001Uh, welcome everyone. I'd like to call this meeting of the West Dallas West Milwaukee School Board to order. Um, Mr. Becker, would you lead us in the >> pledge? To the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. All right. And Sarah, would you call the role? >> Miss Carr >> here. >> Mr. Lee >> here. >> Mr. Becker >> here. >> Miss Kaiser >> here. >> Mr. Keller >> here. >> Miss Le excused. Miss Deal >> here. >> Mr. Verbos >> present. >> President Burns >> present. Uh, proper notice of this meeting has been posted in accordance with the open meeting laws of the state of Wisconsin. um for our agenda. Do we have any modifications for
002the agenda tonight? >> There are no modifications. >> All right. Well, that'll take us right into starting up with our horseman student showcase. So, if you're ready to get started, we can blow us. >> Good evening, everyone. I'm Dr. Mins. I'm the proud principal at Horseman Elementary. Um and so, we're here tonight. You're going to see our second graders in just a moment, but before we get to that, just want to talk a little bit about where we are as we start this school year. And so, um, what you'll see right now is our vision for our school. Um, success for all, every single student, every single classroom, every single day. This year, um, our theme for the year is level up, reaching new heights. In two slides, you're going to see kind of why
003we are there in terms of where our data was at the end of last school year, all of the growth that we were able to make. So, we um had a lot of success last year, obviously with it being my first year as the principal. And so, seeing where we want to get to um and so how do we make make a step every single day with our students um and with our teachers. And so our theory of action is all around um teaching with intent and having really explicit routines and procedures for everything that we do. And so making sure that both our math and literacy blocks, we have those explicit routines. You're going to see some of that for a math block in second grade. Um and then part of that is making
004sure that myself and Mrs. Houston, our instructional coordinator, we're getting into our teachers classrooms. for giving them feedback so that they know where they can improve on, see what they're doing well while we're providing that professional learning. And then one of our things that I think we did really well last school year and we're continuing with this school year is collecting our data. So being consistent with that um whether that is in our again um state assessments, our district-wide assessments, but then also what's happening every single day, what are we collecting? We're using UFly um in K through2 um for our tier one instruction for phonics. And so there's data that they're collecting literally every 5 days with that. And so we have a lot of different trackers that we're looking at to see what
005we need to do to um get our students where they need to be um when we look at fastbridge in particular um making sure that our students are making that typical impressive growth based off where they are and then ultimately so that when we looking at our state report card we're getting to um our value added scores of three. And so to kind of celebrate where we were at last school year in the spring of 2025, what you will see here and in those boxes and yellows are just kind of the highlights. But um these are the percentage of students who made either aggressive or typical growth based on where they scored. So that first column um is basically saying that we had 64% of our students who needed to make aggressive growth in reading
006make that aggressive growth. And you can see pretty um much down the line um we had over 50% obviously really um we had one, two, three different um groups over 70% and our fifth graders made 78% um making that aggressive growth. Um and then in math for students who needed to make typical growth, so a year's worth of growth in both first grade we had 87% of our students making that goal and then 91% of students in fifth grade. And so we know that we are on the right track. Obviously, that's kind of where our theme is at of leveling up. We have intentional coaching already going on in our kindergarten um with our UFly with one of our reading um specialists. And then our um math coach is coming in to work with our
007kindergarteners um coming a kindergarten teachers upcoming in this next um cycle. And then for fourth grade, our um literacy coach, Dr. Greece will be coming in to support our fourth grade teachers to ensure that we are able to, you know, close those gaps in those particular areas. Um, and so at this time, I'm going to turn over to Mrs. Houston, our instructional coordinator. Hello and happy Monday night, I have the honor of introducing Miss Brener and her class, her second grade scholars. And what you're going to see tonight or for the next few minutes is them going through a math lesson and doing a lot of talks. So that's what I hope you notice too is the discussions they have around math and the math language and the math vocabulary both teacher and students are
008using. So Miss Brunner, come on up and if you can introduce your second grade scholars. We will get ready to engage in a math lesson. Would you like to introduce them as you see? >> Yeah. This is Jelina. This is Teresa. Alexa, can we >> No, it's scary. We're all those people. This is Julian. I'm sorry. And this is Colton. And this is Lyall. So tonight, what you'll see also is working through our priority standard of counting within 1,00 skip counting by fives and tens and hundreds. This is straight out of our HMH resource, our ina map counting within 1,00 found each number. >> What's the next number? 105 100 >> 106 >> 107 >> Yeah. Why don't you guys count? 107 8 10 11 >> look up at my numbers. >> Remember our place
009value. We have hundreds, we have tens, and we have ones. What place is what digit is changing? Is it the ones, tens, or hundreds? Give me just a second. What place value is changing? Show off a little. >> What digit is changing? The ones, >> the ones, the tens, or the hundreds? >> The ones place is changing. Say one's place is changing. >> One's place is changing >> because we're counting by >> one. >> Whoa. Let's see what happens. So, in my classroom, I'm a first year teacher. I was an intern last year um with actually these students in uh first grade. And so, things are a little crazy and a little chaotic. I do a lot of repeating. We do a lot of call and response, right? And we do a lot of it
010especially around like learning intentions and success criteria. So, I would start the lesson by saying, "All right, you guys, you ready? Put your focus put your focus hands on. Here's what we're focusing on. You ready? Focus up today." They're there. Do you think birthday will be so today? We are learning to count by ones, fives, tens, and hundreds all the way up to a thousand so that we can explain and notice patterns when we're counting numbers up to a thousand. You ready? Say, I can >> say I can. I can. >> I can count by ones, fives, tens, and hundreds. >> I can count by ones, fives, tens, hundreds. >> Yeah, I can notice patterns. >> I can notice patterns >> when I'm counting. when I'm counting. >> Right. We ready? Okay. Here we go.
011Colton, are you ready? Can you read that for me, please? >> This first one right up here. Left. >> There is a spinning teacup ride at the fair. >> Good. >> There are 20 people on the ride. Color the number 20. >> Cool. I would like you to get an expo marker and find that 20 and circle it for me. Sound like a plan. >> That'll work. 20. You ready? Now, the next part right here says this. 25 more people get on. Count by ones or fives from 20 and call her in the number. So, here's what we're going to do. We're starting on 20. Put your finger on 20. You ready? Now, we're going to count up to 25. We're going to see what we get when we get 25 more. Are you ready?
012Starting on 20. Go down to 1 2 3 4 5. Stop and circle that number that you just landed on. What number is that that you just landed on, Colton? >> It is 25. Go ahead and circle that 25 for me. >> Circle that 25. All right. Now, we're counting on. You ready? Starting with that 26, we're going six 7 8 9 10 >> Stop circle. Remember? Mhm. >> Good. Moving on to 11. Right here. >> 12 13 14 15 >> Stop. Circle. You ready? 16 17 18 19 20 Stop circle. Good. Very good. All right, here's our last five. >> 22 23 24 25 >> Stop. What number did you land on? >> 25 45 >> You guys just did two-digit plus twodigit addition. Now, I want you to start at that 20. You
013ready? And you're only going to say the numbers you circle. Are you ready? >> Are you ready? >> Yeah. >> Okay, cool. 20 >> 25 >> 30 35 40 45 >> You want to know what you guys just did? >> You just skip counted by fives. Okay, let's go on to the next one. What is easy about counting by fives? Teresa, >> what's easy about it? Count by fives. Now listen, watch me again. 20 21 22 23 4 25 7 or 20 25 30 35 40 45 What do you notice about that? What do you notice? Which one takes longer? Ones or fives? >> Once takes longer, right? So maybe fives is counting faster. What's hard about it? What might be tricky? Teresa, what do you think? >> Keeping track. >> Yeah, keeping track is
014kind of difficult about it. Yeah, I would agree with that. Anything else that you guys notice about those about those fives and ones? Okay, you ready? Now, we're going to take out this sheet. Take your paper, put it on top. You need a blue and a red marker. >> Good job. Way to be flexible. >> You're good. >> Appreciate it, Bill. Need a blue and a red. >> Ready? Are we ready? >> Yeah. >> Okay. You're going to start at 125. Find 125. Oh, you found it fast. Nice. >> Can you circle that blue for me? >> Circle that 125 blue. >> Mhm. >> 125. Remember, if you see a friend that might need some help, help them out. >> 125. Good. Alexa, don't doubt yourself. You got it. 125. You got it. Don't doubt
015yourself. Look at that one's place. Beautiful. Don't doubt yourself. Look right here. Look, circle. >> You ready? Yes, sir. You got it. Beautiful. You don't need to color the whole thing. Look. You circle it. We're all good. All right. Now, you're going to count by fives up to 200. We're going to go 125. What's next? >> 130. We're counting by fives. Good. 130. Circle it. Circle it blue. If you know the pattern, go ahead and complete it. >> Oh, I see Teresa's moving. Then after 30, what would five more be? >> 135. >> Beautiful. Circle all those all the way up to 200. >> Good. Good. I see a pattern. >> Interesting. Interesting. Interesting. Stop for a second. I see all of you have enough of a pattern. What do you notice? Tell me what
016you see. Tell me what you see. We had a really good conversation about today. Teresa, what do you notice about those numbers? >> Um, in the middle it it counts three, four, five, six, seven, eight, nine, 10. >> Wait, what do you mean in the middle? You're talking about places. Are you talking the middle place? What's the middle place? Hundreds. >> Tens. So, you're saying in the ten's place it's doing what? >> Counting by what? >> Oh, you're saying the ten's place is changing by one digit. Smart. What else do you notice? What do you notice, Teresa? What do you got? You got all sorts of notices. >> It's It's ending in zero. >> In the what? >> In place. >> Yeah. In the ones place. Uh-huh. Take a look at that. Five. Alexa, what
017number is in the onees place? all the way down that column. >> Five is in the ones place all the way down that column. I noticed that too. Very interesting. >> Very very just witnessed right now was a part of a lesson to work towards this I can scale. Right now we were counting within 120 by one. That would be like one first level second. And our goal would be by the end as you see that number three that was our success criteria when the lesson is over when we know a student would be successful is when they can count within a thousand by ones fives tens 100s students are able to use math tools and develop math language in a classroom of the 15 to 30 students that we have. Um they you see
018individuals turning and talking and having dialogue that way which is a little different. It's a table of five. >> Yeah. >> So was this was this a small group and then you do this or >> this is actually this is whole group. This is this is whole group um condensed into kind of a micro lesson right here. >> So this would be what all the students are receiving. Now what would happen now is as the day goes on at the end there would be an exit ticket and then the exit ticket Miss Brunner would be able to sort students into not yet progressing and mastered this skill. So then what happens is when the students have not yet mastered that daily learning intention she would be pulling a small group so that the students could
019still work towards what is our tier one grade level second grade. >> Yeah. Do you have any questions for us? >> Yeah. >> I just want to say you guys did such a good job. I'm teaching fractions right now to my fourth graders and I wish I was teaching this instead because it seems like so much more fun than learning about denominators. And you did a really nice job. I especially I saw you here try to share with your friend when his expo wasn't working and that was such a nice thing to see without being prompted. So, thank you so much for coming tonight. Yeah. Thank you for having us. Thank you. >> Are you ready? >> Any other questions from the board? >> Any other questions? >> I just wanted to thank our students
020for coming out tonight. Miss Briner, I I feel like I need to take credit for hiring you. You were an intern last year, so I uh Dr. Mensoff, I feel like I need to take credit. No, great job. It takes a lot to get in front of a board and as a first year teacher. Hey, outstanding. >> Make it really easy. >> Thank you. Thank you. >> Teacher, >> I think I embarrassed you. >> All right. Thank you to our horseman students and teachers there. So, what that brings us to then is, I believe, our superintendence report. So, good evening again. We we do have a couple of uh announcements and updates on tonight. The first is uh Governor Iver signed Assembly Bill number two, which um which uh which restricts cell phone use during
021the instructional time and requires school boards to adopt corresponding policies. Um, exceptions are allowed for emergencies, health care needs, and or teacher discretion for educational purposes. This bill garers significant bipartisan support. After reviewing the the initial uh wording, I don't believe that our board needs to take anything any action specific because we already have a policy in place and I believe uh the exceptions that we have would fall in line because it's not during instructional time. So, that was one of my concerns initially, but I think we're okay. Uh meanwhile, uh Governor Iver has also vetoed uh Assembly Bill number five, which would have mandated school boards to provide curriculum materials for public inspection, labing labeling it uh an unfunding mandate that overlaps with existing federal requirements. So, that was uh not uh put into
022law. our November celebrations month-long career development month-long uh American Indian and Alaskan Native Heritage Month. November 3rd through 7th was uh national uh school psychology week. November 11th, which is tomorrow, is Veterans Day. So, uh happy Veterans Day uh to all of our veterans out there. I am um the son of a Navy veteran and brother-in-law of a um Air Force veteran, my sister-in-law. So, um um we'll definitely uh do some personal calls to them on tomorrow and thank them for their service. November 13th, World Kindness Day. November 16th through the 22nd, National Hunger and Homelessness Awareness Week. November 19th, Educational Support Professionals Day. November uh 21st, Subte Teacher Day. November 27th, Thanksgiving Day. We have our cast here tonight from Between the Lines. And where is Shelly at? Shel. There she is. Okay. Shelley's
023going to come up and introduce our our staff members that are here today. >> All right. Good evening. It is my pleasure to introduce some very talented performers that are with us this evening. First, we have Arthur. And Arthur, can you pronounce your last name for me? Nissa. And Arthur will be playing Frump and Martin. and he's a sixth grader at Franklidd. Right. We have Estelle Geralski and Estelle is playing Princess Saraphina and Janice and is a seventh grader at Franklidd. Wright. Lily Schwarz will be playing uh the role of Delilah, an eighth grader at Franklidd Wright. And then Micah May Sildorf uh will be playing Prince Oliver and Edgar and is an eighth grader at Franklidd Wright. And then also with them this evening, it is my uh pleasure and honor to introduce hopefully
024he will come on up our new managing uh youth theater director Jordan Pard. I know he's a familiar face to many but uh new to his role here and I'd like to ask Jordan to come up and share. I'm not very familiar with Between the Lines um and so I asked him if he would come on up and just give us a little bit of background about the show. Jordan. Hi everyone. Um, so, uh, Between the Lines is a relatively new production. It w it never ran on Broadway. It's an off Broadway show and the junior version is adapted for, uh, younger performers, uh, like our intermediate students. Um, it follows a story of a student named Delilah, who's being played by Lily, who is new to her area. Her and her mom have moved.
025Um, and she's struggling in school, um, as students sometimes do when they have, you know, fresh start in a new place. and she's finding comfort in uh in stories and in reading. And one of the books that she finds in the library quite literally starts speaking to her through the character of Prince Oliver. Um and the two connect um in various ways throughout the show. Um and Delila discovers through their bond um that if you don't like the story that you're living that you can rewrite your own story. And that's kind of one of the big messages of the show. Um and then parallel to the story of Delilah, the characters in the fairy tale book um live completely different lives when the book is closed. So the villain of the story is actually not
026a villain at all when when the story isn't being read. Um and so Delila also looks to see if the author can rewrite the story for them so that they get their happy ending as well. So um performances um are the first weekend in December, Thursday through Sunday. So >> picture. >> Oh, yep. And then this weekend, Thursday, uh, Friday and Saturday at 7 PM at Nathan Hale is You're a good man, Charlie Brown. And Sunday at 2 o'clock. >> Yep. Have you guys come on up and take a picture? >> Thank you. We have a special recognition tonight. We want to recognize Matt Leser, Nathan Hill, principal, who was presented the 2025 administrator of the year award from WASA, the Wisconsin chapter of American String Teachers Association on October 30th at the Manona Terrace
027during uh its annual meeting and awards dinner. He was nominated by Mayor Pat Michaels, WAWWM music lead and W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W W I Past President, who also had uh was present to present him the award. So shout out to Matt Leser. Congratulations to Katie uh Lingren, adaptive uh recreation and inclusion specialist for being selected to present at the National Inclusion Projects 2025 Power Play Conference. Katie presented a session along with Q&A on reframing adult disability programming through the lens of lifelong learning. Katie received appreciation and gratitude for her session from professionals as far away as North Carolina. We
028wish to thank Katie for her professionalism and being a leader in inclusion in our district and community. Now, I'm going to say this is a highlight because Sarah has been on me all day about this this part right here and making sure that that the special guest showed up. So, we would like to at this time welcome um the West Milwaukee Police Department as they present uh the uh the idea of the service dog idea. Um and they have a special guest with them. This is not uh Kane, the dog that we will have, but it's Tito. He's uh from Mosquo. Is that correct? >> Yes, sir. >> All right. And I understand Tito is a bit of a celebrity. >> You can say that. That's what I keep hearing that. Okay. So, well, I'll
029turn it over you to you. Go ahead. >> Uh, thank you so much. Yeah, we have Officer Adam Rot here from Mosquo Police Department. He's an SRO for Mosquo Norway School District and that's his partner, Tito. And, uh, this idea that we have at our department and I have uh, for our school district and our community is completely inspired from me. I had the pleasure of uh going to school resource officer school with Adam Rotekch and his partner Tito and interacting with him the entire week and uh it was it was a crazy experience to say the least because I've never met a K9 uh that had these skills and these abilities and and being utilized for for such a cause, right? He's trained in therapy certification, narcotics detection, and now he's going through almost
030completed firearms detection, which is huge. That's going to make Tito one of one in the nation. Right now, there are only uh two dogs in the nation that are therapy trained and narcotics trained and utilized in that fashion. So, we're looking to be the third dog. So, >> my name is Victor Herb. I'm a police officer with the West Milwaukee Police Department. I've got nine years of law enforcement experience. Uh this is my first year as an SRO. I'm in the West Milwaukee Intermediate School and I also function as the same for Persian when they need me. And uh yeah, let's get started. Thank you. I promise not to break it. >> All right. Um, so what we're looking to do is establish a K9 program. Our department has been without a K9 for some
031time. >> And yes, >> you guys don't mind. I'm sorry. >> No, no, you got it. >> If it's cool with you, while you present, >> I'm okay. Okay, with this fantastic. >> So, Tito would be extremely sad if he did not. There you go. >> Thank you. So, what we're looking to do with our department um is have a partnership and this partnership would be um with our department, with the school district, school board, and with uh the community. >> Uh we want to >> Am I talking loud enough? Okay, thank you. Uh that's okay. Uh we want to establish a program Yeah. Oh, yeah. Oh, yeah. Uh we want to establish a program that's going to be a benefit to our department, but a benefit to the school district, the students, the staff,
032and the community overall. Um and in order to do this, we need to have a partnership. It's going to take effort on every side within our department. We've done a a lot of leg work, a lot of research. Uh we've started communication with the district and uh we're hoping to um get some additional support here so we can really establish this and hit the ground running. Um, and towards the end of this presentation, I'll talk about the dog that we have available as well. Are you able to hear me? Okay. Okay. Uh, so, uh, Officer Motch can speak to this as well. I'm not going to ask him to talk. He's just going to mingle with you guys. But, uh, um, research shows that the schools have seen a 70 to 90% increase in the
033trust among students just by, um, incorporating a K9 into that environment. um it it isn't necessarily showing that it's for therapy support or narcotics detection, but just having the dog's presence alone. Um it's increased uh emotional support and it's increased trust. And at the end of the day, um these schools are established with a foundation of trust. Uh these kids are trusting you to educate them and keep them safe and the parents are trusting you guys to do the exact same. Uh if we obtain and establish a K9 program for our department and our school district and our community, um this dog would be dualpurposed. We are seeking to get the dog trained for a behavior and emotional support, essentially therapeutic training uh and narcotics detection as well. We would first want to start with
034the behavior and emotional support and then plans tentatively for next summer um incorporating that narcotics training and detection. The dog would be utilized for a hallway presence. um that dog would be in the hallways uh constantly. It just be a consistent presence at the school. Um and it would foster a sense of security and comfort among the students. Um the dog being present would actually assist in deterring negative behavior as well. Um you know, kids are going to want to come and talk to or talk to this dog, sure, but pet this dog, interact with this dog, and have a positive interaction. And these positive interactions can actually enhance that school environment overall. uh stress relief. Um kids have a lot of stress these days compared to when we all went to school. And I'm
035not going to put a number on when I graduated from high school and college, but I'm up there. Um they have a lot of social social stresses right now. You know, it doesn't end at school these days. There's social media out there. Um things follow you home, right? And and and there's just a lot of communication that happens now that that just doesn't end at school, good and bad. Um, and having a K9 established uh that would offer that support and that kind of buffer uh for for the stress that does exist for children at these schools um could be super uh advantageous to the students and to the staff because if we're introducing a dog that's going to provide this kind of behavioral support and emotional support to students, it's going to be a
036lot easier for these staff to engage with these students that some students have, you know, behavioral issues or have struggles within the within their classrooms. And this just might break down that barrier a little more. Uh therapeutic resources, again, when the dog is trained in therapy and certified in therapy, uh he'll assist with crisis interventions and behavior issues. Uh the perfect example I have is I have a student right now. Um and she's a sweetheart, but she she's having trouble controlling some of her emotions and she can go to 100 really fast. Uh and she's a completely different worst person when she's at 100. When she comes down, it's like talking to an angel. She's the sweetest girl on earth. um and she recognizes that she has the struggle. I believe that having such a
037canine as this would certainly help um with that barrier we have with her and her emotions getting the better of her. Um and just offering that calming presence to kind of have those positive interactions and and kind of help prevent or make a plan to help prevent those behavior outbursts from happening in the future. Narcotics detection would be obvious. Um this is something that would be planned and coordinated. this wouldn't be um a certification and a skill and ability that the dog has to just use whenever it wants. Um Adam could correct me if I'm wrong, but Tito will only sniff for narcotics when he's being instructed to do so on deployments within the school that are planned and coordinated. Um so certainly go ahead. That is very correct. But it also doesn't go without
038saying that um when there's periods of time and there's little kids in the in the halls or in the bathroom that we're not utilizing his skill set in that in that fashion or what else am I doing, right? Um so yes, he's absolutely correct. When kids are in the halls, I'm not telling him, hey, go sniff all these kids and find this stuff, right? >> Because that's extremely unconstitutional and we do not train that. >> Yeah. Uh so crisis intervention again this K9 uh would play a vital role uh with these crisis situations. Um it' be a calming present presence for the students and the staff if we integrate this K9 into like emergency response protocols if we do have an extreme crisis with a student or behavior issue with a student um where we
039could deploy a K9 to assist and be that barrier and assist with the behavior control and emotional control. It could deescalate tons of tension. Um, and it could help these students foster um better behavioral responses and emotional control. Whoa, here we go. Uh, behavioral challenges. Uh, same as I just mentioned. Um, improved engagement. Um, having a dog present, people are going to want to pet the dog. People are going to want to hear about the dog, see what the dog's up to. Uh, hear about the dog's weekend, right? um this this this K9 Tito has inspired exactly what we want to do. And K9 in this fashion are just kind of unheard of. Uh Tito being one of two right now within the nation having these these trainings and being a permanent member of this
040school district and these schools. Um a simple Google search will show you guys exactly what I'm talking about, but there's a wonderful uh article out there that I had forwarded to you guys in an email and certainly I can circulate that in the future. um the drug possession and use deterrent. Um having this dog present, having this dog become narcotics certified. Um just the knowledge of students having that having the knowledge of a dog being trained in narcotics detection is going to be a deterrent in and of itself. Sorry if I'm speaking fast. I've had an immense amount of caffeine today. I've been up since 4 a.m. Um so just having that knowledge in and of itself will be a huge deterrent. Um because at the end of the day, what we're looking to do
041is prevent drug possession in schools and in turn prevent that use of uh drugs, these being narcotics. So just getting the information out there to students and having that presence of that dog trained in that is going to affect uh narcotics possession immensely and I know it has for you guys. >> Yes. Yes. Doesn't eliminate it altogether. I wish it didn't, but does not. But it is significantly more of an advantage. I can't tell you how many times Just now I walked through the crowd and somebody was like, "Oh, you smell my I think you said my father dog." >> So the amount of people that just throw that out there like I got nothing on me. Yeah. Yeah. >> It's funny because >> the average person, the everyday person doesn't know that he has
042a set of uh different articulable movements that he'll do. He's already telling me, "Hey, I'm just being a dog. I'm curious." >> Um, but it's funny the deterrent fact. uh the amount of kids, amount of students, amount of people that just right off the bat will try to eliminate that because they're like, "Oh, I know you don't can smell that stuff. >> That's a deterrent." >> Yeah. Huge. >> They know he's in the room. >> Absolutely. Absolutely. Um so within the community, we would also utilize this K9. Um the can would assist in healing after tragedy. I mean, we just had an incident in our community where there was a fatality at a man manufacturing facility, a newer facility in our village. And um having a dog trained in this behavior and emotional support certainly
043would have been a tool, a resource we could have utilized at the department level to respond to that incident, not immediately but after the fact to assist, you know, employees at that manufacturing facility and comforting them after having witnessed and experienced such a traumatic incident. Uh community engagement events, uh our national night out, shop with a cop, coffee with a cop, as well as our back to school bash. Um this is the first time I had participated in that. I had heard about it because I have a sister that's heavily involved within the the school district in the community with my nieces and nephews. I myself am a graduate of Franklidd Wright and West Dallas Central. Again, I'm not putting a number on it. I don't want to put that out there, but uh this
044back to school bash was insane. Like it was such a weird experience to be at that event. And this was the third year I believe it had happened. And it it went way better than I anticipated it would go. And I met a lot of uh people there, yourself included, superintendent. And uh I think that having an animal, a canine, a resource, a tool such as this could certainly turn into a mascot for our district as well. >> Uh I I just want to touch on it. I love that he used the word mascot because that's exactly how my city views Tito. It's a mascot. We in the summertime we move to patrol. Uh because again, >> let's let's put put our hands. Let's go to work, right? Um there's no kids in the school.
045There's no summertime school stuff going on. So we go to patrol. I can't tell you. I wish I could just bottle it all up and show you guys, but we'll be at a stoplight and I'll hear to you. I'm like, I'm at a stoplight and then there'll be somebody, you know, turning right or turning left. Um, we'll stop at the coffee, the local coffee shop. Um, I we have a coffee shop in a strip mall and a cousins. I went to Cousins. I was just trying to have a quick little date with my wife on, you know, just do a quick little sandwich thing and we come back and I had a note on my window that said, "Please bring Tito in for a pup cup." So again, we go in and get a pup.
046So it's it's a mascot. I love that he used the word mascot. It's not just, you know, one, two, three, four things, narcotics, this there. It's a mascot. That's such a good word to use. >> Yeah. Thank you. Um for the traumatic incident support, um we'd use this dog uh within our police department as well. I'm huge on peer support. I'm huge on mental health. Um and officers, it goes without saying, experience traumatic incidents, right? We see a lot of things that um your typical citizen doesn't see and shouldn't see to be perfectly honest. Uh and it also goes without saying, but officers at times can have a hard time processing things, right? And we try to internalize things and deal with things ourselves. So, we don't have the best coping mechanisms, but we work
047on it. Um and I think having a dog that's certified and trained in this behavior and emotional support can certainly assist our officers within the department. Um such as when we're out on patrol over the summer when the schools are closed. um and kind of increasing and improving engagement with these officers, right? Giving a little more purpose and and a little more positive reinforcement and doing the good jobs that they're doing. Here we go. Look at that. Look at that smile. Both of them. Both of them. Uh so that's the there's a link here. Um we can certainly get that PowerPoint out to you guys. There's a wonderful article about Tito out there right now. Um but that's what we're looking to do. We're looking to establish a K9 program. We have a dog currently
048on standby through Partners with Paws. Partners with Paws um certifies dogs for therapy and emotional support. Um and they're they're geared toward veterans and first responders. Um but they also will do the training for uh just your normal citizen. Um for us uh because of the idea that we're trying to do and and mirror Tito and and Adam here, they're donating the dog at no cost to us whatsoever. And typically they're wait listed about seven months plus. Um, and I happened to in my research call at the opportune time where a dog just happened to be available because a department was no longer interested in getting a facility dog. Um, what we're trying to do is is something that I think departments, more departments should be doing, not just obtaining a dog and getting a
049facility dog, right? We see all these facility dogs popping up left and right with different police departments, but they're not training these canines to have a dual purpose. Um, and that's that's what's really unique here because we want to obtain this tool, obtain this resource, and really make the best of it. Um, receiving a dog that's donated is going to save us like $10,000. Receiving the therapy certification training that comes with the dog that I'm actually going to start next Tuesday and it's going to be 10 weeks long. That's saving us $5,000. So, we're we're saving a huge amount of money and we're saving a lot of time here. Um, so I'm really looking forward to getting this thing started and I'm really looking forward to getting your guys' support here. I just wanted to
050kind of highlight this and introduce it to you. Um, we're doing it all by donations, too. So, right now, I have Maddic, uh, in our village. They're donating all of the veterinarian care for this dog. That's going to save us thousands each year. Um, we're also obtaining, uh, food supplies, um, every month from Pet Warehouse Outlet. I think it's Pet Warehouse Outlet, not Pet Outlet Warehouse. They're on Highway 100 uh, in uh, in West Dallas. And they're donating all the food supplies. So there's there's really minimal maintenance to this entire program once we get it established. And I really hit the ground running doing the research and reaching out to organizations and community members and businesses near and far to really set the groundwork for when we do get this established. This is going to
051be self- sustained. Um, you know, I I'm probably going to do a a fundraising event at least once each year uh to kind of keep things maintained, right? if there's any additional expenses that come up or any equipment or or additional training that inspires us or is inspired by the school district and school board. Um so the therapy training is 10 weeks long. Um it'll be once weekly every Tuesday starting next Tuesday. Uh there's narcotics training that would occur next summer 2026 and that's five weeks long. Um so we're working on obtaining the funding for that too. I did not ask my my police department and my chief who's here can attest to it and our village board. I didn't ask them for any money because I want this to be self- sustained. I I
052want this to be based on donations and inind donations uh to keep this thing afloat. And if and when it is successful, I believe it'll have no problem maintaining that too. So in order to make this happen, uh there's a couple of things that needs to happen. Uh we need kennels. Kennels would be at the school uh if we get the ability to go in the school and the authority to get in the school. Uh kennel would be required at the police department and the kennel will be required at home. Uh this dog is a non-bite dog, non-bitious dog. Um he's not an attack dog. He's a very kind and good disposition dis excuse me good disposition dog similar to Tito. Um so he would be coming home with me every night. Uh we in
053order to actually make this happen um would ask that the board um and the school district consider reviewing policy. Um we're not reinventing the wheel here. were copy pasting from Mosquo Norway school district to our school district to make this happen. Um, communication happened with their school district and board and it took off from there. They took this let's make this happen approach and there was a slight modification that had to be done to a policy um that mirrors our policy currently. Uh so just something to consider um if we we continue some communication beyond this introduction here. Squad modifications, we're currently working on that. Again, that's going to be through donations. So, I'm not here to ask for money, unless you guys want to give me money. I'm just kidding. So, we're doing it
054again all through community donations. Um, we're we've got money coming in with the uh uh the the fundraising I've begun. And then again, I think to really keep this thing going would be that annual fundraiser, which, you know, I'd love to have the the school district be a part of. Uh, I want this at the end of the day to be a partnership because I think if we have your support and we have the groundwork laid and and we're in this together and giving on each side to make this happen, I I think this can be an extremely successful program for all of us. Um, at the end of the day, I think that if we all embrace this program, it'll take off. you know, we could start with myself um in the West Milwaukee
055Intermediate School, uh see how successful it is, and who knows, maybe there could be more dogs in the future at these schools. But I think this is very low maintenance, um, very minimal effort on our part uh, to just give another tool to our kids, to our staff, to our community to really be successful, have that safe environment, increase the trust we already have so that everyone can do their jobs more effectively, myself included, along with the staff. And then I'll leave my email address up for you guys if you have any questions. I'll give you some business cards at the end of all this, too. But, uh, I just appreciate your time, uh, getting me on the agenda here. I know was kind of sudden. Thank you. >> Thank you. >> You guys have
056any questions for me? >> Go ahead. >> Just wanted to recognize Chief Randolph uh from the West Milwaukee Police Department. You want to you want to introduce yourself? Say something formally. I know you're a shy person, so >> she and I she and I have had a number of meetings uh just trying to uh make sure we are aligned and I just want to have give her opportunity just to introduce herself. >> Yes. Yes. Hi, I am Shandra Randolph. I am the current chief with West Milwaukee Police Department, excuse my casualness. I just had back surgery a couple months ago, so I am on the men. Um I've been with West Milwaukee, I'm in my 25th year. Um I've been the chief for a year um so far and I have a good group. Um
057Lieutenant Adam Gallenburgger is also here as a second ship lieutenant. um me and Victor really collaborated um on this idea and I am one that's always willing to listen. I may not always be able to say yes, but if they could figure it out and come up with a plan, I'm I'm all about it and that's exactly what Victor has done. Um they've just done a great job and I think it's so it would be a wonderful opportunity for the school, for the community, um and to kind of get us on the map with with Tito there. I think it would be something special. >> So, we appreciate you guys taking the time to listen and and consider it. >> Okay. >> As you can see in these pictures here, that's Kane. Kane is an
05811-month-old yellow lab. He's a purebred. He actually came from a line of show dogs. Um, he has a great disposition. He turns one tomorrow on Veterans Day. Uh, and he is a sweetheart. Uh, the picture in the middle is of me at this K9 good citizen training I attended with him to work on behaviors. But he's the sweetest dog ever. He's a fast learner. Within five minutes, uh, he was learning new techniques from me. It's it's crazy what these dogs are doing. And it's it's crazy what this organization is doing. Partners with Pause. Um, that's where Tito came from. And, uh, yeah, I'm looking forward to this opportunity. And >> yeah, >> I was going to say um I used to teach special ed with kids who had extreme behavioral disorders and we had therapy
059dogs and it was the singular most amazing scene to watch these kids who on a Tuesday would throw a punch at you but on Friday be like you touch Bobby, you know, like they were very in tune to having a pet. And what's wild is I didn't realize you were coming tonight and during dinner and I was like oh we should get a therapy dog. They're like yeah they're coming tonight. So I'm thrilled. I love in love with Kane already and I this is wonderful. So, thank you for doing all this. >> Yeah. >> I don't have a question uh for you per se. Um this is more procedural like uh do we know what the next steps would have to be if the board is in interest in this? Um we have to formalize
060agreements and then you mentioned policies. Do we have to look through Niola? >> Yeah, we have to go through through our policies and we'll get with Niola and get the language from Moskego and just put it in our policy. So, we'll be coming back within probably next month or so to get you guys to approve the changes. And then from there, we do we uh Mara, I know she's in the back. Do we have to do any changes to our uhou with uh the police department? So, we do have to do those changes as well. Yeah. So, those are the two things. >> Okay. >> All right. Any other questions before we let them go? >> All right. Well, thank you very much. >> Thank you so much, guys. Appreciate your time. >> Thank you
061for coming in. >> Of course. Thank you. >> Thanks. Thanks, Mr. Thompson for being here as well. He came to support. You want to get >> Yeah. Yeah. >> So, I'm going to uh skip my community visits for the sake of time. I understand there's a kickoff that's going to happen pretty uh shortly after. So, we do have um Zahara Price is our voice representative tonight. She's a senior at Central High School. She's a in a variety of club student council. Um senior year art club uh enrolled in multiple AP courses. Uh she's an office aid. That's her uh job on campus. And she she wanted me to know that she is not into sports. She's more of an artistic person. And so, Zahara, what would you what's going on at at Central High School?
062>> Um, >> all right. >> Um, I think the biggest thing that's happening at our school right now is the new gym. Um, that started shortly after um the 2025 graduate the graduating class after they left. Um, they came right in right away and they started um on the gym process. Um, it's been it's been going great so far. Um, the singers were able to go in there and write our names uh on the floor before they put the uh last layer of flooring down. It was really nice and um they said it should be done in sometime in no December. It should be done sometime in December, but it's been going really great. We've had um homecoming and we have we have had a spirit week. It was really fun. Um, we've had um
063a new phone rule. So, this year we all have um lockers. All the grades, sophomores, seniors, freshman, we all have lockers. And we've had to put our phones in our lockers in the morning. It helps with um students not being on their phones so much. Regardless of the phone rule, last year, people still had their phones out. So, this is like a better um more stricter policy. And I think it's nice because, you know, you don't have to pay for lockers. You get your own locker. It's free. Um we've also have our um assistant principal, Mr. Carr, is doing these attendance contest. So um you go to class and the first class that has perfect attendance um gets a treat. It's a the whole class gets chips or candy. It's uh really nice and it
064encourages students to go to class on time. And I think it's been working because I myself have ran to class to try to get first place. I I haven't done it yet, but I'm we're still trying. But um it's I think that it's working so far. I see people um going to class, donuts, snacks. It's really nice. Um we have tomorrow, it was mentioned, but we have the veterans breakfast. Um the Interact Club, which I'm a part of. Um I'm doing a cleanup for the veterans breakfast, so that's tomorrow. It's really nice. Um yeah. And then we have um this is a new thing. We have something called lunch buddies. So during your hour of lunch, you can go and sip with um the special ed children and have lunch with them on Tuesdays and
065sit with them and talk to them. And I signed up for it. So I am going to do that tomorrow. Um sounds really fun. It sounds interesting. Something that I want to do. Um as well because it's my last year. So, um, and then this week we have Thursday through Sunday we have the Charlie Brown play at our school. Um, I'm going Friday. I've never been I've never been to a concert or a play yet, but this is my first one. I'm really excited about it because I love peanuts. And that's all we have that I could think of. >> Yeah. >> All right. Thank you. >> Um that let's see other updates. Yep. And so that'll take us to uh our public comments here. Uh and so uh at this time if anyone would
066like to address the board, you may sign up in the back of the room or in the Zoom link that should be in the chat currently. Uh you can introduce yourself with your name and address. You have three minutes to provide comments. The board cannot discuss, debate, or act upon any item addressed during the public comments portion of the schoolboard meeting. Follow-up may be provided by the superintendent at the next regularly scheduled board meeting. Um, at this time, we do not have anyone signed up. Just stay open for a moment. All right, at this time I'm going to close public comments because I'm not seeing any action in the room or uh on the document. So we will close public comments at this time and we will move forward to our next step uh board
067reports. So, starting with our review of the board calendar, uh today is November 10th, uh 2025. We have a regularly scheduled board of education meeting uh with the teaching and learning workshop that's going to discuss our library plan. Um on November 17th, we also have another regularly scheduled board meeting which will have a teaching and learning workshop that will uh talk about the state report card results. And then November 24th is still off the docket. So it is not going to be happen because it has been switched with November 17th. All right. So uh from there um committee reports I don't think that we have any unless I'm missing anything. Um so that'll take us to board member reports of community events. Are there any events that anyone would like to discuss or share at
068this time? All right. Uh, a little bit of a quiet meeting then. All right. Trying to get to the Packer game. I will share that I uh >> um uh I will share that I uh attended the uh Shining Strings concert that was at the um children's music festival uh in Milwaukee. uh escaping where it was actually held at at this moment. But uh it was a nice uh opportunity for the kids to play and it was it looked like it was a lot of recruitment and showcasing of all these different uh kind of artistical components. There was dance, there was other um instruments, there was some singing, there was all sorts of good stuff. So it was a a nice uh opportunity for kids to get involved and a good shot for our uh
069our shining strings team to uh show their stuff. So that was all I had but no one else. Once twice gone other information I have none. So that will take us to then our consent agenda. Um our consent agenda tonight is our 10.1 approval of minutes. Uh 10.2 employment summary and 10.3 supplementary contracts. Um, is there any disc does anyone need anything separated out at this time? All right. So then at this time I would entertain a motion. >> Move to approve. >> Second. >> U move to approve 10.1 10.2 10.3. >> Second. >> All right. I have a move and a second. Um, is there any further discussion on the motion? All right. Uh that at this time all those in favor >> I >> those opposed. All right that passes and then that
070will take us to our workshop of tonight for teaching and learning and our library plan. It's hard to follow. We'll try to keep it, you know, light and fun. Um, >> there is no dogs involved in our library. >> Maybe we could add a dog. >> It's common school. >> Um, all right, everyone. Good evening. Thank you for having us. My name is Melissa Barrage, as you know. This is Brendan Kelly. You want to introduce yourself and your role? >> Yeah, I'm Brendan Kelly. I'm a lead innovation coach uh primarily at Wilson, but I help all the building. >> Yeah, he's truly a phenomenal asset to our district. Helps a lot of our program technology, but also our library services. >> All right. So we are here to share with you all our proposal for
071a new library plan. So uh just as a a refresher, our district is required to create and develop and share um a library plan through the department of public instruction. Usually this is every three years. And so we're going to share what Brendan and our team, our district team have accomplished over the last three years, but now that requirement is changing to be every five years. So, the plan that we're bringing to you tonight um for your review and just feedback and questions, we'll bring next week hopefully for approval and that will be for a five-year plan. Um the second thing is the district library plan really serves as a guide for programming across our schools, across our libraries. Um it took a lot of collaboration of our innovation coaches and our libraries at our
072high schools. And it's also a reference for purchasing items that support that plan. And so the library committee, those who came together to collaborate around this, it was led by Brendan Kelly and Jenny Neighbor and Julie Smith were our head librarians at the high schools. And then all of the innovation coaches really poured into this plan and continue to support the implementation of it. And then the third thing I just want to highlight before I hand it over to Dr. Kelly to talk through our our successes and our future plan is just to note around funing. So all of our libraries are heavily funded through our common school funds. You've heard this term before. So just wanted to note that um while we do receive a healthy amount I would say of funding from uh
073the state through common school funds, it is quite limited in what we can use it for. So I just wanted to to name that. Um as as often Dr. Robinson and others come to me, what if we use funds for this? and and we have to be really uh thoughtful about the puzzle and and how we can make things happen with the funding that we do have. So um you'll see just in the bottom it says purchase are limited to library books, instructional materials for libraries and school library computers. So if you just think everything through this must be purchased and housed in the library. So it's like an easy mid. So Brenda is gonna talk through the future ready framework and our previous plan and then we'll get into the proposal. >> Yeah. So
074DPI strongly suggests that uh we use this future ready framework um to help us build a structure for digital learning visioning planning and implementation. Um and with this framework you can see it up here. Um it really identifies and fosters future ready goals for school districts through the pedigogy instructional programs and plan spaces. And I just want to highlight at the center of this is that learner centered literacy. So the kind of goal here is that the learner is first. It's at the center of all of these different um so there's eight different wedges and when you combine all of them you get that learner out from the middle. Um and that learner center literacy really is um supporting the reading lives of both students and teachers is kind of the idea behind that. Um
075so there are eight wedges. Um they're kind of broken down here. You might notice that you said eight. I see 10 up here. There's one wedge that is much bigger than all of the other wedges. Um and you can see that that's the curriculum instruction and assessment uh piece. It's just the largest wedge um on there. So, it's pretty pretty big and we kind of focus on that one the most with our library plan, but all the other pieces are um are part of it. Um, so what we did as a group as innovation coaches is we really dove into each of these different wedges. We looked at what are we currently doing and then what are some areas that we could grow in? So, what is our vision for this this wedge and how
076can we get there? So, we identified um some different areas of growth and then created a plan for some of those areas. Um so in our previous plan we use the same framework and I'm just going to highlight some of the quick um areas that you know some of the quick areas that we we really grew in. Sorry, excuse me. So the first area is we wanted to identify um a guaranteed viable curriculum. So that was a focus of our district. We also wanted to do that for our libraries too. We have an innovation coach at every building. They do one hour um with every class um in each building. So we wanted to align all of that together. So we did create a GBC along with ICAN statements that innovation coach um is following.
077Along with this we conducted an analysis of our current digital resources and their usage to evaluate the overall values and effective overall value and effectiveness of those resources. Um and this process really allowed us to identify a few underused resources and some gaps um with content types that we really wanted to have more representation in. And with that, um, we identified some areas, like I said, those gaps that we wanted to fill. One area I just want to highlight real quick was we didn't find that we had magazines and audiobooks, which is what students were asking for, teachers were asking for, and we couldn't find a good resource, but we finally um found the WSDLC, which is a consortium um where we were able to get high quality resources through the app Sora. So, you
078might have heard of that before. It's by Overdrive. Um, so we're part of a consortium of multiple districts in the states that have hundreds of thousands of titles available to their students, grade level specific. Um, so each of them go in and dive into audiobooks, magazines that are across the board, high quality, um, more of a checkout system like our library. Um, so that's one area that we grew in. Um, also through that, uh, we surveyed staff to see what specific areas they wanted, um, and what they needed. One area is that they wanted more professional development on some of the tools. It was harder at elementary level specifically to get in with classes because we're teaching so much to show these tools in the classes. So, we started doing some like getting started documents
079as well um so teachers could quickly implement um and we're still working through that process as from this too. Um, every year, um, the library, we did this analysis and we really looked at some pillars that we wanted to make sure that we had high quality re resources districtwide that teachers and students could rely on to do independent uh, research. And these pillars that we looked at were physical books. Um, we just really wanted high quality physical books. We're really updating that this year too as a focus. Um, ebooks, audiobooks, magazines, that's going to be with Sora. But then we also wanted some um other digital resource databases too for images, videos um aspects like that that students with different learning styles could access. Um and from this uh we did have some new additions.
080We can go into the next one. So these are our new additions from the last library plan till now. We adopted Sora for those audio books, magazines and ebooks u with thousands of titles. We also changed from discovery education that was something that we were paying um close to 45 to $50,000 for districtwide and our usage of it was very small. So we looked at other resources um we adopted learn 360 and already we've eclipsed our usage of discovery ed and at less than half the cost um for our library plan. Um another one that we adopted too was uh Swank K12. Swank K12 is kind of like a Netflix for teachers. Um it is where teachers can look for uh videos that are aligned to the curriculum that they're teaching, show snippets of those
081and we're that are copyright free. Um so this is what teachers were asking for and we can't show Netflix, Prime, Disney Plus, all of that. So this was our solution to that. Think of, you know, checking out a DVD in the library. It was very similar to that, but now it's they can do it from home. They can also send videos home for students to watch with their family, which is a really cool feature, too, that we're exploring as well. So as we move on through that other other ones that I just want to highlight here um that we have districtwide that kind of fit those pillars. We have BrainPOP which is another video one that ties in with Learn 360 and that's more curriculum focused. We also have an image database that we pay
082for through Botanica called Image Quest. So kids have access to copyright free images or any research projects that they're doing. So they're not just searching Google and um all of that. We also have more of um an elementary focused one which is Pebble Go and that's more of like an encyclopedia for a younger learners at their fingertips um on their high path. >> And some of these resources are also bilingual or multilingual. So >> yeah, most almost all of them. >> Yep. Um were helpful for our families and students. >> Some of the physical uh resources that we've adopted over the last library plan um we were the ones that piloted the new line panels I think two years before we decided to do it districtwide. Um so we're integrating those showing teachers how to
083use them too and then we've kind of through this integration have also helped um with that process but we have new line panels multiple in many buildings in the library space. We also just last year purchased at the end of last year poster printers. Um now this you might say like the library can buy that. We can actually buy the printer but we can't buy the ink or the paper. That would be building supported. It's a consumable which is not library uh funds um allowable. But this is something that we can develop more in maker spaces and they're kind of opening up and I'll talk about that in our goals some of the funds a little bit with a more maker space community focus. Um the next one is we have Glow Forge laser cutters
084and 3D printers at each building to to facilitate some of those group projects and collaboration. All right, moving in. I'm trying to talk fast. I think there's something happening in like eight minutes from now. Um I keep getting notifications but um moving forward uh this is our you know five-year plan. We have three areas of focus that we're looking at. So when we dove into that framework we saw some areas that we really highlighted and stuck out to all the innovation coaches that this is something we need to do better at. The area of focus that we have up here um number one is empowering educators through resource awareness and support. So, one of the biggest things that we saw is teachers weren't using it because they didn't know it existed or they didn't know
085how to integrate it. So, what we want to do is gather some more input from staff um and find ways and opportunities that we can integrate this more into the classroom learning. As innovation coach within that technology block, we do teach it to the kids. We show the kids these re research databases, but that doesn't necessarily translate into the classroom. So, we want to really bridge that gap and get these resources used heavier in the classroom, not just in our classes. Um, I noted some strategies below there. Um, just targeted professional learning sessions on demand resource resources that we're already starting to create. So, we've already thought this through and once we thought about it, we started doing it even though it was as the plan was being developed. So, we're still working through that.
086I was just going to highlight that Brendan's already offered those learnings this past year, seeing that as a gap when we were doing our analysis of of looking at the engagement reports. So, we're saying okay, we need to get this in front of staff. So, we had some summer learning also learning this past um throughout the PD days and are talking of expanding that as well. So, >> and also with new teachers too. So, we had a bunch of learn new teachers that we shared some of the resources as well. Our focus area uh number two and this one is relatively new. This is something that the libraries a lot of them have been pushing for and some of the funds have been opened up to encompass and that's a collaboration learning through play. Uh
087so we want to develop and implement opportunities for students to build communication and collaboration skills through structured and unstructured play in the library. uh including the addition of board games, card games, multiplayer digital games that support problem solving, strategic uh thinking and teamwork. Um so this is something that now you can buy video games and video game systems with library funds and trying to figure out a way to promote that more library community feel um and how that looks. So, some ways we're going to develop collections of board games in each uh that students can check out possibly and take home or at least have in the library for some of those spaces during some lunch times, after school, before school times trying to work with um administration at buildings to figure out times that
088best fit that. So, and our last goal uh that we have, our focus area is um sustaining equitable access to high quality multiformat resources. And this is something that we really just want to put out there that we're constantly anal or an analyzing um all of the resources that we do purchase. Uh these districtwide resources cost a lot of money and we want to make sure that the engagement's there, the usage is there. So constantly looking every year and deciding is this the best resource we have? What are teachers saying about it? Having surveys to staff about it. Um this is something that we just want to always have out there in front. Um we had a few years of discovery education having proposal. So that's something that um can be reviewed by the board
089um but really outlines those areas of focus and that will be something that once we have approved we would make available to the community and also begin um really diving in deeper with the professional learning in particular um and working with the innovation coach team with our librarians. And I do want to mention if you look through the plan, you'll notice that we do highlight all of the areas that we're currently doing or like all of the resources we have and there's areas of growth for each of the eight wedges. Um, but the three that we chose were the ones that we really want to keep up front. It's not that we're not going to do the others, it's just we're really going to focus on on those three, >> which is what DPI recommends.
090>> Yep. They say one to two, so we're a little overachieving. So, >> okay, we'll open up for questions. >> Sure. This guy's two minutes. >> I have a very quick question. No, no, no. It's quick. I just want to make sure for anybody who's watching or not sure. Library funding. Is there a district-wide library fund and individual school ones or is it >> there's a budget and everybody kind of gets a piece of the pie. How does this work? >> Yeah. So, there is a district-wide fund. So, we do actually we hold back a certain amount of funds to cover what we are projecting every year. So, I meet with Jeff Borland and I say, "Hey, we're expecting a 5% increase. It's going to be districtwide needs $150,000 of this fund and then it'll
091hold that back and then the rest will kind of be split up. >> Yep. And it's split up per person. Each building gets a set total and then it's per student. So every budget is going to be different based on population or enrollment. >> Okay. Board member car. Are you or the innovation coaches, are you guys um part of the PLC's? Do you jump in there and meet with teams and and offer assistance or part of a team during that time? >> Yes, when we can. Um it's hard because especially in elementary, our >> the prep time for teachers is during our time, teaching time. So, I mean, we do before school. That's probably one of the hardest parts, especially in elementary, is finding that time. And that's why we're really trying to figure out
092how we're going to do that. That's why we made a goal of it >> for here. Does that make sense? >> Yep. >> Okay. >> Yeah. And the other thing was I I know that many years ago, you know, sometimes things just get dropped to the wayside, but I do remember a very successful thing that we did in our district years ago at some of the schools when you were talking about that that library feel. I love that library feel where you you know parents would bring in their little ones and go to the the section in the summertime and everything. Um, we had libraries open one day a week during the summer >> and it was funded through us and somehow everybody knew and I I know Persing had air conditioning so a lot
093of parents would bring their bring everybody and um there would be you know like a librarian there that would read to the kids and I just think as a you know just a little like plant that seed of a way to um foster that that thinking um towards that library feel. >> Yeah. >> And that really is the the spirit behind the plan is >> and now that we have games, you have all those games and >> trying to make the community center of the building kind of like >> the plan. Yeah. >> And especially in this time like having a a >> focal point in the building that's really focused on Yep. on community, but also there's so many academic games that are really fun that that then we can use funds for that.
094>> And we already had some of the high schools. I was talking to Jenny Neighbor and she bought this like giant Tetris like that rotates and it brought so many kids in just to see it. And then then they're in there like, "Oh, let me get this book real quick." And I mean, which was >> Sure. >> I mean, that's also part of it, too, you know. >> So, could we use common school funds to uh pay a salary to a teacher that might want to I wish. I wish. >> Oh, darn. >> Yeah, though. >> That's another one. Could we use the money for >> No, we cannot. >> I mean, I think I get it like twice a week at least. Um, so all right. >> And we ask on it, you know,
095Monica Trumpet is in charge of it, so you know, we send her messages quite a bit. Yeah. >> Like, can you please? So, >> yeah. All right. Other questions from the board? No. Um I did have a a little bit of a question u when we're talking about resources and finding places to get stuff. Do we do we or are we able to coordinate with the um city library? Well, we do coordinate with this consortium which is statewide and that allows us to have access to we think it's like a more sustainable approach to also the future of libraries >> for digital digital wide. We don't necessarily with like physical resources for sharing that way. Um, we don't we do have a I think in the board policy it talks about that it's allowed but
096rarely do they want to lend out books to us or us to them because it's very hard to get that back and hard to manage as well. >> Well, and I guess >> is that kind of what you're asking or >> kind of but also just maybe encouraging the use of that because you they have those digital resources that you can do through a couple of different platforms that they have to get audio books and and those kinds of things. So if you wanted they can be directed there. But >> and we do we actually we try to push as much as we can especially during summer programs and like we just did the literacy night. So the public library was represented at most of our schools signing kids up for library cards talking about
097the resources they have. I mean they have so many things that like we can't buy like state fair tickets that you I mean you can like check out state fair tickets like stuff like that um which is pretty cool or zoo passes and things but we're looking into it. >> And then I did have two other questions. The one is there were a lot of resources that were listed. Is there a space that the students and parents or teachers can just go to that has all of them there so that they can see them quickly and don't have to hunt them down? Like is there a landing page for them? >> Um we do have it through Clevver. So when students and uh teachers log in through Clever, which is kind of our single sign
098on, uh we have a whole tab that is library resources that they can click through. That is not for parents or people at home. But when students do log in through their Clever account at home, there's a section that says library resources. We did actually talk exactly about that. Um, one of the things is all of the resources we do have require that login through Clever anyway. Um, so like if we were to recreate a site that explains some of these resources, would we just be double, you know, doing it over multiple times? So that might be something we will explore though is having a site just to explain them and what we have on offer. >> Well, yeah. And even if it's just a link to clever, right, that's that's fine. But like just
099something to see quickly so that they're not necessarily cuz even parents cuz >> what what's clever, >> right? Yeah. >> I So like I don't know what that is and I'm sitting up here. So that would be something that you might want to have >> more out more more talk of and then just something to see. And then um the last question I had was if we're looking to help teachers get this stuff more integrated um is there a way to um when they're doing presentations for PD when they're doing things that they are talking where there's some sort of direction that they're utilizing some of these resources so they're getting practice and then the other teachers are seeing them actually being put into use. >> Yeah. And we've done that in pockets. I think
100it's expanding it to be more systemic >> um at this point. So, couldn't agree more because I think the more you see how easy it is to use >> and I know I put this in my board update, but um Brendan worked with a statewide group to organize a conference of other technology integrators last week um and and they all attended an accessibility session and they said it was phenomenal. So now we're looking to bring that to to our teachers, especially speech language pathologists and special education teachers. So I do think that you're exactly right. When people see it and experience it, then it's it doesn't feel so scary. >> It doesn't. >> And it feels like, oh, this is something I can easily do. So, >> and also with, you know, more of the
101morning meeting times being kind of scheduled out, we're looking at little small snippets of introductory 5 to 10 minute let's explore this together, just like a quick shot of this is what it is. >> Um, just to like re-emphasize this, this is available to you. So, >> yeah. And just speaking from my experience as a teacher, like all of the things that were available to me kind of weighed me down and I know what I could actually use. So, it's Yeah. Like, and then I just use what I'm comfortable with. Exactly. >> So, yeah, it's hard to break that. Yeah. Okay. Any other questions? >> Bryce, go on. You gota talk to us from the students perspective. How important is the library? What what are they what they're talking about? >> Yeah. What is your
102experience in libraries? >> What games would you like to see brought into for collaborative play? >> Um, could Kane help? >> Um, I go to the library during advisory. We by me and my friends, we play Uno in there. It's a very um like it's nicer this it's nicer these past couple of years. You know, there's like couches or TV in the corner. Um there's a nice seat nicer seating areas. >> It's definitely upgraded better and it's more comfortable to sit in there. Um the books there, I have a couple books checked out that I'm reading from the library. >> Um I think it was it's the Land of Stories series. I'm on the last book. Look good book. Um games I don't know. I mean long games. >> Um I don't know. I don't
103know. >> Maybe you could ask your friends and then next time I see you, you can let me know. >> Yeah, I think there's there's a lot of games in there. >> Um on the um there's a shelf. There's a lot of games in there. Um, I don't really have any like suggestions. I think the games in there are like fine. >> Yeah. Yeah. Okay. >> And this is I mean, you're bringing up a point, too. You said over the last couple years it's maybe been a little bit more cozy with couches and different things. >> So, we've been trying to use common school funds for any furniture or anything like that. Um, so a lot of the principles have been very supportive at many of the buildings and trying to update some of the
104libraries, but we do have libraries that are pretty dated and have old furniture or less comfortable things. Um, so we are working on ways we didn't put it as a goal, but that was identified by by majority. So, >> and can you share with the board and anyone listening what clever is? Um, Clever is like um it's like um yeah, it's a it's a platform to like other it's to multiple websites to school websites. >> Um there's a lot of things on there. Um FastBridge is on there. I know that's what we use Clever for like a couple years ago. Um that one website with the robot. >> Okay. >> Forgot. Brainop. Yes, BrainPod. We used that in middle school. Um, so I've been working with Clever for a while. It's just a platform to
105get to um other platforms, learning platforms, educational platforms. >> We call it a single sign on. So >> they log into Clevver. Students log into Clever and then it houses all of their access to their other apps. So they don't have to navigate like seven different passwords. Yeah. >> Um, so they go into Clever and it's like boom, I'm here. it automatically logs me in and I don't need to worry about what was my this password. It's that's not a library specific item. That's a tech plan item that we just don't want kids to have to manage that many passwords. So >> what's that? >> Yeah. Similar. Yeah. >> It's very clever. >> It's not just a clever name. >> All week. >> Oh man. >> All year actually. >> No. That might just be
106the way. Oh no. >> Z, do you actually use Clever? Because that was there was a hesitation there. >> Well, I'm a singer now, so I don't really need Clever anymore. But I think the last time I used Clever was sophomore year for fastbridge testing. >> Um, but no, I don't use Clever anymore. But I used to use it a lot during middle school. Middle middle schoolers use it a lot. Well, well, when I Well, when I was in middle school, I used it a lot, but I don't use it anymore now. But it is very helpful though. >> Okay. >> Our elementary kiddos will know um because they use it for all of their >> online access to literacy and math program, their core resources, I think. So, >> sure, >> you can see
107them navigate. I've been in his classroom with kindergarteners creating >> I don't know, amazing films. You should really join him anytime. It's impressive. So, >> thank you. >> All right. Um, no other questions from the board on this. >> All right. Thank you so much for your presentation. Thank you for the plan. >> Thank you. Like your sweatshirt. >> Um, yeah. Yeah. We were at Wilson. Uh, Dez and Liam are very big fans of Mr. Kelly. Um so from there I guess that would bring us to the end of our agenda items. Um so if there is no further business and there is no objection the meeting will be adjourned. There being no objection the meeting is adjourned.