting Ok stop talking – [Video Narrator] About four years ago, we started this journey with the support of CESA 7 and the SOAR grant And that time we identified a group of students who were behind at reading proficiency, and started a I guess a journey to basically change the way we do things so that we could bring the student’s reading proficiency up so that these students are having more success in the classroom which would lead to higher graduation rates – [Julie Mackin] We are doing an inclusive model, meaning that the Special ED students are not pulled out into a special, Special ED classroom, but they are receiving the general ED curriculum with the core content teachers – [Joe Brooker] I guess the first, and most important step, was to come to the realization that, what what we were doing what we had been doing, wasn’t working Pulling students out of their language arts classes to provide reading intervention, reading intervention at the expense of the language arts curriculum, was having an adverse effect on our students – [Narrator] The very first year that they started this, they saw the suspensions and the detentions go down dramatically The attendance went up, so the truancies were down, especially with the students with disabilities – [Julie Mackin] Not only are we including the Special ED students with the regular ED but the teachers are collaborating behind the scenes So, the Special ED teacher is getting to know and understand the core content teacher and vice versa Core content is learning from the Special ED teacher how to make modifications themselves – [Andrea] I actually am starting to learn more and understand more My note-taking skills before, when I was being pulled out for different things, were bad, my notes were all over But now, I’m strict on my notes and now I’m actually learning everything I need to learn And it feels nice actually being in a normal class with everyone and just staying there for the whole class – [Claudia Hendrickson] The students are seeing potential in themselves that they didn’t see before They’re seeing that the teachers see potential in them, and that they are a student first and a label second – [Andrea] For me, when I was getting pulled out, there was a label with those kids that kept getting pulled out but I overcame that by succeeding as far as I needed to go Yes I am in still team taught classes, so of them, but I’m not labeled because no one knows that it’s for Me It’s just a normal class they think that there’s, you just need more help so I overcame that label, that label of being Special ED – [Julie Mackin] We are making a difference We are increasing their reading scores and showing the kids that they can achieve. So, they’re gonna be motivated longer than just this year They’re gonna be motivated and know they can do it, all the time Not just today or last year – [Board Member] That’s impressive I’m glad you brought that forward Alrighty, that’s it – [Vicki Bayer] Thank you, um, being awarded the School Safety Grant has brought on some additional requirements and that brings us here to you tonight So, Chris will explain what we are asking approval of (mumbling) – [Chris Collar] Here we go, yep And move that the board of education shall accept, for purposes of Board review, the written on-site safety assessments as presented, which were conducted in consultation with local law enforcement on the dates noted in the assessment for all district school building sites and facilities that are regularly occupied by district students – [Board Member] Is there a second? – [Board Member] Oh, second – [Board Member] Now we can have discussion – [Board Member] Just if you have any questions – [Board Member] Does anyone have any questions? – [Board Member] Hearing none. Roll call, Sandy? (roll call) – [Board Member] Pass, five zero

The next motion, please? – [Chris Collar] I move that the Board of Education has reviewed and approves the school’s safety plans as presented for all district school buildings, sites, and facilities that are regularly occupied by district students and directs the administration to file copy of the school safety plan with The Office of School Safety – [Board Member] Second – [Board Member] Questions? Hearing none we’ll move them Sandy, roll call? (roll call) – [Board Member] Pass five zero – [Board Member] Thank you – [Board Member] Thank you for all your work on this – [Board Member] Thank you. Legal department has no update – [Board Member] I’ve never done that before – [Board Member] That’s okay Intercity Student Council report – [Student] Hello – [Board Member] Hello – [Student] I’m joined tonight with Claire from Southwest, she’s also a senior And so we recently had our quarterly meeting with the board, where we discussed building temperature concerns and the dress code, and so we’ve put a new policy kind of in place with ICSC where we have a student from each school that discusses what we talk about with our principals when we return And that’s been really great for the schools to make sure we’re continuing that conversation on. And then, Claire with Southwest – [Claire] Okay so, sorry So for Southwest, we started a fun spirit week this week, which is kind of an all-inclusive where everyone can dress up Like today was cozy weather day where we wore like flannels and cozy socks and stuff Tomorrow is White Out day where you just wear snowflakes and stuff like that We’re really excited because there’s an assembly at the end of the week We have, for Key club, we have a kindness tree, where each ornament represents like a gift you can get for somebody in need So that’s kicked off We’re on day 82 of 100 days of DECA which is 100 days of random acts of kindness I’m co-running that event so we’re excited to almost end it, yeah We starting- – [Board Member] And that’s with the random acts of kindness (laughter) – [Claire] It’s a lot but we’re having fun Our musical just started. It’s Footloose and it’s coming out in February, I believe So our basketball boys are undefeated And we actually beat Bay Port for the first time in around, 20 years, I think? So it was a big deal for our guy’s team – [Board Member] Did we cheer? – [Claire] Yeah (laughter) – [Claire] And our math team is doing really well, too In the past three meets they’ve been, they’ve either, they’ve either placed first or second, so they’ve been doing really well – [Student] And then for East, what I could find from their announcements, they have a canned food drive going on right now and they just had their buff puff which was really successful so it’s kinda like powder puff but it’s boys’ volleyball – [Claire] Yeah and then so Preble, they had a silent auction for their student art and I heard that that went really well Their softball is starting up and they’re doing like lifting programs and stuff like that, as well as their JVU lacrosse team and their bowling team seems to be doing really well because they won at one of the seniormore tournaments recently – [Student] And then for West, we just had a sting cancer holiday night and drive so we made tie blankets and holiday cards for the pediatric oncology unit at St.Vincent’s and we also had an art supply drive because a lot of those supplies can’t be reused because of the low immune systems of the kids in the hospitals So that’s all going to St. Vincent’s We have our NHS Student appreciation, er, teacher appreciation time of year where all of our NHS members write thank you cards and get gifts for the different teachers at the school and the different departments like the Student Services department and the Special ED department We’re currently, for Student Council, prepping for Silent Night, and so this year, we are donating to McKinney Vento and the Wildcat Closet with what we earn from the event Our IB students, our year twos, have turned in their extended essays and they’ve finished their IAs in groups three, four, and TOK So, um, group three is- Hold on I know it – [Board Member] That’s okay – [Student] Group four is science, oh group three is history – [Board Member] Okay – [Student] And then TOK is Theory of Knowledge, which is kind of a philosophy class And then we also have a coffee club that started up this year, that the school store and the special ED department run, so coffee and hot chocolate, and different teas are available for purchase and we have punch cards for them And then, every Friday, the special Ed department

takes orders from the teachers and delivers that first hour, which is great for them to get some time to socialize with different teachers and students And then I think that concludes everything for ICSC Thank You – [Board Member] Thank you Alright, Legislative Liaison report Laura – [Laura] We have three items, the first one is the WASB resolutions Every year at the annual WASB convention, which is coming up in late January, there is a delegate assembly in which the resolutions are adopted by the delegates that represent the state’s school districts These resolutions set forth, in part, some of the priorities of the WASB members and I will be representing our district at this again in January Which, I think, is on the 23rd – [Board Member] Yeah – [Laura] Number two, is meetings with local legislators So Dr. Langenfeld and Dr. Horn recently met to discuss what to do now that the state election is over And we know who our governor and local legislators are going to be Brenda recently attended WASB legislative advocacy workshop and brought back some good feedback about, kind of strategies about how to reach out reach out to your legislators The gist of this agenda item is this: we need to have more contact with our state legislators So, we’ll be bringing more information forward in the near future regarding setting up meetings about that – [Board Member] So does that mean as a board we have to have-or we should be having more contact or In general or– – Well I first initially thought that just, I kind of envisioned myself going down to Madison and having meetings with people but in the past, in what is more efficient is to have them come to us Either maybe in multiples– – Typically invite them on a Monday or a Friday because that’s when they’re back on their home turf – And do it that way so I don’t know if as an individual– – No I see, I know the time at the Y I have conversation often They seem like organized Board – Maybe just a little bit more organized of each with what are the strictest priorities that we see – [Woman] We could go to the Y and– – Or we could all show up at your work – I’m just saying I would hope we’re having those anyway if we can – Sometimes I think if I could, we have had groups of all like Senator Cole, Senator Hanson come in in partnership with them and all of the representatives from across the district so they come from different parties as well and we’ve had them meet collectively for breakfast, we’ve had those kinds of opportunities We’ve also met with them one-on-one in the past and then we’ve also invited them to come in and meet with our parents to talk, and the parents can talk about their concerns and what issues they have as well and afford them that opportunity to hear our needs but also to hear from our community and our families as well around school issues so we’ve done it a variety of ways and the most important thing is that relationship It’s nice that you see someone at the Y on a regular basis because then you build a relationship in addition to so when things get, issues come up or there’s bills that you even want folks to carry on behalf of our community or our needs, it’s really important to have those relationships as well – Number three is the Blue Ribbon Commission on school funding Just something that I saw on the Legislative Fiscal Bureau website that I think some of you might find interesting is that they have released some briefs papers that highlights some of the topics that were raised during the public hearings with regard to school funding and I really recommend that you go There’s a link on the WASP website or you can just go directly Yeah Some of the topics, there’s 19 different topics School levy tax credit funding Special education categorical aid

Sparsity, mental health, there’s kind of the big items that got a lot of repeat attention and testimony from various groups at these hearings So I think you’d find them interesting Do you have anything else to add to that, Michelle? – Wednesday is the meeting with the Blue Ribbon Commission in Madison so we’ll all be regathering and those particular topics that show up on that document really are the re-occurring themes For me personally, I keep going back to the importance of making sure that the children who come to school are ready to learn whether they enter when they’re little little, that school readiness piece, but also to something you said earlier, Rhonda, is the importance of being able to embrace that child when they come in the door and whether the non-negotiables and one of the pieces around school finances really around making sure we have the resources needed to meet the needs of students who may have life circumstance that doesn’t afford them all that other children have so it’s really looking at ensuring that we have the resources financially to be able to meet needs regardless of a students background Our bi-lingual funding has been at 8% reimbursement which is significantly lower and so that’s part of one of the items Another one is really around students who identify as poverty levels and those additional resources, mental health, 4K, some of those early early interventions that are so, so critical that we know so in that list there is a whole host of things For me, it’s really looking at and what I’ve been speaking to special education, huge reimbursement opportunities that we can garner some additional resources In addition, talking about world-class teachers and how we make sure we have the resources to support and develop our teaching force to ensure we have the best in front of our kids, so a lot of good things – I have a question for you about that – Sure – So at these gatherings so you’re having testimony, you’re talking about all this, the people that need to hear this, that make the decisions that have over the past years have been the ones who haven’t been as generous with the funding What’s the reaction to this? What are they doing with this information that you’re sharing with them? Are they going back to their caucus or are they talking about it? Are they– – The leadership, this is an appointed committee through Robin Vos and the leadership is Joel Kitchens who many have talked to in our community and also Senator Olsen and the goal now would be to go back with and define specific recommendations and then they’ll take those back in terms of the priorities I think the piece that will be very important is that as things, what we anticipate will happen is recommendations often from committees like this, they roll out, everyone goes, oh, okay and I think that the importance of this and we’ve been having conversations even locally with folks on the partners and education is really pushing and continuing that effort around making sure that we keep telling the story in partnership with our business communities about the importance of investing in children and the recognition that if we don’t invest, we’ll find ourselves in places we don’t want to be for our state and for our children that we serve I think it’s being an ongoing discussion among our superintendents but again, what will happen is as people’s agendas come out and that will come with the Governor, when Dr. Evers comes forward, obviously things are coming out right now, we’ll have to keep moving forward with those conversations and keeping that information in front of people and those recommendations otherwise they can go away – And on that, are we sharing why? And maybe some evidence of things that don’t sound so great and (mumbles) with them so that they can recognize in real time what that looks like when you don’t have it – You’re spot on So I think of the day that Luther Olsen came to Green Bay and went to Nicolet and that was the time they were having the big conversation about failing schools and putting Fs on schools and the legislature

was moving in that direction very swiftly And sat in a room with the principal at the time and some of the teachers and they talked about it and the children And it was very difficult to leave that school recognizing the fact, and I think that particular year, five of the 100 students in fifth grade, had been there since kindergarten And the rest of the students had gone in and out and in and out And then they sat with the literacy coach and then they talked about English language learners and talked about those pieces and I remember him standing in the parking lot and he also said it during a hearing then with the first joint finance committee, that he couldn’t go there That he had seen what this looks like and they are not failing, is what he said So I would never call them failing – [Woman] And he saw what it looks like because of Michelle You brought him – Well he came– – Yeah but you encouraged him to – And we also went to Lincoln, we went to Lincoln and saw all the students particularly those with special needs They support high needs students, a large number and they were being asked to take the state assessment at that time and it was a really, those are powerful and it’s really getting into schools – Well I think that’s the questions is how many of those people on that committee have actually been in schools? – I can’t speak to all of it, I don’t know I know that the people that I know on that committee have but I can’t speak to every legislator there and from across the state But that’s the goal and that’s what our group would say is get them in the schools, get them into the boys and girls club, get them into the community so they can see what we try to do and what we need help with – [Woman] And what you’re talking about – And what we’re talking about – To put a face to what you’re actually sharing – Right, exactly Well when I think of our English language learners and the day this fall when Vicki Bayer and I were downstairs in central reg and a family came in and they had six children And out of the six children, none of them had ever been in formal education and only the father could speak some English And then we give them the state assessment in a year and they’re not quite proficient yet so that’s why we have to go to gap closing in gross scores and so those are the kinds of stories we’ve been telling but I think it’s really powerful to see it as well – Luther Olsen’s the Chairman of the Education Committee currently – Yep – And I think going forward as well – We’re very fortunate to have you on that as well – Yes, that’s really good – It’s fortunate to be able to be here but I have to share with you, people did a really great job across the state and across our community when they were here to tell those stories ’cause even to see it is even more powerful And I do want to share, we did have a legislator a couple of years ago, I won’t say who it was, that stood outside a door of a classroom because they couldn’t even get themselves to walk into a classroom because of the needs of the children inside So there are things that people have not seen of the special needs and you realize that people don’t know how amazing our schools are that we embrace all children That was an interesting time So I’ve seen all that – That completes my report – Alright, we are onto Board members school visits – I’ll go first So where have you been? – So I made a point to go all of my schools that I was assigned to this rotation and I wanted to make sure that I did that before break and I did – That’s impressive – My last school was Sullivan and I was there about 10 days-ish ago I had a nice time there – Good – I went to the (mumbles) to the Washington concert – I have one word for that concert, epic – It really was It was very sweet because Mark Woods from the Trans-Siberian orchestra builds violins and so they raffled off and a little girl who was at Holywell, a sixth grader at Washington, her family won and she was just ecstatic It was an impressive day I also judged the Prevel marketing class – The what? – The Prevel marketing class actually worked with Kajoba and they were trying to get marketing ideas for their zoodles which are zucchini noodles And so three different teams presented

their marketing package And we waited, Steven Millard was there too And it was impressive – It’s like Shark Tank – It is kind of like Shark Tank – I’ve seen it before, I’ve judged it before – And the last contact I had was I missed the Thanksgiving meal at East where the Academy kids served the special, hosted the meal for the Special Ed department at East It was Tuesday I happened to be working and as I’m sitting in a nursing home writing up my evaluation I’d just completed, I could hear a dietary aid talking to a CNA about the great thing she just went to and then of course I had to go over and find out and the dietary aid who was a student at the Academy said if it weren’t for that program, she would not be finishing school That is was really– – [Woman] That’s wonderful to hear – Meant the world to her – Very cool – So I counted that as participation That was in the nursing home – So I went to the ribbon cutting at the Wellness room at Washington Middle School Then I also went to the concert That was my first time on a train since the renovation and boy is it beautiful I remember going to the last route to the– – Willard Junior – And you could hear about every third word that the kids were saying The sound system needed so desperately to be replaced – Half the kids needed to turn their mics on too – Well some of it was that too but the sound system, the lading, the nice colors, the new carpet, the new seats, really, really, really good space for our community The next day I went through to the there was a young woman, an author, who did a talk to the students That was a really cool event, too in conjunction with the public library The Green Bay The Brown County library The students responded to her very well She was young, she kinda spoke like them She was very, very funny They seemed to really like it And then after that I wandered around the school I went to the lunch room I went to the gym It was pretty calm all around So, that was good, and I went to an advisory board meeting Out at the Oak 4K, out at the wildlife sanctuary, that was last week And then also same day, City Stadium had an event where Ford and some other backers of that, somewhat got together and they donated a whole car A Ford Focus, I think it was – [Female Board Member] Yup – And you could tell they were just itching to take it apart and put it back together So anyway, that was a cool event, too – [Female Moderator] Good – Yes, I visited Washington That same day I visited Washington, which was their concert was also the Franklin concert, which I attended So at Washington, I caught some of the, I guess it must’ve been their final rehearsal for that And that was good Got a taste definitely of what they were going to be doing that night Franklin also had a great concert with a nearly full auditorium, and that is a large auditorium there So, that was good to see And then I also had a tour and visits with, at Eisenhower And must’ve just missed Rhonda by a couple days at Sullivan And then John Dewey – [Female Moderator] Good, good We should mention the Washington concert also had East string musicians – That’s right, yeah – The Fine Arts – Good – The Fine Arts pathway really is starting to not starting to, really blossoming – District Events – She didn’t get to say (mumbling) – Oh, I’m sorry you had stepped out So rude – No, I’ll make it quick I was at Kennedy last week for their Keys meeting, which is their PTO Which was great It was at Tank Elementary School a couple weeks ago and met with the counselor over there and did a tour and talked about many wonderful things and the teachers and the students and all the support that he’s feeling over there, and the leadership opportunities And then, last week I was at the Hill Resource Center talking about community schools It’s good – [Female Moderator] Good – [Female Board Member] Amanda’s doing a great job – She is great We were immediately, it’s like we need to hang out

– [Female Board Member] Yup – I mean it’s fun to talk about community schools but she’s just a great person – Alright Now District Events (mumbled talking and laughing) – Only without, I just wanted to get the video started You can talk again – I know We will have a Fine Arts tour of Webster, Washington, and East coming up in the New Year So, watch for that And it will be an opportunity to visit all the renovation that the district and the investment of our community Something to see all the sights, and all that’s coming up That’ll be an important night and everyone will be invited to that, as well – Good Alright, we can move on to System Reports And I have asked Rhonda to read the Teaching and Learning portions, please – And I’m going to ask you to clarify, because I don’t remember, do we have to note for public comments or do we just read it? – Public is, we don’t – Yeah – Yeah, we don’t have to note – Okay (mumbling) Okay, moving forward that the school start time study be approved – Is there a second? – [Female Board Member] Second – Any discussion? Andrew? – So what, in approving this motion what all aspects are we approving? I mean is this for, if they want it to be in writing that there’s a minimum of five students that we do that now? – Yeah, I think he did that He did an adjustment to that document So, he put that in there, I think – Did that get in the..? (mumbling) – Oh, you didn’t, okay So we don’t have it but – No we didn’t – So, I think there’s specific criteria but he did add that – Is there no monetary attachment to that study? Because I don’t see one here – There wasn’t a range in the document that I provided the first meeting That would range from A minimum is $25,000 for two years – [Female Board Member] Okay, is there a reason we don’t have it in our motion, though? – Because of the amount, it was under, it was a low amount and usually the board doesn’t approve – Right, it was within, it was under the – What is it? $100,000? $50,000? – $100,000 – $100,000 But it was, at minimum, it would be at two years for $25,000 and that would be – Okay, just in case someone would ask what it was and – Yeah, and that was in there last week – Yeah, I still remember that was – At the time we discussed that it was under the limit – Yeah, yeah And the maximum though, if we used all that was like $42,000 But I don’t anticipate we would do it all – Okay – But again, what I would do and what I would offer so that everyone is comfortable is making sure that when, we’ll send out who would be included and if you, the Board wants additional people or gaps that you think ‘Cause Jeff just put that together as a framework of people he would bring in So, if there’s others missing we’d be, he’s happy to fill it in, but he did make that adjustment for students and parents, as well – And I didn’t mean five is the number I meant no less than – Yup – It probably should be more And then, what about the issue, and I guess it’s probably easier to just, you know, any category that a board member says is missed, it’s pretty easy just to probably throw one in I think the issue of whether or not to, and I understand the facilitation, but as far as as far as a citizen, committee member chair and vice chair – [Female Board Member] He put that in there, too – Did he change to that system? – [Female Board Member] Yup, he did – Okay – Yup (mumbling) – So you’ll send that to us? – Yup And then you can give us feedback if there’s additional And that’s why unfortunately he was here and he wants, he would’ve clarified it Yeah, alright – Okay, so what I’m about to vote on, although the written, we didn’t have the written update I’m voting on something that has already been updated To be a proposal that includes at least five students and an elected chair and vice chair? – Yes, and what I would offer though is that what you’re voting to approve is the study itself and that the pieces and the details of the study will be finalized We can get that out to the board to make sure that we can even bring that part back But I just want to just get the ball, wheels in motion – Sure – So – Okay – What we’re approving is moving forward with the study – I mean, my vote would be no, try again and come back,

if it didn’t have the five students, but I guess I’m not worried about that because it’s been very clearly stated – Yeah, I’ve got it Was it four or five, Sandy? That’s what I need to go back and look I didn’t count that But, I will go back right now – Alright, any other questions or concerns? Hearing none, Sandy? – Shelton? – Aye – Maloney? – Aye – Sitnikau? – Aye – Warren? – Aye – Becker? – Aye – Pass, five zero (mumbling) – What’s that? (mumbling) – Just say that, yeah – Okay, I move that the supplemental funds grant available to increase program hours in Head Start as presented be approved – [Female Board Member] Second – Any questions or concerns? Sally Jansen and Han Barsch gave us a rundown of this last time Sandy, please – McCoy? – Aye – Becker? – Aye – Maloney? – Aye – Sitnikau? – Aye – Shelton? – Aye – Pass five zero – I move that the proposed course updates and new courses for 2019-20 school year as presented, be approved – Second – Any questions? – This is not making any overall change to the course description book, it’s just about the discussed courses, right? It’s not approving by reference the whole future book, it’s just updating courses? Okay – No, cause these are the ones that were as presented – Yes, but you could, yeah, okay – Okay, any other questions? – Nope – Alright, Sandy, please – Sitnikau? – Aye – Maloney? – Aye – McCoy? – Aye – Shelton? – Aye – Becker? – Aye – Pass five zero – I move that the graduation ceremony policy 345.62 as presented be approved – [Female Board Member] Second – Any discussion? – No – And you two were in on the original discussion Alright, Sandy – [Sandy] Becker? – Aye – [Sandy] McCoy? – Aye – [Sandy] Shelton? – Aye – [Sandy] Maloney? – Aye – [Sandy] Sitnikau? – Aye – Pass five zero, and that concludes your report Thank you Now, Organizational Support Andrew – Alright, so we have is there any public, did you ask for public comment? I think the chair asked for public comment No? Okay – Public, would you like to comment, Eric? – Come on, Eric (mumbling) – He’s like, Mike’s packing things up so I guess not – Okay, (laughter) I move that the access to public records procedures Rule 823R and public records request B Schedule Exhibit A23 as presented, be approved – Second – Any discussion? Sandy – Maloney? – Aye – Sitnikau? – Aye – Becker? – Aye – McCoy? – Aye – Shelton? – Aye – Pass five zero – I move that the public gives to the school’s policy and rule as presented, be approved – [Female Board Member] Second – [Maloney] Any discussion? Hearing none, Sandy? – McCoy? – Aye – Shelton? – Aye – Becker? – Aye – Maloney? – Aye – Sitnikau? – Aye – Pass five zero – I move that the relations with Booster Club’s parent organizations policy 881.2 and procedures for Booster Club’s parent organizations rule 881.2R as presented, be approved – [Female Board Member] Second – Any questions, discussion? Hearing none, Sandy – Becker? – Aye – Sitnikau? – Aye – Maloney? – Aye – Shelton? – (laughing) Aye – McCoy? – Aye – Pass five zero – It’s a long night, I don’t know why I’m laughing – Okay, alright I move that the district’s health insurance plan discontinue assessing the $5 user fee for office visits to the district health and wellness center, effective January 2, 2019 as presented, be approved – [Female Board Member] Second – Discussion? Sandy – McCoy? – Aye – Becker? – Aye – Maloney? – Aye – Sitnikau? – Aye – Shelton? – Aye – Five Zero, thank you – Okay, I move that pursuant to the July 1, 2017 agreement between the district and Bellin Health that the district’s health insurance plan provide the following benefit Individuals enrolled in the district’s health insurance plan may access Bellin Health’s near site primary care clinics for a fixed cost of $80 per hour charge to the district as presented, be approved – [Female Board Member] Second – Discussion? Sandy – Sitnikau? – Aye

– Maloney? – Aye – McCoy? – Aye – Shelton? – Aye – Becker? – Aye – Pass five zero – Okay, I move that pursuant to the July 1, 2017 agreement between the district and Bellin Health that the district’s health insurance plan provide the following benefit Individuals enrolled in the district’s health insurance plan may access Bellin Health’s near site early intervention musculoskeletal physical therapy clinics for a fixed cost of $125 per hour to be charged to the district at a $10 co-pay charged to the plan member as presented, be approved – [Female Board Member] Second – Discussion? Sandy – Becker? – Aye – McCoy? – Aye – Sitnikau? – Aye – Maloney? – Aye – Shelton? – Aye – Pass five zero – I move that the employee handbook policy as presented, be approved – [Female Board Member] Second – Discussion? – [Maloney] Sandy? – Shelton? – Aye – Maloney? – Aye – Sitnikau? – Aye – McCoy? – Aye – Becker? – Aye – Pass five zero – I move that the consent agenda items as presented, be approved – Second – Discussion? I’m sad about her resignation – Me too – Making eye contact there – Alright, Sandy? – Becker? – Aye – McCoy? – Aye – Shelton? – Aye – Maloney? – Aye – Sitnikau? – Aye – Pass five zero, begrudgingly Alright, then we have – Keep it on – Yeah, go ahead – Can I go back to an item? Okay, just a clarification object for students, is what he has on the document So, what I would like to do, going back to that, if the board is amenable, is to go back and make sure that Mr. Dickert understands the Board of Education approved the proposal to begin the school start time with the following expectations, a minimum of five students must be invited to serve and two community members co-chair the CESA 7 facility Is that acceptable? Can that be agreed to? – Perhaps giving the window for him, I think he maybe said one high school, one middle and maybe he went four high, one middle but it probably should be more than that anyway – He did three high school, one middle is what it had suggested We’ll get it fixed – Okay that’s a little disappointing – Alright – But, okay (mumbled chatter) – I’ll get that in writing for you – I’ll entertain a motion to adjourn Is there a second? – Second – Second – All in favor? – [All] Aye – We are adjourned (upbeat electronic music) – [Narrator] You have been watching the Green Bay Area Public School District’s Board of Education meeting Please visit the school district’s website www.gbaps.org to view the program again (upbeat electronic music) If you cannot fully access this information on this video, please let us know the accessibility issue you are having by calling 920-448-2025, or by email at communications@gbaps.org We will try to provide the information to you in an alternative format and/or make the necessary improvements to make the information accessible (upbeat electronic music)