001All right, sounds good. Okay, let's go. Uh, good evening everyone and welcome to the District of Brown School Board meeting. Um, today is Tuesday, November 11th, and I call this meeting to order at 6:03 p.m. Verification of a public notice. Uh, meeting has been publicly noticed. Verification of a court. We have six of our seven members in attendance this evening. Approval of the agenda. Would someone like to make a motion to approve the agenda as presented? to approve the agenda as presented. >> Thank you very much, Mr. Province. The motion has been made. We have a second. >> All right. Thank you very Ashley. All right. Any discussion? Hearing seeing none, all in favor raise hand and or I. >> Any opposed? Hearing seeing none. Motion carries 620 and the reading of our mission statement
002is through the lens of excellence, equity, and engagement. We are dedicated to empowering every student with essential skills to build a foundation for lifelong learning. And our vision is to provide a rigorous education that empowers our students to confidently navigate in our everchanging world. And I would like to announce now that our seventh member of our board has now attended. So for the next folks that come through, we are good to go. All right. Now with that being said, business office reports. Miss Paul. >> Good evening, board. Uh, >> three things on the update for the business office. Uh, the first API reporting, our annual report was submitted September 19th on time. Uh, and our special education annual report was submitted on October 15th. Both are still pending DPI reviews. I have our treasures report.
003Everything is trending as we would expect so far. I'll keep you updated if you have any anomalies or anything going on beyond that. Uh and then just uh with the business office staff, we've been working on uh performance goals. A lot of our goals are around the idea of becoming more empowering as a business office. We use a lot of paper. Our processes are a little bit antiquated. So, uh, this week I'll be meeting with individuals and we'll work on how to get our business office up to date so that we're doing things a lot more efficiently. And that's all I got. Short and sweet. Board members, any questions for M. Paul in relationship to any of the uh, budgetary or financials? Put >> it in my mouth. But I just wanted to say thank
004you for making all the time. >> Let's go on to our next item. Uh approval of new hires, Miss Jackson. >> Good evening, board. Um tonight, I do not have any new hires to report. >> All right, let's go on to item C. Any any resignations? >> I do not have any res is good. All right, sounds Thank you for that great report, Mr. Jackson. We appreciate you. >> All right, let's go on to our item number three, our fosterling academic accountability. Uh, would that be Dr. Glass or would that be Dr. Cot? >> I can start off. I just have a few words. Good evening, board. This evening, the administration would like to share the results of our state assessment data. And I would like to ask Miss Dana Rosman, our district map coordinator
005and dis data and assessment coordinator to walk us through the data for this evening. And so it's it's up on the screen. I think you should have it in your PowerPoint. Miss Ras I don't know Dr. Glarate the slide and then I'll go follow up once she Thank you. >> Good evening everybody. Um this uh presentation is a summary of our state assessment data as well as a school report cards that were just released publicly today. you can be up. Um, what did you want to do? >> I just wanted to go through the four of the four pillars. uh we are focused on the uh pillar student learning as effect and the purpose is basically to go through what the state is seeing as our student achievement data. Um that would include uh some
006of our state assessments as well as um how we are comparing to the state of Wisconsin. So, um, for the state assessment, um, the first one we going through, uh, for third through 8th grade, the state looks at our Wisconsin forward, and that includes grades 3 through 8. Um, and for the high the middle uh, the high school, we'll be looking at the preture for grades 9 to 10 and the ACT grade 11 as well as AP exams. So, first going through ELA, uh, this will be your third through 8th grades and then for 9th through 11, I'll go through all ELA first and then pivot to math. So, this graphic um, it's a one pager um, it's it's uh, a comparison between brown deer and the state of Wisconsin. So, if you look at
007the left side, that is brown deer. It's five grade first column and the fir the second column is brown deer 2024 then it's brown deer 2025 and the green and the red column that is the change. So green would mean it it's a positive change from 24 to 20 25. And then on the right is the state of Wisconsin. That's their proficiency data. Um 24 20 and 25 and their change. Um this is the percent of students that are meeting are proficient or advanced in their assessments. So you'll see um for third graders I would read this is I would say in 2024 uh 49.1% of fourth graders were proficient in ELA and in 2025 that increased to 58.1 which was a 9% increase where the state of Wisconsin increased by.2%. Hey, >> so M.
008Robin, just to make sure that we're looking at this correctly, 58.1% of our students in 2025 and the state average is 50.8. So we're basically 8% eight percentage points higher than the state average for third grade for state >> for third grade. Yep. Okay. >> Want to make clarify just make sure. Good snaps. Good snaps. Good snaps. >> So we'll just kind of let you peruse. Um so fourth grade uh there was a positive increase um where the state had a negative um had a decrease. Um fifth grade we had a a slight dip at 2% where the state had a a bigger dip 2.2. Um sixth grade we had a dip of 4.7 where the state had a smaller dip of 02. But as we go up we look at seventh grade 5 we
009had an increase of 5.6 6 where the state only had a 2.1 increase. In 8th grade we had a increase of 9.1 where the state had an increase of 3.7. Overall BDE has 46% of their students proficient or advanced in ELA and the state is at 52. For middle school uh we had a 3.7 increase where the state had a 1.9 and as a district we are at 44.4% 4% petitioner advance where the state is at 51. This is >> should I wait for questions? >> Uh should I hold it? >> We want to wait until the uh Miss Rosman for your presentation and or Dr. class. Do you want to wait for questions after all the information has been done or would you rather it happen uh go ELA for elementary school and then
010do the ELA for the middle school or for the high school? Would you which way would it be the best for you? >> I think that we can be organic because we have reduced our slides by a lot. So if she's going over a slide and you have a question, I think it would be appropriate to ask right away. >> Board members, you guys agree with that? You good with it? Okay. Uh, so I'll take Miss Welch, you have a question? >> So my question is around fifth and sixth grade, right? So obviously was a a little bit of a trouble area for it overall with the state, right? And so I guess I'm just wondering what what sort of contributed to what's happening around 56. >> Hold on. Go ahead and do that then
011if you need. I was going to say can I tag on to her question because it was the same in math >> the latter part of your question. >> Yeah. Just like I mean so obviously like for us it was an issue right but it's also looks like it's a statewide issue right and so what really is sort of what can that be attributed to like is there sort of some data that they're presenting or some reasoning that you all have found that this is sort of trouble spot at those grade levels. One of the things that we're doing right now, I think u Miss Rosman has done over the past couple of years where was taking the standards deducing the skills and the strategies mapping backwards right to see what should be taught um
012across those great bands. Um, in doing that work, she also found that dealing students dealing with ability to deal with fractions from very very low grades, interracials and all of those things have been a hindrance not just for Brown Deer but for many districts. And so her response to her response to the finding so as a vertical well that's in math that's not in LA but right >> um in math um we have a vertical math team at the elementary school. So they're they're focusing on creating a more a more seamless uh progression for students kindergarten through fifth grade. um the conversations they've been having have been rich. Uh and the third grade team that continually continually outforms the state is part of that work uh working with our fourth grade um teachers and fifth
013grade teachers. And then as they relate to English language arts, most of us hear that in grades K through third grade students are learning to read. You've heard that that slogan or saying before and then from fourth beyond their reading to learn. So when it comes to critical analysis, deep thought thinking, there's a huge gap. So students need the ability to know the structure of literacy. And when I say the structure of literacy, being able to read a document and say, is this chronological? Is it first, second, third? Is it cause and effect? because those things guide the depth of knowledge of the questions. And so with that, as an instructional team, we're working to build more curriculum and instruction around depth of knowledge three, right? And so we're getting into we got into that
014in our second um PL day and then we'll have a follow-up session in February. So we know that it's a gap and that's the way that we we're attacking it. >> Um I have a question. Have you all um taken this data? And I'm going ask it like two different ways. Well, one for our students that have been with us for years and two students that are new to the district and so like is there how's that balance? >> It's something that we're looking at um we're trying to find um mobility rates, right? So students who start and stay at Brown Deer, how are they performing? It is data that we're scratching into but we have not looked at but it is something that we've requested um to receive. All right. Any other questions? We
015go on to uh Matt. All right. I mean sorry we're staying on ELA for high middle school now. >> Um so this is sticking with ELA. Uh >> am I sticking with ELA? This is how brown deer ninth, 10th, and 11th graders compare to the um I I um I really can't speak to, you know, the ninth and tth graders, but I know as uh in 11th grade, we did go up on our ACT scores. Uh we did push into financial lit classes um and went through reading strategies with teachers. And during our last PL day, um, all high school ELA social studies science teachers receive professional learning around reading strategies to use um, for the ACT and the preture. >> There any questions on this slide? >> Um, one quick one because these are
016actually the largest negatives here to our information. All right. So, I'm trying to look at this correlation. You got fifth and sixth grade where kids are actually kind of sixth grade getting into middle school, fifth grade, they're, you know, pre middle school. And then obviously you look at your ninth and your 10th graders, which are high, which are basically both both sets of these grades levels are transitions. And I guess my biggest thing in relationship to this is is we we we see kind of where we're at and we're actually really really really low when it comes after the ninth and tth grade. So, from a from a high school standpoint, what are we looking at to try to give out more information, get our students more prepared, or is it u more of a
017learning gap that's happening right now in relationship to the information that they're getting compared to the testing that they're taking? All right. I know we say no one says that they teach to the test. All right. Yeah, that's always sounds good. But um I'm just wondering for relationship to that, do we have a strategy in place knowing where we're at right here? Like I said before, these are the lowest negatives that we have in relationship to this. And we also know that historically ninth and tth grade are going ninth and 10th, fifth and sixth and nth and tth grades are going to be those grade levels where you have a little bit more of that transition, a little bit more of that change on how they have to study how you know how those tests
018how those tests are taken and the information that they've got to remember. So, any ideas on what we're going to do to try to alleviate some of this? >> Um, when we met this summer when we talked about the vertical alignment, we talked about delving into all types of questions and categorizing them. Our focus right now is starting as early as third grade with differentiating depth of knowledge. We're not where it's just surface, but it's deep. So if they see the word analysis, if they see the word um judgmental, they know exactly what it is and what it is that they have to do. They're getting sentence sense. And so we've looked at the the data and that's our focus um for the year. It's my belief um that with that work with the support
019um from building leaders with the roll out that the coaches are doing we believe that that deep learning will take place and will affect these scores not only in um English language arts but also in social sciences and science. Part of the walkthroughs that we've been conducting in the um in the buildings are looking at questioning and techniques. That's a really big thing that we found. And so we when they keep talking about DK 1, 2, and three, we're talking about that level of questioning that teachers are asking kids is it more just recall making, you know, very short. We're trying to get to what Dr. Glass is talking about making kids do more of that critical thinking. We're talking about analysis and we're talking about compare and contrast. That's what we're going we're trying
020to do. I can tell you that um just recently met with Miss Brown in regards to these this ACT and this is still another focus for her when it comes to her goals for this coming school year. So I started to talk about like so what are we doing? How do we prepare students in nth grade to know that that test really counts, right? or are we just merely just giving it to them and expecting for them to know the importance of it? What are we doing as a as a staff to ensure that they know the the magnitude of that and that this is kind of starting off where you want eventually to go after you complete um high school high school. So, we had talked about, you know, is it more Saturday stuff?
021Are we going to start bringing kids in on a Saturday? You know, we had a little bit of a conversation about that. maybe a little portion of uh different of philosophies because I really believe in preparing them on Saturdays, having them come in and do that. And it's just something that we're going to work out. But she's very well aware of that. And I think it just kind of goes back to what we've been doing um in our walks about how we're listening to how us teachers are doing their instruction because that's going to help us, you know, level this playing field in regards to these scores that we're seeing. Important to note here too in ninth grade our this is their uh students first state assessment that is timed. Yes sir. >> Um so
022in the Wisconsin board is an untimed test. They don't have to take it all in one sitting. Uh they can come back and take it uh finish it another time. Uh so it it is their first experience with a time test. Also to worthy to note the changes to the ACT this year are noteworthy in the fact that the test will uh will be shortened. The reading passages will be shorter. The students will have more time to complete each question. Um so and you can take the ACT over two days. So, the state does require you to take the ELA, the English, math, and reading portion of the ACT on one single day, but you could come back the next day and take science and writing. And we're hoping that the test that will help
023with the testing fatigue um of students in that reading section that's really dropping course, >> do they take practice test beforehand and are those timed? Yeah, I'm not sure if they're timed, but we have we have uh methodize. Uh we also have that provide um ACT question. The ACT site also has um has practice tests that that you can take. Um they're chunked smaller so students can practice 10 at a time or whatever. Uh but we are um again, you know, part of the PL that we've done with teachers at the beginning of this school year. um Shabala had time put into the into these days where teachers analyze the pret data. They looked at the the strands where students are underperforming and where they're overperforming. Um we are using reading techniques in our ELA
024classes and math techniques in our math classrooms. That's all new this year. So we're hoping that will uh shift some of our data. >> Yes. because I know that that timing could be a bit stressful. So, if they're actually practicing with a timer, that could maybe help to make that deficiency not be so bad when they first do it. >> Right. Go ahead, Miss. >> Yeah. So, so then it's not required. It sounds like there's opportunity for them to do it. So, they have to take the initiative to do the practice test. Is that what the right take away from that? Right. versus like this is a requirement. We are all practices, right? >> Okay. I had another thought, but it'll come back to me. >> But I feel about the question too regarding um
025we're just talking about the ACT, right? Because I know some students probably are writing off I'm not going to college. Why to take this test? So they're not even putting the effort into, >> you know, trying to do really well because not going to materialize into anything for me, particularly if I'm going to pursue um work, military or uh trades or or what have you, right? So yeah, I kind of um think >> incentivize them, give them some kind of reward because we also know like kid comes in like this don't mean nothing. This going to go this don't go by our report card. This don't mean nothing. Okay, I'll take it. Whatever, whatever, whatever. And and I think probably I'm speaking [clears throat] pretty much what the board is thinking is in relationship to
026this is we need to incentivize or make this something that's so special that they really understand the importance of these tests that they're taking, but also to our teachers understanding like again if this is the first time they're really being timed on the test. Well, you know what? We probably need to have timers out there and being like, "Okay, we start doing work, not specifically just for the test, but we start doing certain things or whatever have you and it's time like even if it's like a like a little uh >> quiz or something. All right, guys, you got 15 minutes and the clock starts now." So, they start getting used to being put on the clock or whatever and stuff because, you know, if I've never done it before, I'm not thinking about the
027clock. And then if I do look up at the clock and I'm done and done all of a sudden down it called test anxiety and now I'm like just forget it. But I think the more and more that we turn around and we do it and we expose our kids to it and being able to being able to take a test in that in that manner or whatever have you then I think it might be the better off that we are in relationship to some of this or whatever. So >> one last thought about this too is around so I heard um somebody say that like you know obviously the teachers are disagregating this right and reviewing the data but is that translating into a conversation to get like sort of so they have an
028understanding about what this looks like for them and then for them to be able to sort of give their you know feedback about what their experience is and what they may need out of it too. So like with and even not just be beyond the text right like the everyday pieces of this are we doing sort of like I don't know some people call it like a coffee chat whatever right just so that they understand like this is where you place this is what this indicates what are your thoughts about this how do you feel you know we can help support you in this so are those types of things happening with kids so [clears throat] they have some voice in their own academic future have and proposed. One of the things that we're struggling
029with right now or what teachers say that they are struggling with um when it comes to data to chat is a time that is that is taken. And so again, what we have scheduled for February, our next PL day, the whole focus is on student feedback and clarifying misunderstanding. So, it's a very important um piece and just helping them to understand that it doesn't have to be 15 minutes, it doesn't have to be five minutes, but what the teacher has to be for sure about what he or she is saying and the quicker it'll go. So, it is on um all needs list, it will be um performed. You said it's going to start then or they're they're out to January. >> That's where we're moving as a district. Right now, we cannot say that
030it's systemic or that it's even been initiated, but February, that's what our PD focus is. >> Okay. >> All right. Miss Fington, you had a question? >> Yeah. Did you have >> Yes. Uh Miss Brown actually started this year studentled conferences with the ninth graders where they're showcasing what they're doing the academically this school year. So they they have a whole PowerPoint slide that they present to their parents on parent conference. So that should start making a way or paving that way for those conversations to happen as well. >> I go ahead. So just a comment and I'm glad to hear you say that because sometimes when we try to force the data chat discussion it it becomes forced but if you flip it around and you're having the students leading those parent teacher conferences
031showcasing their work um that's a great way for students to kind of lean on to you know the stuff that they're working on in terms of class assignments and work but testing as well right. Um, so we've got to kind of think about it from the vantage point of what is a young person thinking about um when we're trying to ask them to take these standardized tests and there are so many in the fourth >> especially a fifth and sixth grader and a ninth or 10th >> right like and so when you can have a young person actually present their best work and then engage a discussion with their parents not with the teacher leading the conversation but with the student leading the conversation. I think we can um kind of >> it helps them
032build that ownership of their own work and also even if you let's say I did totally help the student I can say well I really struggled in this test it was time that wasn't like you're more aware of what's going on >> and you can also say the next time I'm going to do XYZ you can build on that with your bro >> right you know and then I'm sitting I just went back to when I was in Dominican nth grade or whatever have you we had class. It was uh test taking. Is it strategies of test taking or uh test taking strategies? It was one of the two, whatever one it was or whatever have you. And that that was like worked wonders cuz it made you understand whether or not you got a
033test to where you've got your ABC D, if you've got the one where you've got to write it out, if you know if it's time, if it's, you know, all of those different things or whatever have you. and being able to take being able to take those those test taking skills or whatever and being introduced to it potentially. Could that be something that could be a really and we're really looking at these where our scores are lower fifth, sixth grade, nth and tth. Is that something that we could turn around and do for like half a semester or something like that? Test taking strategies or how to take assessments or something like that. That's that's kind of, you know, kind of ingrained in our culture of what we do as a district. Is that something
034that potentially that we may look Dr. Glass and Mr. Robert, what do you guys think in relationship to something like that? And do you think that that would be beneficial? >> I think that it's um possible depending on, you know, what the students their um I don't want to say load, their class load is because like you my freshman year I had a study effectiveness course that was coupled with test taking um for one semester for all freshman. it was mandated. So I we have to look to see if there's a state um code for it because for all the classes that we offer there has to be an alignment state code with it so we can see >> um if it's offered and then um if it's not >> even if not maybe that
035could be one of those >> I just if not maybe that could be one of those we started talking about the Saturday that maybe this could be a Saturday initiative or whatever have you for all all students that would like to be able to have the the the science of test taking or whatever have you. Uh we've got like three or four different Saturdays or whatever for you to be able to be able to take this test or whatever. I'm sorry, M. Yes, ma'am. >> Um um yesterday we met with the juniors and we we were talking about an incentive. So, there is an incentive uh trip planned for um the those that increase their scores, but also uh principal Brown asked the the juniors the if if we offered ACT test prep after school,
036how many of you would be interested in lots of kids raised their hands. So, we are in the process of signing that. >> Perfect. Okay. I think we went Miss Ferington first and then we'll then we'll uh then we go to Miss Bank. So my my actually Todd took what I was going to say about test taking strategies and it doesn't even have to be that deep off top. So when Haley, my oldest, she we went to some place up the street and had her do a testing opportunity. And the lady was like, "Oh, Haley, I noticed you didn't wear your watch." And I noticed when you guessed, your guessing was all over the place. Wear your watch and choose one guess answer. And she went up two points. So, I mean it could be
037just strategies that you implement until we can get that class, >> right? And so, again, we turn around doing it and I know that Miss Bacon was next. Miss Bacon. >> Yes. >> Okay. Um I think we've had this conversation in the past where um if we know that they are learning to read in third grade and in fourth grade they are reading to learn. Um it just seems like to me I'm really kind of concerned with our fourth through the sixth grades. You can't even do what you're supposed to do 7 8 9 10th if you are having difficulty starting in fourth grade. And so I'm really kind of concerned also we're of course um meeting expectations. I'm thinking we're still meeting expect >> we're exceeding we're exceeding expectations >> everywhere. everywhere as a
038district for the first time in years. >> There goes an advantage, >> right? However, the scores aren't demonstrating that and they continue to slip under the state average. So, I actually got a I actually got a um a text message from someone in New Berlin that kind of congratulated Brown Deer. I guess there was some um What's this? >> Yeah, that was shared out there. And Brown Deer was one of the um you know, that was doing pretty really well at So, I'm really proud of that. But we want to be able to um to be even more proud of where our students are. So, I'm glad that we're meeting expectations, but a lot of times parents are looking at those grades and they're like saying, "hm, Brown Deer is excellent to my kid for
039first through fifth grade. However, do I really want to send my kid to Brown Deer for sixth through 12th grade?" And I just don't want us to have a situation where um while we see the growth, there is growth. Um just kind of stepping up our game somehow and and I have some some suggestions for how to do that as well. Um one of the things that my daughter always was frustrated with me about, you know, I was like, "What are you doing sitting in class?" I mean, you get those reports every day of whether or not they're doing anything good. Um, I just wish that there was some way for us to be able to communicate some positive things or growth that students are doing along the way so that they can feel better
040about themselves as well. Even those small milestones, you know, and maybe doing some goal setting with the students. It's like, okay, I noticed that you were here at this particular point. Um, let's have a chart, you know, and let's see where you were on the chart. you know, they have charts for behavioral. What about the for academic? So, what I'd like to see >> All right, let's go ahead and continue. >> Um, we're going to uh shift to mathematics. Again, it's third through 8th grade. We look at Wisconsin forward and 9th through 11th is a prey secure in the ACT. [clears throat] >> Um, this is for the Wisconsin forward. Our third grade team increased um from 61.6 to 76.1. That's a 14.5% increase. 76% of third graders are meeting advanced in mathematics. Fourth grade
041had an increase of 1.9 even though the state decreased. Fifth grade had a dip 5.5%. Uh the state also went down. Uh, same with sixth grade. In seventh grade, we had a 10% increase where the state only had two. Eighth grade, we had an 18.1% increase, but it's big. >> There you go, Miss Megan. I know what you was just talking about. There it is. >> What is it? Three pointsish behind the state in mathematics in eighth grade. BDE scored 53.9% and the state was 52.8. Brown Deer Elementary outperformed the state of Wisconsin in mathematics. >> And you know the one thing I always turn around and say regardless of whatever happens and this is something that was said to me way back years and years and years ago. The ELA part is kind of
042subjective but math is universal worldwide. 1 plus 1 is equal two. I don't care where you from >> but again what I'm saying. So those right there, that's something that's really really telling to me is the math piece, you know what I mean? And us being able to do that and our kids getting getting the strong showing the strongest growth changes when it comes to the math part as well to being able to do that and stuff. So yeah, and close to average. Well, we're getting closer to the state averages and stuff like that. But when you start to look at where the rest of the state is in the red and we're pretty much in the green and going 14.5, 10, 18, I mean like those are significant growth changes. >> So this is
043our ninth, 10th and 11th graders. We've had positive change um in ninth grade and 11th grade. Um the state also had positive changes. So I feel like we um yeah we're both both growing. The state outperformed us this time. >> So the question becomes then what is um what do we in terms of 10th graders? Um well the 10 so n last year's ninth graders were our first grade that was um splitting their time between algebra and geometry. >> Okay. >> And last year's 10th graders did only geometry. So when we looked at the the preac secure item analysis 10th graders did well in geometry but they had lost their algebra. Um, that shouldn't happen this year because this year's 10th graders are last year's ninth graders and they're doing the other half of algebra
044and the other half geometry. So, they won't have that gap. We're hoping that will change that dip. Are there any other questions on this slide? Um, so I'm shifting. Um, this is Oh, AP. Um over the last few years, the high school has had some very exciting increases in students uh participating in taking AP exams. Um you'll see the top chart on the left. Um in 2021 we had 31 students take the AP exam where last year we had 99. On the bottom right that's showing the number of students scoring a three or higher on an AP exam. and you'll see that's up by 20. So, we're showing some some serious um we have a serious celebration there as far as our AP. >> Just a quick question. So, is it still true if you
045get a free on that AP exam, you can kind of opt out of the entry level classes in college. I think it's English and some other sub. >> Yeah, each university is different. Like if you're going to Wisconsin in some for like AP calculus, they may need a four. >> Okay. >> So, but um you should get a college credit for it, but you would it just depends on the university you're going. >> Okay. >> All right. So, the school report cards are came out public today. Uh we've uh been looking at the secure uh report cards, but uh we can share this publicly today. Um, school report cards um include outcomes in four priority areas. Achievement, growth, a target group outcome. That would be your student the bottom cortile of studentu student students um
046on state assessments and then on track to graduation. Those are our four areas and these are the definitions. I'm not going to go through them all but the this is how these uh these four things are defined. Oops. Defined. So this achievement and growth and this is target group outcomes and on track to graduation. This is just the table showing what you need to score to get a minimum or a maximum. So meets expectations would need be between 60 and 70.9 and exceeds expectation is 71 to 83.9. These were changed over the summer. They were increased elementary. So this is the comparison between 2024 and 2025. The top is is 2324. The bottom is 2425. They are four stars exceeds expectations school for this third year. Brownier Middle High School at 2324 they were at
04765.5. They increased by 4.2 to 69.7. There still meets expectations but 71 is exceeds expectations. So they're super close. >> Very good. >> School district of Brown Deer and 2324 we are at 67.6. We are all the way up to 71.2. >> Just wanted to put a few celebrations on here. Um, for elementary school, BDE is 4.4 points behind the state for students performing at proficient or advanced levels and they are.9% ahead of the state for students identified with special needs. >> Correct. >> In mathematics, 55.8% 78% of scholars performed at the proficient or advanced level outperform in the state by 2%. 78% of third graders performed at the proficient or advanced level. >> Right? >> Middle high school um ELA and math scores showed a decrease in the percentage of students in the developing
048category. That is your bottom cortile. >> Yep. That's huge. and an increase in the percent of the students in the meeting or advanced categories. So, they're reducing their bottom and increasing their top. That showed the greatest improvement, especially eighth grade. >> Yeah. >> High school advanced placement increased the number of students taking a AP exams and increase the number of students scoring a three or higher. In the ACT, the student performance over time um is going from 20 uh 14.3 to 17.4. four and the Wisconsin forwards at it 11-year high um at 37.7% of students at the practitioner advanced levels >> and that is it for me. >> All right, so there we go. Questions? I know Dr. Cotton, I think you got something you want to turn around and say. you got some words
049you want to say right now since we put up this >> as as always. I just want to thank staff for all of their hard work and getting our children here and getting us to this where we need to be and we've got a lot of more work to do, but to that exceeding expectation, it's it's so doable here. It's a great thing. So, I just want to congratulate staff. I want to congratulate students for all of their hard work in this as well. So, kudos to everyone. >> Oh, yeah. Dr. Dax, go ahead. >> Put a cherry on top. Um, receiving this data today, we got together and we did a comparative analysis and this is really the big picture of what this data is saying. From 2021 to 22, we were at 61.9
050meeting on the state report card. Today, we're at 71.2. That is almost a 10 point increase. >> On average, schools or district increase by by two to three. We have a growth rate right now of 4.7%. When we look at what we call our peer districts, districts that have similar numbers, similar ethnicity groups, we outscore them all. So we scored above cut we scored above St. Francis Glendale River Hills and when we take into consideration >> school district like Whitefish Bay right they had or met things >> who has like 1.1% disadvantage >> we outscored their growth weights and so we're doing a phenomenal job. Um I'm proud of this district. I'm proud of the staff. I believe that the work that we're doing over the next couple of years once we get ourselves together
051and in sync I believe that this 4.7 bro will double. >> Yeah. >> So yeah thank you. >> Go ahead. And in fact, I I like what I heard in terms of just the data analysis and how you are going to really begin to figure out how we are going to improve those areas that are showing us challenges and getting ahead and having those conversations early so that we can, you know, start to continue to see the progression of work, right? Lead the state. >> That's it. >> Don't discount. Don't discount. I need a favor. Board member, stand up, please. >> This as the president of the school board, man, I appreciate what our board does. See, because again, if the board doesn't do what we need to do and being able to bring on
052our talent to be able to lead us to be able to get us there, ensuring that we've got the dollars to make sure that we can expose our students and being able to give our students some of those different things that they need for us being stewards of the of the money, being able to do this and our hiring practices and everything else like that. Board, you guys deserve you deserve as well. I get from >> and for all of these people that might be listening what for all of the time that the school board puts in that some people don't think that we do for all of that time and effort and leadership and being able to do all those different things or whatever have you from the bottom of my heart I appreciate
053you guys and thank you so much for what you do >> man this is this is one of those okay meet the jerk and then let's talk about But yeah, but no, real real good. Thank you, Mr. Rman. I know you ready to go home now. But yeah, this information right here is great. And this is what makes being a board member, you know, that that piece that makes that puts that smile on your face because now you know that we we're going down the right path. We're on our way. We're on we're on our way and we're only going to do better and and continue to succeed. So, yes. Thank you. So, let's go on to our next item, unless somebody else had something else they needed to say. >> You know what? And
054it's really good to be able to see all of these numbers. I I attended the uh meeting this morning and it was like I didn't see any of these numbers. So, it was kind of like what was going on. So, it was a little different, but >> Right. But I think that Dr. Cotton, I know that we were talking about potentially something big to >> Well, we have uh we have a letter that's going out publicly tomorrow. We've displayed it on our marquee. Um when you drive out, you'll see it where Donna put it up this morning. Awesome. >> And we've done we did a celebration with the staff on November 4th, which was our PL day. We um >> invited all them to a breakfast that was just for them where we told them
055Dr. glassed and and thank them for the all of the work that they had done. And I know BDE celebrated uh today down there together. They had breakfast as well and they also have t-shirts that are coming up that say basically that they are three repeating. They got a three repeat going with their exceeded expectations. So I can stamp get those. >> Wait, wait, wait. I did that wrong. At first I did like this. I like Oh god, help me. [clears throat] >> Wait. One, two, three. and you know when you do it that's his side right there so people thought about yeah I can't do it that way that a work but um but yeah and then also I think that's something that we need to add into our uh village and school district
056meeting u put that in there and then also make sure that we get in brown magazine >> it's on there and it is you know we already are the next magazine that comes out I believe is the winter edition and Katie did write up a big article in regards to this. So you will see it even though we it came out today, we were able to put it in. So it will be in the bill magazine that's coming out the next edition of that. >> So all board members, so just so you know that the information could not become public until today. >> Until today. >> Yeah. So again, it's been under wraps >> for weeks >> and everything else like that. So today was the first day that it could actually uh >> be
057shared and publicized to everybody or whatever have you and stuff like that. And so like today is that smile day for me when we started talking about Brown Dear >> to be able to do this because we haven't been a district that has exceeded expectations as a district for the last five, six years. >> So >> we're doing good coming out of the pandemic. I think we did well in the pandemic considering >> coming out of the pandemic. >> Yeah, >> it's just a lot of hard work here going staff puts in a lot of stuff. >> Definitely. All right. So, let's go on to number four. Managing finances, facilities, and operation. Uh, approval of the school lunch consideration. I think Dr. Kai, you're going to lead this and then go to >> I am.
058Good evening, board. Again, the administration would like to share with board of education and our listening audience. The school district of Brown Deere cares deeply about the well-being of our students and families and wants to ensure that no child goes through the school day hungry or without access to nutritious food. A letter was provided to all families on October 29th, 2025, stating the district's understanding of the recent cancellation of SNAP benefits creating unexpected challenges for many families in our community. This letter provided information regarding a list of local food pantries within close proximity of our community that could offer support. Also included was information regarding Blessings in a Backpack, explaining what the program entails and whom to contact if interested. The Blessings in a Backpack is a weekly program that sends home additional st snacks
059with our students to enjoy over the weekend. The program helps offer assistance for nutritious food outside of the school hours. And here again, if you are interested in learning more about this program and how to participate, please contact Kelly Schuster Schustster, I'm sorry, at the bptcgmail.com. >> With the help of our parent Thank you. with our parent advisory council or pack and community volunteers. The district will be the host of a new food pantry. The Brown Deer Food Pantry will not only serve our school community, but anyone in the village that may be in need of food assistance or other households household supplies. This initiative was kicked off with the villagewide food drive to stock the pantry before its opening. Collection bins were set up in the village hall, the Brownier Library, and all three
060of our schools and the district office. The district pantry will be housed in our our concession stand down here, the lower one, used for sporting events. A donation list was shared on parent square. The anticipated first day of distribution of canned food items will begin this Thursday, the 13th, from 4:30 to 6:00 p.m. And dispersements of items will continue until food live runs out. And I really would like to thank the pack for helping to organize this. They were here this Saturday getting food together in the concession stands. They um we collected all the food, brought it down there, and they put it all together. So, big shout out to our packster club for that. On November 4th, a communication was sent to families regarding um various school and community programs available to support the
061rising concern of food insecurity. Our students and teachers have gotten involved by sharing their expertise in food collection and creating donation contest amongst the classrooms. The district is proud to be the host of the Browner food pantry and we'll do what we can to support it. moving forward. Lastly, the administration understands the unprecedented conditions some families may be currently facing. Anxiety surrounding food insecurity is on the rise and the need is greater than ever for the district to do our role in supporting access to nutritious meals for our students and to help relieve the additional stress placed on families during this climate of uncertainty. The administration is seeking board approval for the use of fund 10 to cover the cost of lunches for all students for the months of November and December. Removing the cost
062of lunch during this short time will help to provide additional financial stability and emotional support for families across our three schools. While we acknowledge some students and families may be more in need than others, by eliminating the cost of lunch for all, it creates an even playing field and gifts families with the opportunity to use those funds wherever their family deems most essential to them. We ask you to consider this uh through the lens of our four pillars. By using fund 10 for this purpose, we are managing finances, facilities, and operations, providing safe and healthy schools, and further connecting our schools, families, and communities. Let this be a representation of the district's commitment to our students and families and putting our mission and vision into action. I've asked Mr. Paul to share the financial impact
063this decision would have on the district. Mr. So estimated we would need about 10,850 meals between that timeline. That would equate to about $32,000 550. That would cover November 1st through December 19th. >> So this is just lunch >> because remember we have universal free >> breakfast. Let's just say >> Paul, can you remember I asked you can you give it that that additional breakdown? >> Yeah. So, I took October's paid meals and divided them by 21 days that they served the meals >> uh to get a or 350 per day was our paid meals and I multiplied that by 31 days to get our 32,550 for the total cost of those meals. No, I was just thinking the 10,000 saying like that that's a lot of >> we have students that are reduced like
064that. >> Yes. Uh but this is the including everybody. >> So reduced it would be $900, but that's coming right out of 150 uh DPI per DPI. We couldn't do that. We couldn't pay for paid meals on 50. So we'd have to use a fun 10 transfer performance set that cost. So we couldn't use fun money for that. Right. >> And so the big thing in relationship to this trying to being able to do this is because we know this whole thing with the federal shutdown or whatever have you. We don't we don't necessarily really know how many of our families are being affected to this by this directly or indirectly, but we feel as though as a district. This is something that we can turn around and we can do to be able to
065help our families during this time. uh in being able to do this because again you don't know you by people that potentially could have been federal workers or receiving work at social service agencies or education whose money is being held right now. So weren't weren't eligible for that. So instead of trying to go through all of this paperwork and all the rest of these different things or whatever have you as a district we trying to show how much that we care. We trying to figure this thing we're trying to figure this thing out just like everybody else because anybody could have got hit by this. us sitting around this table could have been hit by this and our financial circumstances could have changed in an instant because some people just don't care. So, uh, with
066this with this happening right here, I think this is kind of letting our community know that that we care. We're working with you. We're all trying to work together. [clears throat] I like to think like Miss Schustster and the pack and everybody else. I mean, if you turn around, you start looking at the blogs and everything else like that that people are donating food left and right here in Brown Deer. You know, that's why I always keep saying Brown Deer strong because, you know, we care about each other. That's why I always say it's family business because right now we're all trying to help each other during this time or whatever. And as a district, I think it's important for us to be able to look at this thing as well, too, and being able
067to try to support our families and everything and stuff. So, that was kind of the the the onus of even trying to look at this thing and trying to figure out how we can pay for it. >> A couple of clarifying questions. So it looks like this would be from November 1st >> through the Christmas holiday. So then are we reimbursing families for what they've already paid for November? >> Mhm. Yeah. >> Okay. And then my other question is so this co the 10,850 meals cover your students who gets free and reduced as well. >> Uh those are paid meals. So then our reduced meals are 40 cents a meal. Cover that through 150 plus 900. And then obviously free meals are >> what was the last part you said? I'm sorry. >> Free meals
068and free meals. >> Okay. Uh board members, any other questions in relationship to us uh trying to be able to provide this service and and being able to pull these dollars out, being able to to uh help with our families. Any other questions for Dr. Cotton or Mr. Paul >> with the upcoming holidays? It's a great >> gesture. Yeah. And I think you know our >> Yeah. And you take this on top of uh our great news that we got today or whatever in relationship to exceeding the expectations and uh yeah like I said before family business ladies and gentlemen family business. So uh with that being said um would someone like to make a motion? Sorry, I'd like to make a motion and buy free lunches for the school district of Rounder students from
069November 1, 2025 to December 19th, 2025. >> All right. Thank you very much, Miss Ashley. Motion made. Do we have a second? >> Second. >> All right. Thank you, Miss Wells. Motion made and seconded. Any further discussion? Hearing seeing none, all in favor raise hand and or I. Any opposed? Hearing see none. Motion carries unanimously 720 to zero. All right, Mr. Paul, got your money be to do this, Dr. Cotton? Let's get it. Thank you. >> All right, sounds good. All right, let's go on to our next item. Our item 4B, discussion approval of middle school athletic admission fees. Would that be Dr. Khan or would that be Mr. McGregor? >> I'm going to start out and then Mr. McGregor is going to come in. The administration seeks your approval for a middle school athletic
070admission fee. The admission fees collected at the middle school athletic events would be used schoolwide incentives around attendance and achievement as well as the cost for future field trips. These types of incentives stress to our students the importance of hard work and regular school attendance. We have found that our students are proud when they have earned the incentive. It means a lot to them when we recognize their efforts in a way that they find valuable. Um it's also believed um that these uh for the attend for sorry you guys able to attend u field trips regardless of their financial situation. The athletic admission would allow us to ensure that all students participate in all of our school field trips. And I would like now like to turn it over to Mr. McGregory to add additional
071context regarding this request. Mr. McGregory. Good evening board. Hope everybody can hear me. So in having a meeting with um Miss Washington, the U middle school principal, she asked me about uh making this ask and request as miss as Dr. Cotton alluded to has the reason as to why. Um, so as you hopefully read the document that was submitted, basically we're looking to charge $3 for adults and $2 for uh students K12 and children five and under will get in free. And of course staff who um have a staff ID would also get in free. Um, and I think Dr. Cotton explained it best in terms of what those um dollars would do. as we've been trying to uh increase opportunities in terms of creating a pipeline. Um these dollars will also go to help
072to offset some costs for additional equipment and different things like that. >> So these are events that are currently already free. So we never um charge before. Um and as we've been trying to expand what we offer um in the district, there's additional cost has been we have been incurring in terms of like equipment um uniforms and different things like that. And our budget was never really structured to support u what we've been trying to do for the past couple years. And then what happens for students who may not have >> may not have but they want to attend an event. >> So in middle school there's really nothing that's required other than paying the $200 fee. Like I don't believe you have to show an ID cuz I'm not sure in the middle school
073if they have IDs or not. I know in the high school we use a virtual ID called Binga if I'm understanding your question correctly. So, Mr. McGra, quick question then. Okay. So, students uh K through 12, it's $2 for them to come to a middle school event. >> Yes. >> Okay. Because I didn't I didn't know if if they showed a student ID or whatever have you. Did they get to the events for free or is this just for any and everybody? Period. point blank for any >> any and everybody. Any and everybody. >> So $2 for the students and $3 for adults. >> Correct. >> And five and under is free. >> And it sounds like from reading this that other school districts charge to get into their events. >> Always. They've always, [clears
074throat] you know, for >> they always have. We've do, >> right? We have we haven't ever since uh back when we took away all of the fees before when we were doing everything. we never actually really reimplemented back again for middle. I just think that right now we've been trying we've been trying not to do it and stuff but I think from a budget standpoint we kind of got there now or whatever. Um I don't know questions I don't know um did you Mr. Robertson did you get your question answered? I no, but I'm just because $2 seems minimal, >> but I'm just thinking like if you have a student that wants to get in and they don't have $2, what's the process? if that's me. Um, I've been the type where you can work
075for me and do something like sweep the floor in terms of before the game let you in. There's other things that you can do. I think um as a adult or staff person where you don't want to prevent a kid from from um being able to come, but finding something that they can do that's kind of like um bothering I guess you know if that makes sense. That's how I will handle it if I'm working that or overseeing that. >> Whatever is reasonable for us to do in that situation, I think that that should be something that's thought about ahead of time. >> I can bring this up to >> Miss Washington in regards to if a kid really has a hardship with pain, how do we get around that? What can we do to
076offer? I know Miss Far was getting ready to ask a question, but I in my mind I'm thinking, >> how many >> middle school events are there that students would actually end up having to pay? So, is there like five events? So, they would need like a $10 voucher or something like that or is it, you know, are are we how are we kind of looking at this? Because I think if we could kind of package to be like, okay, it's kind of like we got the passes, right? Gotcha. Um, if we have like the student passes, it' be like, "Okay, middle schoolers for your middle school pass, it's I I'm throwing it up 20 bucks or something like that for the year or something." I I don't know. I'm just throwing numbers out there.
077Would that be something that would be feasible or something that we may be able to do and parents actually kind of put I ain't going to say put on a payment plan or something like that or whatever, but is that something potentially that could be added into school fees in the beginning of the school year or something like that or whatever? Um, so I know Miss Farington was next. I kind of jumped her and then we'll go to Miss Ashley. >> So, um, [clears throat] we must be on the same brain wave >> because that was exactly what I was going to say. So, like, you know, for the high school, you know, as parents, you can buy your your booster pass for all home games. So maybe after you guys figure out the calculation
078of if you you know came to every middle school event like same thing a booster pass for the middle school kids. >> That's a great suggestion. Um since this is new um we haven't talked about that with the booster club. So I'm quite sure that's something that could possibly incorporate into a booster pass but I would have to talk with them. I know we have a meeting tomorrow. I was thinking the same and I was even I went to the other group the the pack group the group >> right because oftent times we um for instance we charge students to attend um they have graduation fees right some students it is a significant hardship and so we have a contingency fund so that we don't allow anybody not to partake in graduation, particularly when they
079earn it, but if they don't have that $50, we're not going to say you can't graduate. We figure out a way. There's contingency funds that we have. There are parents sometimes who will step up. There were even staff who will cover and I'm here to say if there's any student in middle school who wants to go to a game and can't, uh, they can see me. >> Exactly. >> Right. It's like, you know, >> again, that's what the thing in relationship to potentially being able to do the pass and or it's something that goes into the school fees in the very beginning of the year. So parents know that that that is part of the school fee or whatever have you if they want to add it onto their school fee or if they don't
080want it, they don't have to pay for it. But again, it can be offered in the very beginning of the school year when everybody's really trying to put all of their stuff together and being able to do it and you know, you're already trying to put your budget together for your school fees got to happen or whatever. So, if this is another $20 or $30 you got to turn around and do or something like that potentially trying to be able to try to work it out in that shape, form or fashion or whatever. But again, like we always try to say, we're not trying to exclude anybody uh from anything or whatever. Um, but again, same token, you know, everything is costed these days and stuff, but we I think we've really tried our best
081not to charge our students a lot of different fees and a lot of different things or whatever, but again, you know, we're here where we're at. Miss Farington, you had another question. >> Yeah. You know, like um there are organizations that our kids participate in outside of school and some of those students are receiving like scholarship or monies or whatever, but it's not free. You have to volunteer your time and if you can't come, I'll take your grandmother. If your grandmother can't come, I'll take your adult sibling. And so maybe this is something too where Gerald, if you're charging now, you have to have somebody sitting at that table taking money. So, you know, that sounds like another cost. So, like is it like every program the families get together and help with that? So
082that's not an additional cost to have somebody at every table, you know, and then kids can volunteer with their parents or if you're just a regular kid and no sports, you want to attend is there volunteer >> kind of like what we do with the u for us for our boys or whatever. We always had to volunteer to concession stands. It was it was it was mandatory that you know as parents, you know what I'm saying? There was certain stuff or whatever. So we volunteered at the concession stand. I remember turning around and carrying the uh the yard markers and stuff on the football field. uh score table I mean whatever stuff anything or whatever. So potentially um there may be other avenues but Mr. McGregor I don't want to hold you up on this
083because I know it's something that you're trying to kind of kind of come up with. Quite sure you guys are going to come up with u some other alternatives for those individuals that don't need it. But for right now we need to u move forward and potentially being able to do this. So again board do you have any other questions in relationship to this? And I think we think about some of the other logistical pieces after to be able to do it or is this something we want to put on hold? >> All right then. Would somebody like to make a motion then >> to approve spectator admission fees for all home middle school athletic events as presented. >> Thank you very much. Mel motion made. We got a second. Second. >> Thank you. Spot
084motion made second. Any other further discussion hearing? See none. All in favor raise hand and or I. Anybody opposed? All right, motion carries 720. >> Thank you. >> All right, let's go on to our next item. Discussion and approval of the Dan Gable uh Donnie Brook wrestling invite. So I I take again with this for you, Mr. McGregor. >> Yes, it will be. Um last year um the board approved us to go um to this tournament for the first time. Uh our wrestling program has really taken off since we started it uh back in 2018 2019. Really have grown. We do co-op with two other schools which is Mesmer and Brown Deer. Brown Deer currently has 16 kids um registered to participate in this year's um wrestling team. We're anticipating to have about 33 participants.
085And this year, um, uh, we have, uh, five, hold on, no, we got four returning wrestlers. Two of the four are ranked in the state, I believe, in the top 10 in their weight class. Um, lot of anticipation for this year's wrestling team to be able to produce some state champions, if not a a team state championship. This opportunity to travel to Iowa is one of the largest Midwest tournaments. um for our kids to participate in and really kind of see how good we are. And so we're asking if the board would uh match what was um allotted for last year um which was we asked for $5,000 not to exceed $5,000. And I believe last year's um total came to $4,468.20. Those dollars covered the entry fee of $500. It covered food and lodging.
086Um, and then the gas because we took vans down to Iowa. This tournament would take place December 4th through the 6th. It was, like I said, a great opportunity for our kids to um, showcase brown deer and to compete on in a in a large um, invite in the mid one of the largest invite in the Midwest. Any questions from the board in relations to this ask? Gerald, do we have any our uh returning young ladies going to this uh wrestling tournament this time? >> This year, we won't have any of our girls participating because we I think we're at like eight. So, we don't have a full squad of girls that I'm aware of just yet. Um so, this year will just be our boys going. So, we'll be taking 14 boys down u
087for this tournament. questions for Mr. McGregory. >> I also like to make a motion. >> Yes. I would like to make a motion to approve outstate travel for the school district of Brown Deere Wrestling Team to the Dan Gable Donny Brook Wrestling Invitational in an amount not to exceed $5,000. >> All right. Thank you very much, Miss Hallar. Motion B. Do we have a second? >> Second. >> All right. Spacing. All right. Any discussion? I'm sorry. Let's go win this thing. >> All right. All in favor raise hand or I >> Any oppose? In motion carries nly seven to zero. Let's go get it. Let's get it. >> Thank you. >> All right. Sounds good. All right. >> All right. Let's go on to our next item. Number five, our safety report. Mr. Russ, good
088evening. Um I'm just giving you guys a little bit of tidbit of uh safety update. Um the IT department and the facilities department have started the imple implementation. Think you're rolling out. >> Just go ahead. You say five times real fast. I am the most patient of the new door security for district here. Um we have uh five doors that we're initially um starting off with here at the district. We've been we've uh started with the bicata system which as you guys currently know is the camera system that we are currently using. Um we are um trying to um be ensured that uh the main entrances of our buildings are secure and the enhancement of this will be advantageous for everyone here at the district. Um, so we started off with five doors and uh,
089we're doing this because having several security issues with our current vendor. So we want to make sure this is going to be a a good fit for all. Um, currently we have that we're going to be starting off with the no school main entrance, the high school main entrance, the pool vestibial area, the fieldhouse area, and then one at the elementary main entrance. >> Uh, does anyone have any questions? >> Okay, these doors. Yeah, >> exactly. Could you cuz I'm reading this and I'm trying to understand like Okay. So, is it like a a new type of a door? Is it just a security system piece that goes to it or what is it? >> Access. So, the fob system that you currently use, you fob into the building and you walk in >> and
090we create door locks for our events as well. that we're all we're doing is we're replacing or updating or upgrading those systems so that you know we can have better access and better controls. start or you that's um so the company so there's a controller um which is like a computer in a way that we can program right and then our current vendor they do it from Chicago and so anytime they need to set something or there's a delay the company's been bought out and so there's been a merger and then loss of c you know yes nightmare right so so and then we've been kind of victim of that and one of our goals um you know from in terms of our five-year plan and as we start to look toward referendum we're looking
091toward like interoperability right and so um so Vicata does have a door system part of the reason why um it is it is extremely affordable um we're just swapping out like the backend hardware because the same hardware works the door strikes like the things that we fob into and our actual fobs all of that works that comes across one of the benefits of this system is that when you fob into the before it takes a picture. So it's, you know, so this is kind of our like we're just like so our high stakes entries. So when I had a conversation with that saying like what ones are the ones that you really are struggling with that are the most important. Okay. So then there were um four at the middle school and middle high school
092and then um and that's why you see two separate quotes then. So then and then we said like well actually there's really an issue with the elementary school too. So let's just test this out and see what happens. And so um so this is kind of that first step to where we're kind of trying it, you know, to see if this is a system then that might be something because whether we write for a cops grant, whether this is part of the referendum piece like to to secure some of those other doors uh that we have those um concerns on. Um but it'll also we can alarm the other doors. So, um, when it goes out or when something's open or if there's something left a jar, you know, it can take pictures. So, that's
093future coming, but the hardware is the same. And, um, and so it just is it's just a nice test. And then the next level would then be kind of like the the airphone that we use when we ring the doorbell as you've got the camera, right? So, then that then also takes a picture and then you're in the system and then it can also help track you as you're in the building. So, as we start to escalate and increase kind of some of those security pieces, this is this is one of those those things. So, yeah. >> So, basically, so a teacher or a professor has a file. >> Yes. >> And they use the file. >> Yep. >> They're going to take a picture of the person using the file. Correct. >> Well, it
094will be No. Um not not without the without the the strike. So it means though that it'll say that this person was in there and then it'll like if a door is left at jar or there's an incident we can then it's it's timed so the camera is is tied to that door. So yes so I guess in a way right >> right so again so these I'm sitting there thinking to myself we're in an open meeting right now. >> Yeah. Yeah. Okay. Oh, >> so there's um so it just creates it creates some just a little bit increased safety that we can do. Plus, it's a it's a portal that are tied to our camera systems and everything so that we can control the door access, which is a huge benefit compared to what
095we do now. We did a test while we were having the the doors um kind of the the quote done. Um and I just said, "Well, let's just kind of mess around and find out." out and I opened the door and Matt got a call 15 minutes later. Like it should be immediate and then with a Vicata system all of our we get an alert on our phones, we'd know exactly what's going on. So, >> okay. >> And we could tie it to a camera. >> Okay. And and it and it and it has been truly a test to like if we were to actually have some sort of >> incident. It takes right now it takes our current system about five minutes to uploads upload any changes. >> Okay. All right. >> All right.
096This is going with Ricardo. Who's the who's the who we do all of this and we bought all of the cameras from and so you're not they're not trying to give this to us for free, >> right? >> Because because they turn around and ask them we say we gave at the office. >> We are going to I am going to be speaking with um Verata at Brainstorm. So we're going to be doing a session. So um but I think we are definitely um probably a model school for him. So there should be some benefit to that should we move forward in the future with bigger projects. So um so I feel like this is a very fair price for for what we're having done. And what we've done is we've bought a bigger backend
097like a bigger computer so that we could do more doors. So, so we won't have to upgrade the computer so to speak, you know, so we can add more doors to that very seamlessly. So, >> yeah. >> Okay. >> So, so I get it right that Marcata is what we're using, right, for cameras and such, right? So, but was this the only vendor that you got a quote from or you did get quotes from other vendors? >> So, no. So, this is the only one because we wanted to tie it to the current system that we use. So, Sonetrol or um Secure >> it is now Securitas. Yes. Right. Um is is the old vendor. So, those are those are kind of the the two big dogs out there. Um so but looking at again
098so great question though but like as we're concerned with the interoperability we want something that we can we can use because then we can use it for our visitor management system and then you know our security um access but then also potentially um they do have a project a product that we may want to look at that we've actually given them advice on how to do this right is like in terms of emergency management reunification how we use craper So yeah, all of those things. So yeah. >> All right. Well, would someone No, no, this is this is information. >> Just information. >> Information. >> So are you going to bring us something in the future? Are you going to bring us something in the future or what's going on with this? >> No, we'll
099we'll tell you about it. Yeah. So we can kind of tell you. I think that where this is again just the test. So in part of this was to see in advance of a potential referendum looking at the other door safety pieces and things like that. >> So this would be something we' be looking at potential as part of the referendum. >> We would certainly bigger pieces. Yeah. >> Okay. All right. Sounds good. Thank you. >> So the the cost that you provided us is just for the test or is the test for you? >> No, this is just >> this is just this is just like we're you know we're going to do it for the doors here. Yeah. But um but the other doors because they're stagnant. Those aren't on unlock lock schedules.
100Those are just stayed, you know, so to speak. So those are not really an issue. So these were kind of the high priority ones to see. But potentially we could move forward with other projects, you know. So that makes sense. >> We don't have to approve it because of the cost, the dollar amount. >> Yeah. We did two separate projects at that point. Yeah. So yeah, we're good. >> Thank you. We'll let you know. All right. So hopefully it'll it'll work. You're trying to get in for an event and somebody forgets something, we can just do it right there, right? >> It should be helpful. >> All right. Bad. Anything else? >> I'm good for it. >> All right. All right. Sounds good. All right. Let's go on to our next item. Our item number
101six, our connect schools, families, and community. The uh state education convention uh January 21st through the 23rd at the Baron Center. So I guess that would be Dr. Khan or would that be Miss Ross? See, right now I'm just >> our fine uh [laughter] >> Okay, Miss Ross. >> Right now, I'm just wanting to know if any of you plan to attend. If you do, uh get the early bird registration rate, let me know so we can get everybody registered before that deadline of December 15th. registration open as of November 4th. So, right, >> but they are currently accepting registrations. >> Well, I was going to say um well, put me down, Miss Ross. And again, we all know how important this is versus to go and it's all and it's always a good time.
102It's always a good time. There's excellent uh sessions. Only thing I'm upset about this year is is that we submitted to be able to be presenters this year and we were denied. >> Yeah. >> So, we weren't we I'm say not denied. We were not selected at this time. We were not selected but we submitted her charter was one that submitted and was not selected. So, right, >> we'll we'll keep trying. >> We'll keep trying. We'll keep trying. >> Yeah. the um I the art part of it just came out again and I forwarded that on to um to my art teachers which I had done previously but just to see if they u they'll be in contact with students to see if they are willing to participate with it >> because it's themed and
103so they know >> I don't know that we'll be represented if that's what I'm giving >> so board members uh if you are uh please let Miss Ross know so Miss Ross can turn around and do the registration. Miss Ross definitely put me down or whatever. And you know I think one of the things too is because we got we have you know our day jobs and other commitment things or whatever and we know that during this time is during the day or you know again if you're able to please try to and if not we understand okay but definitely put me down Miss Ross and then any board member just contact Miss Ross and let her know um about registering. >> Okay. Yeah. >> You too. Okay. >> And generally we probably usually register
104everybody and uh everybody tries to come even if you can't stay for the whole day being able to come for some of the sessions and everything else like that. Cuz the only thing too is as a boy we kind of break them up a little bit be like hey you go to 4 AC you go to you know you go to three you go you know and stuff. So we have all of the different information >> huh >> you know how you like to make assignments. >> I know I know that's that old teacher in me. I'd like to make assignments and stuff but again so that way we always covered or whatever any new information that's out there comes to us. >> Thank you. Right now I have board board members who have have
105asked me to register them. The other two I will follow if I don't hear from you I'll follow up at the next board meeting so we can get this taken care of. >> All right. Sounds good. Thank you very much. >> All right. Let's go on to our next item. Our number seven. uh to go into a roll call vote for full session. >> We got somebody going to make a motion. >> Yep. >> I came in late, so I thought you guys to enter into close session pursuant to Wisconsin state statute 19.85 85 uh 1C. The board of education may move into close session for the purpose of district administrator evaluation. >> All right. Thank you for respon motion made. We have a second. >> All right. Thank you, Miss Robinson. All right, >>
106Miss Ashley. >> Yep. We're ready. >> Okay, here we go. Be >> I >> Daniels Ashley. I Megan. Um, >> I'm gonna be a Where you at, girl? >> Hi, >> Omar. Hi. >> And hi. >> And Robinson. >> Hi. >> And the eyes have such a zero. >> All right. >> Going to close session. >> Yep. going to close session at this me and this neck right uh at 7:32. All right. Uh we will not be coming back into open session after this. So for everyone that's online with us, thank you. So thank you so much for uh attending this district of Brown School Board meeting. Enjoy the remainder of your evening uh and have even better uh weekend. Thank you very much.