001I >> oppose hearing. None. Uh motion or the agenda is adopted. Attendance. Uh appears everyone is here except for Rachel. Um we'll move on to D. Pledge of Allegiance to the flag. Please stand to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay, we move on to two, public comment. Do you have anything for public comment? >> No comments. >> Okay, we'll move on to three, recognition. Well, yeah. To tonight we get to uh recognize two of our high school athletes. Um it's it's not often that in a you know a fall sports season or any sports season and we have two different sports represented at our state competition. Uh however, we did this year.
002So um I see Tony here. I I do not see Emily. So um so I I want to u I'll first I'll talk about Emily. Emily Tasher is a cross country athlete. Emily uh participated in the WI Division 2 cross country meet in Wisconsin Rapids on November 1st. Interestingly, or really something we can celebrate. Emily's a senior and she's been a conference champion all four years of her high school career and has qualified for the state tournament in four consecutive years, which is uh pretty special uh for for an athlete. So, we're we're very proud of Emily. Um, she's she's not here tonight, but uh and then also uh Tann Brett, come on up. Uh T, you can stand like right here. I've got a a certificate for you, but uh I'm just going to
003read something quick. And then Tann has a few words uh for you guys, too. So, uh T is a sophomore uh and she headed to state for the second consecutive year. So, just like Emily, she's she's on track to be a four-time state qualifier, which is awesome. Um, so she played at the the Neielen Tennis Stadium in Madison on October 16th. Uh, her record this year was 23 and four, which is a pretty outstanding season. So, Tony, I just want to give this to you on behalf of the board. So, congratulations. If you have a few things you'd like to share with them, uh, I'm sure we'd all love to hear. >> Okay. First, I'd like to thank you guys for inviting me here so I can represent the Whitell tennis team. I would also
004like to thank the school and the athletic department um for um just their continuous support and always uh like supplying us with the equipment need we need. I'd also like to thank um our athletic director who uh has shown great leadership and determination this season and just like making sure we've had a good program. Um, I would, oh, sorry. Lastly, I would like to thank my teammates, parents, and our tennis community through never uh for always showing support this season, and I can't wait for next season, and I hope to improve. [applause] >> Hey. Hey, Tony. Do you play pickle ball? >> I have. Yeah. >> Do [clears throat] you like it? >> Yeah. I'm like [laughter] good at it. >> Well, bring it on. I'm going to play it, too. I'm ready. I'm probably
005about >> 50 years older than you, but [laughter] I'll give you a run >> for a couple for a couple. >> I don't know. I'll be alone. >> The tennis players are natural. I play against a lot of them. >> Yep. >> Awesome. >> Congratulations again. And we will move on to four reports and presentations for a Edertton student leadership report. So again, as we we talked about um last year, we're going to have uh our students come in and and share the things that are [clears throat] going on at their schools, not just our high school student council members, but our different uh all of our different schools. So, tonight we have Edmonton to uh well kick us off at the elementary for the elementary. Y >> um so we have four members of
006our student council here today. I'm going to have them say their name and what grade they're in and then they have a presentation uh that they're going to give to you. >> Want to start us off? Sure. >> I'm Hazel and I'm in fifth grade. >> I'm Ema and I'm in fourth grade. I'm and I'm in fifth grade. >> I'm Rudy and I'm in fourth grade. Rudy's going to start us off. >> Student council members, open to all fourth and fifth grade students who are interested. We have 44th grade students and 52 fifth grade students involved in one or more projects. Students can sign up for a project from a list provided. Students also share ideas from new projects to get started. Leadership teams. Teams of leadership, two per home room, who are chosen by
007their peers. They plan, organize it, and lead the activities. PBIS assemblies. We read it off. How students are chosen in first place. In the beginning, the student leader of the assemblies chooses the student for certain speaking parts. And the assemblies during the year, they lead it off. The students then get a speaking part and speak. They talk just the students, fourth and fifth graders in the front of the school. The students explain the highlights of the month, the character trait, and the events that are coming up as well as the events went that went well but have already passed. The student leader of the assemblies works with the teacher to set up a meeting to practice with the students and their speaking parts. Veterans Day for Veterans Day, we are planning a special assembly to
008honor those who have served our country. We interviewed a veteran to learn about their experience and all the students from K5 to fifth grade [clears throat] wrote a thank you letter. We are collecting the donations for a local group, the Milwaukee Veterans Homeless Initiative. We need cleaning supplies for veterans moving into new homes. We also have a honor wall where students can share about veterans that are in their families. After flooding this summer, the MHVI was cleared out of cleaning supplies. We are collecting laundry baskets and soap, dishes, sponges, wipes, and cleaning sprays, mops, and brooms. The MBHI makes a makes up a welcome basket for veterans when they move into a new housing. >> Paul, can I just ask you a question about that? How did you know what they needed? >> We we
009we knew because me and Rudy went on a phone call with the MBHI. Did I talk to them or did you talk to them? >> We talked to them. >> Yeah, you interviewed them. Yeah. All right. >> Daily announcements. Student council members read daily and weekly announcements about projects. One project we we are working on this year is the PB PIS is being respon responsible with our playground equipment. Each week, each week we have a total of each grade that has not lost any of their playground equipment for their grade. We are trying to meet the monthly goal character trait lessons. Student council members have been doing read alouds that are connected to our monthly character trait. This is our path month. Um students read this to the younger grades about empathy. The fifth grade
010student council representatives um that are on the character trait readers team were excited to read to the students in K4 to third grade. In the beginning of the year, multiple third grade students have requests to have readers come to their classroom. Thanks to their flexibility with our third grade teachers, we added third grade classes in the rotation. We'd like to thank to We'd like to thank to all of our teachers for welcoming character readers to our classroom. Also, thank you to the EES students who did a wonderful job at being a respectful audience and showing good listening and sharing skills. We we have learned that being a leader is not easy job and doing leadership is not easy. So, we have learned many things from being student council members. What I most enjoy about student
011council is getting with a small community and sharing ideas and getting to know each other. It's a great way to find your social voice. One thing I enjoy about student council is how everyone gets an opportunity to do fun things. >> What I enjoy most about student council is leading the projects and organizing everything. What I have learned is that [clears throat] it can take a lot of time and hard work. >> [applause] >> You have any questions for them? >> Go ahead. >> I just wanted to say you guys did a really good job. Obviously, I sometimes I'm at Edertton and when I was there for the book fair, I got to hear your assembly announcements and they were very cool. And then I saw all the kids doing what you talked about taking
012care of their material materials and I think it's really awesome that you're trying to help the younger kids learn too. >> Great job. >> Nice job. >> Awesome. >> Wonderful. >> Great presentation. >> Did your Veterans Day collection end today or is that still going on? >> It goes to the end of November. >> So if people want to donate items, where do they where do they take them to? They take it to the office and there's like a bin. The donations will start tomorrow after the Veterans Day assembly so we can present it to the whole school. >> Awesome. Thank you. >> He knows who he's talking about. >> Yeah. >> Thank you for the leadership in your school. >> Yeah. >> Excellent. >> Thank you. >> Thanks for coming. >> Thank you guys.
013picture with them. >> Oh yeah. Yeah. You guys want to take a picture with our student council reps? Ty snuck out. >> I was going to say, do you want me to grab Junior? >> Yeah. See if you can grab Junior quick. Yeah. Run fast. Sorry. >> You guys are You guys are >> the perfect height for this. [laughter] >> You guys did awesome. Great work. presentation. >> Feel like I have to pull out and like otherwise get [clears throat] >> it. Okay. And I'll send it to you all. center. [laughter] >> It's all about you. >> Congratulations. >> Thank you. [laughter] >> I just got completely turned around. All right, we will move on to 4B, superintendence report. >> All right. Well, first I'd just like to start off with tomorrow being Veterans Day.
014I'd like to just, you know, make sure we recognize all our veterans to thank thank any veterans who are in the room. I know Alicia, John specifically, uh I know. But just thank you for for your service to our country and all veterans who might be watching uh this video. Uh and then um we [clears throat] did have our Veterans Day ceremony at the middle school had had his fifth annual Veterans Day ceremony last week. I I know both Alicia and Jesse were there. Uh we we welcomed over 40 veterans, local veterans, and gave them a I think a pretty cool experience, a great celebration um and some good interaction with our kids. So, it was it was a really fun and and great experience for for everybody involved. Um, some other things that have
015been going on since last we talked, our third graders took a trip to First Stage to see the Goosebumps Musical Phantom in the auditorium. Um, our high school recognized their for the second year in a row their WOW awards, which is their recognizing students for doing great things. Uh, so they had that. uh Hails Corners Fire Department uh had a great we have a great partnership with them and they came to Hails Corners or Edertton Elementary School and uh they spoke uh to all the class about fire safety. Obviously we finished up fire safety month in October. The middle school had their fall dance on uh actually on Halloween which I'm sure was an interesting >> and fun experience. [laughter] Um the high school recently hosted their annual trades day. They invited over a thousand
016students from 15 schools throughout Milwaukee, Walker and Rine counties in our main gym to offer them to explore 54 booths with over 100 exhibitors offering hands-on experiences and information about entering the the different trades. So, that's a really cool uh event. Uh Hills Corners welcomed author Diane Nas who wrote The Life with Leo. It's a children's book series uh which shares heartwarming stories that teach kindness, empathy and life lessons through the adventures of her son Leo. So she spoke with the class about writing and then also they had a lunch uh you know an author lunch. So uh a certain amount of kids I'm not sure how they selected got to have a pizza lunch with her and ask her all kinds of fun questions. We have a middle school choir concert and then the
017MMA Mia uh from the high school is is happening this weekend. So, tomorrow is actually the senior citizens um dinner and then that it's the dress rehearsal and then Friday, Saturday, Sunday are are the shows. So, last week uh various members of the cast went over to the woods uh to give them a little teaser and sing some songs and things like that uh to them. So that that was pretty neat. And then um Edertton of course had their annual tie-dye shirt day on Friday. So lots of lots of great art artistic things going on there. And then finally tonight, um the middle school is hosting their tailgate and math night. I I think I I talked to the student council um and they're having some math stuff and then they're all watching the game
018together and then um having pizza and things like that. So, [clears throat] so that's a pretty fun time. So, if you want to go over for some pizza, there's probably there'll probably be some left uh if we get out of here in plenty of time. So, uh that that's what I've got for what's been going on in the district since the last uh time we got together. >> Sounds good. Thank you. All right, we'll move on to five discussion with future action a safe pro technologies. >> Yeah, I I'll have these guys come up. Um I will just tee this one up. You know, one of our strategic [clears throat] pillars um around operations is making sure we have a safe community. We we did some work last year on, you know, school safety. And
019one of the one of the things we're always looking to do is improve, you know, our our school safety. And so we've um started talking to these guys from Safe and I'll let them introduce themselves, but uh they have a really a really neat product that they're going to share a little bit more with with you about tonight [clears throat] and then also uh talking about some partnership in a part partnership opportunity with them as well. So I'm going to turn it over uh to you guys. You guys can introduce yourselves and kind of go through the the product we've been talking about and learning about to show. >> Thank you for Yeah. >> Evening. Thank you for having us. I'm Robert Austin with Safe Pro Technologies. This is my partner Paul Eert. Uh, as
020Brady said, we'd like to talk a little bit about the Sotaria system and uh, then our proposal for the Whitell Middle School. So, the Sotario system is an integrated threat detection notification and evacuation guidance system. Uh, it's designed to be uh, the future exit sign. So when a threat is detected, in this case we'll say a gunshot. Uh our gunshot detectors, our proprietary system automatically picks up that gunshot in any facility. It will immediately set a notification to all building occupants through our in room indicators which are in all the rooms and offices. These indicators will tell you not only that the threat is in the building, but what level it is on. In the immediate vicinity of a threat, the uh laser units would be in the hallways attached to the ceiling grids. They
021would project red X's on the floors and the ceilings indicating a lockdown in place. If an evacuation was indicated at that time, if you were not in the immediate vicinity of the gunshot, it would project green arrows onto the walls and the floors indicating a safe exit route. So really why we built this is it's designed to uh think for individuals during an emergency event. Uh because during high stress events, human brain just doesn't work that well. And obviously things like active shooter are extremely high stress environments. So this will separate individuals for uh safety, get them to immediate movement and hopefully evacuate them safely out of the building. Depending on how much time and interest you have, we've got like a three and a half minute video which gives a really good overview of
022what the product does. Although um the devices have come a long way since we shot the video. We also can show you the uh portal which will show maps of the school and where the devices go and what they do. Um and obviously we can tell you more about the devices or we can get right to the proposal. It depends on what you guys are all interested. I want to be respectful of your time. >> How dated is your video? >> How dated? >> It's about seven years old, six years old. >> So it's really not relevant. >> Well, it gives a good idea of what the product does and how it does it. But as far as the devices go, so you won't wouldn't see pictures of our devices anyway. As far as what
023images they project on the wall, we have to show you different pictures of what our current product does. >> I watched the video before I came and I thought it was pretty good. >> Yeah, >> I think it for people who had not viewed it in the public, I think it's fine to play it and so that way it's it's relevant and they can see it. >> [clears throat] >> SPRO Technologies is asking for your help to get the [clears throat] Syria system into our schools, businesses, and other public forums. Having you involved gives us a better chance to create a safer environment for your families. Please visit our website at saprotechnologies.com. You will see our mission and get a better idea of who we are and what we represent. We look forward to hearing
024from you and thank you. >> [music] >> Hello, I'm Paul Eard, [music] founder of Safe. I hope you enjoy the video >> or not and put them down. So, go ahead and and look to see how your characters are behaving and see if they change at all. Maybe you can make connections to yourselves, too. >> [music] >> Heat. Heat. [music and bell] Lock down. >> Lock down. You know what to do. >> Lock down. Lock down. Lock down. [music] Lock down. [music] Lock down. Lock [music] down. Road secure. [music] >> [music] [music] >> SPRO Technologies is asking for your help to get the Syria system into our schools, businesses, and other public forums. Having you involved gives us a better chance to create a safer environment for your families. Please visit our website at saprotechnologies.com.
025You will see our mission and get a better idea of who we are and what we represent. We look forward to hearing from you and thank you guys. I got something quick to say. So, I had the ability to hear those kids read today and it solidified why it took all the hard work and why it took so long to get here. and it was for the safety of the kids. Um, I'm an active shooter instructor, law enforcement [clears throat] experience. I found out that this is the problem and we had we had to fight back. I'm an inventor now and an entrepreneur, but my heart is in law enforcement saving lives and this is why we got here. Um, that has evolved. That video is my son. That video is kids I coach in
026baseball. And uh we took all of our time and all of our efforts into building what we have here today. And this is our um this is our backyard. We want to start here. We just got top innovation award here in the state of Wisconsin. And we're so excited about that, guys. And we want you guys to be the starters of this. I just wanted to let you guys know that this is this is super important to us. Super important for your community. These work so well, and I can't wait to show you working in action. um because they they do put everything in motion to save lives and really put teachers minds at ease because they have such a hard job they're doing right now. And I wanted to make sure everybody knew that.
027And in the video, they kind of had the chevrons. What I was saying about these devices being different is the three arrows that are on the visual detection slide. That's what the current product uh displays, not the chevrons anymore. And also, we talked about active shooter because that's kind of our passion. We've been active shooter instructors a long, long time. But the Sauteria system works with any threat detection. It can be smoke, fire, chemicals, weather events, any of those things. >> I want to add one more thing that's super important to us because we're training officers. We like to [clears throat] train. Uh sometimes it's really hard for school districts to get behind training because it's hard. It's a hard topic. Uh teachers don't want to deal with it either and I understand it. They
028didn't they they're not here to be tactical and having the ability to turn this system on and train quarterly and have it kid-friendly with the arrows and have have the teachers work with it. Um it just puts everything in motion of why we're here. And having that opportunity to train is going to be super helpful when it's bad if a bad situation does occur. And uh we we are so happy that you know we're going to set the standards for for training because it thinks for you and your brain isn't going to function under that amount of stress. So we're tackling a lot of things here. It's simple simplified. We get [clears throat] the training aspect and we get the the real time knowledge of what to do during when event happens. >> Uh I
029have two questions. First one you mentioned like a couple years ago, probably two years ago now, one of our elementary schools had what they thought was maybe like a gas leak and so they had to evacuate the kids. In a situation like that, if the systems activated, it wasn't life-threatening or anything, but let's say there was a situ like a chlorine leak at the high school or whatever. Does it connect to showing, you know, which area to avoid? Does it have that sense of or how does that work? So the only thing that is [clears throat] integrated into this current product would be a gunshot detector. That's a proprietary information. >> If the facility has chlorine detectors already in place, then yes, our mapping system API can connect with it. >> But so we can
030essentially we're plugandplay for any threat detector or you know safety detector in a facility. So if you've got it, we can use it. If you don't, we don't offer >> like a fire like a fire alarm or something it could connect to. >> Right. Integrates. And then my second question is um I don't know if I can ask this. So tell me if I'm not supposed to because of like the safety stuff, but you would I'm assuming have a partnership with local law enforcement for the training, right? They would know how to engage with the system if they ever came into a building like you would train the students and the staff. How does that work typically without getting too much? >> We'd certainly reach out to uh local law enforcement if they're interested in
031that. As far as training goes, we always offer training. We've we've been doing that even before our product was built. Okay. Since we do active shooter instruction, we we go all over training and we do that as a public service. So, of course, if um the facilities or uh school board wanted us to train, we would we would train other teachers. >> I just wonder like I mean maybe it's common sense they see the arrows and know which way to go green versus the red X's. But if ever there were a situation and law enforcement responded, >> we would love to have that communication with law enforcement. definitely would like to work with them because the better they respond, the safer everybody else is. >> Okay? >> And it's good for cops because we go
032against the arrows, right? So if I'm going into a facility like [clears throat] this, we have no idea where the shooter is. That's why they're in such terrible, terrible situation. Well, that's one of the reasons. So if law enforcement comes in, they go against the arrows, find the exter. So you said there's a gunshot detector, and I was just curious, how is that done? And then um also with that um like a concern of false positives because that could obviously be [clears throat] incredibly scary if like you know slamming a locker could set it off or just depending on like how that is done I guess um to protect against false positives or do you have issues with false positives because that would obviously be very scary for everybody at the school. >> Yeah, that's
033a really good question. This is something that we thought about a lot. In fact, when we started this, we didn't have a proprietary gunshot detection system because of of that issue. And um you know, we we thought about how are we going to combat that? Because the last thing you want, well, the last thing you want is an active shooter event, but the second last thing you want is a bunch of lockdowns and scaring people when it's not warranted. We partnered up with the Department of Energy. They worked through like a public partner grant with PNNL, which is Pacific Northwest National Laboratory in Washington. They developed the gunshot technology. We lease it from the government. So they don't measure just the audible decel of an event. They measure the power of an event. So if
034you think of it as like a wave, you know, it'd be big and fat for a gunshot and a locker sign would be much smaller and uh lower. >> So they tell us that some the chance of a false positive is something like sigma 4 or whatever. They eventually they said and if you had this system running for uh the time the universe has been in existence there would have been two false positives. >> So it's a better than like the shot spotter system because that oh yeah >> is pretty terrible. Yes. So >> it's way better than that but it's a way different technology that's outdoors. Ours wouldn't work very well outdoors. It's meant for indoors. >> Uh but also there's thresholds that we set which is exactly why we're here today and our
035proposal is to outfit the middle school so that we can test that. We want to force false positives onto the system if we can. Obviously, while school's not in session when we're testing to see if we can better the product, but we've got a threshold. We've done a bunch of testing. Um I have access to a gun range. So, this thing's heard a lot of gunshots and a lot of weird other stuff that I'm trying to make it think are gunshots. Um but we can't replicate a school uh hallway or the book signing or a shop or anything like that. So, um, that's our goal in the pilot testing program is to make sure that that's that we're not getting any false positives, but that's certainly a concern. >> And then my next question was,
036um, how does it detect like if there was a shooter situation obviously like where the initial shots were, but as the if that person moves, is does it like pick that up or is that just like is it real time with where the X's are and the green arrows? like does it adjust if the person moves? >> Yeah, I'll show you. So, this essentially is the map of the middle school and these yellow uh squares are the in room indicators. Let me get to >> I guess cuz like my concern is like the person who's there is going to see where the arrows are too. >> Oh, yeah. Yeah. And so like they start to go that direction because they're like, "Well, everybody's going to be going this way." And >> of course, and we
037did a lot of tactical training in our heads that when I invented the system, that's how we we had to think that through. And so there's shot detections throughout the whole building. And there's more shot detections because we need coverage in here. Um, and so what to answer your question, the shot gets picked up in a certain area. It relays the information. It will X out any that area or adjacent hallway, and then arrows are pushed away. the shooter moves and shoots again, that hallway is xed out. That hallway that was xed out, the original um where it happened will stay xed out. We we cannot change that to an arrow. >> No, sure. Yep. >> So, does that answer your question? >> It it does cuz And I was just curious, too, like as
038they if that person moves, you know, as they have in other situations, like will that adjust so that the kids still have that sense of security that it's actually [clears throat] this is actually a safe way to go. You know, as the >> right as soon as the moves and then all all the other areas are going to be arrows that push him away from ground zero. >> And the shooter may never see green arrows ever. If he's moving and shooting, he never sees green arrows. He only sees red X's. So in this case, you can see in the upper right hand corner there that flashing red. That's where this gunshot came out. >> So the units around it are xed out. Now, if I were to trigger this gunshot detector here as well, it
039would X out all of these units around there. Uh, also, >> so all the kids in that in that in those corridors though, like are they not getting arrows of how they can get out or what is or did they just get the lock down? So, >> they just get the lock. >> Okay. >> And a lot of this, so if you think of like a green arrow here, okay, and these kids are being pushed out towards this exit. even if the shooter is moving and shooting, we're talking about a really short period of time to where anybody and this is really for people stuck in the hallway. Okay? >> So, and those people if they're moving are already out of the building by the time >> the shooter is getting around if in fact
040uh they move. And they do move to some extent, but generally not to a great uh distance. They they kind of stay put in a generalized area. And if it was like a fire, same deal where it would like X out the area where the fire is >> only where the fire is. And that would be so generally fire, we would use your maps. So every facility has evacuation maps. And you can see we've got um evacuation and weather events down at the bottom here. So if [snorts] if you wanted to trigger that on your own as an administrator of the website, you could. Or if you rely on the fire system and then they would direct you. The only problem with the maps is the maps don't know where the fire is. This the
041maps on the wall. So you know your evacuation route might go through the fire. Ours would not. It would go into a safe distance safe direction. Karen. >> So thank you for bringing this to us and I watched the video before I came so I had a chance to process it emotionally a little bit before seeing it again here. And um but I want to ask a little bit about some of the specifics about what the trial phase would look like. Um, what would the timing look like? Um, can you give us some of those details, please? >> Sure. Um, like we we brought up with the middle school, we'd like to get this in here, start showing showing it off to you guys, having you work with it. Um, and and we'd like to
042get this going as soon as possible. I think that would be great to to start that or January. You have anything to add? >> Yeah, essentially what what we're offering is to pay for all of the products. will output the entire school with shot detection, laser units, indicator units in every room. Um, and obviously we're doing that partly because we want this in every school anyway and partly because we want to test the full system out. So, what we would ask for is some access uh to the facility um for testing purposes. We um had a smallcale pilot program in Greenfield High School uh so we can use them as a reference. were pretty easy to work with and whenever they said we could come in, we'd come in and test and we'd unplug the
043system when we left so that um it was off during school hours or anything like that. As far as time frame goes, Paul's right, we could probably start installation as soon as you folks are ready if it's approved. It's going to take probably another month for us to get some motherboards we're waiting on to outfit the whole school, but we can certainly start um on the installations and the testing. >> Okay. And so did you seek out Whitel Middle School specifically because of the building layout or um how did we come to connect? >> A few different reasons. Um one I I work in Greenfield so um obviously I have a vested interest in keeping the facilities here safe. My daughters also went to Whil here so um we've got a bit of a connection
044there. And so I wanted somewhere local and somewhere that you know I I I think this is a value for the facility. So, I wanted to pick someone that I kind of already liked. Um, but it it doesn't really have anything to do with the layout save that we picked the middle school because frankly, [clears throat] you know, we're a small business startup. Trying to outfit the high school would be cost prohibitive for us. We wouldn't be able to do it. But we didn't want to do a great school because we want a really robust test of the product and we want something with two floors that, you know, we can make sure that everything's working just right on this. Um, you know, I told you that the video was shot like six years ago.
045We've really been working on this a while and we could have been the market probably [clears throat] two years ago, but it just wasn't perfect. So, obviously, we're a we're a business. We've got all that, but we also have altruistic motives here. We want this to work right. We want it to to work well, and we want to save people. So, >> okay. Then, from a technical perspective, in terms of installation, like what does that take? I work in a neighboring school district where they put in new um like digital clocks and it was like it felt like months of wiring in the ceilings um while school was going on. So what does installation look like? >> It is POE so it's probably exactly like your clocks were. Um we when we did green field
046we did a smaller area but they did that in a day. So, uh, I don't know what it would look like, how long it would take to run the PoE, but each laser unit and each indicator unit are PoE wired. Each gunshot detector is connected via a parasitic draw into the motherboard of the either the indicator or the laser unit. So, those draw off of the power already provided. So, only two of the three units need a PoE while you're going to them. >> What is PoE? >> Power over Ethernet that provides both power and data. So instead of having two different cords for it's like um >> it runs through the internet. >> Yeah, the blue lines that look like phone lines. >> So we believe we already have the wiring that would accommodate
047this. >> Well, you you have the capabilities. You've got switches and IDF closets and then we just have to run the cables. >> Thank you. Would this add any significant cost for that like power? And [clears throat] obviously it's a smarter technology. >> I have no idea what the power consumption is of the units, but it's very low. Um, and I know this because we originally [clears throat] had some of these items battery powered and we went away from that because we wanted something that was more uh stable and uh would not, you know, a a dead battery or replacing batteries and all these would be ridiculous. So, they essentially sleep most of the time. They ping back to our portal to make sure they're connected and everything's working fine. And other than that, they
048don't do much but but sleep and listen. So, I'm guessing the power draw is insignificant. Rachel, >> um I took your training actually and I've thought about it a lot over the years. The the idea that >> um you gave us some data about those who um got [snorts] out and went to places to get out survived at a higher rate than um sheltering in place. So I was thinking like that might be some of the reason behind this like to get people out. Um my question is um how would the training of this system look with kids? Is that like a next step where you would have them practice with it or >> Yeah, we certainly hope so. And and part of the problem again is as Paul alluded to earlier is active shooter
049training by its very nature, even the presentation I show that hits people, right? And it's hard. Some people I get bad reviews sometimes and they're like too much, too much, I don't want to hear that stuff. Well, kids certainly don't want to hear that. So, we don't have to call it active shooter training, right? We just say when the X's come on, you shelter in place and when the arrows come on, you follow them. So, yeah, we we'd hope that that would be a part of the school's lockdown drills or evacuation drills and we would just uh be a an added value to that, a helpful partner. >> I have one more question. So, you said the ex's come on with shots. What if the shooter doesn't shoot but moves? >> Uh then it would
050not. Yep. That that would be the scenario where uh it's possible where a shooter gets himself to uh to green arrows. If he if a person were to shoot in one say hallway, uh he would have to move probably around two corners without doing anything else before he ever gets to a green arrow. And we hope that people are um evacuated by that point. So, as you can kind of see, even though the shot detection is here, you know, there's X's on 90° hallways, this one even might be an X, but it's so close to a hallway. So, in this in some of these cases, you might have to get around like if it was this this one right here that went off, this would be X, this would be X, and this would be
051up here green. So, he's going to have a long way to go a lot of times to get to any areas that are evacuation areas, and we hope that people are already out of the area by then. What's nice about this is it has the ability if you have administrative um uh access to the portal and you see something that's not right, you can activate a lock down by the push of a button in our portal. So, you can activate it and or if the shooter does shoot, we'll activate it. >> And if you took the training, you know that one of the questions I get most often most [clears throat] often from teachers is it's run, hide, fight is the training, right? Well, how do you know when to run and when to hide?
052Well, if you're right next to the gunshot or very close by and you don't know it, you don't know what to do and you're not a tactical person, then that's tough on people. So, this really kind of thinks for them. That was the purpose. >> And your IQ is lowered in this stressful situation. >> Indeed. People do weird stuff. >> I have another question. Sorry. Um, so you said it's listening. Is it It's not >> I'm assuming it's not recording or anything. It's just listening. That's in it is only listening as in like it's going to detect those [clears throat] specific frequencies and whatever that match the gunshot. >> Correct. It's a wavelength. Yeah. There's no recording. >> Here's all it can hear. I'll even show you >> sort of what we get. So there's
053not much to see here. Oh, this was a manual. >> So there's an alarm FRF out here. All that means is this 16 million number here got above that variance that I set in here for the algorithm and it says, "Oh, that that noise sounds to me like a gunshot." That's all it hears. It doesn't listen. It doesn't keep track or record of anything except for all the data you see right there, which is creep to most of us. >> Yeah. >> And don't mind asking questions. We could talk about this all day. This is what we do. So, for in order for me to to get behind this, I have to believe that you put this up and it's going to work, right? >> Yes, sir. >> And I'm I'm a little confused why
054you put a video up cuz I all I know is what you've told me in a video where it's dated. You have no locked lobby. You got the guy coming right in the door during during during class, right? our doors were open before and after, but during class, what you're showing is not what's reality. So, that's really confusing for me. >> So, a couple things. One, uh, the video is just more intended to show what the system's capable of. I'll tell you, after years of studying this stuff, if somebody wants access to your building, they get access to your building. Schools are really good at at um >> at visitor control. You guys really are, but they still get in. um they get in behind kids or in front of kids or they they break
055their way in. Uh and then as far as not making another commercial, I'll tell you what I said before. We're on we're a startup company. Shoor string budget. That first commercial was pretty expensive to produce and we're putting our money into the making the product the best we can right now. So, we're we do plan on making an updated video because we know that one's pretty dated. We just haven't got there yet. >> But I go back to for me to get behind this. All I know is what you show me and what you're telling me. So one thing that you show me I can't rely on. And that's what that item I have to rely on that item >> if I'm going to purchase it or whatever. Uh I have to have the >>
056So if we had if we had PoE capability here we didn't right now. But when we run our system, this will turn on this will turn on with a gun with a gunshot. Um and then every room has this indicator light. We've tested it. We've had it in Greenfield. He's had it in his house. It it it really triggers. It's ready to go and that's why we're so excited because the techn is done and that's what we really worked hard but off to do and so to for you for the clutch that you have it's it's going to work for you [clears throat] >> and we would I would and you don't have to pay for it. We're going to we're install we're going to show you that it's going to work. >> So you
057you shoot a gun off? Well, we >> we don't >> we do at a range so we know that our our units work our shot detection and then um so that that's going to gather the information. >> But on site, you don't you don't use a a sound or or >> we can get those decimals up. >> Yep. We can do it two ways. One, we can trigger kind of like I did today where we say, "Okay, this gunshot heard uh or this gunshot detector heard a gunshot." Alternatively, I have a blank gun with 32 rounds. They have powder in them, which produces the power that the system needs. We could use that in a school. Obviously, we're not going to fire off live rounds in a school. Um, unless you guys let us uh
058to to trigger the system, but we've got other ways to do it as well. And we actually can fire live rounds. We just need bullet traps and things, but that's not our plan right now. >> I don't need live rounds, but I need something simulated to to see it go off and to work. >> We agree with you, sir. that we would really want that to happen and show you. >> Okay. >> Just unless you wanted to go first. >> Uh just the one question I had I had Quinn's question. Um so from if we're like hey that's something we want to do. We want you know with blanks. How do you work? Do you have some sort of permit that allows you to come into the school to do that? Well, it's against the
059law to carry guns in school, but blank guns uh would not qualify as a firearm depending on how they're manufactured and made under state law. So, that's something we could certainly work out with legal uh council and before we do anything like that. Our plan when we first come in, frankly, is to artificially trigger the uh gunshots the first time to test it and then try to force posit false positives on it. So, we're less interested in whether it picks up gunshots. Frankly, I know it does because I've done it lots and lots of times. My bigger concern is that it's going to pick up something that's not a gunshot and think it's a gunshot. So, that sort of phase one is installing the whole system, making sure it works. Phase two is trying to
060trick the system and seeing if we can, and hopefully we can't. And then phase three, if we got there, would be something like that where we would try uh a simulated gunshot to ensure that it's picking it up and triggering the system that way. >> And obviously, that's the most important thing. And I think I'm feeling Quinn on that with that's that's what we want proof of it being able to do. Obviously, we don't want to freak people out or whatever it is. Um, and then the only other question I had was so you're telling me that the system hooks into our existing network. You do not have your own network. >> No. Well, it's the the portal is cloud-based. The only thing we would need is switches in an IDF closet that are hooked
061into the network. That's all we would need. So, I don't know. We had this whole conversation with um Greenfield as well, and frankly, I don't get um parts of it. I've tried to make myself more intelligent on this subject, but all I know is um so long as there's an IDF closet, we put our own switch in. It was I don't think it was firewall, but it was somehow sequestered uh to these two to these particular switches. Our our system was on its own switches, and then somehow they made that work. Great. That's something that I would like our network people to be on board with before I were to make a decision on that. >> Um, so then I guess my question is if the power source to these goes out, just say there's
062some sort of blip and an active shooter happens to show up at the same time, is that system completely down? >> It would be. Schools have redundant power sources. So that's why [clears throat] we like to hook into PoE because if it did go down, your redundant power source kicks in and you've got power still. If for some something happened and there was no power to the whole school, yes, our system would not work then. >> Okay, that's all I had. Karen, >> does anybody else feel like they're on like the Shark Tank right now? Like [laughter] >> I mean I love the entrepreneurial spirit. Grady, is it the uh is it the recommendation that we go forward with this? Yeah, I think uh you know, we're uh Jackie and Todd and John and I
063have met with these guys uh a few times and we've had Tony involved, but we'll get more in detail on your question, Jesse. Um, so it's it's something we we we feel pretty strongly about would be a good thing to try. Uh, you know, at the middle school, you know, as they've said, it's not a uh, you know, it's a it's a test place and it, you know, so so that's yeah, I mean, that's why we brought it to you because we feel relatively strong about it. Um, and we think testing it within a school would be a a good opportunity. and you feel like it can be done without disruption to the students. And um >> I I guess what I would like to see if we bring this forward for a vote, I
064don't know if you need us to vote on it, but if >> Yeah, we we would bring it back to you for a vote probably. Well, next time more if there's a ton of questions we can't answer tonight. >> Yeah, I mean I would like to see something in writing like a plan for like when it starts taking place, when it finishes, you know. Um just a few more specifics. Okay. Um, so we just so we have a little bit more information, but I I appreciate the initiative. >> Sure. >> Yeah. So, I think that was my question too is a little bit more about the logistics of it. Um, it sounds like right now you're kind of asking us to give you access to the school to use it as a test market. Um,
065but it won't be hooked up during our school days at this time >> at the beginning because we also have texts that work on the portal and sometimes they're triggering devices to work on the portal. So, we don't want the devices in the school to go off while we're testing. So, at the beginning when we're getting everything hooked up, we'll disconnect all the PoE wires when we leave. This is what we did in Greenfield High School as well. And then when we come back into test, we'll hook them all back up. [clears throat] Once everything's solid and working well, then we'll leave it on and and you guys can have it forever. We'll keep the site active for you. We'll keep the updates coming for you. Um, obviously, we think we're offering something of value
066here, but we also recognize that we're guests in the school. So, as far as access and I mean, you tell us when and we'll show up. >> We could do second, third. We don't we don't have to be here during the day when the kids are here. >> Yeah. So we're happy to work around those schedules and that and then at the end if you decide you know you want to keep the system and that's it then we're happy. >> Okay. So that makes sense. We give you the testing opportunity and then in the end as long as it works for us we get to keep it free of cost. >> Correct. >> I have a little impressions. Um so uh um I know that the school already does drills for different um scenarios and
067some are like fire or maybe medical and you know sometimes there are already medical lockdowns where you know we just need the hallways cleared and could this system be utilized in those situations and would it be a thing where somebody in the school would have to have the access to like say turn on where that event is? Is that how you would activate it in those scenarios? Cor >> correct. So if you look right there, we have lockdown, we have evacuation and and weather buttons. So if if your principal, superintendent, whoever has access to that, if they see something, if something's medically wrong and they would like to quick get people locked down, you tap that button and it activates the system and puts everything >> in motion because currently usually they'll try to get
068they'll want everybody to be out of the hallway. So, they need to bring in, >> you know, emergency services or whatever, um, medical services. >> Um, so I was just curious if it, you know, could be utilized. And then, um, I know you said right now it's only to detect the gunshots. Is it, would it be a goal to like detect smoke or some of these other things for like fires? >> Yes. It's the future exit sign. So, we attach oursel to any dangerous event. um as long as they have their own API and we can we can talk with them uh that is going to be something that we definitely want in the future. >> And that's building fac uh building and facility specific because depending on what uh hardware you have like what
069control box for the fire panel and who's monitoring it. All of those things are different. They talk differently. Their API is API is how things communicate between each other and they're all different. Our API is made to be agnostic, so we can easily plug in with anybody else's. But to do that, we'd have to get into a facility, find out who their contractor was or their alarm company, talk to them, and get our APIs meshed up. Our techs say we can do that. >> Cool. >> Thanks. >> Um, because we give you access to the school, whether it's second, third, whatever. Um, for your employees in your text that would have access to our school, do you do like rigorous background checks, the same sort of credentiing that we would do? It's going to be
070me and him for the most part. >> Okay. >> We're happy to give you whatever information anybody [laughter] I've got a trustworthy face. So, [laughter] >> we try to safeguard who has access to our schools. [clears throat] >> Of course. >> Yeah. We're just just as a just a heads up, we we do that. I mean, we we'll be having a lot of that with um referendum stuff coming up. So we do pretty rigorous stuff on anybody who is in >> Yep. >> So yes, >> this may be a Brady question. Um if we get it to the point where we like it and it's like, okay, we're going to put this in the high school, is this something that works in tandem with the Raptor system or we would intend to replace it with
071that? Yeah, right now it it it works in in in tandem as much as it can with the system and you know if it if it eventually gets to a point where we could replace it, we would. But Raptor, there's so much involved with Raptor with the background check scans with the you know, cards. There's there's a lot more to Raptor than just, you know, the the app that we use for lockouts and things like that. >> Yeah. We don't even consider Raptor a competitor of ours like what you said. I think their best stuff is all that stuff and the lockdowns [clears throat] things uh those in the pendants anything that relies on human beings is just less robust than something that's AI based. >> Great. Any other questions? >> Not thank you very
072much. >> So yeah uh I will I took notes on the questions that you guys had. Uh, I'll follow up. If there's other questions you think of tonight on your way home, feel free to email and we'll uh, you know, bring it back. I'll I'll put any updates I have on in Friday, my update to you all. And then certainly next time we can bring >> I guess another question, sorry for you maybe, is with the referendum and any work we're doing like if they go and install stuff when we're doing stuff for referendum, it's not going to like mess with their system or >> No. No. the middle school. I mean, that's another >> It's a smaller Yeah. I just >> Good thing about having the middle school is we're not doing >> major
073construction. >> Yeah. >> But yeah, I mean, that's part of, >> you know, the plans for all the new areas is obviously new safety things or, you know, safety things. >> Thank you. Great. Nice to meet you. >> Thank you. Okay. >> Yeah. Thanks for >> Okay, we'll move on to 5B. Consider new course proposals with Adam. >> Good evening. >> All right. Uh, switching directions a little bit. Um so talking about um some new course proposals, just some revisions. Um been working on this with some of our our high school folks. Um and we're looking at adjusting the timeline for future years. So here we are now in November. Um looking at course proposals for just one um and some some changes for you know this will hit live in the catalog in about
074uh 3 four weeks. Um, but then hoping to come back in April or May of 2026 for the like 2728 school year. So, we'll shift our timeline a little bit. So, we're about 13 months out rather than um a few months. Um, so just have um some focus for us is uh you know, we're grounding our work in the strategic plan. So, as part of our revisions and um any of our edits, we're really trying to develop that comprehensive K12 uh Whitner learning experience uh that aligns to our profile of a graduate. So, um at this point, um just have a few things for the high school. Um and I'll go through these in um in some more detail here. Um a new course being proposed called residential construction capstone. Um this would be a
075technically a fourth course in our building trades um pathway uh which would probably precede a youth apprenticeship or um a co-op or an internship. And then just uh along with that comes a revision to building trades one in terms of a rename and building trades 2 in terms of a rename just to be a little bit more descriptive. And then we're also looking at renaming um math intervention over at the high school. So uh our first one is for um our residential construction capstone. So um this is would shift to a currently building trades 2 is one credit. Um it's double blocked in a semester and um with this addition building trades 2 would go to a half credit. So uh it'd only be one class period over the course of a day for the
076semester and the capstone would turn into a 2-hour block. So, this would include um in addition to typical classroom learning um they're earning OSHA certifications, they're earning a couple other industry certifications, but they're also then getting that real world experience where they're on job sites um with contractors that our our high school is um is partnering with. So um really also adding that idea of project management um also materials selection for on the job and things like that is all kind of involved in this course. Um so you can see there some uh project planning pieces working with framers, roofers, plumbers, electricians, HVAC, finished carpenters, kind of the whole thing interiors and exteriors all in that capstone project. Um Chris Jackson and Chris Strozik um of uh one of our consultants for Career Tech Solutions
077have been working on this for um over a year to try and provide some of these opportunities for our students who [clears throat] want to want to take a third uh or fourth class um at that residential construction um piece. So they'll be working in that project management that uh construction manager role and then um you can see they'll get OSHA 10 certifications. Um, one of the things that uh is important for students is they have to be able to provide their own transportation to job sites, which is current with building trades too right now. Um, you know, we're not like having a school bus pick up kids and dropping them off at a job site to run HVAC at 5:30 in the morning. Um, so they have to have that that transportation for those
078job sites. um some of the prerequisites that are listed there. This is um something that Chris and Chris had come up with in case we have um a kind of like a weight list of different pieces that need to happen. So currently um I believe we have 39 students who are in building trades 2 and uh I think it was about 28 or 29 of them are either sophomores or juniors. So they're looking for that next experience. This is where we kind of look to this capstone. um and then send [clears throat] them off into possibly like a full youth apprenticeship or a co-op or internship. Um so um those are just some of the things that they'll have to uh to complete [clears throat] um you know in that regard. Any questions on the
079on the capstone piece? Yeah. >> Do is there um stability in like the partnerships that we have to be able to offer this course because obviously we have to have places to send them and >> Yeah. Yeah, Chris has been working um Chris is coming um from an experience-based lensure as he was a as a contractor and coming to us as teaching as a second career. So, he has a number of different connections. Um Chris and I just talked last week. Uh Chris Strosk has a number of connections that he as long as we have something that's like here we have a stable class versus like hey we're looking for someone that we could maybe run some of your plumbing um you know in a residential facility or working on like a little pony wall
080versus working on a little pony wall in the um in the classroom. So having a a defined class like this allows us to make those firmer partnerships because we can say this is going to be running all the time. And are they reliant on those staff members or just because I wouldn't want to see students taking these other courses getting excited to do this capstone project and then it's not available? >> Yeah. Uh you mean like for our our members? >> Yeah. No. Um I think this is something that uh you know we had conversations in the development of the course this is something that a lot of our kids are going to look forward. So um our current pathway is they take uh exploring technical uh exploring technical pathways possibly as first semester freshman
081year. They could take building trades one um second semester freshman year and then they're at um building trades 2 sophomore year and they don't have anywhere to go. >> I think I worded that wrong. I meant the partnerships that we have for places to send them. Is it reliant only on these two staff members? >> No. No. No. Sorry. Yes, I did misunderstand it. Sorry. Um Yeah. And um we have Tom Herman that works with that as well. You know, Brady was talking about trades day. Um that was a lot. Like you walked down there at 7:50 in the morning and there was 200 kids there. Um and all of those businesses, I went and talked to them. They were like, "We're hungry. >> We're we need we need people." Um and that was anything
082from Ben. I talked to the guys who were bending steel um on Fizer. That guy was a Whitell um alumni. I think it was class of 2000. All the way to HVAC, plumbing um anything that was really there. They were like if you have people we we desperately need them. >> Yeah. >> So, I really like where we're going with this, but I have a similar question about safety. Yeah. And that's things like workplace safety, work site safety, supervision of students, that we're not sending students out alone into places um and that >> I understand that transportation is on their own, but that >> um that that we do have criteria for where we're sending them to and we're also supervising um and communicating and they're not we're not just sending them out. Um >>
083yeah, we don't just look up in on Google and look up uh HVAC providers and say yes and that we have a process for evaluating and um and looking at these relationships because [clears throat] student safety. I know that they're learning safety here at Whitnol, but you know that a lot of things can go wrong in the field as well. >> 100% 100%. Yeah, they do get um like you said, they get the OSHA certifications that's building in some of that classroom time, but then getting the application to actually, you know, be on [clears throat] a job site and um but yeah, those are all um same thing like we just kind of talked about with those guys, background checks and making sure um I know Tom just recently invited me to um a youth
084apprenticeship breakfast and all of those people were receiving train uh training as to how to be a mentor. Um, you know, I think about like the dad holding the flashlight, uh, you know, and getting yelled at. Um, you know, they're trying to provide that guidance as well as as these are like entrylevel, um, positions and, you know, they're impressionable 16 year olds. >> Yeah. >> Thank you. >> Okay, so that's um residential construction capstone. Um, with that comes a a couple revisions. I'm gonna Could you skip to the last one, Jennifer? Probably should put that. So, um, this would would would kind of cascade into a change in building trades, too. Is currently that's a one credit double blocked semester class. This would change this uh we're looking at changing the name to um splitting
085it instead of one and two, interior and exterior. It's a little bit more descriptive. It allows us to advertise our courses more um and just allows that like understanding of what you're actually going to be doing in there versus just taking trades one and trades two. They're also um currently you have to take one in order to take two even though siding doesn't necessarily have things to do with electrical. Um so you could take them out of order. Chris and I have been in some conversation about um you know as we had some lovely weather come through southeastern Wisconsin um when is it best to offer interiors when is it best to offer exteriors um because you're kind of like you get the beginning of the semester in the fall you get the end of
086the semester and possibly what looks like spring in Wisconsin um for the spring. So, um, we were kind of having some conversations on what that would best look like because, um, you know, we want to have students that are outside. Um, you know, you saw our Ner competition sheds last year. Um, that would be a goal of our exteriors course is that they're going to be building sheds. Um, there's not a lot of space in the in the shop down there. So, that's work that really should be done outside in order to really kind of give it that like space that it that it needs. Um, so those are our um just some slight modifications in terms of the names. And then um our last modification, Jennifer, you want to back up? Uh is just
087a rename of our math intervention course at the high school to be named math for success. Um this is really just a little bit of a better descriptor also of what we are trying to do in that course. We're trying to set students up to be successful in uh their geometry, their algebra classes, their geometry, algebra 2 function, statistics, tri trigonometry, things like that. Um and it really just sets that positive mind frame for student growth. None of the real course, no modifications to the course, just totally in in name only. Um it just is communicating those high expectations of like this is something that we're offering to kind of we we've been calling it like a booster class. Um, and we offer these in a lot of different areas, >> [clears throat] >> um,
088across, uh, middle school, summer school, um, high school, summer school to kind of get kids ready and fill those gaps that, um, we want to make sure that they're, um, working on to be successful for some of our measurements in in the strategic plan. >> Um, so is this considered like tier 2 instruction? >> Yes. >> Okay. And then what kind of tracking are we doing to measure our success in programs like matching for success or waiting for success? Um >> I mean when you say nothing is changing in terms instructionally um I'm really interested in how the results are coming out of these programs. >> Yeah. So um they're using in this course currently they're using a couple different uh digital pieces. They're using um I Ready. So they are um kind of going
089through um some periodic exams you know and tests essentially so we can see if they're fulfilling those skills. are also using Alex, which is a supplement to um in their regular math instruction, their regular math class, which every certain amount of hours that they go through Alex, then they're getting um kind of like an assessment to make sure that [clears throat] they're holding those skills as well. And so, um, you know, with the idea then that, uh, we've been providing coaching and training to our, um, our teachers who are teaching these classes and they're able to not only read those reports, but then able to actionably um, you know, plan lessons for what is happening and the skills that are lacking in those um, in those certain areas. So, um, if you're familiar with any
090of those reports, it'll tell you um, you know, like Alex, they'll say, "Hey, these are the skills the students missing." So we can pull small group and say this is what they need to work on. It's two-step variable equations. It's identifying you know this that and the other thing. >> Yeah, I had a question went back to the the capstone class. Yeah. Um, I guess if I am a student and I'm very focused student and I know that I want to be an electrician, is that course going to put somebody who wants to be an electrician through HVAC, uh, carpentry, roofing, something like that. And I know it says project management, but from a logical standpoint, I can't manage a project if I've never done anything with plumbing or electricity. >> Sure. Yeah. They get
091um the build the like trades one, trades two, which will be interior, exterior, kind of runs through the basics of a lot of those different pieces. You know, you're talking about a semester course to go through all of interior, everything from, you know, like you're running plumbing joints to HVAC and electrical. you're spending about um you know six, seven weeks. That was a really bad joke for those of you who are middle school parents. I apologize. I apologize. Sorry, I did not. >> Oh, I picked my girls [laughter] out yesterday. >> Um but they are they're getting that higher level um in the interiors and exteriors. Um so they're also able to identify if they do want to go into youth apprenticeship like maybe they they do want to look at in they do want
092to look at electrical but they want nothing to do with plumbing. Um, so that does that answer your question? >> Yeah. I I guess I'm just trying to visualize the path for somebody who's like, "Yeah, this is I like this the most. This is what I want to do." >> So then be the thing for me. >> Yeah. So their next thing um after capstone would probably be a youth apprenticeship. Um which again that's relying on transportation. Um so that's why we kind of have that youth apprentichip usually is for like the juniors and seniors. So, um, there wasn't currently a class that really fit in there for sophomores. I've got tech pathways. I have one and two and then I'm sitting idle for a semester. There was really nothing for them to go into.
093But at the same time, if I don't want to do a youth apprenticeship, but I do want to get some experience in this, maybe I just want to go MATC, I can still take three uh it would be the capstone and I would get my full two and a half credits in CT in CT pathways. >> Yeah. Thank you. Yeah, >> maybe this is redundant because you were talking just kind of answering it, but I was curious like could a student take capstone more than once. If like they took it sophomore year, could they take it again to do build on it or >> grow? We haven't talked about it being repeatable. Um that is something that I can definitely um gather the team together and figure out if we want to be able to
094do that. if we can repeat it more than once >> for like maybe different experience or >> different site or whatever to work. I mean I'm in healthcare so I imagine like clinicals and have different clinical experience depending on what unit you're on or which hospital you go to or I don't know so I'm assuming with construction it's you know versus you know working on something at like visor versus like in a house or >> Yeah. Yeah. And um currently right now um building trades um two which would move to exteriors is repeatable. Um I think part of that comes in terms of like numbers. um is if we have a repeatable course, are we allowing a student to repeat when we're s telling a student who wants to come in that they can't because
095um you know it might be limited availability to partnerships but also limited space within you know and keeping the safety piece of of our own shop when they're in our our inbuilding experiences. >> But there's the opportunity to go to youth apprentichip. So >> correct. >> Thanks. Any other questions? >> Done. Thank you very much. >> Thank you. >> All right. Thanks, >> thank you. >> We'll bring that back. >> Yep. >> Next time. So, if you have any questions between now and then feel free to email me. Happy to get to it. >> All right. We will move on to six announcements. Does anybody have any announcements? >> I do have one quick one, but you can go first. I was just going to say um I'll go into it with um when we
096do school um liaison reports, but we had a really successful book fair and I just wanted to give a big shout out because Edri had a ton of volunteers um that week and it wouldn't have been possible to do everything we did. We had the book fair, spaghetti dinner, and the football game concessions. And make sure we shouted out all the parents and community members who showed up for all of those events. I was just going to say a reminder for music boosters partnering with Shady Lane Greenhouse um for that poinsetta fundraiser and it started um last Monday. Uh so any kids any family with kids in music so fifth grade band orchestra um middle school, high school um and it's a new fundraiser this year. So just wanted to spread the word so people
097are aware of it. >> Can you send me the information? >> Sure. >> Thank you. Oh, Jesse. Uh, HC's PTO meeting is tomorrow at 6:30 in the library. >> Middle school meeting is on Wednesday at 6 o'clock in the STEM space. Then, um, just FYI to the board, the Wisconsin school report cards are [clears throat] scheduled to be released tomorrow. Um, we've seen them. We're we're very proud of the, you know, the work we've done. And as far as continuous improvement, I think it's embargo till tomorrow when it's released. But we'll we'll put out information tomorrow or whenever they get released. They're scheduled to be mid tomorrow, but as with anything with the DPI and government lately, you never know. So [clears throat] that's good. We'll move on to seven. Does anybody have anything for
098meeting debrief? Hearing none, we'll move on to eight. Do I have a motion to adjurnn the meeting? >> So move. >> Second. All in favor? I >> have to laugh.