001Great. All right. Well, hello everybody. Thanks for joining. Before we I'm sorry to interrupt. Did you start the minutes or should I start them? I know last time I had been working on them at the same time as you, so I didn't want to >> want to take them, that's great. Otherwise, I can. Whatever. Do you want me to do it? Um I can I'm just going to open up a document here to copy. >> Okay. I can do it. Okay. All right. I'll go ahead and call the meeting to order. If we can call the meeting to order in compliance with the open meeting laws. I thought it Yeah. All in favor. I. I. I. Anyone opposed? Excellent. Okay. Um I was actually out sick today, so I'm at home. So, if for some
002reason it if I get glitchy, just let me know and I will turn my screen off. Okay, so the um main agenda item is just some um presenting um to show kind of where we're at with data and then also to talk about the topic um that was brought up at the last meeting um with a paraprofessional support. So, um I'm going to show you the data. This is actually the same data that will be included at um the regular school board meeting um but I just pulled out the core four information. So um I'll share where we are at and then um I thought that Amy could talk a little bit about what that looks like in the classroom. I know many of you um are probably in that same cycle of administration, but
003just to understand sort of what it looks like um at Whitnell. So the first part is our reading and looking at our um initial sounds. So um as you can see one of the areas that like we focus on is um looking at that percentile of students who fall in that at-risk category. Um just thinking about interventions and things that we would need to apply. So obviously as the school year goes on, um they're looking for you know higher percentile of sounds to be acquired, but you can see where we're at and then I'll I'll let Amy talk a little bit about the reading. Okay. If you just want to talk about like uh you know what it's like with the test administration with the kids. >> Yeah. Well, those those of you that are
004it's all one-to-one and the initial sounds is there's 12. There's three pages, four on a page, and you have to say point to the picture, you know, here you name the pictures and then you know, um point to the picture, let's say there's a cat, dog, tree, and uh what's the other one? What let's say pizza, okay? So then you name them and you say point to the picture that starts with d. Point to the picture that starts with t. But then it switches for the last two. You know, what sound do you hear at the beginning of pizza? And the kids have to say not P. Many of the kids say the letter instead of the sound and you have to make it mark it wrong. They're correct that it does start with P,
005but they have to say So, that's a challenge thing for the kids to do as you can see as the year goes on and the the cut score is a little different or whatever. So, that's the initial sounds. And then do you have the next >> Yeah, I've got the I've got um math next. I'll just say I think a big part of like those early grades is just even learning what those, you know, administration of test looks like. So, >> Oh, without a doubt. And I mean it's great. Um it's really, really, really challenging to get through. I mean this year I had I have 42 kids. I mean in two classes of 21. And those of you that are kindergarten teachers, I know your class sizes are big, too. Um but um to
006get through them in one day for reading was a big challenge and the kids just want to talk to you and say, "Oh, you know, I went to McDonald's with my mom or whatever." And you're like, "OKAY, THAT'S GREAT. LET'S KEEP MOVING HERE." And so, it's a little frustrating cuz you want to have that relationship and then you don't even have time to do it, but we'll see. We'll see it. We'll just keep plugging away at the best that we can. And then we also did I did the um the letter um naming recognition as well. We're not required to do that, but I did it just because I felt that was really important to have that data. So, and I think my cohorts over at Hill's Corners did them, but maybe they didn't. I
007don't know. I haven't spoken to them since the testing. >> [snorts] >> So, I'll check with them on Friday, I guess, but So, then as far as math goes, um it's um counting the dots is one of the things that we have to do. Um, and it's and then subitizing is one where they get a little peek. Oh, we didn't do that one this time. Sorry. Number recognition, they have 1 minute. It's a timed thing to tell as many numbers. There's um, numbers all mixed up. And um, there's single digit and then um, double digit. It doesn't get to triple digit for us. Um, and so they they get to go through and there's 10 in a row and they get to see how many rows they get through. Um, the teen numbers trip kids
008up. That's a very typical thing as we all know. Um, and so that's with that. And then the other part that is new for the spring that we don't do the other time is there are questions where they have to be counting on I'll start at a number and then stop like 4 5 6 and then they have to keep on counting and then it later on they count backwards. Um, and then within it what is the number between two numbers, you know, what's the number between four and six? And we're looking for five or what's one more than seven? What's um, two less? So, the less number gets them, but it's a math terminology that we were talking um, at Edgerton about how we really have to focus on the vocabulary, you know, rather
009than you know, like the older kids say what's the sum, you know, and sometimes we say oh, what is that all together? And so we kind of have to have some common language with that. So, um, that's something that we've noticed, but you know, here we go. Any questions about that information? All right. So, um, staffing was brought up as um, a question or a future item for consideration. And so, um, I did do some research both on what's included in the Core 4 contract between the district and um the Core 4 board. Um so, looked at that information and then also had some additional conversations with some people within the district. So, um probably the most important piece of information is that there isn't any language in the Core 4 the current Core 4
010contract that indicates the ability for the Core 4 board to take action on staffing. And so, uh we can um you know, we can share information, but we don't have any ability uh at this point to you know, make a decision about paraprofessional staffing. But, the one thing that I did want to put together just to kind of um share is just looking at overall, like here's what our enrollment um trends look like and then how it um averages out by section, which is not perfect from the stance that you know, particularly as we continue um when the kids are at either Hills Corners or at Edgerton in the upper grades, obviously this is a look at like total students and just dividing it by our six sections. So, um as Amy just shared, like
011right now, like hers are a little bit um higher than that um that 20 that's shown. Um but, this is what we project out and then for next year we're projecting to be at that 18. So, just a little background cuz I feel like it goes along with um with just what that staffing looks like within the room. And then, um what I tried to look at is what's currently what are currently options. So, um for at Edgerton, for example, even at Hills Corners, we tend to put our students who have services for special education in the morning session when possible. This year at both Edgerton and at Hills Corners, we do have a section in the afternoon that has students and sometimes that is intentional. And other times you get a late student to
012enroll and it just is where this makes more sense for the student to be. But then depending on that student, we have special education services available which could be the teacher, the speech pathologist, occupational occupational therapist, and then paraprofessionals. So, that like I said is special education paraprofessionals and that is designated according to their IEPs. So, this is what it currently looks like this year in terms of where our supports lie. So, you can see the blue part for Edgerton, you know, we only have the two sections, so that part is just blocked out there. Um but Edgerton has a special special education person who's able to spend quite a bit of time in K4. And Hills Corners, they have a person available, but obviously with the additional sections, they're splitting up between the two
013of them. And then um there is paraprofessional support there as well in all of them. So, when you have either the teacher or the paraprofessional, that does allow us to you know, do some groupings if if it works out and be able to service kids who don't have IEPs, um but obviously their their main focus is to be there for those students. And often when they're coming in in K4 as you guys know, you know, they are students who have um they've been in early childhood, they have other needs. Um otherwise most of what we see in K4 tends to be those students where we're identifying language concerns and then the speech pathologist. So, um they're doing some push-in and probably balancing that out also working on articulation in um the special education setting. Any
014questions about that? support part? Um the question that I had, um I know that we in the past we had early on in the year the um speech screener, I think it was called, and that was very helpful. And then for whatever reason we had stopped doing that the last few years. Um and that I found, and I believe that Julie and um Nikki at the other school, we said that that was so helpful to have that information early on. And then to start those processes of referring those students that hadn't had any speech services. So, that's very helpful. And then I guess that really wasn't a question, but would we I guess the question would be, is there a possibility of having that return? So. Yeah. Um so, we do have the we have
015child find, um which starts um for our 3-year-olds, and we try and bring people into the community. Um and we do it we start with a survey, and then we invite them in in person. Um K4 is an area that the speech pathologist could have that conversation about. Um we just have to offer it in a universal way. We're not allowed to like, you know, identify five kids that we'd like to screen. Those kids have to go into uh referral. Right. And I'm talking I mean I'm sure you may recall that, yeah, Jackie, that we did do the universal one for a number of years and that was very, very helpful. Again, it was it was several years ago. Um but it would be nice if we could have that come back because that was
016really helpful to you know, I'm not the necessarily the expert in that and the speech pathologist were. So, I know that um my cohorts over at Hills Corners feel strongly about that as well. But And and that was kind of parent-driven cuz I know a a friend of mine actually her son was identified through that program um that she they you know, they offered it and then she thought, oh, something is you know, like he's just a lot of people are kind of saying, what? When he was talking and he was able to get identified and be able to start K4 getting speech services right away versus having to wait to go in, start the referral, wait the 60 days, you know, like go through all of that testing. That was all just kind of
017like set up ready to go. So, it was, you know, just like right off the bat. So, it was really nice. I mean, just for my friends included with that. It it doesn't um eliminate the um testing process. Um the only thing that it does is perhaps speed up the identification and the referral. But everything else is still the same and um what they've done in the past is they would wait for school to begin um kind of some of those basic routines to start and then they would set up a schedule with the core four teachers and um do a quick screener. So, that's what it it looked like. So, like I said, I can have a conversation um with the speech pathologist regarding that um tool. I mean, we in general, we have
018a pretty high referral to placement rate um when it comes to students who are attending the public school setting. Private school is different, but that tends to be more um parent or staff that at the private schools who might not have as much knowledge about special education. But, in the public school setting, our referral to placement rate is very high. So, yes, something that Something to inquire about. So, something to look into, Amy, if if you're looking into like a screener of sorts, there is something called the ASQ, the Ages and Stages Questionnaire, and it's broken down by months, um however many months old the child is, and it looks at, you know, gross motor, language, cognitive skills, social skills. And we've done it a bunch of different ways in West Allis, where we have
019sent it home to parents to do at home, and we have also had it where we administer it as the teachers. And it gives you a feel, like a general feel for kind of where kids are developmentally. And if they fall within that kind of gray area or that black area, then that's when you would bring in like a team and have some conversations about it. Mhm. Yeah, the ASQ is what we use with our 3-year-olds when we do our child find day. So, yeah. This was a um this was a very speech-driven tool that they were using. But, yes, that's an easy thing to um to look into. Um so, there isn't any action because we're not able to take that approval. The other thing that I would share just regarding just um, K
0204 in general is when I was kind of digging through and looking um, the actual contract expires in June of 2027. Um, so the district will have to initiate work at the start of next year to take into consideration if um, if they want to move forward with trying to continue with that contract. The only other way to do it would be for um, K 4 to just become a part of the district um, and then which really doesn't change very much, just the way that like our charter school like operates. That school within a school doesn't have a lot of differences. Um, transportation would really be the main thing because it's not included in the charter school, but it would have to be if it was part of the public school setting. Right. Any
021other questions about um, either the um, data information or the staffing presentation? I have a question. At the point of when they are starting to look at um, whether or not to renew that contract, are they going to be looking at like whether to offer like a full day program versus a half day program? Um, I don't believe so because we would have a space issue. So I don't think um, I don't think either one of the buildings would have the capacity to be able to um, to have the same number of sections and offer an all day program. My question I guess would be um, because we can't take action and this is something that I think is really important to all of our early learners, 100% separate from anything with special education. I've
022been fortunate enough to substitute teach in both schools. I've been in 4K in both schools. Whether there's 13 kids or 21 kids, I think we need an aid in those classrooms full-time. So, knowing that the contract expires in June of 2027, you said they would look at that at the beginning of January of 2027. Um, like I watched the board meeting, so I want to know make sure that I don't miss when there's public comment when it comes up time to talk about the contract and what we need as parents and as people that are trying to help this district achieve more making sure that our teachers get the support they need. Um, I don't know the exact time frame that they would take action. It would have to be before June, because June is
023when it would expire. And so, the main [clears throat] part There's quite a bit of work that goes into the contract part and then the work that you have to do with DPI. So, there are certain requirements that they have for the charter. Um, and so, I imagined that, um, we would need to work on the contract like early on in the school year so that we're ready to go and then the board approves what's there. And so, there's outside of the contract Yes, the contract could include like language that says, um, you know, the these are stipulations of things that would be provided to Core 4. Um, staffing in general is something that like any, you know, parent, like we just had, anytime staffing is on as an agenda item, um, that could be,
024you know, a way to advocate for what you think the needs are. Um, the other option, obviously, is, um, you know, communication with the school board, you know, regarding what what people think the the needs are. Um, keeping in mind, you know, that if you're watching the news, like we're really hoping that, you know, Governor Evers' funding goes through and that those dollars are there. But, it doesn't matter which district you work in, um, dollars right now are a concern. And so, anytime that you're increased in one area, you're likely talking about like what can you decrease in another area to cover those dollars. Um, because at some point, I mean, many districts are already there where they're operating in a deficit. We're currently not there yet, but, um, if if nothing changes with funding
025in the future, we will be there where we'd be at a deficit as well. So, those are the hard conversations. What are the pros and cons of being, um, like charter-based versus just the school district absorbing that K4 classrooms? Um, Amy, correct me if you think I'm wrong. To me, the only difference, um, between the charter and, um, it just being a grade level in the district is transportation. Yes. That is my understanding from the very beginning of this. And next year will be 20 years of K4 uh, in our district. Um, but, you're correct, Jackie. That's was the reason that we were given 20, well, 2000, well, actually, is when we started the whole thing, but it took 6 years to be able to actually have room at the in the inn to have
026the program begin. So, yes. Yeah. Otherwise, I mean, literally everything, that's why these meetings sometimes are like, you know, challenging, um, because everything flows through the district, you know, whether it's um, the budget or um, staffing, you know, evaluations. Um, there really isn't anything to do with like buildings and grounds because it's already a part of a school building. So, it it really is a lot of it comes down to just that transportation piece. And then, Aurora, to go back to what you were saying is the timeline. I I I will have to I mean, someone will have to go back in the board minutes to double-check that, but I think that Jackie we did start it like right in the fall the last time we had to renew the charter. We can double-check with
027Lori Colmes cuz she was the person in charge the last time, I think, unless maybe I did it the last time. Yeah, I did it the last time. Okay, then you did it. Okay. So, I I thought it was the fall that we started it maybe October. I think it's when we started to do the work on like, you know, are there changes that need to be made and then you have to do those comparisons to what's required in the law. Um, so that work started, but I believe it wasn't until after January that >> Okay. the Whitnell board took action on it. So, There was no action. >> definitely I can check that part with Brady cuz obviously it would be a different superintendent and then I can email everyone um, what that looks
028like, but I think part of what I wanted you guys to understand is that it doesn't have to be through the Core Four board. There's other ways to, you know, advocate for needs as a parent. Um, I just think it's really important to you know, just keep in mind that it doesn't matter what district it is, we're all faced with challenges when it comes to um, how to support everything that we would love to be able to see in a school. Makes it hard. Yeah. As a parent though, we sit there and tell them, "Oh, we're so fiscally responsible." But if we're cutting support staff for our teachers, which benefits our students, then we're not really being responsible to our students, even if it's But whatever, that's my own opinion, so I can go down
029that road with an email to the board. Yeah, and it's not that we're cutting the staff. Um I mean, we're we're talking about the addition of staff. I understand, but that hasn't always been the case within our district. There did used to be aides, and there are a lot of other schools in our general area where they have full-time aides, not dedicated to any special education student. It is strictly an aide in K4 and kindergarten classrooms. So, in order to consider continue to see those test scores rise, which our current board loves to talk about test scores, test scores, test scores, you want to see those come up, then you need to support our teachers. And by giving more support in the classroom, you know, and you're talking about, "Well, we have these early childhood."
030And I've been in that classroom, too. They do a great job, but there's so many parents that you don't know coming into 4K. They've never been evaluated for something. There's parents in denial about things that their kids have going on. And all that comes out in 4K and kindergarten. The most important years for our kids' learning. So, again, I can email the board about that because I have a lot of feelings, clearly. Um but I want to make sure that we don't just tell Well, we're fiscally responsible. We haven't gone to operational referendum. That's great. And we're missing opportunity to raise those test scores by not providing the proper supports for our teachers. So, off my soapbox. Yeah. Um I will still look into the timeline just so that all of you have that information,
031and then, like I said, um you know, public comment gets tied to agenda items, so you have to look to see if there are ever those that um but, you know, um it is always an opportunity to reach out and to say, "Hey, have you considered, you know, having this discussion?" Um, and then they can always make that decision, and then they make a directive, um, for, you know, administration to do research on those topics. All right. Does anyone else have a question or comment they'd like to make? Just that I really appreciate Ms. Kneg and I have a kid in her class, so I get to see those test scores and all the growth throughout the year, so it's really fortunate that I get to see that. So, thank you for all that you
032do. You're welcome. A fun place to visit. I work very hard [laughter] at that over the years. All right, is there anything else? Can I get a motion to adjourn the meeting? I move >> I move Okay, go ahead, Jill. I No, you say it. No, you go. You go. >> [laughter] >> I give the motion to end our Core 4 Board meeting at 4:30. I second. I. I. Anybody opposed?