GBAPSD Board Meeting of Education Meeting: September 9, 2019

GBAPSD Board Meeting of Education Meeting: September 9, 2019

September 15, 2019 0 By Ronny Jaskolski


♪♪ ANNOUNCER: The views and
opinions in this program are not those of CESA 7 or Spectrum. ♪♪ ♪♪ ♪♪ ♪♪ ANDREW: Here. SANDY: Maloney? KATIE: Here. SANDY: McCoy. LAURA: Here. SANDY: Sitnikau? RHONDA: Here. SANDY: Shelton. KRISTINA: Here. SANDY: Vanden Heuval. BRENDA: Coming. SANDY: Warren. BRENDA: Here. Okay, we have seven board
members–will have seven board members here. Eric is stuck behind the train. At this point I’d entertain a
motion for the closed session. KATIE: I move that the Board
convene in Closed Session in Room #337, pursuant to
Wisconsin Statute 19.85(1)(c), Considering
employment, promotion, compensation or performance
evaluation data of any public employee over which the
governmental body has jurisdiction or exercises
responsibility and pursuant to Wisconsin Statute 19.85(1)(f),
Considering financial, medical, social or personal
histories or disciplinary data of specific persons, preliminary
consideration of specific personnel problems or the
investigation of charges against specific persons
where (b) applies which, if discussed in public, would
be likely to have a substantial adverse effect upon the
reputation of any person referred to in such
histories or data, or involved in such
problems or investigations, to wit: staff investigations,
administrative salary review, administrative hiring; and
pursuant to Wisconsin Statute 19.85(1)(g), Conferring
with legal counsel for the governmental body who is
rendering oral or written advice concerning strategy to be
adopted by the body with respect to litigation in which it is or
is likely to become involved, to wit: disallowance of claim. The Board may return to
open session to vote on items discussed in closed session. BRENDA: Is there a second? ANDREW: Second. [inaudible] SANDY: Maloney? KATIE: Aye. SANDY: Warren. BRENDA: Aye. SANDY: Van—Sitnikau? RHONDA: Aye. SANDY: Becker? ANDREW: Aye. SANDY: McCoy. LAURA: Aye. SANDY: Shelton. KRISTEN: Aye. SANDY: Vanden Heuval. ERIC: Aye. BRENDA: Carried 7-0. So, Eric is supposed to… ERIC: Yeah. BRENDA: Motion to
reconvene in open session, this is part of our
special board meeting. Reconvene in open
session, Katie. KATIE: I move that the
Board reconvene in Open Session pursuant to Section 19.85(2),
Wisconsin Statute to consider the balance of the
Special Board Meeting Agenda. BRENDA: All right, and
before we–actually, I’ll wait till we get to
teaching and learning to introduce everybody. So, entertain the first motion. KATIE: I move that the
resignations of staff, as presented, be approved. BRENDA: Is there a second? ERIC: Second. BRENDA: Sandy? SANDY: Did we do the
secretary convene? I didn’t think so. BRENDA: Sorry. SANDY: First we have to do… BRENDA: All right, was
there a second on reconvening? KRISTINA: Second. SANDY: McCoy. LAURA: Aye. SANDY: Shelton. KRISTEN: Aye. SANDY: Becker? ANDREW: Aye. SANDY: Maloney? KATIE: Aye. SANDY: Sitnikau? RHONDA: Aye. SANDY: Warren. BRENDA: Aye. SANDY: Vanden Heuval. ERIC: Aye. BRENDA: Carried 7-0. Next I’d entertain the first… KATIE: I will now read. I move that the
resignations of staff, as presented, be approved. BRENDA: And that
was seconded by Eric. KATIE: It will be. BRENDA: It was, too. ERIC: Second. BRENDA: All right, Sandy? SANDY: Becker? ANDREW: Aye. SANDY: Sitnikau? RHONDA: Aye. SANDY: Maloney? KATIE: Aye. SANDY: Vanden Heuval. ERIC: Aye. SANDY: Shelton. KRISTEN: Aye. SANDY: Warren. BRENDA: Aye. SANDY: McCoy. LAURA: Aye. BRENDA: Carried 7-0. KATIE: I move that he
employment of staff, as presented, be approved. ERIC: Second. BRENDA: I just had one
quick question on the writers. I don’t know who I
should ask the question of. Is Terry here? On the list of the writers
there were some people that were crossed off. And I was just wondering, it
didn’t seem like they were replaced, they were
just crossed off. I’m just wondering why
their names are there, why they’re crossed off. TERRY: I would need
to check into that. They probably–they probably
declined the position after they already went to the board. BRENDA: Oh, after
they were put on. TERRY: A previous agenda. BRENDA: Oh, okay. TERRY: Right. BRENDA: So, we approved them and
now we’re approving that they’ve been taken off the list. TERRY: Got it. BRENDA: Okay, that makes sense. KATIE: You need some
lights back there please? BRENDA: Roll call, Sandy? SANDY: Warren. BRENDA: Aye. SANDY: Becker? ANDREW: Aye. SANDY: McCoy. LAURA: Aye. SANDY: Sitnikau? RHONDA: Aye. SANDY: Maloney? KATIE: Aye. SANDY: Shelton. KRISTEN: Aye. SANDY: Vanden Heuval. ERIC: Aye. BRENDA: Carried 7-0. KATIE: I move the
transfers of staff, as presented, be approved. ERIC: Second. BRENDA: Sandy? SANDY: Shelton. KRISTEN: Aye. SANDY: Maloney? KATIE: Aye. SANDY: Warren. BRENDA: Aye. SANDY: Vanden Heuval. ERIC: Aye. SANDY: Sitnikau? RHONDA: Aye. SANDY: McCoy. LAURA: Aye. SANDY: Becker? ANDREW: Aye. BRENDA: Carried 7-0. That concludes our
special board meeting. I’d entertain motion of
adjournment for the special board meeting. KATIE: So moved. BRENDA: Is there is a second? ERIC: Second. BRENDA: All in favor? ALL: Aye. BRENDA: Opposed? All then, then we’ll move into
our teaching and learning work session. And we took roll call. All seven, or earlier at 5:00,
all seven board members are present. Also joined with us at the
table are our InterCity Student Council members, Luke Pazani,
who’s from Southwest High School, and Becca Delvo,
who’s from John Dewey academy, so nice to see you again. And also to my left is
Dr. Michelle Langenfeld, our superintendent, and to
my far left is Sandy Heller, our board secretary. A couple of things
before we begin, I wanted to let the members of
the public know that you can view the board agenda and
handouts as well from past meetings by visiting
the district website at www.GBAPS.org. Click on our district and
then click on the left board of education. And then on that menu you’ll
find a link to agendas and minutes. This link will take you to a
website called agenda manager, where all board
agendas, minutes, and handouts from
board meetings are housed. Also, the board will provide
our community tonight two opportunities to
speak before the board. The first opportunity is
during our open forum, which is coming up as
soon as I finish talking. The second opportunity is during
agenda items where indicated by public comment on our agenda. All speakers must fill out a
form indicating a desire to speak. If you wish to speak
during the open forum, you may do so with respect to
either 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 will also permit
public comment during agenda items as noted on
the board’s agenda. During 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. The process of speaking during
agenda item is as follows: the board will first
hear the presentation, excuse me, and discuss the
agenda item before calling on those who desire to speak. If you’d like to speak
during a specific agenda item, please fill out a form
and give it to Sandy, our board secretary at any
point during the meeting. If you desire to speak and
haven’t–if you find yourself wanting to speak and you
haven’t yet filled out a form, just indicate that to the board
secretary and you can fill out a form afterwards. Our board secretary will fill
out the names of those wishing to speak to the board member
conducting that part of the meeting, and you will be called
upon to speak at the appropriate time. In general please keep your
comments to five minutes, prior to starting your comments,
please provide your name and address. SANDY: These are
the open forum ones, these are for agenda items. This is Nate and this is
board meeting postings. BRENDA: Okay, thanks. All right, we’re going to call
these up in the order received. First is Sarah and Mark
Valentine and I understand Kristina would like to speak. KRISTINA: Here? Is this the new
message situation. It’s on? Okay. I am not speaking on my
behalf, just so everyone knows. I was asked by Sarah and Mark
Valentine to read this letter on their behalf because they
were unable to make it tonight. Their address,
Sandy, do you have it? 3026 Nicolais Dr.
Green Bay, Wisconsin, 54311. To the GBAPS board of education,
thank you for your time and consideration of the issue of
the current legislation and support for dyslexic
students in our schools. Our daughter, Gwendolyn, a
fourth grader at Red-Smith was diagnosed with dyslexia last
year at the end of her second grade year. We are both educators and even
with our teacher training and years in the classroom, we felt
completely unprepared to support our own daughter
with this disability. We know that like us, teachers
and parents across the state need more resources for
understanding and supporting dyslexia. Specifically at our school we
have been disappointed with the support that they are
able to provide Gwendolyn. So, we want to advocate
for increased awareness and resources in the district to
support students with reading learning disabilities. As the assembly
bill 110 addresses, this should start with the
education of parents and educators on the screening
processes for dyslexia, proven interventions for
dyslexic students and available resources. Dyslexic readers and
writers need more direct phonics instruction than our district’s
ELA curriculum are currently providing. We believe this should be looked
at either or intervention with identified students, or as a
shift in curriculum that could benefit all students. In our experience at Red-Smith
the school was able to provide support to our struggling reader
through reading recovery and continued small group
intervention in the early elementary years, first and
second grade before she was diagnosed with dyslexia. But in third grade we were
told that even though she’s significantly behind
grade level and has dyslexia, she essentially has aged out of
the reading support as they only have the resources to
focus on early elementary. We were left to feel like we
would need to fend for ourselves to find resources and support
for our daughter to learn to read as she was falling through
the cracks of the system. We feel lucky to have found
On The Mark Dyslexia clinic, a local non-profit prompting
the literacy of dyslexic K-12 students through
tutoring services. Gwendolyn has been receiving
one-on-one tutoring with direct phonics instruction for two
hours per week for the past summer and we have seen great
gains in her reading skills, as well as in her confidence. This year Mark was trained
in the Wilson Reading Method through On The Mark and
volunteers as a dyslexia tutor there as well. He was motivated to be
trained to support our daughter, his own students, and to
give back to the organization. We wish that the district
would be able to continue to provide–would be able to
provide similar service to dyslexic students
during the school day, or partner with the organization
to have after school tutoring centers at schools around the
district to make it accessible for our students. Building self esteem and
equipping our students with lifelong learning should be
a top priority for all our learners. We are both educators and before
our personal connection to dyslexia we barely
knew anything about it. So, we know this gap isn’t the
fault of our district teachers. But we also know we can do
better at learning about and serving these kids. Thanks for taking a
deeper look at the issue. BRENDA: All right, next. Okay, next is Betty Cosick. BETTY: Hello. My name is Betty Cosick, I
live at 2346 Browning Road, Green Bay. I’m speaking tonight on behalf
of Green Bay Advocates for Public Education. I’m following on Amanda
Ovenhoven’s ask that was made last month. We all know that there’s still
schools in our district that qualify for CEP, and we know
that because of this we could be feeding more kids
breakfast and lunch. We have a potential
source of revenue through additional CEP designations. With that said, what is the
reason we are not following through to make sure that all
schools that qualify for CEP are participating in the program? On another point, I asked
a couple months ago about administrators and I was
wondering if you would be able to please provide the public
with your new adjusted table of organization. I understand that has flattened
administration a little, but it would be great
to see it on paper. Thank you. BRENDA: Thanks, Betty. Okay, next is Wanda
Antone and Cheyenne Greenwald. WANDA: You speak
first with your address. CHEYENNE: My name is
Cheyenne Greenwald. My address is N641
Evergreen Drive, Oneida, Wisconsin 54155. WANDA: My name’s Wanda,
1224 Driftwood Drive, De Pierre. ELIZABETH: And I’m Elizabeth
Sauerprieze and I’m 834 Nicolette Avenue, Green Bay. CHEYENNE: [speaking
foreign language]. That means hello, everyone. My Indian name is Watsachian,
and it means the sparkles on the water. My English name is
Cheyenne Greenwald. And I’m a member of the
Menominee nation in Keshena, Wisconsin. I work for a Title XI in the
Indian Nation department of Green Bay Public Schools. I would like to give thanks
to the Menominee nation for fighting for this land,
because this is their homelands. I would like to
open by giving a big, a huge thank you to my Native
American ancestors who have fought and continue to fight
colonization for our Native American indigenous people. Throughout historical trauma
they’ve endured–what they’ve endured, we are here today
because of their resiliency. One of their top priorities
is to always look after our children in the next
seven generations. I will follow protocol
and let my elder speak. WANDA: My name is Wanda Antone. I’m [speaking
foreign language]. It is my responsibility as an
elder to speak up for students and families that I serve. Motivate and retain diverse
qualified work force with a supportive work environment,
treat all employees with dignity and respect, foster open
communication and personal accountability. These are just a few
of the statements, the mission statements of
the Green Bay Human Resource Department. I have been with the
school district for four years, this will be my fifth year. During this time I have
witnesses ten amazing Title XI professional leave our program. There’s a systematic approach
that exists in the Green Bay School District that needs to
be investigated by a consulting firm that understands
our native perspective. Because we have a
different view of the world. Protect your spirit because you
are in a place where spirits get eaten. That’s my signature, a
quote from John Trudell. John Trudell is speaking of the
macro and the micro aggressions that occur every single day
to native students and staff. I know a professor at Virginia
Tech who’s uncle authored a publication entitled
“Restorative Communication, Reconciliation, and Healing”. He speak of atrocities,
cultural misalignments, power in balance, the
world view versus a native, indigenous view. They are very different. A parent reminded me that
English language was based in power and
individualistic values. I, me, my. I, me, my. Our language, our native
perspective is based on consensus. Consensus is we,
relationships, patterns, understanding who
we are as a nation, respect. We submitted a model of
consensus that we thought would be best practices because
we know our native kids, our native families. One of the approaches to change,
be fiercely honest in our approach to relationships in
order to establish and build trust. That’s not happening. We have followed the chain of
command for this model and given it to the appropriate channels. It is our hope that we
can meet with a change, a person that can hear our
voices and make changes, because it’s very, very–it’s
more in depth than we can even talk about. Dr. Holly talked
about that iceberg, and we’re just hitting
the tip of the iceberg. I want to be validated. I want us to affirm that we’re
doing work with the students and families in this district. ELIZABETH: So, I think I am
actually the next speaker up. BRENDA: Yes, you are, go ahead. ELIZABETH: As you guessed, we
may need a little more than five minutes for all of us. But before I begin my statement,
I want to bring up what’s called the “four agreements”, and
they’re from the book called, “Courageous
Conversations About Race”, which is the basis of the beyond
diversity trainings through the disproportionality
network based in Madison. So, the book states, “A candid
conversation about race is not easy for educators. The four agreements
create conditions for the safe exploration and
profound learning for all. And it’s a strategy to break
down racial tensions and raising racism as a topic of discussion
that allow those who possess knowledge on particular topics
have the opportunity to share it.” And those four agreements are to
stay engaged in the conversation and not fall into silence,
which is something that we have experienced. To expect to feel discomfort
when you’re discussing issues that maybe related to race,
and the discomfort allows you to discover your own and
others’ perspectives. And to speak your truth. In my case I will be
speaking my own truth tonight. And to expect and accept a lack
of closure because race is a conversation that
needs to be ongoing. So, now I will
give my statement. I, myself, am a product
of Green Bay schools. I graduated from Preble. As a student, I had to defend
the fact that my grandparents lived on the Oneida Reservation. There was a day my classmates
decided to spend an entire day teasing me about how my
grandparents obviously had seven or eight rusted out
cars, broken down, didn’t run, in their front yard. And if they lived
on the reservation, they had to be poor. Neither fact was true,
but it didn’t matter. My teacher did nothing. I had the experience of having a
teacher that I really respected announce in front of the class
that I would now be speaking on what it was like to
live in a teepee. I didn’t have an answer for her
and she very angrily shouted at me that I wasn’t a real
Indian for that reason, because I
couldn’t speak about it. She never apologized, and this
was done in front of the entire class, which then turned
around and laughed at me. Nothing happened. In four years of high school
I had five Indian education advocates. One only lasted four months. These incidences are the primary
ones that I remember to this day, but there are so many more. And in that made up my
experiences as a native student in the Green Bay schools. Today I am a parent. I have three children in
the Green Bay schools. One of them has come
home in a previous year, in November of course, to tell
me that she learned all about Indians from her
teacher that day in class. And some of my
daughter’s knowledge, Indians have black
hair, worn in two braids, and they wear deer skin. So far my kids have been
lucky enough not to experience anything beyond what I have, or
anything similar to what I have, any of the historical trauma
trigger incidences that are so prevalent. But because of my children, I
made it my goal as a parent and as an educator,
because that’s what I am, to make sure that they and no
other native student ever have had to experience that. Now, I worked for seven years
at Southwest High School at the Oneida West program, so, I was
working with specific students, although not as a
district staff, the school considered me a
regular member of staff. I know for a fact that
there are incidences of racism, prejudice, micro aggressions,
whether explicit or intentional, unintentional that are still
occurring in Green Bay schools today. This evidence, combined
with my personal experiences, are what drive me to continue
working against inequity and prejudice in education. I deliberately
made career choices, such as working for Title
XI, and furthered my education because I feel so
strongly about this. In fact, my doctoral
dissertation was on educator perceptions of native students
in public school districts. My personal goal has always
been to improve multicultural education, and professional
development for educators at all school districts,
not just Green Bay. More specifically I want to
improve the implementation of Act 31, essentially. These goals and concerns are
what led me to take the position with Title XI program here. Even though I was already aware
of internal strife within the program, which then led to
appearance by the parent advisory committee, a school
board meeting in June 2018. I had reservations
about taking the position, but mostly I had hoped with new
leadership the dissension and conflict would be addressed and
the Title XI staff would come together as a complete team. Instead of continuing to be
dividing into divisions of native staff and
non-native staff. But that did not happen. After five months on the job I
began to acutely feel the divide and feel myself
drawn into the battle, even though I did not want to. I personally did not
want to add to the problem. So, I reached out to the native
staff to set a meeting date. I did not include the non-native
staff because I felt the native staff were experiencing things
individually and I wanted us to get things together and talk
to see if our experiences were similar. We met to discuss our
experiences and concerns with the Title XI program, working in
consensus we created a blueprint for the future of Title XI,
which we then passed on to Title XI leadership. The blueprint identified areas
that we as native people and district staff felt were
important and necessary for the future success of
our native students. Those areas were
defining native cultures, creating greater awareness
of the Title XI program, developing an approach to change
within the Title XI program to change those issues, identifying
what needs to be done to bring about positive change, and how
we should move forward in the future as the Title XI program. Then we, the native staff, then
met with leadership about the blueprint, working with
leadership we created a plan for the 2019-2020 school
year, this school year, to be implemented once buy-in
was received from all Title XI staff, native and non-native. Our goal was to address the
parts of the Title XI program that are broken and ineffectual,
mainly the division between native and non-native staff,
the misinformation about native culture given out as
factual through teachers, and the willful ignorance of the
Title XI history and experiences in the Title XI
program and how those, combined with our
native culture, impacts how the
staff as native people, and our native students and
families impact how the Title XI program is broken. It needs to work better. The Title XI staff has brought
these–the Title XI native staff specifically has brought
these concerns to district administration. The Title XI leadership has
always provided an excuse as to why those concerns are invalid. This tense work environment is
what led me to my resignation from the Title XI
program in August 26. If the Green Bay School District
native staff is being devalued, invalidated, and ignored, our
native students are feeling that, too. They absolutely are. And as a parent of three
native students in the Green Bay District, I will not have my
children experience here what I did. Please fix the Title XI Indian
education program for the future success of all of
our native students. Thank you. BRENDA: Thank you. WANDA: I was given a letter from
an elder from 1995 and her two children
experienced the same thing, and I don’t know
who to submit it to. BRENDA: Give it to Sandy. WANDA: And there’s
lots of articles. One of the ones that I pulled
up was “The Discomfort of White Adults Should Never Take
Priority Over the Success of our Black and Brown Students”. This is real to us. BRENDA: Thank you. Next is Janet Peaches. JANET: I am Janet Peaches, I
reside at 2745 East River Drive, Green Bay, Wisconsin. I am here to
speak about dyslexia. I’m here because of
my son and myself. I was diagnosed back in ’91 and
I was in college at the time. I had to–I finished my
associates degree at that time with no accommodations. I am currently back in
college at UWGB with lots of accommodations, thank God. I am a student because of
accommodations being brought forward to people
with diagnoses. My son is not diagnosed at
this time because of the cost. It’s about $1,000 out of
pocket to have him diagnosed. Insurance does not cover it. He would have to
go to Children’s, down in Milwaukee, to be
diagnosed at this point. He’s a sixth grader currently
at Washington Middle School this year, we’re brand new
back to the district. This touches my heart because
he can’t get the same types of accommodations that I get. I get everything
from oral reading, so all of my books are
actually audioed to me. I am going to be getting Dragon
Speak so I can actually dictate all of my papers. I am going to be
getting dyslexic font, so it’s easier for
me just to read, for my phone even. These are things
that are invisible, maybe to all of you, because I
stand here and look like I’m disabled, I don’t look
like that’s what I need. My son doesn’t
look like it either. He looks like a
typical 11-year-old. And we were–we’re very lucky
that he got into Washington Middle School for the arts. And that principal, when I set
down with her and spoke to her about my son’s dyslexia. But remember, he is
not medically diagnosed, because that is what I
consistently get asked by teachers, does he have a 504? Is he IEP’d? No, he’s not. But why doesn’t he get to get
the same accommodations that I have? They say no
children left behind, is that real? Because that’s what I ask. Please help. It is a real need. I speak to parents every day
on Facebook that have the same challenges that I
have with my son. I’m in the face of the students
and the parents and the teachers on a regular basis. I have to beg for the
accommodations at school currently. They actually just had to
come up with a brand new accommodation because I was
getting paper sent to me by professors in a PDF form. A PDF form means it’s a picture. The reader that I have at
home cannot read that to me, because it looks
like a picture to it. So, I’m behind in
readings already a week, into a week because my
reader can’t read it. So, I’m fighting with my own
dyslexia to be able to read what I need for those classes. Some of the accommodations I
am getting is because of DVR, Department of
Vocational Rehabilitation. I am getting money
toward school also, which is wonderful, otherwise I
wouldn’t be able to afford to go back. I hope that someday my son can
get those same things from them. But there are things that are
available for school districts, because the school we just came
from had a system called Barton. It is also an Morton
Gillingham system, if you’re familiar with that. These systems teach children
that are dyslexic and children that are not dyslexics how to
read in a phonic way. We, like the letter
that was read earlier, did a full year of
private tutoring. And it was like $45 an hour
and we did three hours a week. He excelled at
it, he did so well. He’s now at a point where he’s
reading at a fifth grade level and he’s in sixth grade. He has confidence that
he’s never had before. I’ve told people that when we
was–before he was taking the Barton system, he was getting
1’s and 2’s correct in spelling tests back in first grade. A week with Barton
he went to 100’s. So, it works. I just feel like there’s
teachers that want to help and they don’t know how. Because they don’t have a
system sitting in front of them. It’s not even taught in
universities on how to teach these children,
it’s not talked about. It’s for people that
do special education. We’re no more
special than you are, we just need a different
kind of accommodation. I need an accommodation just
like a blind person would. I just believe that it
should be available. We have strengths,
and a lot of them. My son got into the school of
arts because of those strengths. He’s incredibly
artistic and loves theater. He tells me he’s
going to work for Disney. I hope and pray. I just feel like you as a
board can make this happen, and I know it’s in
legislation right now, and there’s other–there’s
other states that have made this happen, and I would just love to
see it where I don’t have to be in the classroom saying, no,
he doesn’t have a diagnosis, but why does it matter? Thank you. BRENDA: Thank you, Janet. ERIC: Thank you. BRENDA: Amy Bahayna-Etner. AMY: Good afternoon. My name is Amy Bahayna-Etner. I reside at 4810
Stella Court Number 25, Oneida, Wisconsin. And I’m here tonight to
talk to you about dyslexia. Many of you know me
professionally as I am an employee of the district. Currently serving as
library media specialist, but I was a first grade
teacher for many years. And tonight I’m coming to you
more as a mother of a child with dyslexia, one who is not
diagnosed until we took him to a private clinic, On The Mark,
just prior to the start of his fourth grade year. My son struggled in
kindergarten with literacy. My son–we come from a
very literate household. And one would think that
with my teacher training, just as the letter
Miss Shelton read, would be able to handle or
remediate or be able to fix whatever holes in his reading
existed, but I didn’t. I didn’t. I had those skills. I was never trained in college
properly how to implement systemic structured phonics and
it was not in the curriculum as a first grade teacher. So, we got to
kindergarten and I said, you know, he’s flipping a lot
of his letters and some of the things he’s reading
just aren’t making sense. And I don’t know how to
cue him to get to be, to make sense for him, to get
him to be a reader and to get him to be a writer. And they said give it time. Give it time. That was the teacher’s
answer, give it time. We are also an English language
household as we speak Spanish in home. And they said, that can
just be part of the confusion. Let me tell you, it
wasn’t part of the confusion. Second grade, he’s still not
the lowest 20% so we still can’t bring him through the response
to intervention process and we can’t bring him to that MLLS
system to get reading recovery or any of the things that a
child with reading difficulties might qualify for. So, here’s momma doing the work
at home the best she knows how. Third grade came, he’s hiding
under tables and flipping them in the classroom. His behavior and frustration
levels got to the point where his behavior became an
immense distraction, not only to his own learning,
but to everyone else in the classroom. He eventually qualified for an
IEP in the area of emotional and behaviorally disturbed, when we
should have just identified the reading disability we had from
the start in kindergarten when his mom asked about it. His mom who knows
his better than any, who’s a trained
educator, and knew. We need to trust the parents who
are bringing these discrepancies to the educators’ attention. We need to trust the educators
in the classroom woh know that that’s not right, but
don’t know how to help. We need to refine our process
for getting students help. It’s not acceptable to say that
just because they’re not the 20% lowest that they don’t
need additional supports. That’s not okay. Until it got to the point where
he needs an EBD referral for behavior and then he
qualifies for extra supports. We have since moved out of
the district and we have found incredible support. They have increased his
occupational therapy time to help with the writing and they
are working with the dyslexia clinic, private dyslexia clinic
that we are taking him to to accommodate his spelling lists,
which was something that Green Bay was not willing to do. I am feeling frustration and
voicing it on behalf of my son and every other child that’s
sitting in a classroom that isn’t getting the support they
need for a recognized learning disability. But for some reason the
D word doesn’t exist, and I don’t know why. We need to be willing to say it,
we need to be willing to name it, we need to be
willing to screen children and appropriately get them services
for the deficits that they have so that they can shine for
all the deficits that they do. My child’s entire educational
career could have been very different if we had acted
early and with support from the regular curriculum. I guess I’m here asking you to
support the dyslexia legislation and to see what we can do to
implement that throughout our district, because
one in five children, potentially in every classroom,
in a classroom of 25 that’s five kids, that are potentially
struggling with the same thing my son went through. And I cannot bear to think
that’s an acceptable risk for these kids’ futures. We need to do something more,
we need to provide more services and more education
for staff and families. Thank you. RHONDA: Thank you. I have a clarifying question. Something you
mentioned about 20%, there’s like a boundary
that they can’t cross over. Can you elaborate a
little bit on that, because I’m not
familiar with what that is. AMY: When we asked about it,
about him getting extra support such as reading
recovery in first grade, or extra reading support
with a reading interventionist, we were told that he didn’t fall
on testing within the lowest 20% of the grade, so other
children were needier, and therefore he didn’t
qualify for services. We were also told that since
he gets services through the English language department that
that was reading support and service, so it
would be redundant, double dipping. So, I’m not sure if it’s a
staffing issue to be able to handle the amount of need
in a particular building, if they have to limit how
many children they take, or what the exact issue is,
but that’s what we were told. RHONDA: And the 20% number, were
you told where that came from? AMY: No. RHONDA: Okay, thank you. AMY: Thank you. Thank you, Amy. Next is Elaine Carch. ELAINE: Hi. I’m Elaine Carch. I am speaking on behalf of my
little grandson and I’m not used to public
speaking, so bear with me. My address is 836
Wimber Way, Polaski. Okay. RHONDA: Make sure
she’s in my group. ELAINE: All right. Dear board. KATIE: Excuse me, would
you speak into the mic? ELAINE: Oh, I’m sorry. KATIE: That’s okay. ELAINE: I’m sorry. Dear board, as a grandmother I
represent a child with–who was educated in this district. I come speaking specifically in
regards to assembly bill 110, pertaining to the act of the
statewide required dyslexia guidebook. In the interest in material and
time I will outline the purpose of the guide book, the
reason that the guide book is developed, and draw a quick
parallel to the rest of the constituency of the nation as
at least 48 states already have drawn legislation before
Wisconsin in protection of the dyslexia student. First, this guidebook is
not asking for very much. To most people it is inherently
obvious that dyslexic students, their teachers, and their
caretakers would need some leadership and identification,
intervention and planning of this specific needs
of the dyslexic child. Most parents–most people easily
understand that their dyslexic students have neuro atypical
development that is specifically founded at peer review and
accredited research groups such as Yale, Harvard, and locally
the University of Wisconsin Madison and Eauclaire. In literature it has been said
that no other learning disorder is so widely published and
yet so poorly recognized in practice. From experience in this district
my family has found this to be detrimentally true. A topical background on my
grandson’s history is he was routinely showing traits of
dyslexia in kindergarten, he did not learn his
four case sight words, he transposed letters, he
generally wrote short and concise responses. He was a disfluent speaker
whose peers often spoke over him during their regular–during
his irregular gaps while he was searching for words. He went around and around and
around and he couldn’t get the answer, so the teachers were
starting to find the answers for him, which was not good. He read slowly, he chewed
the skin on his fingers, he dodged from
being asked to read, cried about going to school,
cried about after school, cried–called himself stupid. Had to go to private therapy
to work on anxiety during the school year. He tested in the 5% in
reading in the STAR test, similarly in the state test. He learned more in
other subjects in school. He verbally could exchange more
information than he could write, and he memorized just
about everything quickly, and without forgetting, but he
absolutely never improved on his rate of progress in language. These are all classic hallmarks
for a learning disability. His mother was a great parent at
conferences for the first four years that he was in
his school district. He did–she did what
the parents asked, they waited for him to catch up. And they kept
saying, he’ll catch up, he’ll catch up. In looking back it is pretty
clear that the educators didn’t have a better plan. One day in the beginning of
third grade his mother was volunteering in language arts. She noticed that the kids were
in their final copy with three pages of typed text. It was a six week project
and they were at the end. My daughter saw my grandson’s
computer worksheet with about four sentences, misspelled
to the point that autocorrect couldn’t even make a selection. The dyslexic child masterfully
put the keyboard on top of his hands and wiggled his fingers
underneath as though pretending to type, difficult to
notice by a teacher. He was looking at his screen,
but nothing was being written. He was waiting to finish failing
the project because he just couldn’t do the project. His mother, after that
class, asked the teacher, why is he on the fourth sentence
when everybody else is on their third, why does he hide his
hands under the keyboard to make it look like he’s typing,
but clearly he doesn’t? Why are words like you, are,
and when so misspelled that even autocorrect cannot help him? Why has he been working
so hard for so little? These are all the classic
criteria for a learning disability such as dyslexia. But his teacher
responded to the contrary, and I quote, “Well, he’s not
got a learning disability, if that’s what you mean. He can remember anything
we ask, he’s good at sport, and he’s got a lot of friends. It’s probably a visual thing.” It was not a visual thing. His kindergarten teacher
noted that he was prolifically transposing letters, was not
showing an ability to learn sight words. He did not refer the
family to look at dyslexia. His first and second grade
teacher was also the reading specialist at the school. She did not refer
him to SLD assessment. His third grade teacher told the
family that he did not know much about learning disabilities,
but from what he saw, it was not a learning
problem, it was a visual thing. My daughter tried to bring a
parent referral process for her concerns in the
beginning of the third grade. The district differed multiple
times on the evaluation process and the determination did not
come until the fourth grade ended, a whole year later. During the fourth grade year
my grandson was identified with dyslexia by an outside
psychologist who classified his dyslexia as severe. When his diagnosis was presented
at the SLD IEP determination meeting, the district
psychologist on the team dismissed the report on the
basis that this was done 9 days before the end of
our data collection. We will not accept it. Nine days. Well, dyslexia is
primarily a left hemisphere, atypical neuro
anomaly, other temporal, peripheral areas of
the brain, period, areas of the brain. Dyslexic brain enters the
world from parents who carry the dyslexic inheritance
pattern genetically, and it stays in the brain, just
by any degree of responses to intervention applied
until the brain dies. A dyslexic is a dyslexic as
an autistic is an autistic. It took a long time for these
parents to understand that they were looking at dyslexia. It took a longer time to realize
that the school was not going to help procure services to
help their child with dyslexia. It took years from the start of
the parent request to get his ADA protection for his
disability under IDEA. That took too long. That’s just too long. But it does not
have to be this way. Parents around the state noticed
that the federal government made laws on education,
based on arbitrary factors, not specific findings. In the process of outlining
these IDEA ESSA laws in the last two decades,
dyslexia was omitted. However, dyslexia is the
most common form of disability. This was an era of education on
behalf of the lobbying at the federal level. It is known in cognitive
scientific circles that the RTI process is generally ineffective
in any substantial fashion to long term needs of the
phonologically struggling child with dyslexia. This is because the RTI process
is designed primarily to close the gap with kids
who fall behind, presumably typical developing
kids won’t need RTI again, or if they do, they can
bounce behind and ahead again. And until a typically
developing child in RTI, the dyslexic child has a brain
that is permanently wired to misconstrue
language information. If they show progress in RTI,
they show they will not remain proficient. The process of RTI is not always
geared to dyslexia and it allows for gaps in time, which
pulls them further behind. Furthermore, the myopic criteria
of SLD is so severe that even severely dyslexic children do
not qualify for their own year as category of IDEA law. Wisconsin is nearly
dead last in the states, list of states, who already
have active laws for dyslexic children in school. Assembly bill 110 is not asking
for very much and it will apply to Green Bay. They’re asking for a handbook to
be posted on the school website and the state’s website. The handbook is very simple. It is a link for parents to
find the signs of dyslexic in children. And it offers some suggestions
for interventions that are proven by science. It does not state that
the schools must do these scientifically proven
methods, or otherwise. It is a way for parents to
receive information on dyslexia when they are struggling to find
it a fit in the ESSA process for the seemingly dyslexic child. It is lonely logic
and shared information. Districts in this
state, such as Madison, Milwaukee, Eauclaire, have been
enacting their own interventions for dyslexia. Above and beyond the minimum
requirement of the special education RTI laws. Milwaukee and Madison have been
using American Reader Corp in schools for at least a decade. Waunake instituted a process
for being–for intervention, I screwed up on that, when a
child falls below 50 percentile. That’s what Waunake does, as
opposed to the minimums that require practice at
the 25% percentile. These districts did this
with success because they were proactive in recognizing the
IDEA process was not covering the needs of children who are
struggling with dyslexia with language and
dyschochlea of math, that’s it. There are some general numbers
assumed on the topic of dyslexia that make this absolutely
not, a nothing burger topic. Parents with dyslexia will
likely have children with dyslexia at a rate of
5% of the student body. 5% represents the same
population number as autism. If a specific child is
not identified in receiving specially proven, phonologically
based intervention by third grade, they are
unlikely to close their gap. By fourth grade a dyslexic
without specifically some intervention will work four
times harder to keep up with the current rate of progress, and
this is not reasonably possible. Dyslexics show significant
behavior problems and truancy in the middle school. Dyslexias are in the highest
probability to drop out of high school. Dyslexia are amongst the
least likely groups to receive education protection
under ADA, or education laws, despite that they can get
legally qualified help for both the 504 and IEP. Dyslexias tend to have normal
intelligence are often high intelligence, which means such
dyslexics are filling many of the prisons because they are
so–they struggle so much. There are a lot of smart kids
that are underserved in school. Most of the underserved
are likely to be dyslexic. There are these
simple things to do. It is scientifically valid
to identify a dyslexic in kindergarten. Decades long scientifically
based programs exist that better match the phonological needs of
a dyslexic child than teachers are using in school. Teachers are coming out of
college unaware of how to identify or teach
the dyslexic child. Schools are not necessarily
sending them for training or having them work directly
with reading and math disorder children such as dyslexics. This training is available. Many schools are not creating
dyslexic programs within each school building, such
as technology–or yeah, technology, labs designed
for dyslexic accommodations, or classrooms where formative
phonology can be taught in lieu of curriculum that maybe
inappropriate for the dyslexic. Like replace a literature
class with a phonology class. So, if you were listening, there
was much length to the statement regarding the errors ensued,
but by evading the needs of the dyslexic child. However, the corrections to meet
the needs of a dyslexic child are very short and simple. And I just want to finish
by saying my daughter–well, my grandson’s parents, my
daughter and her husband met with the school board
members many times. And they–with no avail. And so, what they actually
ended up doing was moving out. They are now
living in Minnesota, getting the help that they
have–that they’re going to get for him. He’s taken
out–he’s a sixth grader. He’s taken out of
literature for phonology. And he is taken out of–they
have a thing in sixth grade about state history. He’s actually leaving that, too. And his–and they’re working
with a specific dyslexia class, and he gets both. And they have a
private tutor as well. And they had that
last year, too. But he’s getting
the help he needs. We’re not really–we’re
seeing some progress, but like the statement, this
stuff needs to be checked early. You guys know how
the brains work. You’re teachers,
you’re intelligent people, you know that if we
catch this early, it can be prevented. And like I said,
he’s not here anymore, they had to leave. But I plead for the
rest of these kids. You’re in control
of their futures. I mean, we don’t know what
his future’s going to be. We don’t know if he will have a
future because he’s waited too long. But please do
this for your kids. Thank you. KATIE: Thank you. Would you mind, actually, would
you mind leaving that statement, if you’d stop noodling it up. Thank you. [laughter] KATIE: Thank you. BRENDA: All right is there
anyone else that would like to speak during this
open forum time? I know there’s other speakers
that would like to speak directly to agenda topics, so
we’ll call your name during those times. All right, seeing none
we’ll move to our teaching and learning work session and
that’ll be facilitated by Katie Maloney. KATIE: Thank you, Brenda. We have teaching and
learning discussion item, dyslexia education
assembly bill 110, district literacy practices,
which will be followed by public comment. So, joined at the
table by John Magus. MICHELLE: As Associate
Superintendent John Magus comes to the table, this has been an
ongoing discussion in a body of work, and I really appreciate
all the families that came forward tonight to
share their stories, because it has been a critical
conversation in teaching and learning, and many
steps have been taken. But there’s
obviously more work to do. So, John, I’m going to turn
it over to you so you can talk about the district literacy
practices and where we are today. JOHN: Sure, and this was
meant as a brief update. Had I known the context of
having so many people coming forward with such, just touching
stories about the extreme struggles that have come forth,
I would have prepared more than I have today. This was meant as a brief
update on what we’ve done in the district related to our
literacy practices universally, and then what we have done
related to intervention. But I would say that my heart
goes out and I have extreme compassion for the individuals
that shared their individual situations. There are truths to the case
that we have not done enough yet. There’s a lot that we have
that we’ve been working on, there’s a lot of things we
have in place related to our universal practices, as well as
what we are doing in phonologic awareness at the
early grade levels. But it is true, we do not have
the resources that we would need to serve every student related
to literacy intervention. We have a .5 literacy
intervention in most of our schools, but if 5%
of our students, as was stated, were
struggling with dyslexia, when we also look at the need
for what that intervention looks like, it is something that would
have to be done in conjunction with special education as well,
because it’s a neurological diagnosis. So, when we look
at–so, what I’m saying is, we have done many things, and
we have many things yet to do. Yet, given the nature
of the circumstances, it certainly doesn’t feel
that there’s enough done yet. And so, what we’re doing that
we’ve been focusing on lately is our universal curriculum that
we have an adopted K-5 literacy resource that follows a scope
and sequence and we’re providing fidelity related to
instruction in that resource, as well as making sure that
we’re screening every student. We also have focused on letters
training for our 4K teachers as well, and we will be focusing
on our kindergarten teachers as well. And that’s an intensive
phonemic awareness training. And we also have administration
that have been trained in becoming trainer of
trainers for that program. So, we have really focused on
trying to make sure that that gateway into the
education system, that we’re carefully watching
that gate to make sure every kid that comes through, that we’re
identifying and we’re focusing on making sure that that
phonemic awareness is part of their instruction. When we’re talking about kids
that are further along in that system, however, students in
middle school and beyond we do have intervention in place, but
there’s certainly more that we could be doing. And there’s a handout that we
shared with the board outlining our interventions
that we have in place. For beginning readers through
the end of second grade we have the Sunday system that
we were listening to, and that’s based on
Orton Gillingham. And we also have
a Sundise system, too, for intermediate readers
that are grades three through eight. And that’s an Orton
Gillingham piece as well. So, we have a variety of
interventions in place. We have a variety of assessments
that we use to look at how the students are doing that are
placed in that intervention, but there’s obviously
more that we have planned. I would say that in general when
we compare Green Bay compared to other districts, related to how
we’re addressing literacy and in particular how we’re
addressing phonemic awareness. I would say that we’re further
ahead than other districts. I would think that we have a
lot of struggle yet to overcome, and one thing that we have
discussed is having an advisory committee that
would work together, listening to the
voices of the parents, similar to the things
that we have just heard, to make sure that we’re really,
truly assessing our whole literacy system. That would not just be for
students who have challenges with dyslexia, but it would
be looking at our literacy programming as a whole, because
we want to make sure we’re looking at what does our
literacy look like within the universal, what does it look
like within our EL instruction and how we’re serving our
students within ELA and our special education courses. Again, this was meant as a very
brief synopsis of where we are in preparation for
the assembly bill. I believe we’re well prepared
for what the bill will ask. I think we’re ahead of the curve
as far as what the bill will ask. But the moral imperative to
make sure we’re doing everything possible to serve every student
is something that drives us very deeply and something that
we take very seriously. And we won’t stop until we’re
able to address the needs of every student. BRENDA: Katie? KATIE: Questions, comments? Michelle? MICHELLE: I know, John,
that we’ve had staff attend a conference that really
focused in on dyslexia. I think that the
piece, you know, from that take away, how do
you see that moving forward, and can you give us a little
more background in this literacy team you need to convene and
how you would go about bringing people to that team as well? JOHN: Sure. So, we did attend the
National Dyslexia Conference. And we’ve also attended on
additional training through teachers’ college
related to dyslexia. I’ve attended
various sections as well. But the work, basically, the
trainer of trainer models that we have related to the letters
training is something that we’re looking at building
our own expertise. We have a number of
administrators here in district and a number of interventionists
who are highly trained as trainers of trainers. So, we want that instructional
model to make sure we’re spreading it as
much as possible. But when we look at the thought
about an advisory committee, and this is something that
we’ve talked about before, but we want it to be an
accommodation of leadership, but also making sure that we’re
having all voices at the table, that it’s representative of
teachers and parents and others who have concerns. Very similar to the advisory
committees that we have for gifted and talented, or the
newly forming bilingual advisory committee that we have. It’s important that we’re
listening to these voices and that we have transparency and
active seeking out of voices that have not been heard. And I think we could also reach
out to several of the parents that we have here. We want to make sure that
membership is diverse and representative. But we would like to give
opportunity to listen to individuals here as
well for that purpose. So, I would look for us to begin
convening that in the coming weeks. Again, this is something
that is newly developing, so we can give an update for
the board in the near future, either for the weekly update, or
come back before the board again with additional details. KATIE: Kristina. KRISTINA: Thanks, John. I have two questions for you. I’ll give them both to you
and you can just answer them. In terms of this bill, how do
you see this being a framework for your work moving forward. And the second is you heard
from the speakers this evening talking about teachers,
whether talking personally, or with their
children’s teachers, teachers not being prepared
to work through the issues of dyslexia and
supporting their students. So, what can a district of
our size do to work with our colleges and universities
and those teacher education programs? Because I think that’s a role we
can play to ensure that they’re getting the
education that they need. JOHN: Sure, and if I–I’m
going to tell a little bit of a personal story. I became an administrator partly
because I was working as a high school teacher and I saw many
students passing through my classroom headed
towards graduation who quite, in all respects, were
functionally illiterate. So literacy, knowing that is the
critical gateway for literacy success for all individuals to
be able to be high performing in society and be able to have
livable wage in all those factors as far as access and
involvement in political systems and being engaged in community,
literacy is such a critical backbone to what we do, it
should be our driving force behind our decision making. So, as a moral imperative,
literacy is critical to the way we shape our work. And when we look at this work
done through our continuous improvement model, we look at
literacy as the primary piece followed by
mathematics and behavior. So, the focus on literacy and
how we’re improving literacy throughout the schools
is really quite critical. When I look at
the assembly bill, I think the assembly bill,
as we’ve watched it develop, there was indication that it
might be more prescriptive. It’s turned out to be
more of a, to a degree, middle of the road piece as
far as awareness and making sure that the school district is
aware and helping parents be more aware and teachers
being more aware of dyslexia, and also that they’re
taking measures to address it. I don’t feel and I don’t
feel that the board feels, and I know our team does not
feel that that’s sufficient. We want to make sure that we’re
addressing it deeply within the way that we’re
educating our students, and that really
as you mentioned, teacher preparation is a factor. And so, when we’re working
with the higher ed partners, and when we’re
working with the higher ed, the thing that I also know is
that teacher preparation does not go deeply into the
science of teaching reading. And so, learning the
complexities of what is actually involved in teaching
students how to read, whether it’s an
elementary teacher, or whether it’s looking at a
secondary teacher who’s doing continual literacy,
there’s not enough depth there. So, for the time being, while
we’re helping the system raise their level of
preparation for our teachers, that falls on us to make
sure that we’re giving the preparation, we’re involving our
teachers through that training. And I believe
that Nancy Chartier, Dr. Chartier, has deep knowledge
and deep training related to a wide variety of reading
programming and a wide variety of focus on intervention. So, I think she’s an
excellent resource to lead that, along with Linda Tetsky, and
others that we have focused in our teaching and
learning department. But as we can see,
it’s not a finished task. I could go through the list
that I shared with the board of everything we’ve done, and I
think it’s–it actually is impressive work. But given the context of
what the need still is, it seems that we’re not
fair to the situation, because I think if there’s
still a student that struggles, it’s important for us to find a
way of helping that individual student. Sure. KATIE: Rhonda? RHONDA: Okay, so you stated that
you believe that the AB 110, assembly bill 110
is not prescriptive, it’s more about awareness. We have had parents come forward
tonight and there have been others as well who,
they need prescriptive, right? They’re looking for that. And so, what–let’s say
this bill goes through, I think it’s important
to know where it is. It went through the
assembly, it was passed. Now it’s in the senate, right? Or there was a hearing. BRENDA: The senate
education committee heard it. The education committee has not
voted and it has not yet gone through the full senate. RHONDA: But it went
through the assembly? BRENDA: It was vote, yes, it was
passed through assembly. RHONDA: So, I think
of this in two ways. We know, and I try to
work with things I know. We know we have
families who are struggling, we know that we have
students who are struggling. We know that what’s in place
isn’t enough for them because of all the reasons discussed this
evening in the public forum. I have concerns, honestly. I had less concerns before I
came here and heard that it’s not prescriptive. Because when I hear
something is not prescriptive, that’s not necessarily–there
won’t necessarily be something to address that
specific problem, the one that we
heard so much about. So, I’m concerned about that. I’m also concerned about
if it doesn’t go through, because then, I guess what I’m
wondering about is why does it take an assembly bill to go
through for us to address the issues? And I guess what I’m really
asking and what my question revolves around is
whether it goes through or not, other than what you stated
about literacy in general, what are we literally willing
to do to address dyslexia in the Green Bay School District? BRENDA: Can I? And actually a lot of
this work we have done. We have been working on–the
district has put in place before the assembly bill came through. And I would look at
the assembly bill, it’s a national challenge
meeting the needs of students with dyslexia for many different
reasons that I won’t go into detail tonight, but I could. And so, this bill really is
the–is considered the first step as a state to try to
make some changes related to dyslexia. We really are
behind, there’s many, many states that have
taken these steps before us. But even these states that
have taken these steps are still struggling with the
same kinds of things. So, the legislation is not this
magical thing were all of the sudden the states are perfectly
addressing the needs of all readers. And so, as a board
member the bill, to me, should not
affect what we do, because we need to go faster
than the bill is directing the state to do. I think there will be–I served
on the legislative council that formulated actually two bills. The second bill won’t
see the light of day, but the first bill is
the guidebook bill. And there will be other
legislation that comes forward from this work. And so, it’s really
just the beginning. But if we only do
what the guidebook says, then we’re not
moving fast enough. But there are districts
that have done nothing, unlike our district. And this guidebook, sorry, gosh. So, this guidebook really is
a push for the state to start paying attention to dyslexia,
talking about dyslexia, helping our universities
understand what they need to teach teachers, and helping
districts understand what they need to put in place to
help students with dyslexia. So, anyway, I just put that
into perspective that we can do whatever we want with dyslexia. We don’t have to wait for a
bill to tell us what to do. So, let’s move forward
and do what we need to do. And be ahead of the curve
instead of waiting for the legislature to
tell us what to do. KATIE: Okay, Rhonda. RHONDA: Okay, so it
was mentioned as well, in fact, that there are other
districts working without the bill, that they are
actually working on programs, or with programs. Especially it was
mentioned, Americore, Milwaukee, Madison is doing it. The–it wasn’t mentioned–the
district wasn’t mentioned, but there was a district that
they came from that’s working on that. So, we do know there are
districts out there working specifically, not just literacy,
but to literate–to dyslexia. So, when will we know what
we–this is what will happen. I will go home tonight, I’ll
have parents who want to know what our plan is about dyslexia. I, at this point, not really
sure what that sounds like. So, I need to know in the
future as a board member, and I’m speaking for myself. I would love to have a
conversation that is, you know, they can consume
it, they have been honored, they’ve been considered, but
they can feel confident that we’re not waiting
for a bill to pass, but we actually are–we have
real plans in place specifically for dyslexia, not just literacy. So, that’s what I
would hope to see. JOHN: So, if I can
comment on that. We’ve moved far beyond where
the board–what the bill is recommending. So, we’re not
waiting for the bill, we haven’t waited for the bill. The bill is an awareness piece
for the rest of the state and others who aren’t there at. But we have done specific,
deep training around phonemic awareness, particularly
for our 4K teachers, and we’ll be moving into
kindergarten next year. So, there’s the deeper focus
on phonemic awareness there. There’s also the handout I
gave that lists each of our intervention pieces that we have
at the different grade levels, so we have
intervention for our students. Again, when we look at the
amount of need compared to the amount of resource,
it doesn’t match. There’s more need for literacy
intervention than we currently have within our resources. But we do have a
monitoring system, we do have
interventions in place, we do have assessments of those
interventions that’s further along than what the
state is asking for. But I’m in complete agreement
that it’s not enough yet, that there’s more that we want
to do and need to do to make sure all of our
students are served. BRENDA: So, and I
heard you say, John, that you wanted to put
together a teach to look at this specifically
related to dyslexia, including the people–asking
people that spoke today and including other people that
might be interested in part of that. JOHN: I think it needs to be
both specific–I have some specific focus on dyslexia, but
I think our literacy needs as a whole don’t just fall into the
camp of dyslexia and we need to have a broad view of our
literacy practices to make sure that the needs of our students
with dyslexia are served well. The needs of our universal
students are served well, the needs of our English
language learners are served well, the needs–the literacy
needs of our students in bilingual are served well, the
literacy needs of our students in special
education are served well. We have a lot of work that’s
been done and I’ll be glad to share, I could–we could prepare
hours and hours of presentation on what we’re doing
related to literacy, and we have had board progress
monitoring in the past that’s gone deeply into that, and I’d
be glad to share some of our past presentations if it would
help for questions related to those practices, are come
forward again with additional information. What we’re saying is we’re
further along than what the bill is asking for, quite a bit
further along than that, but we don’t want to rest until
we reexamine and gone deeper again with a
different committee, a broader look at
what those needs are. KATIE: Andrew and then Eric. ANDREW: So, first of all to
those that spoke and those in similar situations, I want to
say as somebody that’s served on the board almost 20
years, not continuously, but about 20
years, I want to say, I’m sorry, I was wrong. I asked probably in my first
few years on the board some questions about this. And I think I was given, the
answers I was given were long before anyone who sits at
these tables worked here. When I said, what is the
district doing as phonics and whole language became this
debate that it shouldn’t have been. And I was told then
and I was told later, I was told
probably more recently, too, that we had
balanced literacy. And what I didn’t realize is
that balanced literacy is a term whereby any small amount
of, correct me if I’m wrong, and I’m not saying this
is how we do it here, but whole language first, but
any amount of phonics we put in we’re going to call it balanced,
and that’s what’s marketed, not to Green Bay, but it’s
being taught in colleges, some maybe a little bit, maybe
in some more–some of the better ones more than a little bit,
but in some cases possibly token amounts of phonics. And there was a piece where a
college professor in a different state that said she was
philosophically opposed to phonics instruction,
that actually came out of a professor’s mouth. So, again, that was
a different state. I guess I didn’t realize that
this had become so political and so horrible of a thing
with consequences to, you know, real people
lost in the shuffle in here. I take the slightest bit of
comfort in knowing that we’re less behind the times
than other districts, and maybe best
among other districts, and I’m glad that we are. But what I need to know, and I’m
not asking this as a question tonight because you wouldn’t
have the answer to it tonight and it would be
based on anecdotes. But here’s what I need to know
as a board member in the near future to be okay
with where we’re at. I’m glad on the universal side
we’re doing more with phonics and we’re trying to make it
actually balanced instead of that just being a word
that’s thrown in there. What I will need to know is that
when a teacher or when parents suspect that a kid is
struggling with dyslexia, that they can get a fair
evaluation for whether or not they need intensive services,
focused on the needs of the kids and not on the formality of
the–not on the formality and technicality of whether
legally aspect is met. I’m more interested in the
kid getting the services. And that includes if that,
that yes that might mean in some cases money that we don’t get
the same reimbursement for it. Let’s be real we don’t get
the–we don’t get the promised federal reimbursement
for special ed anyways, and we never have. So, that’s where
I am coming from. I do not, again, you know, we
heard about one individual story of some things that happened
when psychologists were debating with
psychologists and overruling. I don’t want–I want the kid
to get service based on need, even if by some technicality
something isn’t a disability, because dyslexia is real and
it’s very unfortunate that some political maneuvering has made
it not count in some circles. I’m glad that we are ahead of
the curve in what we do here. But there’s, I, too, have
heard–the other thing I would say is I have heard when I’ve
had people bring stories to me, I’ve intervened on individual
basis and I’ve talked to administrators, I’ve had
private conversations about what families have come to me about. And I think in many cases there
have been some good results. But we also had people here
who have left the district. That’s really sad that they have
left the district over that. So, that’s what I need to know,
that it’s not–we’re addressing need first and with less
focus on the technical aspect. KATIE: Eric. ERIC: So, when I read the
articles that were sent to us and I reflect back
on my own experience, undergrad, as a teacher
learning how to teach literacy, sitting in front of 25
fourth grade students, responsible moving them along
and spending a lot of time with a literacy specialist, what I
take away from all of this is teaching literacy
is really hard, it is really complex, and the
field I learning new things everyday. And certainly with students who
are struggling with dyslexia, but students who are
struggling with other learning disabilities, just students
who aren’t struggling with a learning disability. Reading is really
hard, and it’s complex, and it’s different
for every individual. And so, when I–I certainly
appreciate the work that’s been done around dyslexia. I’m glad the state is starting
to take a chance and it’s heartbreaking to hear the
stories of the parents who have experienced that. I can’t imagine those struggles,
and all we can do now is to prevent that
situation from happening. And again, I’m talking about
whether your kid is diagnosed with dyslexia, or if it’s
another learning disability. So, while I’m glad that
we’re doing that work, I also want to see if we can
think of other ways that we can instruct literacy. What are their models? And it can be things like
class sizes or training. I mean, I look at the
316 and 317 licenses, I look at some of
that expertise. I look at myself as a first year
teacher which everything that’s on your plate, and
to think, you know, one of my greatest
responsibilities is to make sure these kids move along, and
I’m still learning a lot. When I reflect back on my
first year as a teacher, you know, I wasn’t very good. And we know that, you know,
we’ve got new teachers in our district and teachers who
are trying to get better, but it’s important. So, I don’t have
all the answers, I’m not projecting something. But I would be interested in is
there a different way to do it? Can we think outside of the
box to get different results? Because again students who
are struggling with dyslexia, but other students, too. You know, our literacy scores
across the district aren’t where we want them to be. And I know that we’re putting
time and effort and we’re trying our best, and I want to continue
or double down on that literacy instruction to get our students
to where they need to be, because like we said, it’s so
important when you start to make that transition, learning to
read and then flipping that reading to learn. And pretty soon you
start falling behind. And I appreciate your analogy
in the different district you worked in about high school
students who are essentially illiterate. And unfortunately that happens
not only in our district, but all across the country. And I want to do whatever
we can do here locally to fix that, so… KRISTINA: I just want to
actually add one thing, Eric. I love everything you said. I think it’s absolutely, we have
to be thinking about literacy and reading across the board. But there is a weird
thing about dyslexia. I think Amy said it, we
can’t say the D word. And I remember when I started
on the board last year and I started asking
people, it was weird. I mean, I would start asking
some literacy coaches in our district, tell me about this,
and their demeanor shifted. Like there was a thing, right? What is happening? And we have to start naming
it, calling it what it is, and dismantling what, you
know, the system that we think, you know, why kids, why not? Or who? Do they need to be diagnosable? And then again, use our leverage
as one of the biggest schools districts in the state of
Wisconsin to go back to the state to say,
this is not working, and what need is X, Y, and Z. And that’s what I would like
to see is what do we need? Let’s think big, all right? What do we need? What’s it going to take? And it doesn’t mean we’re
necessarily going to be able to deliver on all of those,
but to go on your point, if what we’re doing is causing
kids to leave our district, then that tells me we need to
go back to the state and say, this isn’t working. And if it’s not working for
us, it’s not working for other districts either. So, I just wanted to piggy
back off what you said because I appreciated that. KATIE: Michelle. MICHELLE: As I think
about this important, critical conversation and having
grown up in a household with a parent that was dyslexic, I can
certainly relate to where that can lead. I think one of the opportunities
that we look at is how do we accelerate? What do we need and
how do we accelerate? And that’s the piece that I keep
going to as I’ve been reading and thinking and reading and
thinking about this in terms of, you know, I see it as
more of an universal. If it’s good for
children to learn phonics, some will have it,
some will, you know, so, there’s that piece. In my wonderment as I’ve set
here and listened tonight and have thought a
lot about this is, you know, when we talk about
the parent that spoke about Minnesota. Where are the experts
that–we have great teachers. But again, it was referenced
several times that the university systems right now
are not there with us in some places. Not all and I
can’t speak to that. I know we have
people looking hard, thus our team has gone to the
dyslexic conference and things. But my question is, John, as
we’ve thought about this is are there experts out there,
or as we think about this, would it make sense, and I’m
just going to put this out for discussion, to have someone with
expertise come out and look at exactly what we’re
doing, you know, to say here’s a
gap, here’s a place, here’s a space in
all of our literacy. I keep looking at
that and saying, do we have the tools? Do we know? And if we, you know, because I
know people are doing hard work, really, each and every day. And how do we accelerate it and
really address dyslexia in our district? JOHN: So, I would say we’ve
talked on and off about having a full literacy audit, having a
full PK-12 literacy instruction and look at dyslexia
as a component of that. I am a proponent of doing that. I think it would be helpful, not
just for looking at the needs of our students with dyslexia and
our needs related to phonemic awareness, but what are
our needs as far as a whole? Also thinking, we are very lucky
to have some of the individuals we need to have in
our literacy positions. Dr. Chartier has deep, extensive
knowledge and experience in literacy practices, with over 30
years of literacy experience in that area. And she’s–she’s a hungry
mind and a forever learner. She is going to be attending the
teacher’s college reading and writing project. They have a conference coming
up in which there is a dyslexia conference, and there’s going to
be a neuropsychologist from the Child Mind Institute, who’s one
of the premiere–it’s one of the premiere
organizations on dyslexia. And she will be going there
looking at not just what are the best districts doing related
to dyslexia diagnosis and treatment, but also what is
it that the best districts are doing related to
classroom discussion. So, it’s always looking
for the edge of growth. We are, as we said, we’re doing
better than many districts, but as long as there’s one
student that’s not being served, it’s not yet enough. And we’re going to be
hungry for those ideas. We want to make sure we’re
moving forward and that could come from a variety of sources,
whether it’s a conference, whether it’s an audit, whether
it’s also listening to the voices of our, the
people that we serve, and the people that we need
to do a better job of serving. So, those are all opportunities
for us to reach out, learn more, and move forward. I also think about resource
allocation when we come into our budgeting time. Sometimes we look at things like
literacy coaches and literacy interventionists, and think
these are not people directly in front of a class, serving
individual classroom full of kids on a regular basis, even
though our literacy coaches definitely are in there
co-teaching and modeling quite often. Sometimes it’s
looked at as an extra, but I look at it as an essential
piece to make sure that instruction is there, so that
new fourth grade teacher that Eric was reflecting on,
has someone who is a more knowledgeable thinking
partner who can work with that individual. I also think about that we
do only have a .5 reading interventionists in our schools. And when we think about the vast
number of kids we’re trying to serve that when we’re looking
at physical resources and allocation, that might be
something that the board and the district needs to
consider whether that’s enough. KATIE: Laura? LAURA: John, one of the big
barriers seems to be the actual diagnosing of dyslexia. And I know this has been
explained to me in the past, but can you share why can’t
our school district diagnose dyslexia? What are the barriers
that make that not possible? JOHN: And Dr. Warren, you might
be able to lend further detail to that, but in a nutshell my
understanding is because it’s a neurological disorder, it’s
something that we need somebody with deeper expertise related to
neurological disorders that can discern whether it’s dyslexia,
or it might be something else related to phonemic awareness
skills that the student has not yet mastered. So, there’s some fine lines
there that we don’t want to over diagnose or under diagnose. We want to make sure our system
is as conducive as possible to serving all students, but
we don’t have that technical expertise to make
that diagnosis. And I think about sometimes
when we have worked in learning support teams and
a team might say, boy, this student seems like he
has Attention Deficit Disorder, that’s not appropriate for that
team to make that call because they don’t have the preparation
or technical expertise to be able to come close
to diagnose that. We want to make sure
that it’s done fairly. We also don’t want to have
barriers to access to come close to what the skills need. When kids struggle we want to
look at what are the deficit skills and how can we make
sure that we’re doing everything possible to support the student
in gaining those deficit skills. Is there anything
you’d add, Brenda? BRENDA: Yeah, one of the things
that’s actually going on right now in the dyslexia field is
conversation about where the diagnosis belongs. And there’s a pretty big push
to say it’s really–people have called it a medical diagnosis
over the years because it occurs in the brain and
neuropsychologists have become experts in diagnosing it. But really the treatment
for it is educational. And so, they’re working hard. In fact, I’m going to
the International Dyslexia Association conference again
this year and there’s a pilot study for a dyslexia screener
that can be used in four and five year olds that
they’ve been working on. And actually, there’s
more than one screener, and different universities
have been working on that. And I think the one thing
with dyslexia is that if we as a system, as–in our district,
if we could become very, very good at teaching reading,
we will be able to address the needs of students with dyslexia,
even though they don’t have an official diagnosis. Because them’s typical signs
of students who have dyslexia, the reading instruction that’s
good for kids with dyslexia is good for all kids. It’s the same foundational
skills that all kids need. Students with dyslexia
just need more of it, and more intense,
and more repetition, because it just takes them
longer to connect those pathways to be able to learn
the letter-sound system. And so, my hope is that this
actually becomes less of a medical diagnosis, and therefore
doesn’t cost parents thousands of dollars to get the outside
screening that we can actually do screening and address
instructional needs starting in four-year-old kindergarten. And do that kind of
instruction extremely well, that will decrease
the number of kids, actually, who–I mean, kids with
dyslexia can actually learn to read. That will decrease the number of
students with dyslexia who don’t learn how to read. That’s really coming, I think. I know one of the things Andrew,
to your point about assessment, is it something that our
district has put in place with the past test, which is the
screener that can identify students that have
dyslexia traits. And so, that’s something that’s
just been put into place this school year. So, the 4K students will
be screened with that, and kindergarten students. And then be able to provide
interventions much earlier than we have historically
across the country, or across the world. These problems are in New
Zealand and Australia and the UK also. So, I think
it’s–so that’s evolving, that part of it. And I think that–but
I know it’s important. I know the neural psych
tests are not honored in school districts. It’s not just our
school district. I hear about that all over. So, figuring that part out, but
really I think it comes down to providing the training that the
university is not providing to our specialists and our teachers
to help them understand what we know about how the brain learns
to read by the science that’s been generated all over
the last 40 to 50 years. So, that’s where I see us
needing to go with that and then also the D word. One of my kids had dyslexia and
I experienced all of the things the parents were
describing today. So, I can related. And my frustration led me back
to school to figure this out. So, I’ve come to the point where
I understand where the pushes and pulls are, where
the conflicts are, where the challenges are. I know talking
about universities. The International Dyslexia
Association has been working for probably 6 years now. They have a set of standards. They’re working with
universities to try to get them to shift how they teach. And it’s an uphill climb. There’s probably
maybe 25 to–well, I don’t know the updated number,
but certainly no more than 50 universities that have adopted
these standards and are teaching their teachers how to teach
students that struggle to learn how to read, that’s
essentially what it is. So… JOHN: So, I would say that in
addressing that here internally, one of the strategies that we’re
using is making sure that all of our district coaches are trained
in supporting and training the teachers in letter training. So, that is something that is
a capacity builder that we’ve recognized, if it’s not
coming from the university yet, if that changes, but
it’s not there yet, let’s make sure that our coaches
are able to support and train forward our teachers. And I’d also like to say, I know
we don’t particularly–we can’t address parents individually
who have come to open forum, or public forum, but I want
to make sure we’re going to be reaching out and making
contact with those parents, to make sure that access and
support is given as clearly as possible, either through
myself or through the building principal and
learning support teams, because it’s critical that
these issues are addressed, and looking at some things as a
former middle school principal, there are ways I would
want that to look like, whether it’s a 504 plan, or
whether it’s access through the learning support team,
or other mechanisms. We want to make sure
those needs are address. KATIE: Rhonda? RHONDA: So, Andrew, you had
made some sort of request, or was that just–you had said
I would like to make sure we had–or there was something
you were–were you just kind of thinking out loud, are you
looking at having some sort of commitment from the district? I felt like there was
some sort of request. ANDREW: Well, I–it’s
nothing that I would have enough information right now to
articulate specifically, I would like to see the
district do blank by blank. But I would like to see
the conversation ongoing. And I don’t know how I would
specify that within the next days or within the next week
before the next meeting to put that into motion, or a policy,
but I do–I would like to hear back from the administration how
we can make sure that kids who need the services are getting
the services and how we are focusing on the need and
not the technicalities. RHONDA: Okay. So, would you agree, then, that
probably involves discussions with teachers? ANDREW: Of course. RHONDA: Because there are
parents that can’t go back to school. They, you know, they have to
continue working and they have to hope for the
best for their kids. And they’re going to reach
out to me after tonight, because this has taken a little
while to get to the table. There’s been a lot of
conversations around this. I’ve been on the board almost
two years and there have been a lot of–a lot of conversation. I would say the most hot
topic has been dyslexia. And these are students who are
currently in the district and some that have left. And so, my ask is, because I
know there are people who aren’t going to want to look at
hours of presentations. I’m a parent with a
child who’s dyslexic, even though maybe
there’s no diagnosis, maybe there is. How do I know what will provided
to me and where would I look for that? And it, like, succinctly
so I could actually say, here you go. JOHN: I would say, make sure
they’re contacting their school principal and accessing a
request through the learning support team. So, the learning support team
would be the team that would address that and look into that. I would say if there’re
individuals who need some additional direction
or support in doing so, then you could refer them to me
with the name of the parent and the school. And I would connect them with
the executives director of that school to make sure their
needs were served within that particular school. RHONDA: Thank you. KATIE: Any other
comments, questions? We’re at a point where we would
invite any additional comments from the public. We would welcome that on
this particular topic. Elaine Cartch is not
making eye contact with me. So, okay, on the dyslexia. Okay, all right. All right. Thank you. Thank you. All right, then that
concludes the work session. BRENDA: All
right, thanks, Katie, thanks, John. Next is the organizational
support work session and that’ll be facilitated by Andrew Becker. ANDREW: So, under business and
finance discussion items we have none. Under human
resources discussion items, we have none and we do have
several discussion and public comment items. The first one being resolution
regarding Native American mascots. BRENDA: You want me– ANDREW: Do we have any opening? Do we do–is
there a presentation? BRENDA: No. ANDREW: So if there
is no presentation, then we go to speakers? BRENDA: Well, I guess. We can have our
conversation first. ANDREW: All right. Okay, so we’ll open that up for
Board comments and this is the discussion about whether the
Board wishes to co-sponsor a resolution that the Wausau
School District is presenting to WSB. So Brenda? BRENDA: Well, I was
just going to ask, I think most of us are in favor
of co-sponsoring and I don’t know if there is anybody that
has anything this they would do differently from that, because
the plan actually is if we decide we would like to
co-sponsor the resolution that was put forth by the
Wausau school district, we would vote on Wednesday at
our special Board meeting as an official, to officially
co-sponsor the resolution and then that would go to the policy
and resolution’s committee that meets in September, October? SANDY: September. BRENDA: That meets in September
from the Wisconsin association of School Boards. So then policy and resolution’s
committee determines from all of the resolutions that were
submitted by districts across the state which ones, which one
will get a hearing and in the assembly in January. Then that, if it gets voted,
if it gets the majority vote, then it becomes part of
the Wisconsin School Board association resolutions and that
guides the two lobbyist at the School Board association has
to have conversations with legislators to encourage them to
put forth bills and it becomes our, the School Board
association’s directive to our legislators as to what we
want them to lobby for in the legislature. So, by co-sponsoring the
resolution it essentially says to the policy and resolution
committee there are multiple, there are probably 20-ish maybe,
15 other districts across the state that have voted to
co-sponsor and they have the rest of this week to do that. So it would be just putting
some weight behind Wausau’s resolution to say that we feel
it is an important resolution that we would like to see come
before the delegate assembly. ANDREW: Okay, Kristina? KRISTINA: So I know we usually
talk and then invite folks to come up. But I’m wondering if because of
so many people here tonight that want to talk, I would prefer to
have them talk before we talk. BRENDA: Sure, that is fine. I just wanted to lay the–so
people understand– KRISTINA: No, I appreciate that. BRENDA: What we are actually
going to accomplish by what we are proposing tonight. KRISTINA: So, is that–I
didn’t know if that was okay. BRENDA: Yeah. No, that is good, yeah. ANDREW: Everybody
okay with that? Okay. Then the order I have, we’ll
invite first Brandon Stephens. BRENDA: You may
seat, yeah, he asked me. ANDREW: Now, sir, push
the picture with the face. BRENDA: There you go. BRANDON: All right. Well, thank you, Board
of Education Trustees, school student School
Board members as well. It is a new thing, I like the
encouragement of youth involved, superintendant and President,
my name is Brandon Stephens. I am the vice-chairman
for the United Nation. I represent 17,000
members across the U.S. and we are in all 50 states
I also have two children. One attends King Elementary and
the other attends Southwest High School. We have the 17,000
citizens I represent, and I am here to say the United
Nations strongly objects to the use of the American
mascots and logos. I applaud the Board of Education
trustees Rhonda and Kristina, for bringing this forward to
the Board of Education for consideration. The resolution is in opposition
of the racial mascots have been passed by all Native
American nations in Wisconsin, by the great lakes
tribal council as a body, by the national Congress of
American Indians who first started a media campaign back
in 1968 to study the disparaging use of native American mascots
and logos in the late ’60s. According to the Indian
mascot local task force, there are still 31 school
districts that have race- based Indian logo and nickname
identity in Wisconsin. The closest to our reservation. There are eight in Milwaukee
area where we have a high population of Indians residing. 31 school districts who have the
mascot and logos have impact to all 421 districts with engaging
in inner scholastics sport and competitions. The question is why would
residents of a school district cling to a practice
that is clearly offensive, hurtful and damaging to so many? You can assert your
right to free speech, but you cannot deny or disprove
the fact I find the use of these racially based
mascots offensive, hurtful and
damaging to our children. You cannot deny, disapprove
that the use of racially based mascots are offensive, hurtful
and damaging to many in this room. You cannot deny, disapprove
that racially based mascots are offensive, hurtful
and damaging to many, many people we all
represent, our neighbors, families and children. The fact that we are here
today dealing with this issue indicates that there is still
a wide gap from understanding between native
American communities, and non-natives. At an age that we
are honoring them, is not. When school districts honor
people they do most often by naming the school
after the individual. Honoring is not achieved by
depicting a race of people in a stereo typical image. Honoring could occur through the
curriculum where true honorable representation to the American
individuals and nations could convey to the students by
depicting native Americans as a monolithic, humongous group
further distances the ability for students to know that there
is 573 federally recognized tribes in over 60
state recognized tribes. It puts us in a small box that
this is how we all are and puts us in the history books, that we
are images of the past and our history is only back wards and
that we are not in present day setting. We are not capable
of being doctors, teachers and School
Board members and what not. So, professional teams. Proud mascots, why
shouldn’t the schools? The Washington Redskins have
been long challenged by Indian nations to stop
using their mascot. Their corporation
makes millions on shirts, hats, jackets, and mugs
and numerous other products. This is merchandising. As long as they can
exploit the image, they will likely
continue to do so. This is unlikely the
responsibility of the schools however. Schools should be held
to a higher standard. Their responsibilities
include teaching citizenship, respect for humankind. Provide a safe
environment for all students. The saga of native America is
one that truly effects the will of the nation to
survive increasing change. Since the influence of the
european culture on native American long there exists
a long history of cultural conflict and change. There’s no other ethnic group
in the United States that have experienced the revitalizing
challenges put before native American nations in
the past 500 years. We have met these challenges
successfully through the strength and tenacity of many of
the generations of strong people who held to the traditions,
language and cultural values. The United Nation has made a
concerted effort to create a standard of living in our
community which provides our people with a vision and future
and appreciation for the rich cultural history and traditions
of the Pishoni people. This is it reflective throughout
the united community through building community programs
and signs in the reservations. We encourage to join the effort
to calling for law makers to ban native American mascot and logos
in the Wisconsin public school districts, to have in 2020
these symbols and depictions of cultural history use
inappropriate ways without understanding of cultural
significance and history behind them. This is a
practice that must stop. For our 535 students who reside
in the general area of the public schools and
other schools in the area, it would be very advantageous
for the school districts to teach history that
reflects accurate history. It would be advantageous and
prideful for a history teacher to teach our students that
because of the United Nation and it’s ancestors, George
Washington was able to cross the Delaware and defeat the British. In 1717, Chief Skenandoa sent
40 warriors in Polycooper to the Valley Forge encampment right
outside of Philadelphia and brought 600 bushels of corn and
taught them how to cook it and store it for the winter. Because of that, George
Washington was able to cross the Delaware. That would be so prideful of our
students in having a teacher who understands that to be able to
reflect that not only to our kids, but to all kids in
Wisconsin and across the U.S. You can look in the U.S.
national archives and have a letter, see a letter from
George Washington in 1775, September 28th introducing to
the Massachusetts general court, united chief, asking him and he
has to bring a question back to his community. The question will the
Oneida people help in the Revoluntionary War? And because of that, the United
Nation did answer that call and we became
America’s first allies. So, as a result of
that, 245 years later, we continue to get an
annuity from the U.S. department of treasury
because of that service. So these things are not
told in the history books. And moving forward, they aren’t
taught in the civics classes where you understand that native
American Indians are for the constitution,
article one section two, Indians are not taxed. Article one, section
eight the commerce clause, that Congress shall regulate the
commerce between Indian tribes. Article six, the supremacy
clause that all treaties shall be the supreme law of the land. So when we don’t have
to educate Congressmen, we can educate our kids to have
a better understanding that we have a inner- working
relationship not as a race, but as a political entity. Tribes are sovereign nations. When we are treated as sovereign
nations and taught in the schools that we are
sovereign nations, there’s a better understanding
when they become 18 years old. They become better citizens. More educated on the inner
workers of a community that we are constantly
trying to educate. So with that, we thank you
for the opportunity to provide testimony. Thank you. BRENDA: Could I ask a question? ANDREW: Brenda? BRENDA: I have a question
because this is something that I know comes up in this
conversation and has come up in this conversation
over the years. Is there of a time when it is
respectful and appropriate to have some native
American or Indian as a mascot? Does that ever,
should that ever happen? ANDREW: If you just hit your
button again so– BRANDON: I don’t believe so. BRENDA: Okay. BRANDON: There are situations
like the Seminole down in Florida where they have a
resolution from the Seminole nation down in Florida. That is a specific tribe. One of the 770 tribes that give
specific permission to use that land. So like I said before, we
are not a monolithic group. You know. BRENDA: So when the
Seminoles as a good example. There might be another example
in Wisconsin but I am not sure. So is that something that’s–
and I am just to be clear. I am not a
proponent of using mascots, but I just want to have
an answer when people say, well, what about this and that? So is that considered the use
of the Seminoles as a mascot, is that
considered disrespectful? Is that bad for children? What is your view on that? BRANDON: I still
think it’s bad, yeah, because of the way they do it. They throw a fiery
spear in the ground. They have someone
non-native on a hours. It’s not what we
would like to depict. We would like to say, you have
educated children who are in the school and they will make a good
decision on whether this depicts our communities or not. We would definitely believe
that those children grow up understanding that there
is a lot more than that, than you know our
communities represent. BRENDA: Okay, thank you. ANDREW: Next, we
have J.P. Leery. JP: Good evening. My name is JP Leery. I live at 760 Chapel Road,
apartment 15 here in Green Bay. I am here to speak and support
of the Wausau resolution. I think it is a good one. I want to tell you a little
bit about myself and so you understand what that
judgment is based on. I am Cherokee and Delaware
myself and I am currently an associate professor of first
nation studies of history, and humanities and
education at UW Green Bay. I hold a doctorate in
educational policy studies from Madison. I spent 15 years working
statewide as the American Indian studies consultant for the
Wisconsin department of public instruction. One of the things that I did
during that time was I was one of the co-founders of an
organization that was referenced earlier. The Wisconsin Indian education
associations Indian mascot and local task force. That was in 1997. So I have been doing
this work for a long time. I say this to you, not to
say that I am a big deal, but to be transparent of how
I’ve reached the judgments that I have in support of Wausau
School Board President Tricia Zunker’s resolution that
she’s asking and I’m asking to co-sponsor, please. This resolution is a good one. As you heard from vice chairman
Stephen and thank you for being here and thank you
for your testimony. This is a good resolution. One of the things that we
see and it has 12 other school districts that have already
signed on and as the deadline approaches on September 15th,
other districts like yourself are taking up this resolution
and so you will not be standing alone and I want to also
help you perhaps respond to constituent questions and when
people ask you to explain why did you take the
position that you did. As you heard vice chairman
Stephens really lay out the case against mascots,
logos and nicknames, I’ll constrain my remarks
to the resolution itself. What we see, it’s a good one. It lays out a research based
case showing that the use of Indian mascots, logos and
nicknames is harmful to native children and is also harmful to
all children in that it promotes a distorted understanding of
contemporary native realities. There is a long research
documentation that is reflected in the APA resolution, that is
noted in the Wausau resolution. It affects and causes
psychological harm to native students, affects
areas of self esteem, self efficacy, and community
efficacy which as educators, you know correlates of academic
achievement and containment. These things are harmful
to our children as people, harmful to our
children as students, have a negatively
impact on their future. We see this documented in
the 2005 APA resolution and a growing body of research
confirming these findings. As a district with one of the
largest populations of native students, you have a significant
responsibility to our communities. It’s not just about
what you practice, it’s about what you
allow others to practice. I am particularly thinking about
inner scholastic athletics who comes into our schools,
where you send your students, our kids, where you
send them to compete. What they are exposed to in
other communities despite your best efforts. You have a significant moral
responsibility as educators to refrain from practice that
are harmful to native students, to encourage an end to these
practices elsewhere in our state which you can do by
supporting this resolution. To insure teaching of
accurate authentic information, we heard act 31 referenced
several types this evening. I wrote a book on act 31, and I
would be like to help any way that I can. [inaudible] JP: Great, thank you. You may hear arguments in
favor of local control. That’s one of the
things that always comes up. When I was at DPI, I would have
School Board members take me aside in a legislative hearing
and they would say I am going to say what my
constituents want me to say, but take this out of my
hands because I’m going to get recalled. School Board recalls interfere
with your job to deal with dyslexia and everything else
you’ve heard about tonight. Those local control
arguments are bogus. What they amount to is asking
you to tacitly approve practices that are harmful to native
students and all students by others. Don’t buy the local
control argument. This is a leadership
opportunity for you. Again, as a district with one
of the largest populations of native students. I urge you to take it. Please support Wausau resolution
calling for the end of use of Indian mascots, and
logo and nicknames. Please join the 12 other
districts and the growing number we’ll see by the 15th. Thank you very much for
your time and consideration. ANDREW: All right and then,
other speakers for this issue Oana Dallas? OANA: [speaking in
foreign language] Hello, to you all. My assimilated name is Oana
Dallas and I am resident in the Green Bay area at
1635 Harold Street. That is what I
said in my language. [Speaking in foreign language] I share with you my name and I
come from the people of standing stone. Our home land is
Oneida, New York. I just want to start by saying
thank you to all for being here this evening. I am really thankful that this
resolution has forward to our area. Without you being here I
wouldn’t have the opportunity to speak to this issue as well. The matter of native
American mascot and logos are a widespread issue and this issue
has been ongoing as you heard from Brandon. Brandon shared with you how many
people are in our local area, from our nation over 560 and
across the nation and around the world, there’s 17,000 Oneidas
from our community and over 25,000 Oneidas from the other
two communities collectively within Turtle Island. I’d like to echoes what the
people before me have said on this issue. Brandon speaking to the matter
that we are a political item more so than race
side identities. These mascots, they strip up
of our beautiful histories. They strip us of our beautiful
ways of governing ourselves and exercising our sovereignty. I was once told that if
you don’t own the message, that the message owns you. And so what happens sometimes is
when these people who don’t come from your ways, or who don’t
know our ways or come from the places that we do, they get told
a story from these image that we don’t even get to
tell ourselves and so, I just wanted to focus and
highlight that area as far as what I have observed in my
time as being a student in the university of Green Bay as well
as being an actee and sister and some cases like a
mother to my own family. So, in those situations, I often
find young women who are seeking something that represents
themselves because they don’t see themselves in
ways beyond Pocahontas, they don’t see themselves in
situations behind any of these other public representations
that are very common within the United States. So, I have to convince them that
there’s something more to that. I have to convince them that
they are very capable of being contributing people
within our work force. I have to convince them of that
because it wasn’t done here. It wasn’t done in a
public level for them. So those are the discussions
that are at my table. Those are the discussions that
happen when I am sitting with other women my age, sometimes
older than me and sometimes younger than me. So I just wanted to
speak to that tonight, I think that I will do my best
just to continue in closing with gratitude. Again I really appreciate
your time here tonight. I thank you for bringing
this matter forward and I, I can’t thank you enough on
the behalf of other people who couldn’t be here tonight. I will close with that. [Speaking foreign language] ANDREW: Before we go back to a
Board discussion are there any questions for the speaker? Okay. Thank you. Any other speakers who would
like to speak now that didn’t fill out a form? Okay, then we’ll return to Board
discussion and my understanding is that the reason if there was
not a deadline that interfered about when we would have to
register the co-sponsorship, that’s why we wouldn’t
move it forward to the 16th, because we would miss the
deadline and so we would take the step of putting it
on the 11th instead. BRENDA: Yes. ANDREW: Because of
special circumstance. BRENDA: Yeah. The question, too, if we can
come up with the motion that we would like to
have on the agenda, that would be helpful. ANDREW: All right. Eric? ERIC: I would just like to
quickly thank the Wausau School Board for their
leadership on this. Certainly, you know fortunately
we don’t have any native American mascots
in our district, but certainly know from the
testimony that this impacts our kids, even if we are not
doing it and so I appreciate the opportunity to take
action on something, so thank you to them and
hopefully we can figure that out tonight. ANDREW: And then Rhonda. KRISTINA: Yeah, I just want
to thank all of the speakers tonight for being here. In am so grateful. Your stories of what you have
experienced and what your family and communities is powerful. Your hope for the
future is humbling. I am very grateful that you are
a part of our community and I just want to say thank you. ANDREW: Rhonda? RHONDA: I also want to say thank
you for coming forward to speak to this potential, well,
inevitable agenda item where we are going to vote to co-sponsor
the bill or the resolution. I am also hoping that we
can note that there were five e-mails that was
sent to us as well. To the entire School Board and
I wanted to make sure they were noticed in the record. There were five other and very
similar to what was discussed tonight and was sent to us and I
am grateful for those e-mail and that feedback as well. I am super excited that our
district is considering this and very, very hopeful
that we can get on board. Thank you. ANDREW: Okay, any other? I guess, I would say I have
a suggestion for a pretty, simple straightforward motion
for the 11th which would be that the Green Bay school
district co-sponsor, co-sponsors the Wausau
resolution regarding native American mascots. Eric? Yeah, go ahead. ERIC: It wasn’t
on the resolution, this is probably more
of a newbie question. But are we prohibited from
voting on this tonight or could? We are? Okay. I just thought I don’t know if
anybody is going to come back on Wednesday for us to
vote on just one thing. I think–you are certainly
nice to come on Wednesday, but I wish we could vote on it
tonight while everybody was here and that would be powerful. KATIE: We would have. BRENDA: We generally. Yeah. We generally don’t like to
present and vote on the same night because it doesn’t provide
for other people to have input into the vote that we’re taking
and in this particular case, we usually wait two weeks and
that’s why Andrew asked about putting it on the Board meeting. But since there’s a deadline
from the Wisconsin association of School Boards, we only have a
two-day window and that’s why we are not voting tonight. ANDREW: Go ahead? [inaudible] BRENDA: The policy and
resolution’s committee is the state School Board association
and so they have representation from many school districts
across the state on that committee. That committee looks at all of
the resolutions that are put forward by the School Boards. If you stay, we are looking at
submitting three of our own to the committee. Then that committee
meets in September, and then they decide what
resolutions get heard at the delegate assembly and the
delegate assembly is one representative from every
School Board in our state. There is 425 people in the
delegate assembly and then there’s conversation and back
and forth and people are able to give testimony and things
like that and then they vote. If the resolution were not to
make it to the delegate assembly in January, the Wausau school
district would have the right to ask it put on the delegate
assembly that day and it is a two-thirds vote is
required on that. Then usually it’s the
third Wednesday in January, the coldest day in January. Usually it’s the coldest day
in January and that is down in Milwaukee. You are able to come
observe the delegate assembly. They have seating in the back
of the room that if you are interested in hearing the
conversation from the School Board. KATIE: And at that point, every
district in the state has one vote at that assembly. I guess, if I were to recommend
any additional proactive campaigning, you might want to
address it to the resolution’s committee at this point, because
they are the next hurdle. They would make the decision
whether or not to advance it. That would be the Wisconsin
association of School Boards. BRENDA: Yeah, and you can also– KATIE: Tell you what to do. BRENDA:–write letters to the
School Boards and send them to all of the School
Boards in the state. [inaudible] BRENDA: 12, yeah. We would be 13 and I think
there’s a few more that are considering it this week. We have to vote on it by Sunday. That is the deadline to
be submitted by Sunday. ANDREW: Just to be
clear, there’s not. I am supporting the resolution,
this is a new development, the co-sponsorship. There isn’t, a listed procedure
in Wisconsin association of School Boards to list the
co-sponsors like there is in house or Senate to
list the co-sponsors. So this is a step that I’m happy
to join the Wausau School Board but it’s outside of
the box and it’s new. So it’s not. I mean, there won’t
be at the convention, there won’t be a list of the KOR
sponsors because there’s not a formal structure for that. Although I am certainly hoping
that the committee would take note of the fact that this has
momentum behind it since school districts are taking upon
themselves to co-sponsor it. Yeah? LAURA: Actually just
for disclosure here, I was recently appointed to
the policy and resolution’s committee and so I will
be attending that meeting. Meetings, I should say in
Madison on September 27th and 28 where all of the resolutions
will be addressed including this one. Today, I did speak to
someone in the WASB, that told me by
doing a resolution, we will be linked officially
to this resolution and it will become part of the
documentation around it. It will, that documentation will
follow it through the process. That was what I was assured of. That makes this resolution
important and I just really glad we are doing it. ANDREW: I didn’t know that
could happen without a bylaw or something, so– LAURA: I didn’t
know that until today either. So… ANDREW: All right, Rhonda? RHONDA: Is there a name of
the–just I’m not aware. Is there a specific name of
the resolution that we want to include in the motion, right? An official name? BRENDA: Resolution recommending
whatever you have this and copy the title. RHONDA: This is for
his motion, okay. I didn’t hear him say. That sounds good. BRENDA: Yeah. ANDREW: It doesn’t really
exist until Wednesday anyways, but yes, I would say it would
be good to readout the name of their motion when
we make the motion, yeah. Okay. Anything else? All right. Thank you. So we’ll move forward to
Wednesday rather than to next week. And then, next item we have is
other proposed WSB resolutions. BRENDA: I am pulling those up. MICHELLEE: Thank you
again, thank you. BRENDA: Thank you. ANDREW: So these ones that we
are looking at are resolutions that the WSB themselves have
suggested– BRENDA: They are ours. ANDREW: These are ours, okay. LAURA: And so Michelle and I met
before and we talked about what as a district some of our
priorities and none of these are going to surprise
anybody on the table here. These are, these are aligned
with the commission and we’ve talked about them many times. It just made sense to you know,
as to offer something from our district to offer to the WSB
for discussion and hopefully passage. Does anybody have any questions? ANDREW: Michelle? MICHELLE: Thank you, Laura. As we looked as these we look
at our learner and we still know that even though the Blue Ribbon
Commission was not able move these forward, and
you look at these, we put the rational behind it. Obviously the social and
emotional learning for all students across the
state is a key priority. In terms of resource. The English piece continues
to be a challenging effort for whatever reason and part of it
because not all students are receiving the resource, and so
what this was intended to do was provide a way to categorical and
or a revenue for all students regardless if they have the
20 cell size or 40 cell size. Because in smaller
districts, for example, they have been looking for
additional resource to support their English learners as well. That’s why you will see a
weighted average and you will see the language talking about
all EL students and not just those who need a meet a certain
number in the school district. Recognizing the fact that
each student is most deserving. So if you look down, I put a
note down below that according to January, report to the
education commission of states, 25 states are using a weighted
factor to fund bilingual, bicultural pupils. Of those, the average
is equal to 1.2 FTE, so putting that
out there as well. ANDREW: Okay, then, would we
adopt these as resolutions also on, on Wednesday and so we
would have three items to the Wednesday agenda which would
be our proposed resolutions on social, emotional
learning, categorical aids, and EL service and
transportation for high poverty districts? Brenda? BRENDA: Is the transportation
for high poverty districts; I don’t remember. Was that in blue ribbon? That’s, that’s
something of our making, yes, that’s what I thought. MICHELLE: It’s ours. BRENDA: Yeah, I think that one
is interesting because there’s been lots of talk and
lots of categorical aid, well, not enough I am sure
the districts would say. But categorical aid for rural
districts and transportation there. I think this one is really good
because it outlines even though our kids are closer to our
school district than they are in rural communities, we still have
transportation challenges that relate to different things
that just distance from school. ANDREW: All right,
anything else on these. Okay, thank you very of and
we’ll forward those and those will be added as recommended
motions for Wednesday, when normally it would be the
next week but due to having to get them in before
the cut off date. All right. Anything else? All right. Our next, any public comments? Okay. Board meeting postings. Board discussion and then I have
one public comment registered for it. I think we will do
Board discussion. Eric? ERIC: I was wondering if we
would do similar to the other one and have the person speak
before on this topic unless somebody? No? ANDREW: All right. I am fine with it. So we have the speaker go first. I am fine with it. BRENDA: Okay. ANDREW: We’ll call Mike
Callahan to the table. [inaudible] ANDREW: Thank you. MIKE: Do I have to
push something here? ANDREW: Yeah, it is the
button with the little speaker. MIKE: Do I have to hold it? ANDREW: No, just jab it. MIKE: Is that good. ANDREW: No. ERIC: The one that looks
like the person talking. MIKE: There we go,
thank you, I appreciate it. So I have to say that I am so
glad that I was the last person from the public to get
on to the agenda here, because it really kind of gave
me more to what I want to talk to you about. So today, we had a pretty big
crowd here because of what was on the agenda, but nine times
out of ten there is no media here except for what we are
doing with the Press Times. I’ve been in this business for
30 years with the same company, the Wood family that used to own
the Green Bay News Chronicle. I wish we had of gotten back in
to Green Bay a number of years ago. Because what happened is,
when we sold the Green Bay News Chronicle to the Press Gazette,
they shut it down within a year and I’m glad we got out of the
daily newspaper business because the internet
changed so much of that. But what I didn’t foresee, was
how these companies like Gannett who owned the Green Bay Press
Gazette were going to get away from covering the local new
and local high school sports. The people that work for the
Green Bay Press Gazette are good people who live here in our
community and are part of it. But unfortunately they are
working for a company that has other ideas of what
newspapers should be. More about trying to make money,
doing whatever they can in a tough business, but they now are
being bought out by a hedge fund that is based out
of the Tokyo, Japan. The thing that I want to talk to
you about is obviously getting the legals for our paper. Because anything, I am not
sure if you are aware of this, but any time any money is
spent with the Green Bay Press Gazette, it does not
stay this this community. It gets ship back to the
corporate headquarters in Arlington, Virginia. It will soon be
shipped back to Tokyo, Japan where we are locally
owned here in Green Bay, everything stays
within the community. But real quick history of why
and what we are doing is what we are doing is a few years ago,
we got back in the newspaper business, and we are kind of
like phoenix rising from the ashes. When we sold the news chronicle,
we went into hiding a little bit, but then we started buying
newspapers up from the Milwaukee Journal Sentinel in
communities like Waupaca, Clintonville, New
London, Stephens Pointe, where these communities didn’t
have TV stations that were covering what was going on
with the local School Board, the City Council and people
really still thrived on these papers. But then, I was looking at the
Green Bay area and noticing how the Green Bay Press Gazette was
getting away from covering a lot of the local stuff and I
talked to Patrick Wood, frank Wood’s son that runs our
company and I said we need to get back into Green Bay. We should reach out to Michael
Ovenger and see if he would be interested in selling
the Ashwaubenon Press. Well, we didn’t realize that
Mike was sick at the time and he passed away and
then long story short, his wife took it over and she’s
a school teacher by trade and she reached out to us, and
within a week after talking to her, we bought the paper. At that time it was covering
the villages of Ashwaubenon, Howard, Gasong and Hobart. When we bought it, they
didn’t have a website, we built a website, et
cetera and then we add staff on, our editor and some more
people and we went into De Pere, and the mayor, Mike Walsh just
overwhelmed that we were going to start covering
City Council meeting, because no one was at their City
Council meeting unless it was a discussion about legion pool
or something of that aspect. So within two months, we had
over 600 new subscribers that signed up for the paper and then
we started not only covering high school sports in Bay
Port and in Ashwaubenon, De Pere and West De Pere, and
that’s where the flood gates opened because all
of the sudden now, our reporters were getting
requests why aren’t you covering Green Bay West or Green Bay
Preble or why are you not reporting about what is going on
in the village Board meetings of Bellevue. So we felt obligated, but also
wanting to quite frankly get back in Green Bay and so we
started covering everything in Green Bay. Nine times out of ten, Heather,
to the best of my knowledge is the only one covering the Green
Bay School Board meetings and that’s why I was so glad I
was here until the end because there’s so many meetings
where we are the only people, media here covering, but things
that you guys are talking about, the people of Green
Bay need to know about. If they don’t know about
it, that’s really scary. That goes along with all of the
village Board meetings and the high school sports, again the
Press Gazette has one guy named Scott Vincy, nice guy, pulling
nine ways until Sunday and so he can’t get covering high
school sports anymore. He does one football
game, but other than that, he doesn’t cover any boy’s
soccer or girl’s volleyball or anything like that. These kids need
to have coverage. It is good for their self esteem
to see themselves in the paper whether it is digital on line
or in our paper once a week. We have four individuals that
are dedicated to covering high school sports in
the Green Bay area. I can’t tell you how much people
come to us and say thank you for doing that. So, I guess, the biggest thing
we’ve been the official paper of the villages and the
school districts of Howard and Ashwaubenon for years. We have a paper
back, of Clintonville, and New London where we
are the official paper. School districts. It can be done with a paper that
guests printed once a week and I can put you in touch with any of
these people in these areas if you want to go through
how do they go about it. But the big thing is, we are
locally owned and community focused. You guys are the school
district of Green Bay. We are the ones that want to
talk about it and the hopes are that we could become and get the
legals from your end because you tell you what, it will help us
complete the mission that we are doing. If you look at some of the
markets in the United States, it’s pretty scary. I think 220 counties in the
United States that have no newspapers discussing what
is going on in the area. Who knows, growing up in Green
Bay who would have ever thought HC Printing would have went
away and things like that? You just never know. You never know what is going to
happen with Gannett being bought out by a hedge
fund out of Japan. Where is that going to go? And we are, we just are so
excited about hyper local news in the Green Bay area
whether it is sports, School Boards or
village Board meetings. And we would love your support. So any questions? ANDREW: Questions? Rhonda? RHONDA: I don’t have a question. I just want to say that I am so
grateful that you’re here on a regular basis
consistently and so thank you. Heather is our student. MIKE: Heather is awesome. Yeah. She really is awesome. KATIE: Yes, we know. Noah, too. ANDREW: Okay, thank you. I am going to in the interest
of saving time or maybe people don’t agree with where
I am going with this. I am going to
toss this out there. So we have due to some of the
size and complexity of a large school district, we have a
higher frequency of meetings that come up on shorter notice. We have more expulsions and
fortunately many expulsions end up in a reentry hearing. Sometimes those come
together on short notice. So in, looking at this, what I
would suggest be drafted for next week would be a motion
where we would put minutes in the press times, and meeting
notices would continue in the Press Gazette. I think it may
work in other places. I don’t think it would work
here because of the short notice meetings and I don’t think it is
good for the public to have most of the regularly scheduled
meeting notices be in one place, but sometimes it would have
to be in the daily paper. But if all minute
were in the press times, I think we would be supporting a
paper that covers what is going on here as a
result of the meetings. That would be my
suggested motion for next week. [inaudible] ANDREW: Yeah? WOMAN 1: I have one
additional thought. We are required to do annual
notices so for example the school options notice
and child find notices. They are one time a year and
those could be published in the press times as well. It is the meeting notices that
we are on a short duration that we would continue to
use the Press Gazette, a daily newspaper. ANDREW: I would be open to that. That would be my
suggested motion for next week. BRENDA: So you are
adding the annual notices? ANDREW: Annual
notice and minutes. Yeah. Anyone have any other. Rhonda? RHONDA: Can you just state on
the record and just so everyone notes including myself that
the requirements for a meeting postings as far as
where they have to be? BRENDA: They have
to be in print, right, Melissa. They can’t be on line. MELISSA: [inaudible] BRENDA: Yeah, if it
is in the newspaper. RHONDA: And
that’s open meetings, right, okay. ANDREW: They are probably are
ways that a district who wanted to, could use a loop hole and
have nothing in print although that is not a
place I want to go. MELISSA: We post
it in three places. BRENDA: Melissa, you
want to come back up. ANDREW: Although technically
there is a way we could avoid ever publishing
nothing a newspaper, that’s not a place
I would want to go. But we could just tack up a
notice every time in three places around town and
technically meet the letter of the law. MELISSA: Correct. ANDREW: In my individual
opinion as an elected official, I think that would be crummy,
so I still think we should be in papers. Where we can, let’s support
and put in the press times. It is also more cost-effective
and there is a formula and it is not a negotiation set by
the state in a really arcane formula. That formula causes us to pay a
lot more for the Press Gazette oven though the Press
Gazette circulation covers many communities far
outside of Green Bay. So okay. That would be the
motion for next week? KATIE: Yeah. ANDREW: All right. Anything else? Okay. Seat assignments at Board table. That was a
requested discussion item. I think maybe it was Kristina’s
first or it came out of a discussion at, came out of
the a discussion in one of the facilitated meetings, Rhonda? RHONDA: Yeah, I
brought that up actually, because I had talked about, we
had talked about this at the retreat. We mentioned that, yeah,
about the energy of the room, how it changes based on where
you are sitting sometimes and sometimes in general to
see what that would be like, so it was just a
suggestion to maybe alter that. BRENDA: And I guess,
go ahead is she next. ANDREW: You are next. Go ahead. KRISTINA: The only thing that I
would like to add it would be nice to think about culture and
climate of us working together on the Board, is that you end
up talking to the people who are sitting next to you because you
are just sitting next to them. So it might be
nice to break it up, not every week, or every other
week but maybe periodically into shifts so that we
can just you know, have some different
relationships with different Board members. Are you rolling your eyes at me. LAURA: No, I’m like I never
want to talk to Eric, so… KRISTINA: So anyways, I do think
it would be nice to change it up every once in a while. I would like to sit on the other
side or middle and see what the view looks like. BRENDA: So we thought about how
to do this so it is not all on Sandy to make the decision. In the other
question that’s come up, is whether I as President
need to sit in the same spot; is that helpful? But anyway, I am
thinking that anyway, no, that wouldn’t work. Yeah, it has to be random, but
with so few people the random may not feel see random. So I don’t know if you are good
with Sandy just scramming the cards and throwing
them on the table. There you go. Your new job. [inaudible] LAURA: You had an idea
that is kind of cool, just put everyone’s name things
out somewhere and as they come in they grab it and sit down. [inaudible] ANDREW: I think
otherwise, it probably, I think if we do it,
it should be random. I think it probably makes
sense for the President and superintendant to be in the
middle although I think there might be some merit that that
doesn’t have to be decided at the same time. But possibly it would make sense
since it is hard to keep track of who is actually sharing and
maybe the chair should go into the middle when they are
chairing that part of the meeting, although that
could be a separate discussion. I am not super attached to it. Eric? ERIC: I think the President’s
microphone is different than the rest of all of ours and you
would have to know where that person is sitting. But if we do a random order, we
keep it the same for a semester. The first semester, this
is how we are going to sit. In January, start of second
semester we’ll redraw and sit in different spots until the
end of the year and yeah. ANDREW: Anymore than twice
a year could get chaotic, but this would allow
some you know– [laughter] ANDREW: So what
would happen next then? Since there is no policy about
where Board members are seated. If there is consensus that we
want to have just a random, have Luke to put out
placards out– KATIE: Are you up for it, Luke? KRISTINA: Next week we take all
of our name tag and flip them and put them over like this
and shuffle them up and just put them down like this and then– LUKE: Does that include mine and
I can end up in the middle. [laughter] LAURA: She’s not here. BRENDA: Yeah, you
are not here at five? LUKE: I will be here next week. LAURA: I need to have
them set up before– LUKE: Before the special
meeting, right? ANDREW: Okay, what if we do it
right at the end or right after we adjourn tonight? LAURA: That’s fine. BRENDA: All right. [laughter] ANDREW: Are you
actually not ready. ERIC: Yeah. ANDREW: Okay, good. All right. ERIC: The kids. BRENDA: The students. Michelle. Yeah. BRENDA: 3 and 3. ERIC: If it is the
exactly the same, plan on it. BRENDA: All right. ANDREW: Okay. All right. KATIE: I think we missed one. ANDREW: I skipped media and
public space at Board meetings. BRENDA: You were so excited
to get to seat assignments. MICHELLE: Laurie is
going to come up. ANDREW: So Laurie, you have some
background information on this? LAURIE: Good evening. So as requested I had provided
you a document to kind of give you an idea from what the Board
currently is set up and it was suggested places where we
would consider a sort of media, where the media would be
able to have access to. Again, I have talked to a couple
of reporters and explained our intent here is which is as I
have explained to them that now as the red dot on the diagram
shows that is now a recorded area and so, so I wanted to
think about what are the people who watch the videos seeing when
they are watching the video. And also more importantly both
reporters agree with me is that, sometimes you come in the room
and you don’t know where you are supposed to be. We have never given
anybody you know, that understanding of sort of
what is the expectation in the room and where they
are allowed to go. If, can they move around. I mean, I have seen people
nervous saying can I come take a picture, right? Because we don’t
provide any guideline s. So this is the idea behind this,
to make sure as we have new reporters get here late
and they have the deer in the headlight look like I don’t
know where I am supposed to go. So being able to
communicate with them, what we you know, one area that
we established that makes is sense, that’s close
to the new milk box. That was very
positively received. We were going to provide them
high quality sound for their video. Then in the diagram, this
is my suggestion again, this is completely
up to the Board. My suggestion was that the space
sort of behind Eric there would be a short- term space, only for
the–obviously tonight we had one TV station here. It was not problematic at all. But sometimes we may
have four TV stations here. It’s a rather tight space to
have everybody at one time. We want to make sure they have
access to take video or pictures of the people who are speaking
and by having that as a place to come get what they need and then
they the move back to the other spot allows us to insure
that everybody has access. So those are just my thoughts
as I tried to put something together and thought
that would make sense. ANDREW: Michelle? MICHELLE: I think what is really
important that we put together the guiding change
and that information, and that was for you. And again, we, we want the Board
is here meeting and we want to assure that our media gets what
they need and at the same time our community receives the
information that they are seeking as well. So just wanted to put
that out there as well. ANDREW: Eric? ERIC: Short- term media
access is where they set up, but if they need to get
someplace else to get a different shot, they would be
able to move around the room or is that kind of where
they would have to stay? LAURIE: So the thought was to
set them up back over in this corner where the box is, because
when I talk to one of the reporters, he said what’s really
important is for him to be able to sit next to his camera person
so they can discuss the shots they want next and
things like that. So the idea because
that is a smaller space, that would be your short term,
walk up here and get the footage of the people that are speaking
and then they would go back to that space. So that everybody would have
an opportunity to get that. You try to put four
cameras back there, that can be pretty tight. So… ANDREW: Any other Board, Rhonda? RHONDA: I’ve had some feedback
on the wifi service in the room. Is there anything we
can do to improve that? LAURIE: So my understanding
and we would have to check it because this is not
my area of expertise. My understanding that is part of
our e- rate and that all of our wifi that we provide in the
boardroom is part of the same thing we provide in our schools
and so it does have limitations, just as our schools do as to
what people can access over the wifi. ANDREW: Yeah, Rhonda? RHONDA: Are those limitations
just organic or are they constructed? LAURIE: I don’t have any idea. I would have to check in
with our technology department. BRENDA: It’s filtered, right? The e- rate requires a filter. LAURIE: That was
my understanding. I think when we talked
to Diane once before, she had mentioned it was due
to e- rate and that the filters that we had on, had to be
consistently applied and so that’s why the boardroom
had those limitations. But again I would have to have
other conversation with I.T., because I am very highly level
limited understanding of it, so… ANDREW: Rhonda? RHONDA: And I would appreciate
just to see what is possible if there and anything at all. BRENDA: Are you hearing
complaints about quality and speed or access to
certain websites? RHONDA: Just wifi
service in general. It’s just not. BRENDA: I mean,
because there are certain, we can help people
access the wifi, but I am just
curious that they can’t, I know we can’t get to
Facebook on the wifi, are they frustrated
by that or frustrated? RHONDA: I would say so. BRENDA: That we can’t change. ANDREW: I would like to
talk to I.T. about speed. Speed is not an issue. I mean, I am getting 100, a 100
megs down load right now which is outstanding. I think there’s, and it’s
symmetrical and so that’s amazing. So, I guess, could we, that’s
probably somewhat separate of where the media table would be. But it is an important question
and I think the public spaces, there are ways that there can
be guest access and things. KATIE: Yeah, we
have guest access. MELISSA: There is guest access. I think what the issue is the
access has to be filtered for e- rate purposes. It is the same filter applies to
students as applies for adults. So websites that are not
available for students are not available for adults. We can’t change that
for purposes was e-rate. LAURA: Can you explain to
me what you mean by e- rate? I really don’t
know what that is. MELISSA: Sure. E- rate is a federal program
that we apply for and I don’t know how often we
have to apply for it. I want to say every ten
years but that could be wrong. Is that wrong, Michelle? MICHELLE: Yes. MELISSA: Okay, thank you. And when we apply for the e-
rate we have to certify a number of things. One of the things we have to
certify is that we are not allowing students access to
inappropriate content through the internet. We have to block certain
things that are available on the internet for students. So things like youtube
are blocked for students. Things like give
me another example. LUKE: Instagram,
Facebook, cool mask games. ANDREW: By the way cool
mask games should be addressed because I know of teachers
who use that as legitimate educational tool,
and I think over all, I mean, we have gotten bit off
topic here because this is about a media table. But I do think restrictive, we
also had a internet policy by prior, that prior staff
implemented that cause a swearword filter that caused
Board members to not get e-mails from the public complaining
about important issues and that was an
embarrassment to the Board; by prior staff that did that. But we are pretty far
off the media table here, but the points are well taken. Anything else about the
designated media area, questions or comments? We’ll try it and if, I
mean, if people from the media, large or small media don’t like
it then they talk to us and we, and we probably don’t need
formal action on this one either since there is not
a policy about it. Okay, anything else? Thank you. All right. So I jump ahead to e, and
then scheduling Board work group meetings. BRENDA: So this has become a
challenge to try to figure out how to schedule work group
meetings which is something that I know probably all of us,
many of us are wanting to have. What I mean by work group
meetings is the teaching and learning and organizational
support and monitoring reports and the–student
services work group. The idea of these is to meet
ahead of time to go over what’s coming up at meetings, what,
what people would like to see just to have conversation to be
able to ask some questions and flesh out the presentation a
bit more and things like that. Originally there was an
idea that we could have these meetings at 3:45. I suspect most that is difficult
for a lot of us because of jobs and the problem is, that they
need to be posted and they need to be consistent. And so I am thinking and they
also need to be at times when staff is available, too. So there has to be
some coordination. I am thinking that
people after this meeting, maybe, it is mostly, well, no,
it is John and Vicki and also finance and Terry, finance is
usually pretty flexible with meeting times, is
that a fair statement? Or do they have set– MICHELLE: I think we have to
talk about that. BRENDA: So I am looking for
ideas on how to figure it out. One idea I had was to pair up
with the person that you are on the work group with and talk to
the staff person and see what would work in your schedule
and once that meeting is set, it’s set. So if you can’t make it, then
one of you comes and the other one has to catch up because if
they are posted we can’t change the times all of the time
or Sandy will go crazy. ANDREW: I think part of the idea
when we went to co-chairs of work groups, work sessions, was
that probably you would be able to get at least one of the two. So hopefully that
would work out. I think that idea makes sense to
have the two co- chairs ask and see if we work it out. I am hope to trying it. I don’t know if it
will able or not. If we can it is a
good idea probably. BRENDA: We, too,
used to meet by phone. If you are not in the room you
can attend the meeting by phone. I think, too, that there has
been some of you asked if you can be on another
committee and that’s fine, especially since they’re posted. So if you’re a third
coming in to a committee, you will have to hook up and
figure out if you can figure something out. So it seems like a
tough assignment, but that’s kind of what I am
thinking is the only way to real figure this out. KRISTINA: Can you remind us
again of what are the committee and who is on them? BRENDA: Teaching and
learning is Katie and Eric. I think, did you have and you
are on organizational support and I know you asked about
possibly coming in to another group. Okay. And I think if you have an
interest in some of the other groups and you are the third,
then it’s posted and if you come, you come and if
you can’t, you can’t. So Andrew and Kristina
organizational support. Rhonda and Laura are
monitoring reports. Then I have, yeah. So anyway that’s your
assignment after the meeting. LAURA: How about
culture and climate? BRENDA: Yeah, yeah, yeah. Then the student services was
Katie and Laura and then Ed used to be on it and I don’t know
that we have assigned a third. If you wanted to be, yeah. KRISTINA: I would
like to do that. I don’t have to be on every one. LAURA: I used to be on
culture and climate. You said student– BRENDA: That’s what
it is called. LAURA: All right. BRENDA: And with the staff that
needs to be at that meeting. KRISTINA: That is one hour? BRENDA: Yes. I mean, yeah. It shouldn’t be
more than an hour. It might be shorter. LAURA: I know that
Vicki runs a tight ship; that’s all I know. BRENDA: Yeah, they don’t
last an hour with Vicki. Then the idea is to have
that meeting at least, I mean, we used to have them the
week before your agenda is going or your committee is going on
the agenda and for teaching and learning and organizational
support you meet the week before. Work session monitoring reports
we would meet before the Board meeting. Student services could be more
flexible because they don’t show up in our agenda every time. ANDREW: And there’s
by policy, the three, the monitoring reports. The teaching and learning and
organizational support are the three formalized
communities and policies. BRENDA: Right. ANDREW: If we were to make
culture and climate a fourth one, that would be a policy
change although we can have it do what it is doing. But if we made a
fourth standing one, it would have a policy change
and have a spot on the agenda. BRENDA: Yeah. ANDREW: Which I am
not saying good or bad, I am saying that one is
different than the others as it stands right now. BRENDA: I think we decided at
this point that it needs to go on, on a regular agenda and the
committee can decide if things need to come forward. ANDREW: Okay, so individual
co-chairs will attempt to work that out. Anything else on that one? All right. We have no items under human
resource discussion and public comment. Are there any comments related
to setting future agendas? Rhonda? RHONDA: I’ve been frequently
asked when the dress code changes are coming forward. LUKE: Show there is a kind of a
process which I am sure you know about to get
things to the Board. We have met with all of the
principals and we have another meeting on Wednesday to discuss
the dress code changes with Dr. Reagan and Dr. Langenfeld as
was I think Mrs. Joe Collard. Then you have to take it
to your parent committee? [inaudible] BRENDA: Can you
turn your mic on? MICHELLE: Besides
the parent committee, Luke, where are you
going after that? Is it taking it
to the Board then? LUKE: To my understanding, yes. ANDREW: I guess I would like to
see it on the October cycle as we have lost a lot of year and I
think that the standard parent committee is not
available for whatever reason, then I think that the
superintendant could form a group of parents. Okay, so that will be
in the October cycle. BRENDA: I think
that was the original. ANDREW: Rhonda? RHONDA: So what specifically
is brought forward and who is crafting it? LUKE: That’s what we are
discussing with the principals about in the middle school
and high schools to see their opinion on clothes situation. President main
things right now are, that we are getting
their opinions on, hats, hoods, coats and then
gender bias toward females in the middle school level mainly
as well as being able to take off your shirt during
after school activities. ANDREW: Okay, anything else. I have one. Do we want to just
make it more official, than informal e-mail poll? For the last
facilitated meeting on the 24th, drew was interested in
Board member’s opinions. Do we want to just decide since
that is setting an agenda topic and decide which one we want
either now or at the same point in the next meeting, or
is that already done? Yeah, I didn’t either. I guess, it could be, it could
be seen as like a private poll on an agenda item. I am not super worried about it,
we could just do that this week or next week. BRENDA: Legally we don’t
have to be worried about it. ANDREW: It is just
setting a topic. BRENDA: Yeah. A topic and we’re not, we are
just sending our opinions to a person that is not on the Board. So we are not creating any kind
of discussion around the topics. ANDREW: Because it is a one way. It is a one way. We would still be
approving the agenda for that. We would be posting an
agenda for that meeting. BRENDA: Correct. Then we would be discussing
whatever it is we decided. ANDREW: If no one else
is worried about it, I am not either. Okay. All right. Then close session was completed
already and so then we would turn it back over to
the chair for the motion? BRENDA: Entertain the
motion to adjourn the meeting? KATIE: Move to adjourn. ERIC: Second. BRENDA: All in favor? ALL: Aye. BRENDA: All opposed? We are adjourned. ♪♪ ANNOUNCER: You have been
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