Board Meeting 7-28-25

001Lead us in the pledge. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Then would you call the please? >> Yes. Mrs. Be >> here. >> Mr. Mr. Berbos is excused. Mr. Culler >> here. >> Miss Carr >> here. >> Mr. Becker >> here. >> Mr. Lee will be here shortly. Miss Lee is excused. Miss Kaiser >> here. President Burns >> present. >> All right. Uh, proper notice of this meeting has been posted in accordance with the open meeting laws of the state of Wisconsin. Uh, are there Dr. Dr. Robinson or any board member. Are there any modifications to the agenda tonight? >> There are no modifications. >> All right. Well, then

002moving on, we'll move right into the superintendent's report. >> So, good evening to everyone. I hope everyone is enjoying uh the summer, some time off, uh enjoying this heat. Uh it's a little hot outside, but it's also uh very beautiful. Budget implications. So, just want to start out um with the the signing of the the new budget for the 2527 school year. state budgets includes uh incremental improvements in special education and mental health services. It provides however no new general state aid for public schools. As a result, many districts are facing a period of consolidation rather than investment. That includes us as a district. And so quite frankly, we're having to try to do more with less. Unfortunately, um without additional funding, school districts will be forced to either raise local property taxes or make

003cuts to programs and staffing. This approach is likely to widen disparities between wellunded and underresourced schools. And advocates uh warn it could lead to more operating referendums, larger class sizes, and reduce student services if not addressed. As a district, I just want to um bring attention to uh the implications as as far as um our district is concerned. We are meeting uh pretty regularly to to understand where we are as a district and to look at ways of consolidating and kind of merging things and and honestly just doing a um um an analysis of need versus want. And so those we need, things we need, we we have to keep those things where we want we may have to sacrifice. Um, additionally, we did send a correspondence out to all of our staff members on

004last Thursday to communicate um the impending um budget constraints that we're dealing with and we will be sending a correspondence out to all of our community members on tomorrow to also um bring these these things to light. Our district recognition summer learning camp and summer school summer learning camp and summer school will officially wrap up on next Thursday, July 31st. And what an incredible summer it's been. From academic growth to new friendships and fun-filled experiences, our students made the most of every opportunity. Thank you to the dedicated staff and supportive families for making this summer a success. Other updates, just a couple of things. So, um I did have a meeting in my office with the uh Midwest president for the National Alliance of Black School Educators trying to understand um where we are as

005a district as well as other uh districts and how uh we can um look at the achievement gap and close um those gaps as well as increase opportunity gaps for students of color. Uh we we've uh completed another round with Neiola as we are working on our administrative guidelines, our city schools monthly meeting as well. Uh met with uh developers concerning the uh the old Longfellow property. So we we have some updates on that that have been given to the board. And then I uh attended along with uh three other members of a team the National Institute for Urban School Leaders at Harvard University on last week crime statistics report. So, I wanted to um spend a couple of minutes on this. Um we are required annually to report um based upon our uh act

00612 uh created in Wisconsin statute section 118124 which requires Wisconsin schools that operate high school grades defined as grades 9 through 12 to annually report certain criminal incidents. And so these are our criminal incidents from last school year. Uh we uh these are for all high schools combined. When you look at certain things that got my attention, for example, uh sexual assault, that could be something as um u such as touching of of a another person's body part doesn't necessarily mean what it it kind of sounds like or the harsher version of that. So, it could be a lot of things. So, I would say that would be um the quick explanation for that. Um we are uh continuing to uh improve our our uh the conversation around speaking up, talking and communicating not only

007with uh between amongst our student population but uh the vigilance within our our staff and community to report things as they come up and any things that they suspect um to make sure that we uh respond in an adequate way. This is required again by Wisconsin statute and these these uh particular uh stats will be reported on July by July 31st to DPI. All right. And that it all right. That concludes my report for tonight. All right. All right. Thank you, Dr. Robinson. Uh that'll take us to our public comment section. Uh so if there is anyone that would like to address the board uh you have three minutes to do so. The board cannot discuss, debate or act upon any item uh that is spoken of during the public comments portion of the board

008meeting. Followup to the comments uh may be made by the ne by the superintendent at the next regularly scheduled board meeting if necessary. Uh if you would like to sign up, there is a sign up in the back of the room. There is also uh sign up uh in the Zoom link in the chat if you would like to sign up and I will give people some time to sign up if they so choose. All right, seeing no activity in the sheet, uh I will close public comments for now and we will move on to section 8, our board reports, starting with the review of the board calendar. Uh and for that, oh, did I get rid of it? I did for our Bard calendar. Uh today is July 28th, 2025. We have a regularly

009scheduled board meeting as well as a workshop that includes uh teacher and learning uh forward and ACT assessments as well as student services and vape detectors. On August 11th, 2025, we will have a regularly scheduled board meeting. August 18th, we will not have a board meeting, it looks like. And then August 25th, uh, we we will return with another regularly scheduled board meeting. >> August 18th was a board workshop. >> Oh, yeah. It was a board workshop, correct? Uh, sorry, August 18th was a board workshop and that will not be occurring at this time. All right. And then that will take us to our committee reports with uh our first being from the employee engagement and culture board member Carr. Thank you. The employee engagement and culture committee met on Tuesday, July 15th at 5:40.

010We started the meeting addressing old business and D. Garcia shared our substitute programs daily rates versus the daily rates of surrounding district districts and in some cases we are paying higher than um daily rate amount um compared to neighboring district districts. So this information led to more questions. Um, we asked if the fill rates would be higher if we used a staffing agency because we learned some area districts use the EDG staff and teachers on call. We also discussed focusing on other barriers besides daily pay. If it's not that, then what is it? We we can't just say um let's stop the investigation. So, we're just going to keep on with that one. We then discussed our resignation rate for the 2425 school year and it was um 11.27 um of our staff and this

011information guided us as we decided to um to focus on the for we were let me let me say that again. This information guided us as we decided on a focus for the upcoming school year. Our committee's pillar for our updated strategic plan um cites a possible four key performance indicators which are KPIs. There's teacher retention, vacancy rate, employee engagement and diversity in the workplace. And so knowing all all this information that we got at the meeting about um you know teacher retention um and we decided after a discussion that all roads kind of lead back to employee engagement. So that was the KPI that we are going to hone in on for this particular school year as a com a committee and of course um you know D Garcia will be looking at all

012of them and reporting to us on on them but that's the one that we decided was the most important to us as a as a committee. um our next steps will be to look at the employee engagement survey data for trends and themes and we'll have that information and she'll bring that to us before the next committee meeting and then we can have a conversation about it and that concludes my EEC report for tonight. >> Great. Thank you. Uh are there any questions for the EEC board member Carr? Um, I did have one question about the um, subbing. Uh, would you be able to see if you guys can talk about uh, how the subbing is triggered? And I say this because there was some community feedback uh from the teachers that the um when

013teachers are signing up to have a sub, it's triggering the building subs right away rather than going out to people um that might be interested in it and then leaving the building subs for the emergency ones that come up. Um so if you be able to take a peek at that, that might be I will make a note of that option. All right. Thank you. >> All right. Any other questions? No. All right. Then we would be looking for the financial stability and efficiency report from board member Kaiser. All right. Thank you. Uh we met on July 17th. Uh the compensation model committee has been working extremely hard to narrow down the big ideas down to five top five priorities re using models from other school districts in the area regarding compensation. It's an extremely

014long and complicated process with a lot of moving parts, but the end goal is always that for equity and transparency. The state banial budget, Dr. Robinson touched on it was not very not very friendly to high poverty districts, but we got more revenue in cross cate categorical aid. I can't talk tonight. The budget adds $1,000 to open enrollment out. So, that's not great for us because that's now about $10,000 per child open and rolling out. Uh the 2526 budget forecast, we are currently at 2.6 $96 million deficit due to the lack of increase in the state level and a decrease of funding support at the federal level. We're still discussing health insurance renewal which is currently coming in at a 24% increase. We're evaluating wants versus needs as Dr. Robinson said to make it the

015deficit including decreasing costs at um outside of schools and January 2026 health insurance renewal and self-funding. We're currently at a 24% increase pre-negotiation. Brown and brown presented to our business office about the costs of self-funding health insurance. There are pros and cons to each model and we're continuing to pursue all options and there will be a workshop later this year concerning self-funding. That is my report. >> All right. Thank you. Does anyone have any questions for the financial stability and efficiency committee? Seeing none, thank you. and we will move forward to uh uh other items which I have none. So we'll uh Whoops. We need a board member reports of community events. So uh does any board member have anything that they'd like to report on? >> Uh I was able to make it to

016West Dallas night out the other day which was amazing because there's so many services and we saw so many so so so many kids. Um and got to talk a lot about um employment opportunities here in the district. We got to remind people about the now annual back to school bash and we gave away 400 400 bags, 400 bottles and about 200 frisbes and we ran out within an hour and a half or so. So people uh just remember to come in for the back to school bash in a August because it it was a really great event. It was so nice to see so many people in the community. >> Great. Thank you. Uh anyone else? remember car. >> I attended the uh Willy Wonka play at Daiki High School and it was the

017younger crowd. It was the the younger kids and it was delightful as always. But um the thing that I kind of noticed as I'm going to all of the plays as when I look in the program the booklet I see that it's become like we have theater families. like the name just reoccurs and that last name. Um, and so when I was watching the younger kids performing, I'm like, "Ah, your your brother must be in." And I've noticed that a lot and I think that's very exciting. So, it was it was wonderful. >> Thank you. Anyone else? Any more reports? No. All right. Um, well, I can speak to uh board member Kaiser's note of selling out or giving out pretty quickly because I showed up um a little bit later. I think about 7:30

018it was going to come and and work and everybody was gone. I was like, "All right." Yeah. So, yeah, really good event. Um, okay. So, moving on from that, we have the other items which I do not have. And so, that will take us on to our uh consent agenda. And uh do any board members uh need anything separated out for that? All right. No, seeing nothing, then I would ask for a motion. Oh, sure. Certainly. >> I apologize. What's the We have We're hiring a secondary special education instructional coordinator and there's also on here special education dean. What What's the difference in the roles? >> That's a great question. So um the secondary um special education person uh we had a retirement. So that's what that particular position feels. The dean position due to

019the number of students we have at Irving who uh have the special education label. There's a need to have somebody to assist with the IEP meetings uh the various needs with within though that's particular student population. And so due to that excessive number and because we've been flagged by the federal government for that particular uh program, there's a need to have some extra support for that particular >> Thank you so much. Thank you. >> Um okay. So then again look for a motion on consent agenda. >> So moved. Second. >> All right. Um are there any last questions before we move forward? So just to be clear, the consent agenda is 9.1, 9.2, 9.3, 9.4, and 9.5. >> Yes. >> Okay. Thank you. >> Gotcha. All right. That being the only question, then I would

020look for a vote. All those in favor? >> I. >> Those opposed? >> All right. So that will pass. That will move us on to our action items. And our first one being the extended international travel uh spring 2027 field trip to England. Uh and yes, Miss Barash, you'd be starting us off or is that going to be? >> Hi Betsy. >> Hi. How are you? >> Good. >> I'll do that next. Yeah, I don't need it for right now. Um hi. Good evening everyone. Um, I'm joined uh virtually by Betsy Schmeiser, who is one of our fantastic ELA teachers, um, and is looking to guide a trip for our high school students. And she's going to talk a little bit about what that trip will entail and the outcomes for the students who would

021participate. So Betsy, if you want to give a short overview of the trip, that'd be wonderful. >> Um, hi. So, um, this past spring we actually were able to go to England with a group. Um, and it was really great. Um, we had such a fun time. So, I'm actually trying to figure out where I can share my screen right now. Um, I think I found it. Send request. Um, so we actually uh were able to travel quite a few different places um with uh within England and we went to London. We visited Westminster Abbey. Um we uh visited uh Carleon Amphitheater in Wales. Um it was so much fun. And I've got some pictures. Um, I actually shared a uh Instagram for us so that we could um track where we were going, but

022we are actually going uh to look at uh 2027 trip during spring break. Um, so I don't know if my share request got Oh, there we go. Okay, here we go. Sharing. Are we seeing anything? >> Working on it. >> So, here are some pictures uh from our trip. Uh we've got we had a group of four students and a grandmother and a mother who went along with us. So, we had a lot of fun. Uh we went to Stratford upon Avon, which is where Shakespeare uh grew up. We were able to uh visit Manchester United. So for some of our sport fans that was really fun. Um we went to War Castle, we went to many many places. So our next trip for um we go through EF tours. They have a lot of

023experience um 60 years worth of taking travelers to uh all over the world. And let's see here. We know that going on a trip can really add up to the growth of our students and this is something that's often offered in other high schools and I just want to make sure that all our demographic has that opportunity as well. So they have a safety and incident response team um and unmatched worldwide presence. We go through safety training for teachers and chaperones. Um, and there's a way to contact anyone at any time if need be. So, our last trip we did a trip called we uh did Legends of England and this next trip would be called Curtain Time in London focusing more on performance and theater uh in conjunction with English um throughout London. So,

024we'd be able to go participate in a Globe Theater workshop. The Globe Theater is the theater that, uh, William Shakespeare created. We would be able to see a couple different theater performances. Um, go to some iconic sites such as Big Ben, uh, Westminster Abbey, etc. We would visit Windsor Castle, and we take a guided tour of Oxford University. Um, so this would be what we would be doing. We'd be about five nights in London. the dates we would block off. Obviously, I know we don't have uh our calendar for uh 2027, but we typically have our spring break toward the end of March, early April. So, we'd be looking around the 28th of March to the 3rd um of April would be our best dates. And our cost would be around $3,969 for students. and

025$4,519 for adults with a $300 enrollment discount um if you enroll by the end of September at the deadline. Um with that being said, this includes our weekly payments or monthly payments and this also has a full-time tour director. All transportation is covered as well as the roundtrip flights. This is all input into the the cost. Breakfast and dinner daily are included. Hotels with private bathrooms. Um additional sightseeing tours and direct tour directors. Any entrance fees. Um and there is options for students to receive academic credit as well as just having that ex um that worldwide view of seeing the world and how it functions differently from the United States. That's all I really have for you. >> Thank you, Betsy. >> Thank you. >> All right. So, with that, is are there any questions

026about the trip? Things that you need to know? >> All right. Um, well, with seeing no questions, then I would look for a motion to approve the extended international travel for the spring of 2027 field trip to England. Um, >> so moved, >> second. >> All right. Are there any further discussion before we vote? >> All right. Uh, all those in favor? >> I. >> Those opposed? Uh, seeing none, that passes. Thank you very much. And, you know, have an excellent trip. >> All right. And that will bring us to our second item here tonight, which is our course catalog updates from Miss Bra. >> All right. Good evening again. I do have hard copies that I will pass out just in case anyone would appreciate that. This was sent ahead of time and there

027are links. Let me make my screen a little bit bigger. So, as you know, this is a annual item to bring forward any changes um or proposed changes for our course catalog, which is what all of our students and families use at the high school level to determine their pathway and all the courses available to them um throughout their time with us here in West Mwaukee. The changes I'm proposing tonight were brought to you are brought to you in collaboration with our counseling team um across the three high schools as well as teachers who provided input on needed adjustments or changes. So the first six changes you'll notice um are for this upcoming school year and the following school year. Um, and the the reason for that is those are just necessary updates per uh

028courses that have been approved such as the multilingual courses that were approved on June 9th as well as the rest of the changes will not impact scheduling um for students and we want to make these changes available to students as soon as possible. And then the remaining seven um do will be reserved for the 26 27 catalog as those would impact and change scheduling for students. Um those remaining seven do remove prerequisite um requirements for courses that have become a barrier for students to take. um as well as um per board as well as student input would like to increase opportunities for our 10th grade students to be able to take more advanced coursework through some of our AP courses. Um and that is definitely in alignment with area districts to offer and allow for

02910th grade students to enroll um in the courses that you see on here. And so I am happy to speak to any of the changes and elaborate on the rationale. Um, and so I'll just pause there for any questions or areas you'd like me to elaborate on. >> Member Cart, go ahead. I did get a chance to peruse this ahead of time and I just wanted to say that um I appreciate the fact that you are removing some of those prerequisites and it it just feels like everything on this is just taking feedback and and using it to advance our students and um so um changing things, removing things all because >> people that lived it talked to about it and and that they had their ration and again our district listened and um so

030I'd like to commend whomever is working on this. I think it was really well done. >> Thank you. I appreciate that. >> Thank you. All right. Uh, board member Lee, >> I'd like to echo those sentiments and um really um single out the fact that these have opened up quite a few courses for our 10th graders >> um to be able to advance um further in in taking AP classes. I think that was uh something that a student mentioned and um thing that some board members included myself had mentioned is important to give those who would like the opportunity to not only allow upper classmen to take those classes um especially with other abilities to take some of the required coursework over the summer. It opens up slots that then now can be filled with

031an AP course if that student so chooses. So, I really um also want to commend that and I think that will be a great opportunity for for students in our district to be able to advance their coursework here while they're here with us. So, thank you for that. >> Thank you. >> Great. Thank you. Any other real quick? >> Yeah. So, thank you for th those uh those statements. I I want us to also say we're going to do a deep dive into summer school offerings as well and trying to figure out how we can increase opportunities for those students to advance. And so, um, this is only the beginning. We're really trying to rev it up and make sure that we use our summers in a more productive manner. >> Thank you. Any other

032questions? Board member Becker. >> Thank you. Uh, on the the first one for the the audit option for the course audit, we'd spoken about potentially retroactive in a couple couple cases. Have we gotten anywhere with that? >> The guidance would be that it could not be retroactive because it was not in place. And so, uh, that's part of, you see that right at the top, something we'd like to put in place for this upcoming school year. And what it would allow, as we've, um, I know Mr. Becker has provided that an in-depth update as well as families have come and spoken about this audit option would allow students with their current schedule to determine one or one class per semester if so desired. that could um would count towards total credits but not count towards

033their GPA. So it allows students that um to be able to engage in especially courses um such as music, physical education, CTE. So we definitely want to put that into place with um your approval uh for this upcoming school year. Okay. >> Or member Lee, >> just a quick follow-up question on that. So for those students who have enrolled in classes for this upcoming year in which they would like to do that >> um is that going to be communicated out to families the process in which they can do that before the school year starts. Okay. >> Yes. Thank you. I I'd written a note. Communication to families. So yes, communication would go out with the changes for this next school year in the next week and then everything will be updated in the course

034catalog. So, as families are registering, they'll still be able to see like the most updated catalog will have that reflected. And then our counseling team will be working with students those first two weeks to ensure that anyone who wants to secure and use that audit option, they can. Um, and then beginning next year, that will be part of the course uh selection process. So, it'll just be built in as an option. And that's at that point um moving forward students will select it then so we'll know well ahead of time but thankfully it doesn't impact scheduling. So um it's just an added bonus I think for our students and their families that care about that. >> For students that have already registered will have the ability to go and choose this or will they require

035the counselor to go in and change their I mean change this option if they've already registered for this next school year. >> They'll just have to communicate with their counselor. So Yep. >> So okay. and we have built out a process and I've been working with the counseling team since the spring on like this is a likely thing coming forward. So, um uh we've been working on like the skyward side and we'll have all that prepared. >> Very good. Thank you. >> All right. Any further questions? >> No. All right. Well, then I would look for a motion to approve the proposed course catalog changes for the 25 26 and 26 27 calendar. >> So moved. Second. >> Second. All right. Are there any other discussion before we vote? No. All right. Then all those

036in favor? >> I. >> Those opposed? Seeing none, that passes. And that will take us off to our workshops, which uh we'll start with teaching and learning uh forward and ACT assessment. Again, Miss Barrage. >> All right. Wonderful. Thank you. I'm just going to give a second for my incredible colleague, Miss Koi Sax, to join me. She is our manager of data, all things data. Um, and she is will be likely chiming in in the discussion portion um of our presentation with her expertise. Um, so I'm excited to be here in front of you today, um, and share an overview of our achievement data for both literacy and math, um, and focus how we're using this data to guide what we are doing and how we are engaging with our staff uh, this upcoming school

037year. Since DPI has not yet completed their full validation and verification process, this is going to be district level data tonight. But don't worry, school level data will be shared in conjunction with school report cards when those come out this coming October and November. Um, our schools are currently analyzing their data and developing action plans related to their school level data. Um, and we are engaging in three days of reflection, um, root cause analysis and action planning starting tomorrow with OSA sale. So that is coming this week and they will have set plans for this next year. So we're going to be looking at three different data sets and I'm going to do my best to explain them. Um if you have clarifying questions I definitely welcome those throughout but more in-depth questions if you

038want to just make a note so we can discuss at the end that would probably be the best way to move through this presentation because it is quite lengthy and in-depth. Um, but the three data sets we're going to look at for both math and ELA achievement are year-to-year comparison of grade levels. So that is one group of students, one group of fourth graders and a different group of fourth graders. Right? So year-to-year comparison of grade levels. Then we are also going to look at year-to-year comparison of specific student groups or also called subgroups. And then we are also going to look at cohort comparison. So, how did third graders last year perform this year as fourth graders? So, it'll give you kind of two different lenses. And the reason we look at both yeartoyear,

039the reason we look at yeartoyear is that is us as a district team looking at achievement trends. So, how is achievement changing over years no matter the students and that shows up on our state report card under achievement under that quadrant of the report card. The reason we look at cohort comparison is we want to see how students are growing from one year to the next. You can pause that. No worries. And so that will then on the state report card look at our um show up under growth. Okay. So we're going to look at those different data sets and then we'll I'll be presenting key trends and next steps. So I do want to give just a little almost spoiler before we get in. Some things that you're going to see repeated throughout the

040data. Okay. One is we have been very focused and this is reflected in our district theory of action. Our so that statement is focused on growth and making at minimum one year's growth for every single student. And then for our students that are multiple grade levels behind their peers, we want to make aggressive growth. So more than a year and a half, right? So we've been really focusing on that, knowing that the reason the emphasis on growth is to close opportunity gaps for students and get them to proficiency. So proficiency is the ultimate goal, right? What you're going to see in our data today is that this emphasis on growth and really targeting the growth of students is resulting in increases in achievement and proficiency for our students already this year. So that is really

041affirming and exciting to see. There's much more work to do, but you are going to see that trend throughout both literacy and math. While there are increases in achievement for many of our student groups, including specific subgroups, there are still opportunity gaps that persist within those subgroups. So, you're also going to see that as a trend and an area of focus that we're going to be discussing as we move through the data. So, let's jump in. I'm going to first orient us to this slide because it will be helpful as we move through the presentation. At the top you'll see the overview. This is forward ELA data. So this is the percentage of students who are meeting or advanced on the forward exam. The forward exam is given to students in 3rd through 8th grade.

042Um the orange bar is from the 23 24 school year. The blue bar is this past school year, the 2425 school year. And then there will always be key takeaways highlighted. Okay. So when we look at this first data set for ELA and forward, we had an overall increase in proficiency or advanced from 38 to 39%. The largest increase was in sixth grade of 8%. And the largest decrease was in fourth grade with 7%. So again, this is fourth grade students last year, fourth grade students this year, not cohort of students, but just how are we generally trending with achievement. If we look at cohort data, so again, switching gears now, we're looking at the same groups of students. Four out of five student cohorts showed growth in proficiency um from last the 2324 school

043year to this past school year. So third graders now in fourth grade increased by 5%. Fourth into fifth increased by 2%. Fifth to sixth 3% 7th to 8th 6%. The largest increase was seen in the eighth grade cohort of 6%. Now we look at our specific uh student groups. And so you'll see there were notable increases for students with disabilities with an increase of 4% again proficient or advanced black students with an increase of 4% and multilingual students with an increase of 6%. Um and the the t excuse me the bars on the far right reflect our overall rate which is sitting at 39%. So, as I mentioned, you will see there are disparities within these specific student groups as in comparison um to both their white peers and the overall average. And so, we

044are going to discuss as we get into the discussion portion specific action steps that we are taking to support um our specific student groups. Next, we're still within ELA and we're looking now at preACT secure and ACT. And so within ELA, um I just want to remind us pre-ACCT secure is what our 9th and 10th graders take. There are different assessments, but they're both under the frame the name PERACT secure. And then the ACT is for our 11th graders, which I know you all know. Um, and so again, key takeaways, an overall increase of 4% of proficiency or advanced up to 39%, the state average is 40%. So, I think that's just important to note. Sometimes we look at data points just out of context. Um, I think out of context within even our state

045and then nationally, right? So the state average is 40%, we are currently at 39. You see there's a significant increase for our 11th graders of 14 percentage points. Um 10th grade maintained and then a slight decrease of 2% in 9th grade. But then when we look at cohort data, the 11th grade group of students who were in 10th grade previously did increase by 1%. Right? They also outperformed the previous 11th graders by uh quite a bit. Um but the ninth and tth grade cohorts did decrease those student cohorts. And so that again really helpful information for us to look at what's happening within our first two years of high school. How is that transition into high school in our literacy classrooms? and what are we doing differently to support those that cohort of students both

046the ninth and tth grade cohorts as they move forward and get closer to taking the ACT. And then here is again our uh specific student group data. Um and you'll see minimal changes across the subgroups either with like a 1 or 2% increase or a 1 or 2% decrease. Um so staying in around the same range for our high school students who are in these subgroups. Okay. Now we are going to move into the math achievement uh portion and we're going to begin with forward. So overall increase of 1% um for our third through eighth graders on the forward exam. You'll notice third and seventh grade saw significant increases of five and 4%. Modest increases in fifth and sixth grade of 1 and 2% respectively. And then there was an eighth grade decrease of 8%.

047But what I want to highlight for that eighth grade group, so again in comparison to the eighth graders, the previous year, it was a decrease, which we want to see that continued increase. That's without question. But that eighth grade group of students from their seventh grade year to their eighth grade year did increase by 5% in terms of achievement and proficiency. So I'll repeat that again. While in comparison to the eighth graders peers the previous year, they didn't perform at the same level. And we want to see the continued the trend to be increased achievement across all of our grade levels. I still want to name that I am proud of that eighth grade group of students because over the past year they did increase by 5% who are meeting um or advanced on the

048forward in math. We also saw increases in fourth and eighth uh fourth and fifth grade and then the decreases were 1 and 2% for sixth and seventh grade within those cohorts. So, more or less maintained proficiency. And then here you'll see a similar pattern. Um, but I also don't want to take away that multilingual students did increase. It was a 5% increase up to 14%. Um, our Hispanic and black students maintain levels of proficiency and students with disabilities did did decrease by 2%. Now looking at preACT secure um and ACT for math again overall increase you're starting to see a pattern overall increase of 1%. Um from 29 to 30% the state average is 31%. So again just to put that in somewhat into context of 31% is our state average. Our ninth grade increased

049by 4% and 11th grade increased by 2%. And then looking at cohort data, the 9th grade cohort did increase by 1% and then there was a large decrease for our 10th grade students. So 9th going into 10th grade there was a 10% decrease. So once again thinking what is happening in our algebra classes um and what skills prior to that are students coming into that transition into high school um and needing additional targeted support with lagging skills. Um, and that's also coupled with the conversation we've been having around a need for a core resource at the secondary level for 6 through 11 that is, um, researchbased, comprehensive, includes coaching and professional development. And so, um, we can't ignore the power of uni strong universal instruction. And when you don't um have all folks on the

050same page using the core resource consistently um that is an area that we will be focused on. Here are once again the uh different subgroups or student groups. Black students that increase with 5% um and increases in proficiency for our special education and multilingual students by 1 and 2% respectively. and our white students rem uh maintain their level of proficiency. So, four key things that I want to make sure that we highlight um within this data. The first is growth is beginning to realize and positive achievement trends. There were overall increases across both literacy and math. And while those increases overall were 1% within different student groups and within cohorts, we did see increases and we are seeing that trend in of an increase in achievement literacy achievement trends. So the year-to-year comparison shows increases

051in percentage of students meeting or advanced across 3rd through 11th grade. The student cohort data shows increases in proficiency for 3rd through 8th grade and 11th grade. So again, that 9inth and 10th grade is what I've already pointed out are areas um that we need to put some more effort and um strategy behind those uh early that transition into high school. And then math achievement trends. The year-to-year comparison shows increases in math achievement for grades 3, 5, 6, 7, 9, and 11. Um, how however, the student cohort data does show a decrease in proficiency, and you'll see that's with our secondary folks. So, really need to um again, we'll we're going to talk about specific math next steps, but you'll see that our math achievement trends, there's a a clear focus needed at the secondary

052level. and then lingering opportunity gaps for specific student groups. So despite efforts to support all learners, there are significant disparities that persist in learning experiences for um specific student groups and that has resulted in lower levels of achievement for these groups. So for literacy, what's working and what's next? These are things that I know we as a board have talked about over the past two years. one um teacher planning and professional development around K12 core resources. So when we talk about strong universal instruction that is something that we are going to continue um to do not just with our current staff but also as we onboard new staff early literacy professional development and the formulation of personal support plans. Those we've also called personal reading plans, but we've expanded that term because we are also

053going to be using those uh for math to support students with their lagging skills in math. Um across our district, currently 54% of students in K through three have personal support plans. expanded use and alignment around onto college that includes lessons and practice assessments um that support students in the most critical um standards at the high school level and prepares them for the ACT. um and that has been integrated into our classrooms over this past year and the practice tests give really specific feedback to teachers on um standards that they need to be supporting their students with. And so that is something that is working and we are going to continue um to use in this next school year. So what's next? providing more targeted instructions for students specifically as they transition from early literacy

054into upper elementary. So, the continue continuation of the personal support plans and then also writing personal support plans for our fourth and fifth grade students. Um, and we've made some adjustments with our reading specialist team um right sizing depend uh based on student need um as well as student population what I need time. So this is time where we can provide really targeted and intensive support for students is built into the master schedule at all of our elementary schools. That was something and our secondary schools, excuse me, something that wasn't currently there uh wasn't previously there. Progress monitoring built into collaborative team structures to address disparities in data. The identification and use of high quality supplemental resources. So we have our core resources but what we're finding or what we have found is that people

055when the core resource isn't enough our teachers need to know exactly where to go like what is the next layer for a student who maybe needs some more intensive or targeted support. And we have worked really hard over this past year to define that and then also um vet what are the best highquality resources to support. And so you fly and read 180 are the two resources and also really focus in on what those resources are so that we can provide and build cap provide professional development and build capacity of our teaching staff so they're not overwhelmed having to learn from a lot of different resources or having to find those resources on their own. Thanks to you all, we will have multilingual courses at the high school level that will undoubtedly support our multilingual

056students and language acquisition and literacy. And then we also have teachers creating student learning objectives as part of their um educator effectiveness and that will align with specific student groups where we are seeing the disparities in math again teacher planning and professional development on the use of the core resource for K through 5th grade. Um, I also have good news that our into math partners are providing additional professional development and coaching for free um this next school year um because of and like I said the fastbridge data didn't necessarily predict as closely these results because we did see increases across K5 math um across our system. We did see increases in achievement, but we know that we need to continue that work and continue to strive towards higher levels of achievement. And so that is

057something we are going to keep keep doing expanded use and alignment again on onto college. That's also integrated into our math classrooms. And then what's next? I've spoken about this before a strong implementation of Carnegie learning for secondary um which will be comprehensive with professional development planning coaching support um cycles of feedback and continued professional development and coaching with into math and then this is really important it's creating personal support plans for our students and math. So being able to provide um students with really targeted support on skills and as we know math builds. So if you miss a skill that's essential in math it becomes exacerbated and more difficult as you go up through the years. And the feedback I've heard from teachers and I'm not going to lie when we started personal reading

058plans or personal support plans at first overwhelming. As you can imagine, we have about 50% of our students across schools that are receiving these. Okay. The feedback I've heard from both teachers and especially instructional coordinators or our coaches is that those support plans have made it so clear what they are working on. It has been so helpful in their planning and they feel like they're able to really like drill down to the specific skill that students need, see that they're making progress, monitor it, and then move on to the next thing instead of getting stuck on providing the same supports over and over and over. Um, and so I am excited at the possibility of what this will do also for our um students in terms of their math skills. Again, the what I need

059time, win time as we call it, is built into the master schedule. Um, we've identified uh high quality resources uh for math as well. And as I mentioned, we'll be having additional coaching support for our instructional coordinators or our school-based coaches from both Carnegie and Coachley, which is intimath. um really strong emphasis on progress monitoring systems in our collaborative teams and then teachers again creating specific student learning objectives aligned to um achievement of our specific student groups. I promise I'm almost done and then we can have a great discussion. Um districtwide focus areas. So this is our district team's vision and what we are focusing on in terms of our continuous improvement because as we know the needs keep changing within our state and we have within within our students and so we are trying

060to align to best practices um in terms of what we are leading with as a district team. So the first is revising of our GVC and what that has looked like over the past several months. We've engaged our school-based coaches, our instructional coordinators in identifying priority standards. And the reason for this is if you were to ask if I were to ask you how how many years would it take a student to show proficiency across every standard K12, you would hope it would be 13 years cuz that's how long we have our students. It's actually 23 years. So it far exceeds what is truly feasible. And I mean I think that speaks to a lot of what our teachers feel which is it's a lot of pressure to try to meet um and show proficiency

061on all the standards. So it doesn't mean that teachers are not teaching all the standards. It just means that we're identifying what is the most essential learning at every grade level that students cannot go without. Um and again this is in alignment with best practice to really have priority standards and then also have our assessments that are checkpoints to monitor progress towards those priority standards. And so those are things that we have now incorporated into our GBC's to ensure that when anyone goes in to talk with a team in a school they know okay this is their last end of unit assessment. it's going towards these priority standards. How are students doing towards those? So, we should not be surprised when the data comes in the fall, in the spring, um, and next year. The

062second is reinforcing our collaborative teams. So, we have collaborative teams. They have also been called grade level teams that operate in our schools. But we've done some learning as a leadership team um around how to make those the most effective and meaningful for our teaching staff. And so um we'll continue to build capacity with all of our staff on collaborative team processes and then refining our EMLSS system. So the first two are really speaking to really great universal instruction, making sure all students have an excellent learning experience in our classrooms. The third point is getting at when students don't show mastery, when they aren't yet at proficiency, what are we doing? What are our next steps? And that is providing more targeted or intensive support to students. And so we've worked as a district team

063and we'll be supporting all of our school teams with currently like kind of redefining who is doing it, when is it happening with the incorporation of when time into the schedule, who is owning these different layers of support for our students, what resources are they using, which I referenced previously, those supplemental resources, etc. So really just building on what we already have as a system to provide more clarity for our schools. The fourth is addressing disparities in data. So building capacity around progress monitoring and data protocols in collaborative teams. And then finally defining our adult learning framework. So our adult learning framework is something that's coming out of our ASA sale continuous improvement time and this is really our full leadership team. So every principal AP coach our district leadership um team it's our vision

064for instruction and then how we're going to build capacity of the adults in our system to ensure there is high quality universal instruction. And so that's not something again that previously we have had. I think if I asked everyone here on the board, they would have a different definition of what is highquality universal instruction look like. Um, and so it's been a really incredible process over the past year of learning with our leadership team, building their capacity to understand best practices um, from across the the country and world. like what are we pointing to is like really strong instruction and then having them develop this with us. So it's not something that Alyssa thinks this is what best universal instruction looks like. This is every single member of our leadership team. So 75 plus people

065saying this is what we believe is best and then this is how we can monitor and support through coaching and feedback cycles our teachers to ensure that students really are getting that because they as people say you can't um you can't intervene your way out of a tier one challenge right so if universal isn't great um then we're creating more gaps and we don't have enough uh time in the day to fill those gaps. So, we need to get it right and do well the first time with our students. So, again, this is our everything I shared on this slide is really born from our theory of action and things we've learned over the past year, which has blossomed into this theory of action, which is guiding us into this next school year. you'll see

066we're still holding a very rigorous goal around growth. Um I'm excited to see our student growth data on the state report card in October or November when that's released to us. Um but you'll see again very at the very top if we implement highquality universal instruction consistently and if we do these core pieces in the middle we are going to see continue to see strong levels of growth as well as um changes in achievement. So the next update you'll hear from me regarding data will be in this November where we will review fall fastbridge screener results. So give us a baseline of where we're starting this next school year and then the release of the Wisconsin state report cards which will have school level data at that point. Now I open it up for questions

067or discussion. >> Yeah, Dr. Robinson, go ahead. >> I just wanted to comment um and clarify or just provide a little bit more content on the win time specifically uh what I need. So it's not um just focusing on um the students who are in need but during that time can also be enrichment. So it's what every student needs. Okay. And I just wanted to make sure that we were clear on that. Um um and we had an understanding that we're trying to meet the needs of all students. When we look at our data, our highest achievers are not getting they're not bouncing up like we want them to. So this time is definitely going to be uh important for those students as well. Um and then the EL EMLs uh period is just tiered

068instruction. I think Alyssa did a great job of walking us through that. But I just wanted to clarify those two points and be clear that we although we are focusing on students who have not been uh traditionally excelling, we are also focusing on the students who have been who are not quite doing it at the pace we would like. >> All right. Thank you. >> Thank you, Dr. Robinson. All right, board members, questions that you might have. >> Board member Kaiser, go ahead. >> Um, I guess I still don't quite understand this concept of wind time cuz um I'm kind of just been googling a little bit here and it says some of it's SEAL, some of it is academic support, some of it is enrichment. Is it determined by the student, by the teacher?

069Is it what if a student is having you know is failing their algebra class but what they really need is to be working with a counselor how does this work if something is very new to me I don't I guess >> yeah so it's it's built it's built in time during the day to uh based upon the data of the student we decide the type of intervention or enrichment that student may need so it depends um really on the on the grade level or the level of the school elementary is a little simpler to implement. We're still trying to get the wrinkles out of the high school component because of the block scheduling and the different periods of instruction that are are offered. But in the elementary setting, it may it just really is focusing

070on could be fast bridge, it could be the the lesson of the day because in that lesson of the day, the teacher is able to understand quickly who doesn't get it and how can we intervene at the same time who also gets it and who needs an extension. So it goes both ways. So, it's not really just looking and I want us to be looking at it open-minded and not say it's just focusing on the kids who are struggling because that's not really what it's what we're trying to do. We're trying to focus on every single kid and and work around where they are and put it push each one of them up a level. >> I hope that answers your question, but I know it could be a lot of different things out there.

071We're looking at it from that particular approach though. >> So, like an academic approach. >> Correct. No doubt. >> That That's all I need to hear. >> Yes, ma'am. All right, Becker, >> believe it or not, it's a question about the win. Uh, how much time during the day? It may have been mentioned, but I I could have missed it. >> No, it's 45 minutes to 60 minutes, correct? Is that right? >> It's 30 minutes for literacy and 30 minutes for math. So, it's built in. They'll still have their full block for literacy where they'll rotate through the different um aspects of it. And same with math. That's at the elementary level. at the intermediate and high school level is 30 minutes a day. So, it's making that time more purposeful. Um, and that's going

072to be also determined using collaborative teams to determine, okay, what do what does this student really need right now? Do they need more support with their math skills or literacy or are we going to rotate? Right? So, that's definitely going to be a team decision and collaboration with the student. >> So, I know when we were looking at schedules, we tried to see, well, how are we spending our time? So there was a lot of time that we we realized that was sort of not being utilized in a very constructive and organized way within this particular components of scheduling or design of scheduling I should say we are actually able to if we when we align it bring people in so we can now bring in our crosscat teacher we can now bring in our

073reading specialist to schedule them to assist as well with these students who need it during that during that particular win time. So it's very intentional and very structured as to how we're using this time now versus uh this teacher has it here, this teacher has supports here. So it's going to be pretty universal as far as one school will be concerned. >> Okay. >> Thank you. I just want to give a shout out to Corey Sack because she spent hours designing and that puzzle of ensuring that all of our specialists are taken care of, all of our multilingual and reading specialists are also able to support across the grade levels, especially at the elementary level. So, it's a big shout out to her for that. >> Good. Other questions? Board member car. Oh, I have

074an absolute lovehate relationship with wind time and I've I've know much about it and um I'm so glad that Dr. Robinson clarified because um it can really go ary very quickly if if not done well. >> And so um I'm going to I probably would want to even come and see it and see how things are going. Um couple of things. Um, so it can turn into a big old study hall if you're not careful. You know, if it can, you know, that that teacher >> takes that group back has a lesson in, you know, um, do the math and there >> supplementary material going on and everybody else kind of fends for themselves. And so it's got to be extremely purposeful for every single child in the room. Um and um I wanted to

075say Kristen um I can make it clear because one of the ways that I dis um distinguished between you know a tier one instruction and then going into small groupoup instruction and things like that was that when you do wind time there's technically like no new learning going on. What you're doing is you're taking that universal instruction and maybe it's there's no new learning. So whatever they're doing, it becomes very individual. >> It's just a relabeling of what we're already doing in my school. It's a dedicated time. It's just a relabeling on the name of it. So I'm fine. >> I understand. >> Where where I come from, we call it the intervention period. >> And we I did not want that to be the idea because you're missing a whole segment of your student

076population. >> Right. >> And also it's them and us. >> Yeah. >> And we have students who will say, "Well, it's their time, so we get to do that." like nobody >> it becomes a I'll just go be quiet and you work with these kids that need you. Um my other question is um so we've talked a lot about collaboration and we've talked a lot about planning this all out together and I can really see that being an asset and every you know all hands on deck in the room and um the model that I've seen done even in our district in the past um you actually like the third grade cohort you might even switch you might go to another room like for example um these 12 kids that are really excelling and are

077are working on this, they might go and work with this teacher or over here. So, is that the model that you'll be following or is it just going to be their own homework? >> It's definitely possible that that will be happening. Yes. Um, so I think something that's important to note within literacy, we have for our most intensive uh students who need most intensive support with literacy, we have reading specialists, which is an incredible asset um across our schools. With math, we don't have that on the math side. So having specific teachers trained in the supplemental resources that we've identified will lead to, yep, strong collaboration among the team to be like, here are the groups that I'm pulling. And ideally within 30 minutes, it's not one group is going back. You're rotating through like

078three different groups and it's really targeted on a specific skill. Um, and so there could be three different sets of students within that class period that are joining you. And then we also have really amazing resources beyond that where students can be working. Um, and our our staff has worked really hard over the past um, two years on small groupoup instruction. So I think I feel really confident that that time will be really purposeful. Um >> but yes, so it is um done in collaboration. Um >> and I think also just to expound on that, we we really are trying to take advantage of the the expertise and the level of knowledge that our teachers have. Some have more knowledge in the math area than the reading. If you would ask me, I would take

079the math group all day over the literacy group. So, uh, I think that that opportunity when we talk about a structured schedule, it allows for that to happen because yeah, all third graders are doing win time together, then that teacher can say, "Hey, I taught this lesson. Uh, I had this amount of success on it. Let me work with the kids who did not." And that's a situation that definitely happened inside of our schools. Yes. >> Okay. Can I just add in being strategic about the way that we scheduled things? It's not just about flooding with that expertise in the wind time itself. It's about it was about making it also possible to get those other resource people into the planning time. So they're not just going in for the instruction. they are part of

080the planning for everyone and then from there determining as their team of adults what is it they need to do to pull kids or share them or what they need to do based on what their data is telling them. So it was it was strategic on both the instructional side and the collaborative side. Okay. Uh, other questions from the board. Board member Lee. >> First, I want to say that I'm really proud to see the growth that we've seen in our students in those test scores over the last year. Um, I think that those that's a very important thing to shout out uh because um that isn't something that we've always seen. There's obviously always work to do. >> Um there's always work to do and you know there's troubling things, you know, 10% changes

081like that. I I don't like seeing that, but identifying it and um putting things into place to try to address those things moving forward. Consistency in that universal instruction um should uh be able to stem and hopefully reverse those sorts of things that we see when we're moving through cohorts or moving um eighth grade to eighth grade or seventh grade to 7th grade. >> But I do think overall looking at um growth in a positive direction is a good thing and should be uh celebrated. So, I do want to I want to start out by saying that um I do my my questions are more centered on the data and like the um how we're how we're looking at the data, how we could possibly identify um the data more more specifically than just 11th

082grade or 10th grade. So, let me give some examples. So the first question I I have is when um someone joins our district um what information do we have about that student? So if we have someone coming into eighth grade, they haven't been in our district before. >> What information do we have about them as far as their achievement? Do we have their forward test scores from seventh grade? Do we have other information about them that would help us when they're coming into our district? Because when I look at this information, right, these are all of our students and I I want all of those students that are in our district to do the best that they can. But we we know that when someone is coming in who hasn't been with our district, so

083they haven't been here since third grade. They haven't been here since 4K. >> And they're coming into our district, that's a different learning environment, >> positive or negative, it's a different learning environment for that student. and they're also coming in at a level that might be above or below where an eighth grade or seventh grade or third grade might be based on where they're coming from. Right? So is there any sort of information we have for those students when they're coming in so we know like this is where they are right now baseline it's high it's low compared to our other students so that when they're moving forward we're not waiting to that first forward exam or if they're in high school the first preACT secure or ACT test that they're taking to be like

084oh this is where they should be. >> Yep. So, um, there's a few data points that we can receive for students as they enroll with us. If they have previously been enrolled in Wisconsin, we can have we can see their data history um, as far back as they've been in the state of Wisconsin. So, we can uh, access all of that, including state assessments, access, test scores, etc. if they're coming from out of state or out of country. Um parents will share transcripts and information. Um we can also call schools um knowing their enrollment history um and and ask for uh records in that in that way. We also then have um the assessments that we do give the screeners which is another opportunity to get just like a quick pulse of where the student

085is. Um and so that's three times a year. So let they could come beginning start the year with us and we would have that within the first couple weeks. Um, and I know that our I've talked with our instructional coordinators um with specifically new high school students and our counselors to make sure like we get that testing done like ASAP um the start of the year um because if there is any major red flags and I I don't like to say it in a negative way but if if there's a like we need to put supports in place like right now for a student then that the screener um is designed to catch that um for any of those more significant needs or on the flip side for a student that is really advanced that

086would also present on the screener and knowing that um we should look at giftedness in a specific area potentially for that student. So those are some different data points. Is there anything you would add to that Corey? >> No, I think >> I think that really hits it. We often have access in the folder that comes from the other district that allows us to see just at a glance and then often I get requests even outside of our screening windows. I've got a new student who's enrolling with us. Can I get them in? And I we get them in the system so that they can get that, you know, kind of dipstick on our end from our local screeners to build context for our teachers because those are the scores they know and use regularly.

087>> Okay. Okay. So, if someone joins mid year, uh, for whatever reason, moves in or whatever, >> um, they are tested right away, so we can give them an idea. They're not waiting until, oh, we just did, we just did it, and so we're not going to do it again until winter or spring. Correct. >> And you can know right away like, okay, we know where this child is. Correct. And if they need either support or they need to be challenged more, we know that and we can right away. >> Yep. And um even like specifically speaking to our multilingual students, we have to do that within 30 days. We it's typically done within like three >> um because as we bring a student in, we really want to know like where are you? What

088do you need? And that um that then the teacher can design their schedule around supports. >> Okay. >> All right. So that's good to hear because I think that a lot of times, you know, instruction is different wherever you go, wherever you come from, whether it's different state or different district next door. And so I think that um being ensuring that we're not just like, oh well, they they're in nth grade or they're in seventh grade, they should know this or they should be. And it's not until weeks later they realize, oh, they don't know this or they they're way in the front of that like and we've been, you know, holding them back. I think is really important to ensure that like when we're looking at these scores, you know, from 11th grade, well,

089what does that mean? is that well they were here from third grade and they moved all the way through our system and this is where they're at now or they showed up for 11th grade and this is where they're at now. So that's I think to me that's a big difference when you're looking at how good is our district at educating students. >> And something that's exciting is with wise-lo it does allow teachers to see that historical data for the students that they work with. So they can see those trends um whether they've been with us the whole time or if they were in other districts across our state, they can see that trends um that information. So that's different than in the past. We haven't had that much data at our fingertips. It's now

090getting our making sure every staff member really understands what the data means. >> Okay. >> All right. And just to also comment on that too, what what Alyssa just said, we we we're working with our leaders to understand how to use that data >> and then they can train their teachers in how to use that data. That should be a talking point. >> Like we should be using our dashboard to talk about. So when I'm visiting schools, I'm telling principles right now when they're listening, I'm going to have a kid in mind when I come to the school and I want to talk about that kid and I want you to tell me why am I talking about this kid? >> Because we should know if a kid has so many absences. If they have

091a lot of absences, guess what they're also going to have? They're going to have low achievement levels. So we have to start really digging down deep into understanding what our data says and what and and how we can kind of turn the page on that. So it's just really using what we have at our fingertips. wise- local is like the creme de la creme of data. In other words, you don't have to go find it. All you got to do is turn your computer on and log in. It's there. And that's what we really have to we have to also they know it's there. How do we use it effectively? And that's what we're working with our our teachers and their principles on doing. >> Okay. >> And then I guess the only other thing

092that I always wonder about because I'm I'm really focused on ensuring that our students are achieving the goals that they have for themselves. Yes. >> And I do know that um you know 11th grade everyone supposed to take the ACT. That's a thing on our on our report card. How many juniors do we get to take the ACT? That's something that that we're graded on. Um and then you know what was the achievement on that? But I always always wonder everyone cares about the ACT. They make you forced to take it because we're really because we're worried about that aspect of our our report card uh as a district, but it's not serving everyone that's taking it. And I think that is something that would that may show up in some of these scores because

093not everyone has the same interest in achieving and excelling on it um as others. So do we have any data or do we collect anything from students who say you know my goal is to go move on where this ACT score is going to serve me um versus my goal is to not to move on to something where ACT score is going to serve me and then looking at those ACT scores. The students are saying yes this is important to me. I want to do this this I need to I need this from moving forward to achieve my goals versus the ones that don't. Do we collect that at all and I'd love to see some sort of data that would look at like these are people who are like when we ask the question

094not something that I'm interested in is something I'm interested in and how do those scores differ. I understand that it mean it will not make any change to our report card, but again I'm trying to figure out ways that we can like logically look at and say like how are we doing as a district to make our students achieve the goals that they want for themselves. >> Yeah, I think what you're speaking to goes back to the academic career planning um that students do starting in sixth grade through like career exploration um and our KPIs for teaching and learning. One of them will be aligned to youth apprenticeship um increasing uh certifications within different industries and I'm missing a third if anyone wants to fill it in. I can't think off the top of my

095head but the academic career plan would be a place um for that because that's where students are really saying like I am really interested in these trades or in this specific pathway. I'm going to become a certified registered nurse. Um uh so I think that would be a place um and I can look at that to see if there might be an opportunity to select like are you looking more at this or that >> right >> um it could be something an interesting data point to look at. I think it's tricky with students because you also don't want to say I never want a student I just want every student that leaves us to have every opportunity available to them and I know you want that too. Um, and I think sometimes if we say

096this or that, it can it can kind of get in their heads of like, okay, I'm not going to try maybe as much on these assessments or this isn't as relevant to me. Um, but we also just we can't predict the future and what the future is going to hold for our students. We just want to make sure that they they have my goals that they have everything right. They have the highest score possible for them on the ACT and um they have those pathways. >> Feel like I'm at the Oscars and I'm getting >> sorry >> time. That's my time. >> Yeah. >> Thank you so much. Wrap up. >> That was not intentional. >> No, I I did want to add something. That's what I was trying to do. was trying to get

097my >> well uh so with with our um Sounds loud with um >> you know what I think I am on Am I seems like a loud one? >> It does seem like it. >> All right, >> don't forget back up a little bit with with our new college and career readiness uh coordinator. Part of part of that respons his responsibility is to do a better job of tracking the pathways of students. And with our access that we currently have with Zello, we're not doing a good job of that. We're not taking advantage of the technology that we actually have access to, that means creating these plans, these personal graduation plans. That means that if we have a personal graduation plan and the kid says, "I'm not going to college." That would be a kid

098that we can look at his ACT score is her, and then we can make that decision. So, we are going to do a much better job of that now when we since we have a person designated for that. So that that is a data piece that we're going to be really uh focusing on for improvement. >> Yeah. And I just want to be clear obviously I want everyone to do what they want to do. >> Yep. >> But in the in the reality of of looking at you're looking at a composite score, right? Or composite achievement for an entire district which has you know hundreds of students that are taking this test every year. And I'm not saying we should say well do you think you're this or that. Just say what do you want

099to do? >> And then we can categorize that. we can stratify that into okay well if you want to be this >> probably not going to need the ACT for that that's not going to help you and so that goes into one bucket versus another and so I I'm saying this the kids should choose I think we choose based on what they say they want to do and then based off of that we can stratify that data and this is for our own this is for us to knowledge this is for us to know right are we helping the students do what they want to do yes or no I think it might be an important way to do it and then we can say of the students that said my goal is to go

100on to college, two year, four year, whatever it's going to be that requires me to have a certain score on this ACT in order to be successful. H how are those scores? >> How are those scores? How are we doing on those scores? Are they to the level that they need to be to achieve their goals? Yes or no? And if not, why not? And what can we do to help them achieve those goals? >> Yeah, I think there's just so much more um data we could get into in terms of the both college and career readiness pathways. And so I'm excited to kind of dig into that with Robert Joyce. >> Yeah. So, so the categories that you were speaking to are advanced course, industry recognized credentials, dual credit enrollment, and or workbased learning.

101So those are the four >> categories. I had to look it up myself. That's what I the music came on. Uh those are the four categories according to the report card that are scored by the state. And so one of our goals given a sneak peek for our new strategic plan will be focused on uh increasing the uh the percentage of students who participate in one of those four categories. >> So that's going to be a direct goal >> for our new strategic plan. Um so the way that the way again it's about options. >> Yes. >> For students it is truly about creating options and opportunities. Um, I know Aaron left out, but he's gonna have to cough up some money because that that cost. Uh, so, but just really thinking about how do

102we um create th those avenues and those those lanes for students to be successful who are not going to college, but they can they can go out and make a great living, >> right? >> Uh, without without that with that option if they choose to, >> right? >> So, thank you for that. I just want to end again by saying >> let's celebrate those increases that we saw in that growth. That's a good thing. >> Yes. Yes, I'm glad we have some plans in place to address the needs of we'll always have needs. You know, we're never going to be 100% across the board. That's just not going to happen. >> U but having some plans in place to address what we see in front of us right now, but saying, "Hey, great job. Let's

103keep moving forward on that growth because, you know, that is really what we need to do here in our district." So, thank you for that. >> Yeah, shout out to our students. It's all them. >> All right. Thank you. Any other questions, concerns, information we'd like to know? Um, I did have one and I'm not sure that it's necessarily relevant or not, but I'm looking at the is that 16 for the preac secure and and math where we have the 10th graders going to >> down by 10%. >> Yes. >> Um, do we know how many students at the 10th grade level are starting to take AP classes? the number of students at the 10th grade level taking AP >> more the percent >> the percentage it it's definitely lower because we haven't had pre

104you all approving this a few like an hour ago um too many offerings are you thinking in terms of math or just across the board >> well I'm I'm thinking across the board uh because even with the ACT it's not really a math test it's a reading test >> um >> and so as you're going If we aren't encouraging our students, and I, you know, we we haven't had those options. If we're not encouraging our 10th graders to take higher level classes with the AP, it would make sense that when they get when they take that ACT test again or, you know, I don't know if the the meets or exceeds changes from, you know, year to year as far as how high they have to go, but if they're not pushing how far that

105their reading comprehension is and their math comprehension is by being in upper level classes, they are going to drop. um just because you're not, you know, it gets more you're not getting exposed to that. >> Um >> I can actually I can actually speak to some of the things that uh I know uh Mr. Thompson at uh West Milwaukee increased the number of students in 8th grade who were taking honors math for example. So, he had 15 additional students that were not planned the beginning of the year last year that he put into uh the the uh the honors course, which would better track for AP. So, that there's an effort, but we there's going to be more of an effort from the district versus an isolated effort. That's one of the things we learned

106last week at Harvard. It's about creating those opportunities for students that are not there and pushing those students and then giving them supports to be successful because though those will require a lot of supports for those students. So that's something that we we we really are trying to figure out how to do that. U but yes to answer your question. Yes. >> Okay. >> And and two courses that we discussed previously with the updates are AP computer science and also AP economics. um that we're moving prerequisites for those for 10th grade, right? Are just some examples. But I agree. I think um I mean I'm going to dig more into that data tomorrow with our school level teams to look at specifically which students for what reasons and talk with teachers about what what happened

107with that group of students. >> We we we organically create barriers >> for students to take those courses. we put there there's so many so many dead ends and and you know if we put it based on a t a test score >> our kids are not great they're great great great test takers >> so we're we really have to think about how do we encourage students versus discouraging them >> from taking these particular courses and that's a conversation that we're we're going to have >> yeah certainly and and I'm speaking on this too from my teaching experience when we had um an AP bio teacher that um he took in everybody that wanted to take AP bio and they took him because they liked him, >> but he had a lot of students that

108were traditionally C and D level students, but he had all of them taking the AP test and pushing them, you know, and really encouraging that. So, I mean, I think that having those options and opportunities open, I think is really powerful. Um, so yeah, no, looking at how you I I was just I'm just trying to look for what might be a correlation so we can see if we can identify a causation. um you know and two the other part is I agree with miss u board member Lee and I think that we need to differentiate this data because certainly um you know you're going to have your high level students that are going to college to do physics and sciences and all that other stuff um but I work in a highle science career

109and the last time I did algebra was when I taught chemistry so I'm not using it you know like so this doesn't necessarily matter matter to me. So it's I think by differentiating what levels these students are achieving and what their goals are I think is really important for us. Um the other thing that I wanted to ask here is with the um sorry back to the slide let me see it the the per the performance plans the create personal support plans. Mhm. >> Um I do have a concern on that is who's who's creating those >> teachers. >> So we're going to put more on the teachers to create these >> it is required by act 20. So what supports do we have for the teachers then so that it's not necessarily and is

110it required that the teachers are doing it or is it required that the district is doing it? It's required that the teachers are doing it because they're the ones who have to create it and implement it to fit the needs of that particular kid. >> Okay. So, are we putting in resources for them so that it's not taking them that immense amount of time because two when you're developing those and working with those and you said when we did it with the writing it was a lot. Then we also will see where our highle kids that don't need these are not necessarily going to get focused on because they're focused on these plans. So like are we going to put in scaffolding for the teachers to be able to have you know someone else looking

111at this and building this when they've identified well they're struggling here can you build this form >> so there's a few layers to that I think one is schedule and time time is such an important commodity in all of our days right so um we have kind of built out an overview of the year um for our leadership team so that they can think ahead of like Okay, we just did the screener. We're going to make sure there's dedicated collaborative time purely focused on developing personal support plans in collaboration with their colleagues because what you will find as you can imagine as a former teacher there are several skill areas that are going to be repeated throughout right throughout your class of students. You're going to have this group of students who needs to work

112on this type of math etc. So um the time is going to be dedicated to that. It's like proactively dedicated. We're also removing time during the beginning of the day which we do have dedicated to allow more flexibility for teachers. And like I said, teachers have shared cuz they were required to do it for literacy but then saw so much value like the impact was a lot deeper with students um because they were so targeted in their supports. So um and then lastly I will say also our instructional coordinators are supporting teacher teams in this effort as well. Um and so they have they have worked a lot this summer over the past I would say five months on identifying the priority standards so they really understand the standards and then the skills that support

113that standard. So seeing them work alongside our teachers this summer has been really powerful. So they do have like additional like coaching support as well um of like okay what what are the skills that we're seeing kind of across this grade level um and that again then they have dedicated time during the day to address that through the win time. Um and then I guess the the last thing that I wanted to mention um is with well actually now I have two questions but the first one is with the what next. Um I I'm not seeing leveraging our parent community in there. And I think one of the things that we don't do very well as a district is leveraging our community to be involved and push because a lot of those high achieving districts

114are high achieving because the the parents and the community has that expectation. >> Yes. So, one um I can speak to one thing that comes top of mind that um is in the plan for this upcoming year is now that on our team we're more specialized with literacy and math insights and social studies um that they're going to be creating like previews for upcoming learning. And so that will be then accompanying the for the families to know, okay, my kiddo's in second grade and we are working on theme and these are some ways you could do that through storytelling or whatever the strategies are in your family. And so having a literacy and math focus across grade levels um is going to be one way because you're right, students need to practice just like any

115of us when we're learning something. I always tell teachers when I'm in classrooms, I don't necessarily want to see students getting it right away. That doesn't signal to me like learning yet, right? You want to see students like having productive struggle. Um, so lots of opportunities to practice and we want to make sure that that's transferring also outside of the classroom. Um, so I couldn't agree more with engaging families, but that is definitely one area that we've already identified we need to do more of and are planning to with our resources for this year. >> I just also add to that um with within our our schools, we we will be having scheduled math science nights as well as literacy nights. >> So those will be also be built in. That information will be coming

116out. The the schools have already set their dates. They haven't put them out yet, but and and within that focus will be how can you help your kid at home? >> This is what we're doing at school. How can you help us help your kid? That's going to be uh the focus for those particular nights. Again, math science is one night and then literacy night. They're going to be one for each semester for for each school. >> Thank you for that. >> I think I'm done. All right. Uh any other questions for that? Okay. I think then thank you very much for all the information. I appreciate it. >> Thank you. Thank you. >> All right. And then with that we will move on to 11.2 our student services uh vape detectors uh with Miss

117Sage and Miss Martin. Thank you. Go ahead. Go ahead. All right. Go ahead. >> All right. Are we good to go? >> Sure. Right. So, welcome. What do you have for us? >> Hi. All right. So, I compiled the questions that we had from our last meeting and gathered that information for use. Tonight we'll be going over the comprehensive data report, the peer district review feedback, reaching out to other districts and see what their experience was specifically with vape detectors, going over tampering and vandalism and the durability of the device itself, connecting to our camera system, other brand reviews, and then the warranty, lifetime expectancy of specifically the Halo PC3C and then uh the iCloud subscription or I should say cloud subscription. So, as I had mentioned before, we had gone through the trial period

118and that was specifically for May 27th to July 31st. Um, there were two units installed in a high school and then May 30th, our admin team had connected to the cloud. So, May 27th to June 6, just going back and reviewing the calendar, that was our standard school schedule. So, you're going to see that probably the most activity, well, not probably, but you are going to see the most activity during that time. And then we went into exam week. I thought it's one thing to hear about the device and how it works. It's another thing to see it actually work in person. So, when I'm going to show you this video of one of the vape detectors being activated, you're going to see just a light amount of smoke coming off from the corner here.

119There's the smoke right there if you caught it. And then how soon it's going to activate to my cell phone? And right there. >> Play it one more time. >> The light smoke comes from the left. >> Right there it is. >> And then the activation alert just short time later. So what I kind of thought about vape detectors myself, I almost envisioned like a large amount of smoke having to activate it. That's obviously not necessarily the case. However, air circulation does play a role. So, stagnant air, those particles are going to sit a little heavier in the air and not have as much movement to the vape. Um, the mounting position is very important, whether that's close to an HVAC or not. And I found in speaking with other principles that when that device

120was mounted close to their HVAC system, they had problems with it. Obviously, the mounting height is the recommended height between 8 and 9 ft. And I can see why just because we had it installed in two bathrooms, one with a standard ceiling height of 8 to nine and then also an elevated one. And then the area, the size of itself. So part of the system trial, this just gives us an idea of what this looked like inside those two bathrooms. So when we got the data report, the vape incidents was 197 incidences within May May 25th to June 15th. That's vape. And then smoking incidents, that's specific to cigarettes. And then we had three masking incidents. I tested the keywords and then the tampering myself and then just the graph on the on the side

121shows us that there was no THC that was identified. However, there was the masking and then the other two. You saw this graph at our last workshop. But again, this just goes apart with the dashboard and how helpful it is. Um when you have that cloud, you can go in and see your hotspots, see what is the most activity in certain areas of the building. This is going to be it's helpful in just the two, but it's going to be very helpful when we have a building that has the vape detectors in it. We can see specifically where that is, where are our days, and where areas of concern, and we can manage our system, our personnel in proactive ways by looking at this data. So, I mentioned that I reached out to other high

122schools that had experience with vape detectors themselves. These aren't all Halo. Um these are others that I actually received quotes from as well. But these were the 12 high schools that I spoke with their principles and some um assistant principles and then also their student population. You're going to see that, you know, a lot of those are comparable to our schools themselves. And the overall theme that I found in speaking with their admin teams was the first year was challenging. Absolutely. And I would expect that when I'm receiving the alerts myself and I'm talking with the admin team and having our experience within our district and looking at the dashboard, I can see a whole building that being a challenge the first year as we adjust the system itself, not just for our team but

123for our students and our parents. But there was also clear reduction rate observed um within a short period of time and the principles had shared with me the importance of transparency and responsiveness and follow-through to a successful program. And then I want to see what was that second year what that look like. So system improvements there was less and uh less alerts that were going to cell phone cell phones and emails and then also decline in suspensions and um discipline themselves. And then the third year and beyond the system operations was going very well. So administrators were less inclined to have positive feedback if it was just a trial period that they had or was less than a year. But moving beyond that, um I saw positive feedback by all principles. And to share a

124little bit with you on that were their comments such as these. Going down to the third one. Um this was a school that was comparable to our high school sizes and says I can't express strong enough words to explain the positive impact that they have had. The first 90 days they saw a 70% reduction which I thought was pretty powerful and I could see that actually playing out. Another principle had stated the dashboard was the proactive measure and like I had showed you earlier those hotspots when you get inside and you see that data and that comprehensive report we can see maybe students are going to this bathroom to have conflict. We're seeing students go to this bathroom because this is kind of off the grid a little bit. So let's have some more adult

125supervision in that area. So that was the proactive measure that you got from the cloud itself and then learning how to read the activity in the building and getting the alert and going to the bathroom was actually the reactive piece. Right? Again just talking about the handheld metal detectors. This was good because I wanted to see what their insight was when combination of having the metal detector and the vape detectors. Um it was just very helpful. So all of them had positive feedback in regards to the handheld metal detectors. this when we talked about uh tampering, people had questions about tampering and vandalism and what that might look like. So, I went ahead and created a video for us. >> The volume is a little lower here. >> But right now, >> this detector was

126set at 88%. We had increased that volume to 100%. [Laughter] Can you turn the volume up on the the video? >> Um, let's try that. >> No, on the video. >> Yeah. >> Go back to the video. See the volume button on there? detected security, >> but it was >> much louder when we were doing that. >> It was very loud and being in the bathroom, I was surprised at even 88%. So, we maxed it at 100%. Um, but one story I had from a principal just to show and elaborate a little bit more on how sensitive the device is is that while it's up the ceiling, they had uh the panels such as like these and students were taking a vape and they were hiding their vape up on top in those panels. And

127so when they um implemented the device and have it had it installed, that rattling of just that ceiling particle had created the tampering device to be activated. So striking the unit, throwing items at moving ceiling tiles is all potentially going to activate the tampering aspect of it. So when I was speaking with the principles and like I said, this was important because I wanted to see what other people's experience was with these and really kind of get a trial for that. So, in two years uh that a school had the device, it was try they had the tampering go off and it was trying to rip it off the ceiling and then a shoe was thrown at it. Uh another school had it for two years and there was one incident where they struck it

128with a broom handle. Another school had one incident where it uh they had it for four years and tried knocking off the ceiling and then in six years the only incident they had of tampering was when a basketball struck it. So overall the um very minimal instances of tampering the consequences that schools were utilizing in regards to vandalizing or tampering with the device if there was damage done to it they would receive a criminal damage to property citation as well as paying for the cost of a new unit. So kind of going in a little bit more about the vandalproof plastic and I had I was curious so I had to learn a little bit more about this. Um there's not a water resistance rating for these devices. Okay. But when you're getting at IKO8

129and 9 and 10, those are for the environments where they need more robust resistance. The more more environments where it could be um could have some type of potential damage or some type of encounter along those lines. So, it's very durable. Uh the plastic covering though is not recommended for the 3CP PC because of the sensors inside of it. It could potentially block the sensors for so for them themselves. Um the covering is not recommended but it still has obviously the IKO8 rating. It can connect to our camera system. Um there's no additional licensing costs. However, when we were playing with that a little bit, we found that, okay, yes, we can integrate them, but when I get the alert to my phone or any administrator gets the alert to their phone, there's a time

130stamp and there's a location on there. So, I'm going to go to our camera system with that our own separate camera system, locate that date and time, and just go back to the area and just identify the students that were in that bathroom. So, going and having it synced with our camera system really didn't benefit us the same. um it can't be integrated into the dashboard. So that's that's a a disconnect right there. But really, you get all the information with the alert itself. It does force a record if you have it integrated with your system. But again, what's the need in that? Um when I was speaking with the principles, the ones that didn't have the cloud subscription wanted the cloud subscription and we're going to go ahead this next year and and purchase

131it. And they said um the ones that didn't have it integrated with their camera system like Vicata can be integrated just with their own system itself but most of them just utilized it by the time stamps alone. So with the Halo subscription uh managing multiple Halo devices allin one uh the historical data and the analytics the trending the data collection and generating the comprehensive data report that all comes with the subscription the advanced management features so automated automated um configuration and firm firmware updates happen automatically so you're not having to go into each individual device and manually do that unlimited amount can be uh connected devices and users, which is very nice. And then servicing, you have Halo tech support that can remote in at any point in time to recalibrate if there's a sensor

132that's off. And then that data that's collected is kept for one year. Without the subscription, minus the things I had mentioned is that each unit needs to be manually updated. Um, they could still be integrated with our camera system, but again, not necessarily the best if we're not having the cloud and we already get the time stamp. So the delayed notifications that you receive can also be like I said delayed because it's not connecting. It's not lietimed. The cloud subscription themselves. So a first year like I had mentioned before $4,400 approximately that you would save because it's a free first year. Then the then the year after you're paying $88.33 per unit per year. So 50. So you're going to be about $4,400. then they go down in cost with the amount of years that

133you have for this for the subscription. The warranty is a fiveyear warranty. Um but then if you're going to get a 10-year subscription to the cloud, that warranty gets extended to 10 years. Looking at other brands and doing the comparison, Halo and Triton are pretty comparable as far as the features that they have available. Um there were eight schools that I spoke with at Halo and then two that had Triton, two that had ricotta and then Zemptive. um it was one school that then had integrated and gone over to Halo. So those were some of the costs of those items themselves and then the subscription per year as well as the life expectancy. Like I said, Halo and Triton are about 10 years and then it goes down from there for the other two brands.

134So, the approximate project cost. So, each sensor we're going around about $1,000, 50 units going around um installation around 600 per unit. 5year warranty, but then like I had mentioned with the subscription, you can go that up to the 10-year. They're going to be good for 10 years. That's their lifetime. But then the warranty, you can extend that with the 10ear. The annual subscription going about 89. So, $4,500. The approximate project cost is about $1,700 per unit. All 50 units, $85,000. Over a 10year span, that's going to be the annual cost of $170 per year per unit. And yearly, it would be $8,500. I hope that answered many of your questions from the last workshop, but what can I help you with now? If anyone has any questions, >> come here real quick. I just

135wanted to comment in talking with uh with Mara today when she and I were prepping for this presentation. I said, you know, it it could we could hear comments that say, well, if we're going to spend that kind of money, then we could just buy more staff members. That that could be a legitimate comment. The the example I gave her though, I said, we all take flights on a plane. We go through security. The technology is what alerts people that something is wrong. >> It's not the people that are there. That's an example of how technology is used in a smart way to make our jobs more efficient or their jobs more efficient at TSA. I think this is the same opportunity that we have. We can put people in restrooms, but we're going to

136need those people in other places. So, it's just trying to use what we have or the opportunity we have and use our technology and being smarter about it. and then making a difference as and and that that the school experience for students is much better. >> Okay. I I guess my big question is I I think it makes sense and I think um there's some very legitimate value to adding this, but we started off our meeting talking about some of our funding issues um and how we're looking at possible places to maybe even cut or be a little bit more lean. Right? So, I guess my question is where would this money be coming from? And what potentially what else is that going to impact? >> So we we would not do this to sacrifice

137something else. So it would definitely be uh um to tap into resources that are around safe and and drug-free school funding. So it would be we use be very smart about how we use our our funds. It would not be to sacrifice a position if that's that's uh what you what you were going. Yeah. >> Yeah. Just want to make sure. Is that all good? >> Yeah. >> Okay. All right. Board member, >> uh, just real quick, I missed that meeting unfortunately. Um, and my question is, is this is this like a 24-hour monitoring or is it just for during the school day cuz I have seen adults vaping in our school during concerts >> and at graduation. And you know, same on the part of the community, but um is this going to be

138is this something that like you know, Friday night during a show all of a sudden an alarm goes off or is are we monitoring only during the school days? >> Yep. No, that's a great question. We can tailor it specifically to the building's needs. Okay. So, that is something that did come up with when I was speaking with the principles. They said, "Hey, there were sporting events and we had parents vaping in school. What are how am I managing that?" And that was something that I had encountered. So yes, it can be tailored specifically during certain school times and then um you know maybe certain events maybe um not. So that is a great question. >> Okay, other questions Mr. Lee. >> So first I'd say I think we should be enforcing it but that's

139it's illegal to vape on school property. So I think if an adult's doing it, they should get a ticket for it. I mean, like that's the only way to dissuade people in some instances from doing it is if um they need to go off school property if that's what they need to do, especially if they're doing it in our schools. We don't want that to be a student who's in there seeing that happening thinking like, "Oh, what's that? That smells good. I should try that." So that I I definitely think that that's something um I would be an advocate to have it going during school events so that we can so that the adults will learn that they need to not do that while they're here because and then they have >> usually there's an

140SRO or someone um for present for those events that then can handle that. It's not the principal that has to deal with it, right? >> Um but the SRO or or other police uh that are there that would be able to deal with that event. So that would be my advocation anyways. Um, so, uh, cost. So, we talked about using utilizing not our fund $10 for this, utilizing, um, money that's specific for, uh, school safety or drug-free school environment. Correct. So, is this something that if we said, "Yeah, let's get it 50 units," you said, and that would cover what we feel is needed for the three schools. Correct. Or is this only Hail and Central? >> Nope. Hail Central and then Franklin Wright and West Milwaukee. >> Okay. Not Daki. >> Daki. They have

141um there would need to be the bathrooms are a bit challenging. >> The structure of the building itself makes the device in those areas very challenging >> because of the height of the ceiling. >> And the and the span of the bathrooms. >> And the span of the bathrooms. Okay. Um All right. And then would this be a one-time cost then if we're doing it for 10 years or is this something where we'd have we'd have an annual? So if we say we're doing this for 10 years, is it is that paid up front and done now we're good for 10 years or we're getting an annual >> bill? >> Well, the subscription we can we can decide what we would like to do. If we're going to be doing a three-year subscription or a

1425year, that would be the ongoing cost, per se. the upfront cost. I guess we'd have to make that decision on what what we're subscription we're going to be going with and then um yes, I mean the upfront cost is going to be the installation, the unit themselves and then probably the ongoing is going to be the subscription piece. >> So you can't pay upfront for the subscription. They're still going to try to they're still billing you that annually. >> I'd have to check. >> Okay. So that'd be something to good to know, right? because we're talking about onetime funds then we got them once so we use them and but then that covers us for 10 years versus it's an annual cost so we need to make sure we have money in the budget every

143year to pay that cost. >> Sure. >> Um so that is important to know who's doing the installation. >> It would most likely be Nelco or Newport the companies that we go with. >> Okay. But it's not Halo or whatever. It's our own contract. We've contracted with I'm presuming it's some sort of electrical company or something like that that is installing these units and they have experience installing those units and that $600 is based off of talking to them to say how how much money would you charge me to install this? >> Well, they had installed the two devices that we already have. >> And so, yes, that's the company that we were companies that we've worked with in the past. They do have the experience piece. Um, they coming in and like I said,

144the $600 It's going to be a little bit give, little bit take depending on um how much wiring to certain specific areas and which bathrooms. >> Sure. >> Um Okay. And so that's like an estimate of how much it would cost per each one. >> Yes. >> And there's And we got this from them. So like we got a quote from them for this cost. >> Yes. >> Okay. Um All right. Okay. Um data. So it says it's um available for one year. Is it downloadable? >> So that if we want to keep it for longer than a year, we can download the data and keep it in a because it looks like a spreadsheet to me. So you know, Excel should suffice or something Google Sheets. So that would be maybe useful information. So

145if we're doing something for 10 years, you only have one year to look at and then now we can't see what happened at, you know, Frankwood right a year ago because that data is gone now. So I think that would be important to know. I would I would hope that they would allow us to download that should our data >> and then there should be a plan though of how that data is stored. >> Who has access to it? And then what we what can we use that data for right >> to better serve what we're doing. Um once you install the device, is it movable? >> Uh movable. >> So like I >> it's not No, it's not. It's not I mean there are wireless devices out there. These are the wired. So, um,

146>> but if we decided, oh, we put it in this spot, but man, it's just not getting anything here, but we have a new hot spot. Now, we want to move from here to there. >> Sure. >> I mean, you know, there's a cost involved in that move, but >> it's not like, oh, gez, it's you you mounted it here. If you take it down, it's not going to work, right, if you put it back up somewhere else. >> No, it it devices that we have are just the trial period. They're not ruined. They're not damaged. They're going to cap those wires and then we're going to give the the device back to Halo. >> What he's trying to ask is >> we get something mounted and we say we don't really want it there

147>> because, you know, it's not getting giving us the the the bang that we want. >> It's not catching anybody, right? Can we move it to a different restroom? That's >> I I don't see why not. There shouldn't be any damage done to unless it's handled destructively and the wires are damaged inside. But that's why hiring the the right people to handle these. >> Okay. I mean, it's just good. It's good to know, right? Like is either if kids change habits or if there's hot spots we didn't know about that we get instead instead of having to spend our grand on another one. >> If there's one that has low, you know, impact, then let's let's move it and just make sure because sometimes once you put something in place because the sensitive nature of

148the the instruments inside of that thing and might be like, well, I wouldn't take it down and move it because >> you're not going to get to get reliable data once you do it again. So, I'm just could you just confirm that with the company that Yeah, we can move them around if we need to. >> Yeah, absolutely. >> Just charge him, you know, we have to pay for that to happen and I understand that piece of it. >> Um, my last question is about water. So, he said, "Yeah, there's no basically they're not waterproof." Um, does the tamper thing go off if you throw water at it? >> I asked about that. I did not get an answer back. They're not there's no water testing per se. Um, so when I'm asking the other

149schools, that was one question I specifically asked. None of them had information for me on it. I said no one took like a soaked up, you know, paper towel and tried throwing it up there and it got stuck in there. There was not information that I could obtain. I asked about the locker rooms because that was another thing. I'm like, what about the moisture collecting in there? What does it look like? >> Either um they didn't have them in the locker rooms because cost would be pretty high. So many different devices in that area. um or they said that there was no moisture issues or concerns at all with that. >> Okay. So, I know for a fact that for Halo, kids throw water at them and then it destroys them. So, my concern is

150that if that happens and it kills it and you don't get an alert, you'll just realize eventually that this device is broken and you have no clue who did it. Mhm. >> Um, and so with the cost of these devices, and I presume that if someone throws water at it, it won't be covered under a warranty, that uh we could end up with a bunch of devices that don't work and have nobody that we could even try to go after to try to get them to pay for the replacement. >> Sure. >> So, that's my biggest concern with this because my wife has these in her school district and she says that's what kids do. They just throw water at them. Okay. and then the water fries the fries the device and the device no

151longer works and they can vape away. So that would be my biggest concern >> if that is the strategy that is utilized by students to get rid of it and if it doesn't alert it doesn't say tamper because the system is fried. We have zero recourse on just a thousand paper weight at that point um to to then replace or not or you know there's no way to fix it. I understand that like you can't put a thing around it, protect it from water because then the sensors can't do what they're supposed to do. Um, so I just it's something that we have to consider because it's not a small amount of money. It is a it is addressing a problem, but there is a really easy water and bathrooms, right? It's really easy to

152get water and and throw it at things to to break them if they realize that's that will work. >> So So just did did the tampering go off in the school that your wife's at? Did I mean what was their experience with that then? >> She didn't mention that. I don't think she had any direct experience, but she she heard that that's what they were how are they getting basically getting them to be broken. And so that's why I like I think it'd be really important to go back to Hale and says >> if I throw water at this thing, does the tamper thing go off? Yes or no? They should be a they should if they know that it's not waterproof, that means they did some water testing on it. So they should know

153that what happens when you throw it. Is it just junk at that point? If they cuz you can throw water eight, you know, eight that's not hard to do to throw a thing of water in it. you can take it with your hands and just throw it up there. So, like that's I just my big concern. I don't want to pay so much money for something that basically would be not replaceable unless we replace it ourselves. And if that would happen, I'd be like, why replace it? Because they're just going to do the same thing again, >> right? Yeah. I' I'd really I mean, I can understand the privacy piece, but I'd really like to reach out to that district and then speak with the admin team and what that look like from the inside.

154>> South Milwaukee. >> Okay. Yeah, that'd be great. Thank you. Yeah. No, I appreciate that. I I think a piece Yeah. Well, and I I think a piece like as I'm hearing all of this information and I know we need to pay attention to like how can it be dismantled and all, but uh the information that Mara got from the 12 schools um you know the different principles and the districts that she did talk to. The piece that caught my interest the most was the the component of them saying over time we had fewer fewer incidents. And now you could say like well maybe it's because they broke them or something but they uh but they actually um had fewer disciplinary actions. They had fewer situ you know. So, so my my lens in this

155is in the in the end, we want to get it where it's happening less and the experience that they were giving is that if you went more than the year and and went through in that time, that's actually what they saw was a reduction in the students, you know, um because I think about like, well, what if it then they just went to the other bathroom, but then there would still be disciplinary actions and, you know, that would stay at that same level. So to me it sounds like whatever's within it in doing this that it actually got the results that we're ultimately looking for is kids not not doing it at school. And the other piece that I want to make absolutely sure the reason we're even considering this and you saw the numbers

156that she had put up there >> we got a lot of kids that are vaping at school. Um and also there's the other component of the aggression. So, we're we're not doing it just to kind of, you know, let's get the newest, fanciest, whatever thing that we have. We're looking at what are some concerns that we have within our system. That this is one step in addressing that. And you all know that I've brought this up before that one step doesn't in we're not talking tonight about you saw in the board update that I did for this week. What about the smoking sessation classes and vaping sessation? What about you know so all the whole wrapping around that intervention to ultimately what we want to do is is to lessen what the the problem is.

157>> So just to be clear I I'm not necessarily against this. I just think it's really important that we think about all avenues and all potentially you know things that can derail this. Right. So we want it to be a deterrent right as they stated in their statements like oh it's a deterrent. works great and it probably will >> for a majority of students that might be doing it. >> Um, but with with where funding is and everything like that, I don't want this to be something that we put a lot of money into that doesn't end up giving that yield because somebody figures out how to destroy them. >> And we would have to have some sort of plan in place, I guess, if that were to start happening about what what how how

158do we address it? How how do we go about doing it? Do we replace it once? Do we replace it twice? Do you know what do we do? And is there any ways besides going through hours and hours of video to figure out who may have been responsible for doing it? Like is there some sort of uh update that you would get if you're not getting communications from a device? So you at least could know like right away like oh the thing went offline >> at this time. that could at least give you a target for a video review to figure out like, oh, well, at this time there was these people in there that were >> went into the bathroom anyways. So, that could be helpful. So, you know, knowing that, I don't know

159if you know that question or not, and if not, if you could ask the question because maybe that would be a way to figure out if it was destroyed. If it doesn't give you a tamper alert, um, you at least know when it went offline and then from there you could go backwards. >> No, I can appreciate that. Um, just just to kind of touch base on what Laura was saying, going back to why why are we looking at these devices, right? And Laura and I had this conversation about things that are on the market and how they are progressively getting worse and more dangerous. Okay. So, if we're looking at two bathrooms and the amount of vaping that is occurring that we saw in just a very short period of time. >> Mhm. >>

160Okay. And we know that, you know, what they're starting to put in in the vapes and THC and fentanyl and that alone is I think a very powerful piece right there because these kids uh you know are just taking a hit and that's it >> without knowing what's in it. And so having being having a deterrent piece and having a team and I think the really great thing of reaching out when we were talking with those principles and and learning from their experience is they were like you need to have a good system in play. The first year was challenging in itself because they were trying to feet find their feet right and by the second and third year they had developed this system that really worked for their school. So, us having that information

161ahead of time and developing that plan and this team that we've already, you know, been developing, figuring out what's going to work best for our buildings, it's the aggression, it's the it's the occupants piece, it's the keywords, it's the the vaping, the different vaping features in there, not just smoke alone, but masking and and distinguishing between particles. All those are very important. So, when we go back to it, yes, I understand. I absolutely understand. We don't want to waste any type of money >> and we don't want to um you know have our devices damaged. But why are we doing this? We're doing this because of what's on the market right now and what is coming in our direction and being as proactive as we possibly can and we're having the wands and the dogs

162come in and we're having the classes and we're having Narcan all these different features right and all these different things. But I think a very powerful tool that we can have in our in our pocket to help our district, our students and families is this device. >> Okay. >> Yep. >> Okay. Um All right. And I guess I I'm also concerned about the water um as far as an issue. Um so I guess do we still have the ones that we are on a trial period? We do for uh till the 31st. >> Can we throw water at them? >> I I like to reach out to to the school district that had experience with that. Like I said, I spoke with the I spoke with the Halo rep. I spoke with the schools. That

163was a specific question I had. And so, let me find out what that looked like before we splash some water on one of our devices that we have in hand. Well, I mean, because if we're looking at investment, losing 1,700 bucks versus 85,000 is probably a good uh test. Um, and if it's supposed to work and we throw water at it and it continues to work, then we're good, >> you know. Um, just one of one of those things. >> Well, the other the other question that I have, you know, and I'm not advocating anything, I'm saying hypothetically. Um the other piece that I would ask uh is do they have um dummy models? Um and I I asked this because of kind of the conversation of where we have parents that are vaping in

164our schools. I while I hope that we don't, I would guess that we have some teachers that vape in our schools. Um, and putting some dummy ones around, especially once this is known, would be a nice deterrent because they will see those and then do I know if that's right, but then we might also have to have a couple of wireless ones where we just put them up there and they you never know if it's the real one or the wireless one. >> Um, so that might be something to also think about as we move forward because then that would also alleviate the shift of hotspots. >> Um, I guess too the other thing that I And I don't know that you can answer this or anything else, but I I get the the desire

165to have this in there and to stop the students from doing it in the schools because at the end of the day, I don't know that we're stopping them from doing it. >> Um because as soon as they go home, they go somewhere else, they go to a park, they can. Um, and so I guess my question too is really what's what's the return on investment for this? Like by doing this, are we saving ourselves money in the long term? Are we saving like what are we saving uh with us spending that money on? And I get we can play the the um the component of well we're stopping the kids from being aggressive. We can stop fights before they happen. We can stop that possible fentinol overdose. who can stop these pieces. Um, and

166as a parent, that speaks a lot to me, but we have a lot of community members that aren't parents, and money speaks to them. So, what what is our return? What is our our value for this? >> It's the whole component of the first workshop. kids who can come in, learn, go on to be good to citizens in their communities, hopefully come back, serve in West House and such because if they're addicted to vaping, these are the kids that also are unable to like regulate their emotions and their anxiety and it just spirals, you know, and I I I totally I'm with you where where you're going on all this. Yeah. >> And I'm not saying I disagree with them. >> I'm just saying just like >> Well, and I Oh, I'm sorry. No, I

167I I was just going to say I think we are this is a battle right now that we're losing and the longer we wait the more or wider that gap is going to be of our loss that when I talk to superintendent and principles around the nation, it's getting worse before it's getting better. And I'm talking about people who have these devices. It's not like this is a deterrent, but it's not stopping it >> from happening. But I think that this is just the first step in trying to do that. We uh she spoke of all of the other things that we're doing, the education, the Narcan. I I I just wanted to go to that first uh bring your attention back to that first graphic I put up during my report. I talked about

168the crimes around campuses, our schools, right? There were zero deaths. That's a stat that I I I think in this particular environment when these kids are have the the uh the access to stuff that they should not have. >> And when they're engaging in activities where they don't even know what they're smoking or they think they're smoking something and they're actually smoking something else, that number will creep. And I do I don't think anybody wants that on our watch. So if we if you're asking what do we what do we get out of this to me that's enough that that that's more than enough to save a life and uh we are definitely more active and and and and very much proactive in trying to figure out other means but we have to do something

169to to to to make bring attention to this in this kind of way as well but Amy said her for a while >> I know I was going to go to Amy >> so I am I'm a very strong advocate of this and so I'm just going to mention that this is what I do for a living. All right? We don't and we're not talking about high schoolers. I have a 12-year-old child that I work with who actively uses THC. So when we're talking about the costs and benefits, we're talking about saving lives. We're talking about kids who are vaping THC, Delta 8, Delta 9, Delta 10, fentanyl. We've got xylazine. Now, xylazine causes destructions of the skin. It breaks skin down. So, to me, this is none. This is about saving our kids. And

170if we're talking about budget-wise, I understand the cost. And I understand, you know, it's $1,700 for a unit, but to me, I just feel like I don't think we could can put a number on a kid's life or the life of an adult, anybody who comes to our buildings. And is it going to stop them from doing it outside of the schools? Probably not for some of them. For some of them, it will. But I think that to I'm just a little frustrated because I I I see people die from this every day. I see how, you know, it's destroying our communities and honestly, I think as a district, it's really important that not only do we have like Narcan and the other things, but I think that this is an important part of that

171and we can we can look at our budget and I think there's areas that we really need to take a stand and saying like this is important. I get it. It's $85,000 and that's a lot of money, but again, we're talking about children's lives. All right? We're talking about teachers lives. we're talking about um something that's that's bigger than just okay if we you know I I don't know I'm a little frustrated by like I get we want to make sure that these devices work and can we move them and um we throw water at them and stuff like that but I honestly from based on the feet I think that we have to do something and this we're not talking about the old days where the kids stood behind the garbage can and smoked

172a cigarette right we're not talking about that anymore and kids are taking risks they're you know and and They're becoming sneakier and sneaker and you know you can have all the staff in the world who are educated around what to look for but when they can you know have vapes that look like highlighters and they have vapes that look like you know whatever under the sun. So um I'm just putting out there that I think that um in this particular case I know that we have to be um you know we always have to be good stewards of our dollars. I think that this is something that is is just really important based on what our kids are facing today. And it's not and again you know we think about this as an idea, you

173know, a high school problem. It's not. These are hitting our kids who are in in in intermediate school and I would even guess there are kids that are exposed in in in elementary school and you know so I I think that this is something that we definitely need to be addressing. So that's that's all I have to say. >> Thank you. Board member Deal. Uh Miss Sage, you had something as well. >> Uh Dr. Robinson addressed it. >> Okay. Okay. And then Miss I wanted to say that um you know we're discussing it and throwing it all these ideas out. It's great because we want to think of absolutely everything. Um I'm in support of it and um my my question is is that like what about dad key though? Like I feel like we

174what are we going to do about them? >> It's not a no. It's just we it's it's it's just more complicated to put it inside of that particular that that school. So, it's not a no, but it's not as simple as the other ones. The other restrooms are more compatible to to having it. So, it's not a no. >> No. Okay. Thank you for Thank you for bringing that up again. And I guess I can go in a little bit more detail if you'd like to hear it. So I went there and I met uh with their custodial staff and great a very very informative man and we're looking at the ceilings and we're looking at the size of the bathrooms like all right how can we make this work? So there are some spaces

175that you could put a device and that's got the lower ceilings. Okay that that is smaller in size. Um could there be a grate or some type of wall mount? There are like Bluetooth you know pieces. I'm exploring all those options. Um, but yeah, what could we potentially do for that building? It's not off the table, but right now while we're having these discussions, um, the the four schools that I had mentioned are the ones that we're we're honing in on right now. And the more complicated school, I'm definitely looking into other options. >> So, it' be like a almost like a stage two, like we'll try it with these schools and then we'll add on >> potentially. >> You know how we always do something? >> Yeah. Yeah. >> Yeah. And we do that

176with a lot of technology. >> Sure. >> Okay. >> Did you have anything before I >> Okay. Board member Lee. >> So 50 units for four schools. Does this cover every bathroom or every area that is it only bathrooms? >> Uh except for maybe the singleuse bathrooms. Uh that would maybe generally be for staff members. So yes, the covers, the bathrooms, went there, uh looked at them and then uh but not the locker rooms. So it would not be the locker room spaces. >> And based on the feedback from the schools, is the locker rooms not a problem or >> Well, we talked about this a little bit last time in the sense that the the locker rooms are handled differently than they have been in the past. Okay. And that's probably been in the

177past year or two. Um so there's not necessarily they're not open all the time. If you're want to use a bathroom, it's going to be a bathroom near the gym, not necessarily in the locker room if it's not during gym class. And there's an adult staff member in there and then they are secured throughout the rest of the day. So, they're managed differently than they used to um used to be. And so, that space is much greater. So, yes, there we would have to have multiple devices in the the locker room areas and that would be very costly. >> Okay. So, but the 50 units would cover all of the bathrooms that aren't single use in the four schools. >> Mhm. >> Okay. >> Oh, are we looking for direction on this or are we

178just informed at this point? >> No, it's just it's just at this point. >> Okay. >> Color. I mean, >> the only thing I keep thinking about is yeah, I think I I see the value in all this and I think um you know, I've even seen it just with with uh other other kids that are around. Um the dangers are are getting greater and greater every day. So, I I think that's, you know, that's the return on investment, right? is that we are providing this deterrent that will hopefully make some better decisions um from our students. And yeah, we we can't control everything that we do, but if we are making it harder in some aspects, then maybe um the thought process will be there that hey, this is something that's not worth doing.

179We don't know that, but in the meantime, let's keep some of those um other statistics where they already are so that we don't have to deal with anything drastic. um within our schools. So I think that's the return on on investment is just keeping our students safe. All right. Thank you. Any last questions here for our presenters? No. Yeah. Then thank you for all the information. Appreciate it. >> Thank you. Appreciate you. >> Um that brings us to the end of our workshops, the end of our action items. And so if there is no further business and there is no objection, the meeting will be adjourned. There being no objection, the meeting is objourned. Thank you very much.