001Yes. Miss Carr here. Mr. Lee here. Mr. Becker here. Miss Kaiser here. Mr. Keller here. Miss Lee here. Miss Deal here. Mr. Verbos here. President Burns present. All right. So, uh, proper notice of this meeting has been posted in accordance with the open meeting laws of the state of Wisconsin. Uh, for our agenda tonight, Mr. Robbins or Dr. Robinson, do you have any, uh, modifications or board members, any modifications to the agenda tonight? There are no modifications. All right. And with that then, Dr. Robinson, would you give us your superintendent report? Good evening. This is the uh last board meeting prior to the end of the school year. So, I I'm a little sad at the same time excited uh for uh a successful the end of a successful school year. So, uh as we
002begin our my report tonight, new bill circulating would keep current enrollment caps for the state's parental choice programs in place. Parental choice, another name for it is uh our voucher program. Democrats uh are proposing a bill. So, a bill has been proposed to amend the state's parental choice program enrollment caps, which currently limit eligible students to 10% of a school district's total membership. Uh, the bill would remove the sunset clause allowing the enrollment caps to remain in perpetuity. So, just to make it make sense to everyone out there uh in virtual land and and in in person, uh currently the law um it's it's set to go to be uh what I would say past 10% or um undetermined amount and so this bill would require to stay at 10%. This is as we know
003as a district uh causes a lot of financial um strengths on the district and so um any district but especially to us. So we would definitely support anything that would allow for a cap to happen. Our district recognitions we have a lot tonight. Uh the first is uh I would say bittersweet to be honest with you. Um the these are our we're going to recognize our theater seniors um theatrical performers that we have in our district. I've I've bragged over and over again about the talents that we have in our district. And when I see a lot of these faces, I can actually tell you some of the productions they've led or assisted with. And this is an a an exceptional group that we are losing this year. And so I'm going to allow Shelley
004to come up and introduce our seniors uh on tonight. Thank you, Dr. Robinson. I am both uh proud and honored uh to be able to introduce um this amazing group of students. On behalf of our recreation and community services department, um we want to congratulate and recognize our theater programs graduating seniors. As you can see listed, there are probably hundreds if you added them all up shows um that this amazing group of young people have been in. And um knowing some of them um I'm very sure they have very promising and bright futures. And as Dr. Robinson said both bittersweet um that we're losing an amazing group of seniors in our theater program, but they will always be welcome to come back and maybe someday we'll see them in our adult theater program. So, uh
005I'll ask everybody to hold their applause. They're going to come on up and then we'll have a group photo together. So, from West Dallas Central, Matteline Day, Maddie Marshall. Oh, okay. All right. Westale Central, Bridget Don, Nathan Hail, Somaya Harper, Nathan Hale, Kaia Hernandez Shu, West Central, Cameron Jenkins, Nathan Hale, Aiden Kennedy, Nathan Hale, Jazz, Jazz and Lane Brown, West Central, Noah Iris Music, also West Dallas Central, Lindsay Nachek and I apologize if I'm mispronouncing anybody's names. Wasalis Central Nico Rivera, Nathan Hail, Ava Roberts, Nathan Hail, Aiden Sandaval, Nathan Hale, Isaiah Stewart, Nathan Hale, Luke Sworth, and West Dallas Central, Eleanor L. Salazinski. Let's give them all a round of applause. Before we take a picture, I just really want to tell you guys personally, you all will be sorely missed. Sorely missed. um you
006know, attending all of the the productions in the past two years, I when I see you in the hallway, it seems like, you know, I feel like I'm watching the the musical or the play all over again. The the talents um that that you've displayed throughout this year, these years, it's it's just something I will never forget. And I want you to understand and know the impact that you've made personally on me and the other kids that are watching you. So, outstanding job. When you see me around and you will see me throughout the community, just speak. Don't be like Isaiah and he sees me in in where is Isaiah in Anytime Fitness and he doesn't speak, you know. So So make Hey, let me know who you are, right? No, I don't know. I'
007I've already I already told you about that, you know, but but that's that's just that's just the kind of person I am. And I I speak on behalf I don't want to speak on behalf of of our board members. If they want to say anything right now, I will open the floor. You guys can take part if you want to say anything personally. You got it. All right. Kaiser. Uh, my daughter is Evelyn Kaiser and I just cannot say enough going to high school as a being a mom and having your child go to high school is nerve-wracking. She knew so many of you going in. You've always all been so kind and wonderful to her. Um, I know theater is an amazing place for all people of all walks of life. Um, I hope
008you all have just an amazing next years and years to come and come back and just thank you for all you've done for the theater uh program. You have to do four more. Where's my to our educators, May educators of the month. Our educators of the month for the month of May are Angela Howard and Helina Taylor. Miss Howard is a school social worker at Wilson Elementary School and Helina Taylor is a second grade teacher at Hoover Elementary. We're thankful for their work supporting students and colleagues. Best in communities for music education. Congratulations to our district's music program. Our music program has been honored with best communities for music and education designation from the National Association of Music Merchants Foundation for its outstanding commitment to music education. This year, 935 school districts were recognized under
009the country uh across the country with the West Dallas West Milwaukee school district being one of 38 in the state of Wisconsin to receive this honor. This is the 11th time that our music program has received national recognition from NAMM Foundation. So, big shout out to our music department, our music program for their outstanding work. uh Miss Mary Pat Michaels under her leadership and uh I this is backtoback definitely. How many years in a row? I know this is back to back. Are we like the Lakers or are we like the the Bulls right now? All right. So we're like we have our own little dynasty going right now with this. This is outstanding work though. Yeah. Outstanding. probably close to that state solo and ensemble musical festival. On Saturday, May 3rd, 2025, WAWWM students
010from Central and Nathan Hail represented our district at the Wisconsin School Musical Association State Festival hosted at Carol University. During the festival, students performed vocal and instrumental solos, duets, trios, quartets, and large ensemble uh before an adjudicator. So, congratulations to our students as well. We had a total of 242 medals. That um adds up from 197 gold and 45 silver total. Employee recognition. On May 27th, we celebrated WAWWM staff who reached milestones in their careers with 10, 20, 30, and even 40 years of experience. We also honored our retirees, teachers of the year, inaugural elementary and secondary teachers of the year and in uh and our inaugural Susette Zimmerman award recipients. It was a meaningful uh evening filled with gratitude, recognition and appreciation for the incredible dedication of our staff. Grand opening of the Phoenix
011Market. Congratulations to Dr. PBL High School on the grand opening of their new school store, uh the Phoenix Market. If you have a chance, please go by and support. Uh throughout the store are student created items that are for sale and supporting of the school. It's an excellent space that they've uh sort of uh reimagined and um love the fact that we're using student talents uh to uh kind of make a little money uh for the school. Doc PBL High School. Again, big congratulations goes out to two Doc PBL students whose work was recently published in the art of writing young authors and artists publication put out by the Milwaukee Art Museum. English teacher Miss Kaylee Bidder took Esther Higgins and Lorenzo Allen to the art of writing conference in December. As a result of
012the experience, students had the opportunity to submit drafts of their work for the conference to be considered for their annual publication. The Milwaukee Art Museum had their publication party a few weeks ago and unveiled their digital ebook. Lorenzo Allen submitted a written work which is located on page eight and Esther Higgin submitted a digital art piece on page 13 of the publication. Congratulations students. Recreation and community services. We would like to recognize uh and thank Michelle's Action Angels Community Outreach. They donated $2,000 toward RAD. goes allin in inclusive project which helped to raise funds to purchase and install an adult changing table. Michelle who the organization was founded in memory of was a WAWM student and later a member of the community-based transition program. The organization was excited to see the progress that RAD uh
013the RAD program has made and we we are excited. We we actually have our referendum kickoff video um that we'll unveil on are we going to play it tonight or we going to wait? Oh, we just June 16th. I thought we were going to give a I thought we had a trailer going on tonight. No trailer. I was you know it's like big blockbuster. Uh, but I will say this though, if you think about it, we are only like two weeks away from things kicking off with construction. So, this is an exciting time for our district. And um, and June 16th uh, we we're expecting that, you know, everything will start uh, specifically at the fieldhouse. And so, we this is these are exciting times for our district. I had my acting debut in this
014video. So, look looking forward to uh being considered for awards in the future for my performance. You guys know that's a joke. Community visits and meetings. So, several I just wanted to highlight a couple if I could. Uh looking at time, um we we I want to thank the committee, specifically our benefits team for putting on the tailgate on last Friday. We had over 400 uh participants in the tailgate including teachers, students, uh administrators. We had believe four board members to support as well. It was truly truly an outstanding event. So I just wanted to send a shout out to our benefits team um for for for putting that particular event on. Um we did have a senior celebration dinner for voice students and um there it is right there. Thank you. Um, so it
015it was a good time to to just sit and chat with our students and just try to figure out, you know, what they're going to do in the future. And, uh, I'm proud to announce to the public. We had, uh, believe it was four or five, my numbers. So, we have four three going to UWM and one going to Madison. Is that right? Am I count right? That's correct. So, four graduates uh, who showed up. Um, and we're excited for those those uh those kids and their future. I also had the opportunity on Friday to read to Miss Jackson's class at Hoover. She sent me a special invitation to come and uh I I showed up. I actually brought a special guest reader with me. I brought my dog West. And so West uh participated
016in the uh in the the read as well. And so it was just a good time. Now I kind of put myself out there and the the 4K teacher X that I bring Wes back. So we will see. Uh but just just a great time to engage with the students and they actually had the um kickball game. So they it was their field day and so they held a a staff versus the fourth and fifth grade kickball game. Unfortunately uh the kids won uh the the kickball game and the the adults lost. So um today we did kick off our um our senior walks and uh with docy and so we we are proud of our graduates. Again the the senior walks have two specific um uh purposes. The first is so the students can
017go back to their elementary school if possible or to a to an elementary school in our district. And then the second reason I think is the main reason is so our younger kids can see what the possibilities are for their future and to see their faces especially at Jefferson you see the signs like every kid had a sign that said congratulations or it had the docky symbol the Phoenix symbol and so um you know it's just a good time and at Wilson they were just excited a lot of screaming a lot of cheering in the halls for our kids so we're really looking forward to um seeing what Central and and Hail's senior walks will be in the next couple of days. All right, I think that concludes the superintendent's report tonight. There's a lot,
018but thank you. All right. Thank you, Dr. Robinson. All right. Uh that brings us to our public comments section. So, uh if anyone would like to address the board, you have three minutes to do so. Uh the board cannot discuss, debate or act upon any item made during the public uh comments portion of the board meeting and follow up for any comments uh that need them will be made by uh the superintendent at the next regularly scheduled board meeting. And so with that, I will check our list which currently I don't see anyone signed up. And additionally for anyone that is on the but there's no one in there so I won't announce that necessarily but there is a link in there. Um so I'll give it a couple seconds here before we get going
019to see if anyone signs up. All right. And with that, there is no one signing up. So, we'll move on from that uh section and we'll move into our board report. So, section 8.1 is our calendar. Uh which Oops, one sec. It's not pulling up for me. There we are. All right. So, June 9th uh is tonight. We have our regularly scheduled board meeting with board workshop, student services, uh, and then also our financial stability and efficiency workshop that will be occurring here tonight. Uh, June 16th is scheduled for a board workshop, but currently there is no uh items scheduled. So, I think that we will be looking at cancelling that one uh since we have nothing scheduled currently for it. And then June 23rd uh at 6 p.m. we have our regularly scheduled board
020meeting uh with action on proposed 2025 to 2026 budget and preliminary tax levies as well as a board workshop on leadership and learning uh the AGR and EOI data review. That moves us to 8.2 which then would be our committee report. And tonight we have Mr. Becker with the college and career readiness. Thank you, Mr. Barnes. Uh the college and career med college and career readiness committee met this evening. Uh we first heard from a family who had some questions about um uh pass fail options for some of the courses. Uh the concern is that these are unweighted courses and in some cases they're actually pulling kids grade points down and it's creating a bit of a disincentive for participation in some of those classes. So there have been conversations going on behind the scenes.
021Uh and I believe the language was actually going to be on audit right now the past film what we we would use and I believe it was going to be coming to the board on June 23rd. Uh Alyssa Barrage will come and give us some more detail on that. I don't want to get too far in the weeds with it. It was it was a lengthy conversation. It was a good conversation, but uh there's a lot more than just that. I just want to keep on moving though. Uh we also spent some time working on the the key performance indicators for the committee. Um, uh, Alyssa Barrage and Laura Sage brought some ideas about, uh, trying to make sure that we've got an idea of how we're tracking on our goals for academic excellence and
022educating the whole child. Uh, more or less trying to make sure that we're aligning to the state standards. It just kind of seems in keeping with everything else that we're doing with the curriculum these days. And also making sure that uh that the goals are attainable, that they're sensible. Um, I have one more thing there, but yeah, that was as much as we got through. They were both really kind of lengthy discussions just on those couple items. Thank you, Mr. Becker. Uh, any questions for Mr. Becker or his group? No. All right. Well, with that, thank you and we will move on to our board member reports of community events. So, anyone community events to share? I got to go to West Alice Alakart, which is really fun. I feel like that event has been
023growing and growing and growing so much. And that's a compliment to our uh city government as well as all the amazing community uh groups that come out. It was really fun. We just saw a ton of people. We're going to need to get more bubbles next year. Um, but it was very exciting. I also went to the Brewers game and I'm sorry I am the reason they lost because they have not won yet a game this year with me, so I can't go anymore. But, uh, really great end of year. Good luck to all the teachers. I know the last few days were rough. Uh, you hang in there. You got this. Thanks. Great. Thank you, Mr. Keller. Uh, yeah, I got to do the first senior walk today at Jefferson Elementary. Um, and to
024echo what Dr. Robinson was saying it was really exciting to um they they played the graduation theme while they kind of paraded through the school and and the kids were really the younger kids were really excited to see them. So there was a lot of cheering. It was just felt really good, right, for both of the purposes that Dr. Robinson mentioned. I think it's good to for those students to be able to kind of walk back into an elementary school and I think in a couple cases it was their previous school and and good for those younger students to be able to picture themselves that that's going to be them someday. So just really excited that I was able to take part of that today and and glad that we're doing it. Great. Thank you.
025Any other reports? Miss Deal? Um I always forget we have to turn our mics on. Um actually I was able to um attend a a handful of things um over the last few weeks. So first I was able to go to the Hail Jazz Band um concert on on May 28th. Um admittedly I have to be there because my one of my kids plays that. What I think is like so cool about that concert is that these kids are coming to school at 6:45 in the morning two times a week. They're taking it at zero hour and they sound phenomenal. you know, they just how they can just bring it together and they're only meeting for like what is it that like you know 250 50 you knowund 100 minutes maybe a week at that.
026So it was it's just great and I I've always dubs uh Miss Miss W. I'm not going to try to say her last name but she does such a a great job with the kids. Um, I was able to attend the uh employment uh uh the employee uh recognition event um at the Deco on the 27th. That was as always uh a great um opportunity just to celebrate our staff um is and the communications department always does a really great job with that. So, shout out to Carolyn and um and Rachel. Um I was really privileged actually at the Deco when I went to go to the employee event, I was approached by Mr. Harris at Franklin and he told me that the uh so the hopes the junior hopes squad over at um at
027Franklin decided to have a penny war um with the students and so they were thinking you know they wanted to pick something so they picked a hunger uh task force and he was like you know guess how much they made and I'm like you know I'm throwing numbers out there he's like more more and then when I found out the number I'm like I have to come I have to do this so I was able to fit in my schedule so um a big shout out to the school community over Franklin, they were able to raise $4,04 for the hunger task force. And we're talking about a school of of what 250 kids. Um they really got into it. Families really got into it. Um it was it was just really really uh was really
028cool. And it was really awesome to be at the event because the when they they did it, they flipped it like surprised cuz they didn't the hunger task force people didn't know how much it was. And when they flipped it, they made one of those big checks and flipped it around, one of the women was just like like she started to cry. Like she was so she was like, "This is going to help like that amount of money is going to really help feed a lot of kids and especially a lot of kids in our area this summer because that's that's you know the hard part about summer is a lot of kids don't have access to to the food that they need. So um I was able to attend the Phoenix Marketplace opening. If
029you're able to go tomorrow uh night, 4 to 7 exhibi exhibition night, come on over because this is one of the things that I was able to get there. They had um they have ties. So if you want something dressy, they have I mean these kids put so much talent, time, work into it. There are water bottles for Sarah. There were book there was candles. There was jogging pants. There was I mean anything you could think of. Coffee mugs. They had stuff with dog logos. They had stuff with you know the WAWWM logos. And like just seeing the kids and how much like I talk try to talk to every one of them and just get an idea of like you know where they got the idea, how they came up with it and it
030was just really cool just to like hear them talk about it and get really excited about their product. Um and then doc we already mentioned dinner with the voice. Um thank you to those students that um you know gave their time and their energy. Um hopefully um they learned a lot from us. I think we learned a lot from them and and and listening to what they had to say. And then finally, almost done. Um I just wanted to give a shout out to our PTA. So I was able to attend the PTA council's final meeting of the year. And um they just um you know, all all of our schools with the exception of like one or two I think have a PTA and they just do so much good for our schools and
031um so I just wanted to give a shout out to them and all the hard work that they put into this this last this past school year. All right, I'm done. Oh, are you sure? I'm sure. Okay. Okay. Uh, anyone else? Yeah, Miss Lee, thank you. Um, I also attended the West Alisa Cart, which probably this year was the best weather yet, which would made it all the better. Um, so it's always a good time and um, like Kristen said, there's um, it grows every year. So, um, just a really good time. If you haven't gone, definitely try to go next year. Um, and then I was able to attend the regionals and sectionals for our track meet for our district. And um, and of course, like Amy had said earlier, my kids were in
032it. But it was so cool to see the amount of kids from our district that got there. And I've never seen people get so hyped up and loud at a track meet. I'm used to football games. And so, um, this one was like close second. Um, and so yeah, I think um I can't remember how many kids were from Central that got there. Um, but I did go to the sendoff um at Hail with my kids and there was 21 kids, the most in the 16 years that Principal Leser's been there. So kudos to uh the coaches over at Hail, but it was really an awesome experience. Great. Thank you. Thank you. Anyone else? Okay. I mean, mine's repetitive because I did the same stuff that Kristen did. Uh I did West Alice Alicart. Um,
033mostly because there was a gap that needed to be filled and I ran over there. Um, honestly, and you know, I hung out with President Burns for a while. Uh, everybody had given away all the good stuff. I mean, Noah and I sat for a while as well. We had four pens to give away when I got there, which was underwhelming, but the four kids that got those pens were very excited. Um, it was a great time. Uh we had a few people that approached the booth with questions about enrollment or you know applying for jobs in the in the district and stuff. It was pretty nice to be able to be there and kind of give some answers where people needed them. Um and you know just to spend the time together and get
034a little more time with the board because you know I'm still pretty new. Um and then we did the I also did the Brewer game which again fantastic huge group of people. Uh Dr. Robinson in casual clothes was a an exciting moment for me. Um, it was like it was in disguise, but it was it was a fantastic time. Uh, great group. Uh, really good like fun seeds, you know. It was a couple pop-ups, but nothing nothing super close to us, but yeah, that's about it. Excellent. Excellent. All right. Well, I mean, no. Yeah. Okay. Go ahead. Go ahead. All right. So, um I attended a few of the same events. Uh the tailgate was fun. I should have went my original seats. I would have caught a popup. Uh if I was thinking about
035where it was open when there was one that came to our section, so it was it was pretty close. Um but yeah, it was a lot of fun. Great to see so many people there. Hope it's something that the people the families in our district enjoy um for the people that work here. I think it's a great awesome outing to have with so many people and their families to come and enjoy a game. I mean, obviously the weather was fantastic, which super helped. Um, being able to have it open and not have to worry about rain. Um, but the food was good. Um, it was uh, you know, we didn't win, but the game was still fun. It was a close game, so it was competitive really for the whole time, which is important, I
036think, when you're when you're going to a game. So, u, kudos to those who organized that and put it together. And it it was really good value for the the money, too, I thought. So, I thought that was a great thing. The shirt was great too, so you could identify who was, you know, cuz I know everyone was in the district, so you could see who was there, who wasn't. So, that was a lot of fun. Um, I also was able to alart I did I came early and volunteered for um the Nathaniel wrestling program, they um Alakart does a thing where if you volunteer um and like go around empty garbages and things like that and they also sold uh beer as part of it to as a fundraiser, so they donate some money
037to the program. So, I did that for the first couple hours and was able to um volunteer at the um the district tent after that. And I will say, you know, I was I've been doing alle cart for a couple years now. And um the tenor has changed as to the type of questions that you get u when you're in the tent this year than it has in years past. And I I see that as a um something good for our district that we've I think come over a hump that has allowed our community to see us as a positive, as something that's a benefit to our community. And um I mean the referendum I think is a testament to that. But the types of questions we're getting uh asking to employ about employment or
038asking how they can still come to our district even though they they moved out. Those are definitely not the same questions that we got just a few years ago. So um I think that's a testament to the work that has been done here over those years. Uh so overall good event and yeah um we gave away donuts. That's how we had donuts left over in the morning. We are giving those away just because like who wants to take these? Nobody. So all right you spun. Oh, you got a Frisbee that actually is pronounced donut. Um, please select one. So, that was fun as well. Um, and then I was also at the employee recognition. So, it's always great to recognize our employees that are celebrating milestone years as well as um, congratulating those have made
039it to retirement, thanking them for their commitment to their district and let them know that we still have their phone number. So, when we need subs that we will be reaching out. Uh, let's see. And then the last thing that I think I'm talking about, oh no, second to last. Um I was able to attend the Jefferson fourth and fifth grade concert they have out outside. So this is a a unique event in our district. It's um a fourth and fifth grade choir concert that they've held for um I don't know how many years, but more than one. Um and it's actually held outside in the evening. So for those of you who have had elementary kids go through school, most concerts are held between 1 and 2:00 p.m. um in the afternoon. Uh, and
040there's a few of our our elementary schools that will have a concert here and there that is in the evening and this is one of those, but it was outside which is the unique piece for me. And they gave a lot of kids drums and sticks and nobody uh nobody was injured during that event. So, I think that's a testament to to Miss Utki or Utki, I'm not trying to pronounce her last name, but she's the choir uh director over at Jefferson and she did a great job um with the those students. Um, and they played music from the 2000s 2010s. So it was like if they sang that that was right down my wheelhouse like I knew all the songs which was also very helpful. But I want to commend them on um a
041great program and doing something unique and having that in the Jefferson community I think is is great. And the last thing I want to to mention is something that happened to me personally but I think extends to the whole board. I was attending one of the track meets. Um my son is in track so um not saying I was there for district purposes but I did cheer on everyone not just my son. Just want to say that. But I was sitting there and I was uh my uh wife had left and uh a woman came up to me and said, "I'm sorry, my husband's going to kill me. Are you Noah Lee?" And so as someone who's been in uh as as president and been associate with the board for some time, I was like,
042"Oh no, what is this going to be about? You know, this is a good thing, this is a bad thing. I don't know." Um but it ended up um it was a teacher in our district. Um Carrie Hendricks is her name. She's been working for at Jefferson for 25 years. and she uh came to thank me. That's the first thing she said is I just wanted to tell you thank you for the work that you do on the board and the whole board as a whole because we as a staff do seem to have seen a turning point in our district that the board is pulling in the same direction and what we feel is the correct direction. And so I just wanted to share that with everyone here because I know that's a lot
043of work that we've all put in. Um, and I want to thank her for taking for being brave and coming and saying something to me about it because again, I think it's just a testament to that work being recognized. And I know it's not just the nine of us or, you know, the the the 10 of us that have been working on that for all this time. It's a lot of work for past administrators and past board members and all the staff that have stuck with our district for this time to ensure that we've gotten to the position that we are now. And we're here to ensure that we continue moving in that direction. And I know that we all have that same mentality and goal. So with that, I will end my events. Jane,
044you sure? Everything's been spoken. Well, almost. Um, I do have a couple of things. So, I've been at Joe's got something. Joe's Joe's got something. I will shout out the uh the employee recognition event. That's always a great one. I love seeing everybody who shows up for it. I went to the Hail fall sports uh orientation. Uh really appreciate Mr. Leser and the staff over there uh setting the bar high for our athletes. We know what to expect. Uh they know what's expected of them. I got to meet our new uh AD, Mr. Leopold. Um and then also went to the booster club meeting uh the night after. So that was an interesting thing to see. Um, so thanks to the booster club families who take a lot of time to try to provide those
045opportunities for our students. All right. Thank you. Kristen, are you I know just one last thing. Um, we um, as a district, we're part of CISA one and at the last meeting I was able to weasel my way onto the border of control. So as a district, we now have another voice. um speaking on behalf for all of our kids which is fantastic. All right, thank you. Um so almost everything was spoken for. I think everybody's been something but I was also at the alleart. I was at the voice dinner. I was at the Brewer game and I also got to do the senior walk but not at Jefferson today is the one you did. I was over at Wilson. Um and so we got to see that and they were very excited running through
046there. I was also at the employee recognition event, but the one that I want to speak about most since no one has been able to touch on it is at Horseman. They did a Civil War museum uh that they went through and did and I went and showed up there and walked through and saw some of the kids projects and they were very excited to share all the work that they had done. Um, and so I got to learn quite a bit. And and also what they did with that is they made it a true museum where they had a gift shop at the end. And so they had little um statue busts of some of the different uh characters that they had presented on and some of the different quotes that they had. They
047also had some wooden mag uh it was it was a stencileled wooden um quote with a picture of one of the icons that they were working with. And uh then it was a magnet that you'd hang up. And so it was just like in included quite a different quite a few different groups in uh creating that whole process. So it was it was pretty cool to see. So I of course bought one of everything and made sure that I I have it. I'll I'll I'll bring it to share. There it is. Okay. I can't take the pure pressure. I will mention that I went to West Milwaukee's career fair and um it was it was delightful. Uh the thing that really impressed me was of course it was well organized and there were a plethora
048of people there with all different walks of life to share with the kids. But it was um wonderful to see how the kids were so prepared. They had questions ready. They um they you know it was like clockwork. they were assigned so that they could meet everybody and ask questions and take notes and do some followup back in the classroom. So, I thought that it was a really wonderful day. Thank you, Miss Carr. All right. And with that, as long as there's nothing else, we will we'll move to our next uh spot, which is our consent agenda. And we have our uh la our minutes, our employment summary, and our supplementary contracts. Does anyone need anything separated out? Then I would look for a motion and a second. So moved. Second. All right. All those
049in favor? I opposed. I know I have to ask for questions even for that one. I got excited. Sorry, I'm moving on anyways. All right. So with that then we have our first action item that we'll be moving into is 2025 2026 rights and responsibilities handbooks for uh students and parents. Miss Han and Miss Sage. All right. Thank you. Um so Laura and I met with Alyssa and Connie a couple times over the last few weeks to review our rights and responsibilities handbook for students and parents. Um so I'll just outline the the changes that we did make. I would say none of these were major changes. They were all minor updates. Um, starting with the new cover page, we updated the table of contents. On page five, we updated board member photos and information
050as needed. That following page, similarly updated photos for new leadership within the district. On page eight, we have our strategic plan linked and it used to link directly to the plan, which was a Google doc, but now it will take um anyone to the website, which is where our new strategic plan will live. Um, we also updated the parent satisfaction survey to include school perceptions. Um, and then we updated the calendar for the 2526 school year. Pages 9 through 20 consisted of the code of conduct and we went through to review all of the board policies just to make sure that they were the right ones and then updated the formatting. This was a minor thing, but it was feedback we had gotten a couple times is the intermediate high school um started at the
051very very bottom of the page and so we just scooched it down so that it started at the top of the page just purely formatting. Uh page 29 updated the immunizations table with the most recent requirements. We also on the next page removed English language learners and replace it with multilingual learners. Pages 30 and 31 updated the language for rights regarding teacher information so that it reflects what's in the annual notice. Page 32 updated uh the title of director of leadership and learning to teaching and learning on the page 33 updated this school safety overview to include speak up speak out and then also there's a document hyperl in there that was updated. Page 35, we included the director of talent acquisition and employee engagement as one of the title N coordinators. And then our
052second to last one was updating the online registration directions um for the directions for the 2526 school year. And then uh the last change was to add in transition to the students who are homeless so that it now reads students who are homeless or in transition. Yes. [Laughter] Go ahead. Yeah. Any questions? Yes, I have questions. Um, actually, this is a suggested a request. Actually, I'm requesting a change, an update to page 44. Um, so, um, homeless, the term homeless is is somewhat stigmatizing to those who are experiencing homelessness. And so, what I would suggest is, um, instead of saying homeless, say those experiencing homelessness. uh and to replace that term wherever it is in the document. Um unless there's some legal reason why we have to specifically say homeless in the in the document.
053Yeah, we'll have to take a look at that because there is there is the reason that we needed to specifically put both as part of like some of the funding and things like that. So, so I'll have to take a look as long as it if it has homeless in there if that's still if students experiencing homelessness. to see if that equates enough to be able to follow the definition. Okay, great. That's just something that through my work I found to be Yeah, it is a good point, but I think we we also need to make sure that we're aligning with McKinley Vento. I think that's the main we're following the actual following what what the federal advice is on that language. So, we'll we'll follow that. Okay. Thank you. Any other questions? Right. If
054there are no other questions, I would look for a motion in a second. Motion. Second. All right. Are there any other questions before we vote? All those in favor? I. Those opposed? All right, that passes. Thank you. Thank you very much. Uh, and then with that, we move to 10.2, our multilingual learner courses for the fall of 2025. Miss Braz one. Um I am joined today by Karen Ibrahim who you all met a few weeks ago for our workshop and she is our secondary ML curriculum lead um and a very talented teacher um at Hail and Central and supports our multilingual learners there. And then also Dr. Becky Greece is here who oversees and supports our entire ML team. So, they are going to talk with you about briefly since we're all we've all been
055briefed on this proposal today to bring forward courses that are going to support our multilingual learners in their language acquisition journey when they are with us. And so, K's just going to kind of walk through what those courses are. In front of you, you have the four courses that we are proposing adding permanently to our course catalog that they will then be available for students as needed. um when they join our district. And so you'll see the progression of the courses on a one-pager, which I think is helpful, but Karen, I'll turn it over to you to walk us through. Hi. Hopefully you guys remember me. Maybe I'm not that memorable, but um I uh specifically work with the secondary newcomers, so students that have arrived to the United States within the last 12 months.
056Um but obviously with my other colleagues, we service all the secondary or um at the high school level, all the multilingual learners. So what we um are, if you take a we'll go through this really fast, but we have five newcomers at each of our buildings um from around the world. Um and what I noticed right away coming into the district in this last year is we have an abundance of ELELS. ELTELS are students that have been labeled as multilingual for a long period of time. And our goal is always going to be how can we move those students forward and that we can eliminate um the barriers in their everyday schooling to make sure that they have um and are they have access excuse me to the highest level of education that they can.
057We have a ton of different um languages represented. And when we look at our students coming into the high school, we actually have about 20 in each building uh coming into Hail and coming into Central. So we have again we have three newcomers that we know now but we know immigrant populations are transient so that will change um very probably in the next few months we'll see a lot more there. Um and then we have um as I said about 20 in each building coming in. So what um when I first came into the district what we were doing was co-eing. So we were pushing into classrooms and we were kind of touching base very very um frequently with students in their core classes. um we didn't we aren't seeing the outcomes that we were
058looking for. Again, we have a lot of those LTELs. We have a lot of those students that aren't moving out. They're staying stagnant at about the three, which is like kind of the middle of the WEDA road for uh multilingual learners. So, what we added this year is we added an intervention that targets those students and also adds support for newcomers that are coming into our district so that they can be supported in their academic classes. What we are wanting to do and what we want to like what our desired state would be is that we not only are still doing the co-planning and co-serving where we're meeting with teachers, we're planning with teachers, but we're adding specific language acquisition courses so that students have that space where they can practice English in a really
059really comfortable uh way and also be not be afraid to make mistakes. That's one of the biggest things in our program is you have to be able to make mistakes because English is a really hard language. So what we are proposing is uh four separate language acquisition courses. Two of these would be newcomer courses. Um newcomer one would be for the students that have arrived within uh 12 months or less to the country. The second newcomer course would be um for the students probably in their second year in the United States as they are becoming um more proficient in English. And then those two developing proficiency courses would be targeting specifically the students at that access two and three range that have been in our program for a really long time and that we want
060to see more growth. MLL resource classes are basically a study hall but with a language specialist an MLL specialist so that they can get targeted instruction and help on their other core classes. So very quickly, Bix and Kelp is kind of the research that a lot of MLL people use to determine how we service our kids. And what Jim Cumins says is talking about basic interpal interpersonal communication skills, which is like that conversational fluency that we develop within one to three years. When we're talking to our friends, it's our social language um that we should be able to develop in one to three years. Then we have our cognitive academic language proficiency which takes about five to seven years to develop. And when we think about language acquisition, we know that for our elementary learners,
061language acquisition is way more fluent, right? It's a lot easier to learn learn a language when you're young. Your brain is way more likely to just pick it up quickly and be able to run with it. When you're older, say you went into high school and you just started learning Spanish, you've never spoken Spanish before, you know, it's going to be almost nearly impossible to become a fluent speaker in your four years in high school. So, when we think about this, we change our lens. Let's think about our newcomers. How do we make sure that they are getting enough basic interpersonal communication skills to be able to function in their classrooms while also providing them that targeted support in the academic language that they need? So again, here's what our progression would look like. We
062would start with newcomer one. Some of our students and a lot of our students won't fall into these newcomer one and two areas. Again, these are the in within the first two years of a student arriving to the United States. MLL1 and MLL2 would go in the progression as it shows. ML1 would be targeted mostly access level twos and ML2s would be mostly access level threes. So, our desired outcomes for um adding programming would be that MLL students receive appropriate accommodations and scaffolds in all content classes. We make sure that we're not just pushing into rooms and standing at the back of the room and letting the the core teacher teach and us just sitting in the back quietly and just kind of help where we can. We're really making sure that we're intentional with
063our planning. And we want to measure that by providing impactful professional development to our teachers and impactful co-planning and co-serving. Um, one of the most important parts about being an multilingual specialist is that we have to be active advocates and establish a sense of community and belonging. Um, we want more active participation in our school conferences. We want more active participation in our community events and we want more open communication um with personnel between our MLL families and the people in our district. But most importantly and the thing that I think the data will show is that MLL students will demonstrate growth in the four WEDA domains reading, writing, speaking and listening. We want to make sure that we can track using language acquisition courses to their actual access scores in the spring. the curricular
064and supplemental materials. Um besides the National Geographic curriculum uh that we are hopefully going to be working with um we currently are using elevation which which provides each student with an LEP which is like a language acquisition plan. Um it helps with uh scaffolding supports, documentation and professional development. Summit K12 is a new program that we started using. This also creates learning plans that are connected to the four WEDA standards. So, it helps kids practice reading, writing, speaking, and listening. It's uh self-paced and you get real time data. Um in order to speak with families, we use talking points which we can communicate with any of our families in any language. Um which has been helpful. And then for newcomer only, we have access to Dolingo for schools, which helps kids practice that social English
065that they can practice at any time, not just on the school Chromebook. And that's that's so if you want to go back, actually, let's just pull up the course progression here and we can have that in case there are any questions. These again are the four courses. Who would what would be taught within them? Who would they be ideally for? Um and where we would cap enrollment for those courses. Could you quickly just explain or tie everything in access? I know what it is, but I want to make sure the board members are aware of how access ties into what it is and how it ties into this. Go ahead. So, access is the annual test that multilingual learners take to determine their proficiency. Um, so students will be tested in reading, writing, speaking, and
066listening. And they will get a number one through six to determine how proficient they are at English. students are able to test out of access or test out of that multilingual program if they have an average of five, a composite score of five or greater. Um, if they have a score of 4.5 or greater, they can do we can monitor them. We can um it's called a M.Y.I.P., an observation protocol, and we can kind of test them out that way as well. So, that's what access is. Anybody need more clarification? No, I think that'll do it. So board members then uh any questions for this? Is this in addition to what we offer now or um like or are we revamping and making these replace something? Can you just clarify that? Yeah. So we have
067not had any courses spec specifically here to serve our multilingual students. We have had reading comprehension available at the high school um but that is not targeting the language acquisition um work that we need to be targeting. So it would fall in a similar kind of level with that where students who are showing us through data that they need more intentional support um in in terms of language acquisition. So it's not replacing anything. It's a true like addition to our programming. Addition to Okay. And then you can you speak a little bit about um the staff development um who will be providing that and um how will that look? Well, we're starting this summer if you want to talk about this summer. Yes. So we would have um we will our current per multilingual specialists
068will be the ones sort of providing that. So, we're just looking at how they support students. So, currently they're doing a lot of the co-eing in classrooms, but we know that's not targeting those like specific language skills that, as Karen said, like our newcomers and our ELTELS really need. So, this would allow us to do that using our current staff. And with that comes professional development for our multilingual specialists, right? like on how that looks and what that looks like with the resources that we would be purchasing if these courses are approved. We also then are planning professional development for our classroom teachers, educators across the board to really help them understand this the um WEDA language standards and how they can utilize those and the scaffolds and supports within the classroom on a daily
069basis. So there's like a combination of professional development. Yeah, that will be key. Yeah. Yeah, that part. It's really important that we think about this as building capacity. There's only two of us, you know, in a building at one time. Um, not even at one time. I'm kind of in half building. So, just making sure that other teachers can also support language learners. Um, when there is not a language learner specialist present is really important. I would also say just just quickly um one of the things that we we have to do a better job of and I think we we do it but not necessarily intentionally is tracking students that were exiting out of uh have a need for for these types of programs. So when we're providing these intensive supports the goal again
070is to exit them out at some point. We don't need kids who are lifelong MLL students. We need kids who are um becoming immersion in in the in the language and and exiting out to not have to need this kind of type of support in the future. Other questions from the board? Yep. Silly. Uh so I was I did not have the benefit of the workshop. I was I was not at that meeting. So if I have any questions I ask my apologies if that were not over the workshop. Um, so these would be in addition to the regular coursework or is this like being taken as an elective by a student if it's a high school student? Yep. So it would be an elective. Yes. Okay. And then is would this be any of
071these courses be considered a prerex for any of the other English or language classes that these students would have to take? No. So they would be taking them concurrently. Okay. Um, and I think something that is important to note is a student with us is is not going to go through all four of those courses. That would be exceptional. Um, they likely would have one or two of those courses depending on the need and that's always going to be revisited with the specialist and with the counselor. So, yes, elective credit and it wouldn't necessarily be like all four years that they'd be in a course. Mhm. Okay. Um, and then so you mentioned we're not adding staffing. So who is actually teaching these particular courses? You could I'll teach. So I will be doing the
072newcomer courses at both high schools. Um Sarah Brooks is our specialist at Hail. Um and she would teach the multilingual one and two and Erica Wolfers Dorfat Central would also be teaching the U multilingual one and two. Okay. All right. And that's a plan moving forward and there's no plan in any additional on multi- language. So my what I'm thinking about here is uh coverage, right? So I mean although we'd love to have you in every single day so you can make sure to to have your courses ready for your students, we understand that doesn't happen. So um what would the coverage plan be in those instances to ensure um the continuity of the education since I think this is a very critical piece for those students to ensure that they can as you mentioned
073get the other courses that they're taking and get the most out of those. I yeah I like that question a lot because we are very intentional in our department about making sure that our classes are covered. Um we also like are always in the building. So um I would say between at least the high school level people if somebody is gone we're always covering each other's classes. In the instance that we are not there we are always like getting coverage from somebody that works specifically with our language learners during the day specifically our newcomers because we know that they need the most amount of support. So that's how coverage works for us in our buildings. Um I don't know if you have anything else to say. would just add having the core resource for these
074courses being um consistent is another area that will be important. Um and K has worked with that resource previously to coming to us. So that's um I think another part where we can provide that consistency. Yeah. Additionally, as we mentioned at the end, there's the supplemental resource of K12 um summit. And so that resource is nice in like the absolute worst case scenario. Students will have an opportunity to engage with an online platform that is providing learning and real time feedback to them um through that. So that would be like absolute if we don't have someone there and the person covering the class maybe isn't as um skilled in supporting our multilingual learners. And when I say they give real-time feedback, they can practice speaking. So speaking is one of the most difficult parts of
075the access assessment to pass. As we know, it's the part where the most hesitant on when learning another language. You never want to like put yourself out there, right? And so they can speak and then they'll get I mean AI is amazing. It can provide some feedback. I know there's drawbacks to that but it's at least giving students some feedback um in the moment as well. Okay. Thank you. And this doesn't replace any other courses. So this is always an addition. The prerexs are still the prerex or I'm sorry the requisites for graduation are not changing for these students. It's just this is they have I guess fewer options for electives because they would be required to take one or more of these classes depending on I would say they're not really required to take
076them. Okay. Um when when we get a student into the district whether it's a newcomer or not, we kind of go through their entire educational history. We see if they've had interrupted education. We see how many years of education they've had. And then we make a plan with the counselor, with the families, and with the student to kind of determine what their outcome, what kind what's their what do they want their outcomes to be? Do they want to learn the language or do they want to go right away into like CTE? Is that more important to them than developing language? And we kind of make a plan with them based on what their desired outcomes would be. So I would say no, it's not replacing any classes. It's not required of students, but we will
077be with the family in that meeting, making sure that they know all of the options that they have on the table for them in developing language. Okay. Um, I have one other question, but it's eluding me right now because I didn't write it down. So, I will yield the floor at this point. Thank you very much. Yeah. Thank you. All right. Uh, are there other questions from any other board members? No. Okay. I did have a question kind of with the staffing piece but more focused on the student side. Um maybe not more I guess just um with a a cap of 8 to 10 for the newcomers. We we have quite a few languages spoken in the district, right? How what what is our number up to? We know it's around 60, right? So,
078will caps of 8 to 10 be sufficient to help all the students that might be coming in? Like, were these based on the numbers that we have? Are they predicted? Like, I will say they're predicted numbers. Um but I will say in the 12 years I've had experience there have been no greater class than eight. Um newcomers are very and it's DPI outlines that it has to be zero to 12 months and a lot of the um what we would deem a newcomer. A lot of times they've had in education when they first came whether that was in Texas or Florida and that takes months off of their eligibility to be a newcomer. So that's why we have this progression of courses because we know then we can't serve them in newcomer one that there
079would be an option in newcomer 2 or ML1 to make sure that they're serviced. Okay. So the all Yeah, that's what I was just figuring as far as then staffing if we needed more or not or whatever. And that's something that is an ongoing discussion I've been having with the MLL team um is just continuing to review staffing to see if we do need to expand um for that team as we know that our percentage of multilingual students has increased from around 3% to about 5% in the past 3 years. So uh numbers wise that's like about 100 more students. So um that is something that we are always uh monitoring as well. Okay. Yeah. All right. Thank you. Did you go ahead? Um, so going off Dr. Robinson said, following students who graduate out
080um in in seeing if they've retained, you know, the knowledge that they had to to pass quote unquote the access test to be able to move out of the program. Do we do that now? And um are any students reenrolled for lack of a better term into the MML MLL program who have graduated out because of non-retention? You can start and then I can add. No. Um if you test out, you're out. Okay. Um so they will not be retested. Um and what monitoring looks like, it looks different in every building. So that's something that we really want to start to build in those processes and procedures of what monitoring in our district looks like. And then making sure that um MLL specialists are not the only ones that can provide that monitoring that other
081um teachers in the building also have the opportunity um because they see their language more frequently than we would. So monitoring is something that is provided for all students when they do exit receiving services. So that's for two years. So to your question for two years there is um we have forms but I don't disagree that it could probably be a lot more vigorous of it's a question of like reflection with the the classroom teacher or core area teacher with the ML specialist and the student to get feedback on like how are you doing? What's the transition been like? Do you need more support? So it's not like the supports completely go away. Um, so there is that 2year. Speaking more longitudinally, I'd have to look at the data to see. I mean, we have
082all the data of when students have exited. Um, so we'd have to see like in terms of like their success. I mean, there'd be different measures of that, right? Right. Um, through like grades, through graduation, right, would be a big measure. So, we could definitely add that in as part of our like data review. Yeah, that's really what I was getting at. You know, it's are the are the students achieving their goals? Is it regression because they're not in this more rigorous um program or supports and is that event affecting their grades and other classes that they're in because there is that regression. So that's sort of the information I think would be very um good to have especially for adding um these these types of courses um to see if once they've graduated out
083is that meaningful for everyone or is there a subset that isn't that maybe needs more help than others and then are they achieving the goals are they graduating are they going into their their field of choice when it comes to um work or school or whatever it happens to be. So I think if we can include those sorts of things within these course these courses I think that would be um helpful information for us to have. Yeah. You just sparked a new idea for me around like our academic career planning of that being making sure that that's an element that we're attending to and paying attention to. Yeah. Um for talking about individualized plans for students and what success looks like for them. And I think having those teachers that see them after they've gone
084on to these other programs having that input be like yeah I think they're good. you know, it just it's not a comprehension issue. It just might be a learning or or process issue for them. Um, versus I don't know if they're actually getting everything that's being talked about here because of that language barrier stuff. So, I think that would be very helpful to know as well. For sure. Thank you. Right. Any other questions? If not, I would look for a motion and a second. Well, yeah. Right. Yeah, that's four. Go ahead. Move to approve. Thank you. Second panic for a second. I thought it hurt. All right. Are there any other questions before we go forward? No. All right, then. All those in favor? I. Those opposed. All right, that passes. All right. Thank you.
085Thank you very much. That ends our action items for tonight and takes us into our workshop for student services with Miss Sage and Miss Marvin. Mr. Martin. Miss Martin. Yeah. Yeah. [Music] So, so as they prepare, I want to um to to let the public know as well as the board know how excited I am about what we're doing in the in the area of saving lives and being very proactive in our approach. the the saving our lives and and putting what's important out front and for our our community is really what I want everyone to get out of this particular section. So, we'll have two different presentations that will kind of one will go into the other. We're gonna first start talking with about Narcan and our partnership with the health department and then
086we'll we'll start to talk about some security um upgrades, updates um being very proactive in our approach. Uh and so I'm going to turn it over to Laura who's going to lead us and then I'll kind of chime in. I want to thank the health department for being here and co-presenting as well. All right. All right. Excellent. Thank you. So, uh, our workshop updates tonight, um, in my realm, we're focusing more on the student services side, uh, as opposed to the special education side. Uh, just so that you are aware, I've brought it to the board, uh, previously when Annlock came with me. Our CTS program, our community transition services, the 1821-year-old program has successfully moved over to Madison school actually this past week. All of the stuff is there. still doing some of the
087modifications to the building that need to be done but um that is in the process. Also on the special education side we have uh completed our audit with Dr. Brett coming to the district to take a look at give an outside view of where are we at with our programming uh staffing and how we're how we're meeting the needs of our students. and we will be in the future uh talking with you about some of the outcomes that came out of that program or out of that audit. So, as Dr. Robinson mentioned, what we're going to start with tonight, um I have Nick Maniachi here from the Southwest Suburban Health Department, formerly known as West Dallas, but now it there's other cities that are involved. So, uh so that's the shift for those of you
088that aren't aware of that. Uh, so what I'm going to do is I'm gonna let him tell you who he is, how we got together to collaborate and where we are so far. Thank you. Yes. So, my name's Nick. I'm from the Southwest Suburban Health Department. So, we were formerly West Dallas. Um, in April of last year, we consolidated with Greenfield Health Department. So, that's how we got our new name. U, we oversee the communities of West Dallas, Greenfield, and West Milwaukee now. So, we connected with Laura last year. Um, and we started talking about just the importance of Narin and how we've been getting out into the community to train individuals on it and how it's really just kind of like a framework for people to have. And it's no real different than like
089CPR or educating people on how to use an EpiPen. So, it's just kind of like a good um knowledge to have so that you can help save someone's life if needed one day. So, we'll kind of start with an overview of what actually is Narcan. So, you will hear both names used interchangeably. Narcan's the brand name. Nlloxxone is the generic name. They're the exact same thing and do the exact same um they have the exact same result for a person. So what it is, it's a medicine that quickly reverses an opioid overdose and it helps restore that person's breathing. Um because many times when someone takes too much of an opioid, it causes their breathing to slow down or completely stop. So within your brain you have a bunch of receptors and when someone uses
090an opioid those receptors are bound to them and it kind of makes the brain become overwhelmed. So when you're administering that Naran to somebody um it kicks the opioid off that receptor and it binds to it bringing that person out of overdosing and restoring their breathing. So I like to think of like the opioid is like the really crappy fridge magnet that never stays stays up on your fridge and then the narcan is like the really strong fridge magnet that you use for everything. So that's kind of how it works within your brain. Um, one thing to note is that Narcan, it's safe to use on anybody. You could use it on children. You could use it on pregnant women. You could use it on pets if they get into your medication. So, um, there's
091no need to kind of worry about that aspect of it. And it cannot be misused. No one can get high from it. It's only going to be useful for somebody if they're overdosing and you give it to them. It will help restore their breathing. So talking just a little bit about collaboration and and different individuals we've trained within the community. Uh this is just kind of a snapshot of other entities or individuals that we've trained. Um so you can see up there we trained one private school Grace Christian Academy. Um we partner often with Rogers Behavioral Health going to there multiple times a month. Uh we've trained um the local aid iron workers union just because we've seen kind of a need there with the physical demands of the job. We've trained multiple city entities.
092We partnered with Aurora and then just community members as a whole. So last year altogether we trained 630 individuals and distributed over 897 boxes just during those trainings and this doesn't include our public health vending machines that we've distributed thousands of boxes of Narcan through. So when you kind of look at the progress we've made with the school district which we're really excited about. Um, in February of this year, we trained all the intermediate and high school staff who attended that inservice day. Uh, we distributed over 300 box to everyone who was trained and who wanted to take it. No one had to. Um, there were a total of 180 plus staff members trained, which was really awesome. Um, a few weeks later, we actually held a separate training for the school district nurses. um
093they actually came to our facility and we were able to kind of dive in a little bit deeper and just kind of talk about the process within the school. Um once again they all left with Narin. Whoever wanted to take it could and we gave some additional stock so that they could have it within like the nurses offices within the schools. Um and then throughout the following weeks they worked with Laura um on updating the Narin administration protocol. Um and that included like the different Narcan locations of where it would be housed within the schools. Um who can administer that Narcan and then what to do after that Narcan it is administered. Um so kind of for our upcoming steps we would like to talk about moving forward with like stocking every AED within the
094West House and West M school district with boxes of Narian. Um there's some other school districts that are doing this like White Fish Bay and Shorewood. I kind of reached out to some of the other public health specialists who have a similar position that I do in other health departments um just to kind of see where they were at with their school district. A lot of other school districts are kind of at the same stage where a lot of the nurses are trained and some of the staff are trained, but um it's always good to kind of keep seeing where we can move forward and kind of advance that. And then just a little bit about the Narin availability. Um so we do have four total vending machines that we oversee at the health department.
095two of which are located in West Dallas that we directly manage. One is at the Southwest Suburban Health Department on 72nd in National. The other one that we manage is at Community Medical Services on Highway 100 in National. There are other vending machines as well. There's one at Rogers Behavioral Health on Lincoln Aav. There's one in West Milwaukee at the VA. So, there's other locations as well, which is awesome. Um, but this isn't just for students, but it could be for um they're maybe they're grabbing the the Narcan for a parent or a loved one or a friend that they know that is using or experimenting. So, it's really just great to have kind of no different than like a first aid kit. Like if someone is to need it, it's great to have it.
096And then our main goal is just really increasing that accessibility. Um that's really the key to reducing the number of fatal overdoses because you have to act pretty fast in order to save someone's life. So, it's better to have um the Naram more accessible and more people have it because then you're um more readily available to kind of save their life. So yeah, when we got together last last year um starting this conversation, it was very much about um you know, they're they're doing all this work with all the different uh places within our community and it would make sense that to collaborate with the schools would be yet another area. And and it was interesting to me that in starting to have this conversation, it wasn't it wasn't initially like this is something we
097have to do for the kids. It was really most often if it's used, it's it's typically it may be an adult, maybe somebody that's coming into that space. It could be a staff person. Um so so it wasn't uh this is something that we need to do for your students. this was as a member of the community and the other agencies to combine with them to have it as available as possible in order to save whoever's life that may need it in that in our space. Um so so that's how we started actually with the the collaboration and looking at bringing Narcan into our schools. Thank you. Is that Yep. questions? Okay. Jane, your your hand went up. I was just curious are um we collaborating are you collaborating at all with um the police
098department? Is it available there? Yes. So each of the police officers are trained to administer it and every year we stock them with an amount so that when they're out kind of on the scene, they can either administer it to the individual or leave it behind with them. So yeah, all of our West Police Department staff are trained and distribute it. as well as um when when we got together for for looking at the collaboration, they had already worked with the fire department and the EMTs who um had already suggested like that would be great to have it within the school. C can you go there and like and and say, "Hey, I need some or like is there a vending machine or anything at the police department?" So, there is a nu box it's
099called at the police department. like within like the vestibial where you enter in the the door there's like a small box to the right that has like two doses in there. Okay. Um so that's why we've been working we have two vending machines must that are constantly stocked with it um that we monitor and we oversee so to make sure that there's always availability for it. So your better bet would be to come to a vending machine and access it or even just stop at the health department or a fire department and we're happy to train people talk it through people if they need it. But um fortunately people are so much more um they have so much more knowledge about so they're more comfortable just going to access it and take it without necessarily
100like the whole training and the vending machines are completely free. Good. Sure, Mr. Lee. So I think um as far as within our district, I think having with ED machines is a good start. Um, is there any thought of them have been having us a a supply either, you know, guidance counselor's office or at our main office where students would be able to uh request it because as you mentioned it's it's it could be used on students hopefully never would need to be but could be used for students or staff members but I think more often it might be a family member or a friend that maybe doesn't attend our district or is on district premises and they might be like you know I'd love to take one home just because of whatever reason. So
101is that something that we've considered? Is there any I don't know if there's any um you know rules against that that's distributing to minors or anything like that but no I I agree. I think this the reason why they're here today is so that this particular conversation can elevate a little bit more uh where the board is comfortable with that type of approach. We would love to. But I said, "Hey, let's let's let's kind of back up a little bit. Let's talk to the board about what we've done so far and just make sure everybody's on in, you know, in line and and and align with what we're doing. So, this is the type of feedback we need. Okay. I mean, I'd love to see also offering trainings for our students as well. You know,
102for those interested, obviously, nothing required, but if someone wants to learn how to administer them and be able to get something to take home with them, I think that these are just beneficial things. As you said, it's incredibly safe. You can use it on anybody. And um the more people who know how to use it and the more that it's out there is just an opportunity to save more lives. So I mean I'm personally advocate for doing something like that and having it as available in our district as we would be able to um you know do I guess to have it um available for people to use. Thank you Amy. Yeah. Okay. No, go ahead. Y go ahead. Um, so are just a I would assume our athletic directors or our trainers are also
103have they take gotten the training on how to administer the American as well? Do we know? They haven't yet. Um, we have talked about uh connecting with the with Shelley Stasser with the recreation department. So, so as Dr. Robinson said, we've we've started. We need to make sure you're all like sure keep it rolling and then we can really start like getting getting it out to more people, getting more people trained, um getting more people informed and comfortable having it around and using it. Okay. Yeah. I just didn't know if that was part of their training already that they had had or not. And then and then of course like to piggyback on what Mr. was saying too like you know coaches and things like that you know right away I think about you know
104you hear things I don't want to ever assume but god forbid if someone did you know that for our coaches to have that experience and you know like the athletes too but I'm sure if they're at practice they probably aren't carrying one on them but you know um like you say just to kind of get everybody in on it be a great idea. Absolutely. Yeah. This is D. No thanks. Um I was just um I just wanted to make comment. I just want to say thank you for doing this because I think that um a lot of times people hear about Narcan and they immediately go to you know they just the image you know the stereotype right and this is um this is about saving lives. I mean bottom line and I think the
105more accessible that you know I agree with Mr. Lee if we can and and you know if we can continue to expand this I think that would be great. Um uh and I just wanted to say the board to any of you if you I I do have access where I can get narcan for you. So if anyone wants to uh wants something because I I do uh keep it on me myself and it uh for uh obviously emergencies. So um I just want you know I I think I just wanted to put that on record as as someone who I'm actually a substance abuse counselor. So um I think it's really important for the people to understand that this isn't about um stigmatizing people. It's not about um you know uh uh judging how
106somebody lives. This is about saving somebody's lives. This is about possibly a child getting into medication they weren't supposed to. It's you know grandma forgot that she took her dose already. Um and that's what it's really all about, you know. Um so I just want people to continue to have a really an open mind because this isn't about encouraging drug use. This is about again about saving lives. So yeah, the last thing I wanted to mention um is, you know, this isn't about is it accidental, is it intentional um but as far as our component in student services, I want you to understand and same thing when we're going to be hearing from Mara is this is the this is the back end of like how do we how do we save a possible crisis
107situation. Um, at the same time, we are working towards what are things that we can do on the front end to hopefully prevent less use. Mr. Verbos, um, I've been doing a little bit of research on this completely separately, coincidentally, because of my business and I had an employee that asked me about it. Now, if I'm understanding correctly, however, like when you when you administer the Narcan, that's only a temporary fix. You're still in a situation where the person needs to get medical attention shortly thereafter. Correct. So I think it's important that if it's going to be available that maybe on a broader scale not to the extent of everybody gets training but on a broader scale there maybe needs to be more comprehensive understanding on the part of the students that like what the
108scope of what it does and how how it's beneficial in what way. Mhm. Um so that you know they don't think that this is the kind of thing like they they administer it and then everything's okay because it is only a short-term fix only like an hour or something. 30 to 90 minutes. Yeah. And then it'll wear off. Okay. Yeah. Thanks. All right. Other questions? Okay. So, we're presenting or we're having this presentation for Narcan, but the it sounds like a lot of the comments here are positive as far as like doing this. What are there other concerns that we haven't addressed that maybe we are haven't thought about yet that as to why this would downsides or why there would be arguments against having this in our school space or anything like that? I
109think, you know, we had some well, after we did the training, we had some pieces come up um from our staff, uh there was there were some questions as far as like, do I have to do this? Um we talked about that anybody who does it is covered by the Good Samaritan law. Um it's not something that we're saying for your job this is mandatory. It's like you as a community member were in this space in this community. Uh, and frankly it's it's similar to other things that fall under my purview as far as like we're not requiring if somebody's not comfortable doing something, we're not going to require you to do it because it's probably you're probably not going to be the best person to be um in that space if that's the case.
110So, so that's where we've determined um you know who what we're looking for is our preference is that it's people who have actually had the training and it's not a very long training. No. Um there's you can even have like the little card that says number one, number two. So, you can do it just along those lines. If you want to get a little deeper so that you have a little better under the understanding of the why, um there's that component of it. But we've I feel like we've pretty much ironed out with our district nurses um any of the you know but what abouts that have come up around it. So I I feel like we're in a solid place of like we're ready to go to move forward. Mr. Lee, go ahead. I
111just want to say I think it'd be like getting trainers trained, the athletic trainers and coaches and then I think expanding with wreck is a great idea because they see a completely different group of individuals than we would and from all ages and in different spaces. Yeah. Exactly. So I mean I think that's uh that's a very logical next step. overall like just generally large expansion within the district as far as access goes and then communicating this to our community as from famil family's perspective and from student perspectives and then lining up some sorts of ways that we can people can access this maybe in some sort of uh um not not necessarily anonymous but so it's it's it's more discreet just in case because maybe they don't want people to know that they went
112and got Naran for whatever reason. So I think that's an important thing to think about as we're going through this process. Um but I I mean I think in general I think that's just a benefit for our community as a whole. Yeah. Any other questions about the nar? Um yes. Do we have um as this training has been done? What is there recurrent training then? Is this something that then has to come back every year as you start going people reertified like they do CPR? Like it's not a certification. It's really it's just a one-time training. The biggest things that people get out of it is recognizing the signs of an overdose so they know how to respond um when they're seeing someone overdosing and then how to administer an arcane. I think those are
113the two biggest takeaways and like Laura said, then we give a little bit more detail talking about opioids and tolerance and withdrawal and kind of talk through the whole process that just everyone has kind of the same knowledge base. But yeah, it's only a one-time training and u pretty much it's pretty simple to use. Okay. And the training is through the health department. Yep. Yeah, we have multiple trainers that are health. Myself and my co-orker Jamie who's a nurse, we came and gave it to the school district. We're kind of the main ones out in our community doing it, but there's a good amount of us educated on it and willing to do it. Okay. So, all the school board members could come and get Absolutely. We'd love to do it. Yeah. All right. Um,
114yeah. I guess if there are no other questions for that then we can move on to our next section. But yes, thank you so much. Appreciate it. All right. And then that will take us to our 11.1.2 wands, vape detectors, and dog snips. So kind of uh continuing the the whole idea of of saving lives and promoting safety at the same time, Marla Martin is going to come and talk about some preventive things that um we are looking at doing and um in in the area of wands as well as vape detectors. And we want to she's going to give us a recap on dog sniffs. And um so with the wands, I want to she's going to walk you through it. I want to be clear. We're not searching every single person that walks
115in our buildings. Okay? I want to put that out there. Okay? That's not what the wands open, right? Um but there are situations with where we have students who are bringing things inside of our building such as vapes, uh lighters, the that things that should not be brought into the school and the wands can be used to detect that. And so I'm going to allow Mara to kind of talk about that a little bit. And did you bring the wand for a demonstration tonight, Marlin? I did. She did. Yes. Okay. So, you're going to I'm going to actually She's going to demonstrate it. I'm going to have it on me and she's going to we're going to show the public what this looks like. All right. Is that okay? Sure. All right. So, I'm going
116to turn it over to to Mara when that time comes. I know everybody's excited about me being wanted tonight, but just I don't have anything on me right now, but I will. Right. I will. Right. I mean, I have something. nothing in it. But full disclosure, so I'm going to have Mara actually introduce herself because we have a new board member and so make sure that everybody knows who she is. We met at AL cards. But again, I'm Mara Martin. Just recently came on to the district as the district safety coordinator. It's a pleasure to be here and I'm very excited to talk about these projects that we've been working on. Um going to disseminate some material. Thank you. So, as we looked at ways to further deter vaping within our buildings, uh, we naturally
117gravitated towards researching vape detectors and what that may look like. Initially, my overall thought process is, okay, it's going to be a detector that goes in generally a bathroom area. It detects some smoke and then it's going to kick off maybe a text. When I was doing that research, Halo quickly took the forefront and these are the reasons why. So, the ability to detect vape, and we'll go in a bit more what that means, occupancy within a bathroom, aggression, key emergency words, gunshot detection, tampering, air quality monitoring, and health readings. So, the vape detection, we had the opportunity to pilot a bit of a program with two bathrooms at one of our schools. Um, the unique piece about Halo is that it can distinguish between the chemical compound in marijuana versus what can be disseminated
118between a cigarette and then also a vape in itself. I know that there's been times when I've walked into the bathroom and I had smelled THC along with coconut because there's masking involved. So, you're when you're going to the bathroom and you're going to potentially smoke marijuana, maybe in a school building, you're going to try and mask that with um some type of body spray or axe spray in maybe a cologne in the in the boy's bathroom. What Halo can do, it can distinguish and break apart those particles and send out an alert on what it's actually detected. So, even though it has detected THC and it's been trying to be covered and masked by a cologne, it can break apart those particles and say, "Nope, this is THC." And that alert then goes to
119the administrators that have that downloaded to their phone. So with that in itself, if a student goes into the bathroom maybe after gym class and they just kind of load on the cologne and want to smell fresh for the rest of the day, you're not going to get a bunch of false alarms. It has to be incorporated with some type of um heat element and oil element to be distinguished by the vape detector. One of the other uh features that has is occupancy. What you'll see in the alerts that I had incorporated in the presentation is that you can customize it to whatever we want in the building. So, if we want to have a count of no more than three people or five people in a bathroom, if there's anyone beyond that, it's going
120to send an alert to the administrative staff and let us know how many people it's over the limit. And it is able to detect that generally by thermal. One very unique feature that um I was uh I was very attracted to was the aggression feature and the motion feature. So, one thing that happens often is that if there's potentially a fight that's agreed upon, they're going to go into the bathroom and it's usually not two um just a one v one. It's going to be a number of individuals that go in there to watch and potentially record. What Halo does is it learns the pattern within the building. It learns what the frequency is, what the sound is. So, this is a cameraless camera in a sense. It doesn't even audio record, but what it
121does is it picks up frequencies. So, we're going to have a detector in a bathroom and there's going to be a number of people that go in there between first period and second period. Over a 3-week period, it's going to gauge like, okay, this is normal. this is uh this is a sound sound level that we recognize. But then if it goes on where it is an escalated piece, shouting, um quick movements, it's going to send potentially an aggression alert to the administrative team and they're going to respond to that bathroom area. The emergency keywords, uh we have some preloaded key phrases that have been embedded into Halo. And if something is said um help emergency, it's going to pick up on it and send a help alert to the administrative team. I did have
122an opportunity to try this myself, not only on the virtual when I was sitting down with the representative from Halo um where he said, "Hey, go ahead and say the keyword." And it picked that up on his computer on his end just by me saying that through the screen, but also in person when I went to the one of the bathrooms and tried it at the distance that it was and it certainly sent the alert. Now, one really unique piece about this, too, I'd like to say, is that it's just not uh specific to that bathroom area. It can extend out about 20 feet out into the hallway. So, it's something we would want to teach our staff about. Um, one thing that I thought was pretty smart on their end instead of just having
123help that they tied it in with another word so students don't walk into the bathroom and say, "Hey, can you help me with my homework?" And then sends off a a help alert. The tampering. So, there is a couple ways to prevent vandalism and tampering with the device because I would think that that's something that students may be wanting to do if it's something that they want to destroy so that they don't have to or they don't have to worry about vaping in that bathroom and be detected. You can have a loud audio sign that goes off. These are very sensitive devices and any tapping of it with your hand, any type of movement trying to take it off the wall, it's either going to send an audio alert or it's going to send a
124silent alert to the administrative team. the air quality. Another uh unique feature about it is that it detects a number of things and you'll see it on the next page. Page two, if you looked over um it talks a little bit more about the air quality and the air index. Just a story to kind of give you in regards to what this may look like is there's a school building. A lot of schools are actually picking this up and having the detectors not just in the bathrooms but in the hallway and also in classrooms. And for these very reasons, this was a classroom that had the windows open. It's springtime. And what they noticed was that in the morning and in the afternoon, the air quality index had decreased significantly in that room. It actually
125became to dangerous levels. They could not figure out why if it was inside the building or what was happening. What they ended up finding was the bus that was parked right outside kept idling and just that air had changed um inside the building and it had picked that up and then sent an alert that there's air quality is poor in that area. How did the alerts happen? So, breaking this down, what we've chosen to do for our pilot program here is to have it either emailed or pushed. So it's very simple, very userfriendly is that we log onto their system as administrators and we can go in and we can actually see the breakdown of their data through their analytics which gives us an idea of what's happening in our building as well as getting
126an email and a push like a text message pops up on your phone. It says in bathroom whatever there's vaping going on, aggression going on, help needed, things along those lines. You could also have a pre-recorded message that is um through the audio built-in alarm system. So, it could say, "Vaping detected, return to class." Or, "You've been identified as loitering in the bathroom. Return to class." There's also a a very loud illuminated lights that can go off. Um and then a combination of all. If you're looking at down and you see hotspot analyst, um I don't want you to focus too much on the 42 and think that that is all vaping. That right there is the incorporated number of um occupancy, people count, and then vaping. So that's what that number is. And then
127the new alert is what actually shows up on your email. This is just what shows up on the analytics is um want to can give you some idea. You'll see the difference between the occupancy, people count. Really, that's set both to three right now, but we could change that for whatever we'd like. Halo is being utilized not just in schools but in companies across the nation. And so maybe there's going to be an area of the building that they don't want people. And that's when you would probably set up your occupancy. You can you'll show you right away. You'll get a um text to your phone saying, "Hey, there's somebody in this area that shouldn't be." The people count is what we probably want to focus on more so for our bathrooms and our locker
128rooms. But as you can see, there's the vape. I also included one with smoking, cigarette smoking, and aggression and occupancy. So you notice that it was all around the same time frame. Now, taking in account that this is a very new system, it's learning our building. Um, so really in in the initial phase here, it's not necessarily going to say that that is a fight or an escalated um situation, but would our administrative team want to respond to the bathroom given those signals that have popped up? I mean, it's all of them included. Correct. I included this because I really like to show you what the benefit of having Halo Cloud. So we can have the option of having Halo but not sync to their cloud system. The benefit of it is that we'll be
129able to identify in our building what's working and what are our problem areas and where we need to go with it. So you can see what days are we having our highest count is Wednesday. So midweek we can see that there's a lot of activity and what is the time frame that we're actually seeing that most activity is between 9 and noon. So we probably want to figure out our bathrooms which it does say off to the side. Um it's actually underneath the board run, but one bathroom is at 64, one bathroom is at seven. So maybe want to satur saturate that area with more adults and kind of figure out ways to prevent that area from being a hot spot. The cost per unit. So initially there is a cost absolutely to these units
130being implemented. These are wired units approximately $1,000 per and then installation approximately 600. And the subscription every year to Halo depends on the amount of years that you subscribe to them, but approximately $100 per unit. All right. Do you want Actually, I would start with questions for this first. Yeah, [Laughter] I have no question. No. Um, so board, what questions do you have? I I do Do you have a lot of them? Do you want to see if anyone scrapes scrapes them across first? Yeah, sure. Sure. Yeah. All right, Brian, go ahead. Um, easy question. How many units would we be thinking about acquiring the bathrooms at forget the secondary schools, the bathrooms and then some hallway areas that could really benefit from it would be 15 at Central 16 at West Milwaukee 11 and
131at Franklin Wright 9. That's not including the locker rooms. You think the square footage per each unit is generally 144 square feet with 9 foot ceilings. That's where you're going to get the most from the unit itself. Okay. Thank you. Other questions? Joe, what would you like to um I find the the technology fascinating. Um but when I we start getting into the smart technology. It's starting to kind of freak me out a little bit. Um, the company I work for, I work in healthcare. We were just talking about some of the AI tools. And of course, the when the corporation that I work for mentioned partnering with Palunteer, I'm like, it's a little bit alarming. And then of course, I I just took a look at who owns Halo and it's Mo Motorola. Looked
132at who owns Motorola. It's Lenovo. And I asked, does Lenovo invest in AI technology? Yes, they do. And it's just I don't know where I'm going with it, but it's just um there are concerns about the AI and where it's going and exactly how much we want to bring it into our schools with our kids. Um uh so just a red flag. I don't know if there's a specific question in there. That's fine. That's fine. Okay, Mr. Lee. All right. So, how much is that? You What's I didn't do the math on it. How many How many for each school? It would be a,000 per unit, 600 per installation. No. How many? How many looking at cost? It was 51. 51 plus 600 per because it's 1,600 essent is it's $600. Doesn't matter how many
133we we do approximately per. Yes. Well, it depends on it could be a little bit less, could be a little bit more depending on how much wiring is needed in a specific location and difficulty in applying the wiring. So, it's got to go is it I presume it's like Ethernet or so. It's got to go back to like a hub, a server of some kind, correct? And that would be located in the server room at the school. Yes. So, it depends on the run for that for how long the cabling is. This is something that we can install ourselves or do we have to pay Halo to do it? I guess it would it would depend. And I say that because are we going to be looking at the bathrooms initially first and then maybe
134moving on to locker rooms down the line? That's something to consider. Um is that just because we're looking at possibly redoing the locker rooms down the line and then we do that work at that time or why would we wait on the locker rooms I guess is the question. The locker rooms are very well managed right now. So yes, is there a chance for students to go in there and potentially vape? Yes, potentially. But like I said, the system that has um been implemented, I guess, within the past year or two, I would say, is pretty strong. And those locker rooms are locked up. Students are not necessarily escorted in, but they're opened up to change. Then they um gym teacher waits till they're completely finished and then they relock them. So that's not open
135throughout the day. It's monitored. So therefore, it's a little bit more restricted. I should say a lot more restricted than maybe in past practices. So the only thing I would mention is that if uh so that's good. Mhm. Um but then um if we do this and it works and it's useful, students are going to try to find other places for which they can do it like stairwells and things like that. So I just think we have to proactively think about that when we're doing this that the bathrooms might fix the bathroom problem but create a problem somewhere else where we don't have coverage and the sensors aren't there. And I don't know how hard or easy it would be to put one of those in a stairwell for instance. um if you have to
136wire it, you're going into brick walls and things, you know, stone walls and things like that. So, uh I just think that we need to be smart about that because I think that we're going to get the biggest discount with the initial purchase that we do based on the number that we get. And then the same thing with the installation. So, if we're going to do it whole scale, that we really think about this so that we really eliminate the more the most probable places that someone might go outside of bathrooms as well. I do see that they have other, you know, great um advantages for having just random in the hallway to help with aggression and and things like that as well and hopefully never gunshots, but also detecting that as well. Um it
137might be helpful to have on the outside of the building for that, you know, that is monitoring parking lots and things of that nature as well to be able to help with that aspect of it from a security standpoint. Um, but I think knowing if we can install it ourselves because is $600 them installing it. Is that what that cost is from? Halo installing it. No, that is us. That is us installing it. Okay. All right. Um, and that's just based on materials and costs to do. Correct. Um. All right. And then the other aspect of this that I think would need to be done is we would have to update our um rights and responsibilities handbook to specifically include these devices because that $1,000 is a lot for someone if they do end up
138being able to destroy the thing and or you know beyond the point that we can um use it anymore. Do they make like guards, you know, guards over them? Okay. And how much how much are those? I I'm waiting to hear back from the rep on the guards themselves. Okay. So, I think that would be a common sense thing to include. Just like when we didn't get iPad covers for the iPads that we spent a lot of money on, I think we should get guards for these to just deter people from just thinking they can just smash it with something, you know, and uh especially if it has $1,000. I presume there's a lot of sensitive um electronics inside that device that maybe doesn't take a lot to damage to the point where it's not
139working properly anymore. What's the warranty? Uh the warranty if I remember correctly was 10 years but there was also information on the there about subscription. So I think that's kind of tied in there war. I'd have to look a little bit more. I can get back with you on that though. So the warranty I think is going to be important and if we can negotiate out a higher a longer warranty for getting a large amount of this. I think we should try to do that. Um and then the tech support piece. So, if you're uh advocating that we pay for the cloud um part of Halo because you think that would provide useful information, I don't disagree. I think that I would do it for maybe a shorter period of time to see how useful
140it ends up being or if we can extrapolate from that data something moving forward we wouldn't actually need to pay for the cloud. Um, I think that might be a smarter way to go, but then having that tech support with it where if we're having problems that does does the cloud include tech support or just access to the cloud in working directly with our um tech team, they've worked directly with Halo. All of us have been working on this project together and um it is very userfriendly, very well to work through. Um there hasn't been any issues. It was a meeting that we um did virtual and within that we were able to manage all of our settings. I believe the first year is free for that. And I like what you're saying. Let's see
141what we can get from that and then decide from that point forward. Okay. I guess I'm thinking more along I can't get the thing to connect or it doesn't send out the thing it's supposed to do. as long as there's somewhere that we can go back to Halo and say, "Yeah, I'm sure the software may be intuitive for our tech uh IT individuals to be able to uh figure out, but you know, if something's not how do you determine this is not functioning as it should or it's an issue between this item and where the server is and it's not communicating properly." I think Halo's really only going to be people to be able to do that. So, I'm that might be part of the warranty process, but nice if you had a techn called
142say, "Hey, this is happening. can you give me some troubleshooting steps to try to figure out what the actual problem is or this one's alarming constantly even though there's nothing going on. So that's sort of stuff that I'm trying to think about with a new relatively new piece of technology they're looking at adding to the district um for this uh so that's also that's already been the kind of the approach though and and Bruce has been working with Mara. I know when I went out on last week, it's last week, right? We met and I walked and and observed these the halos that there was some malfunctioning where the the bathrooms weren't coded right. Okay. So, that's just an example where one one restroom is showing all of these beeps because they're trying to get
143it in like he's like, "No, I don't see anything coming from that one." But they were coated raw. So, was the other restroom that had them. So, it it's been um it's been pretty easy for Bruce to tap into that system and to try to learn everything. That really hasn't been an issue, but I agree with you. You know, it's just we don't want to pile another thing on our tech team. We already kind of overwhelmed with with doing another thing. But, and I don't know if it was mentioned in the beginning that we kind of started looking this direction. I believe it was you and Aaron like Yeah, we we visited Walker Shaw West, right? about a month and a half ago or so and started looking at, you know, how how they use
144the the vape detector. They use a different version. They they this is like the Cadillac. They probably have a Maserati, just to be very honest with you, their their system [Laughter] I I mean when I say I didn't want to say that's what we have now, John. Yeah. Yeah. So, so the system in Wakaaw actually ties into their camera system. So, they can actually see the kid see the person walking out of the restroom for example. And it can also track that kid at a lot of different locations and buildings like it was very very AI generated. Sorry, uh sister Becker. Uh but that's that's the way that's the platform things are working on right now. So, we got to we embrace it. But that's just an example of the Maserati versus the Cadillac. Yeah.
145And and I want to just remind everybody the Narcan, the wand, the vape detectors, everything that we're talking about this evening is about having having this available so that the students are aware of like what we're trying to do is not have these things in our schools. That's the first line of defense. The second line of defense isn't like to try to catch kids. As we find out kids who are having difficulties and having issues and and doing things that they shouldn't and maybe are having a hard time stopping, for example, with vape detectors. Um, that's for us to have more of an awareness of how to help to bring them some help that they might need as well as far as the preventive measures of it. So, I I I want to make it
146clear like all of these are not like that's that's what we're doing is we're just going to figure out who's doing what and boy are they going to get it. It's very much about preventing it from being in our schools to create the safety environment that we want kids to be able to have there and as we do find kids who are are having issues with these to be able to help support them. I was kind of starting to go down that same path when we were looking at the cost. You know, I I just ran out of, you know, I went with 1,700 per unit just based on a,000 for the unit, 600 for the install, and then maybe just threw in a hundred for a cover. That's $86,000. Um, I just wonder if
147we can do stuff and the schools just develop some kind of a preventive program, just work a little bit harder on the front end at educating what it does, how it impacts their brain, all those things. I don't know. Again, I think it's a both. Absolutely. Yeah. Yeah. And I think we I'm sorry, I wasn't I wasn't done yet, so I just wanted to make sure I'm not yielding the floor yet. Um, so the um I think we do that. I think the problem is is that it doesn't work for everybody. And so I think um having the ability to know when it happens. Sorry. Okay. Did I just pointed um I think that this is an opportunity to then be able because then you see that those people and you're able to go in
148and and and I think also if they know it then that but again that's why I want to make sure that we're not just moving it to we're just moving the problem from the bathrooms to the stairwell or some other place that isn't occupied so that we're able to do it because this doesn't seem like something we'd be able to quickly install a new one. you know, it seems like the process would be involved um from the aspect of of running the cables and things like that. Um what is the lifespan of these units? Well, we're going with the wired opposed to the wireless. Uh so the span should be pretty lengthy. Um is they just recently came out with the Halo C3 PC. So that includes the people count. So I guess as we
149go on, yeah, there's going to be more kind of like the Apple phone. there's another feature added. Um, but as far as the use of it, these should go on for a period of time, a lengthy period of time. These are the the lead as far as um I can tell most schools seem to be adopting Halo because of all of the features that they have that other ones just can't offer. And I don't want to just kind of hone in on just it being a vape piece. when you're talking about the aggression piece and looking at what's going to work best for our district. Do we have fights that occur in our district and in in our bathrooms and we're not being notified? Um is there people that need help in our building because
150of medical conditions? We have a large population of students and so what are other safety measures that we could incorporate? And I think this covers a large base of it. The occupancy piece too. We have students that are loitering in our bathrooms for hours on ends and just not achieving the academics that they need to because they have a sabad that they can go to. Different than the stairwell because that's hightra area and just being in the school for the number of years that I was. I I can I can pick a back hallway area that was a a smoking spot per se, but not a stairwell just because of the traffic piece involved. Not saying that it couldn't happen. Absolutely. And you're right, when you're adding things as a deterrent, maybe they would move
151away from it. The biggest piece is to deter all of it. You know what? I mean, that's what we're that's thriving for. Um I I can tell you that administrators and the counseling staff have put a lot of effort into the deterrent piece. It just it just they just need a little bit more help. And I think this arrives at what we could potentially do. And also keeping in mind, I think the the the scary part about the the environment that we're in right now is things are just so sophisticated versus when I was in school, you know, um things that these kids are smoking now like other things like it's disguise. And I would I would al also say this, drugs and these vapes, whether THC or nicotine, they're more accessible than they were
152back when I was exper. It's just that's just a fact. They are more accessible. So we we're fighting that battle where things, you know, things are not as as what they seem and kids can walk and just keep going and nobody will even know. Like it's it's they don't know who it's from, right? It it these kids are a very very they've got it down packed. So, we have to do something to combat that. And this is just one of the efforts and and also the safety issue as well. So, I just want to be clear. I'm not I'm not uh I'm not trying to poo poo these at any way or shape or form. But as someone who adopts technology, you know that there's lifespan. You know, your smoke detector is good for 10
153years, right? Then it then it the sensor is no good. You have to get rid of it. So, that's what I'm trying. You know, these have a lot of different sensors in them. How long are those sensors actually good for? Not like, oh, now there's a better one that's not iPhone 6, iPhone 7, iPhone 8. It's just that, you know, we pay a grand, we're put, you know, putting money into this. How long, you know, not someone doesn't smash with a hammer, just sitting on the wall. How long will it do the things it's supposed to do for besides those sensors start to wear out? Because there has to be some sort of shelf life on those as far as functionality. You know, a smoke detector is 10 years, right? So, I I would presume
154that the the the high end is probably 10 years. That's probably why their warranty is 10 years. probably and then we'd have to work look at replacing or updating them. So that's that's something to keep in mind. And then where are we expecting to be mounted? Wall or ceiling? Is that going to be ceiling's preferred just because of the smoke rising because of how the air quality is in the bathrooms? That's what they advise first is that it be on the ceiling. So are the ceilings in the bathrooms the type of tiles that are movable or are they fixed? Fixed so far. They're going to be redone, aren't they? Right. But I don't know if the ceilings are going to be redone. Yeah. Uh so that's another piece that someone might be able to get
155access to the wiring through a different ceiling panel. Um and then cut the wires, which is a lot easier to do than smashing. When we when we went to central, they were in a hard ceiling. It wasn't a tile. It wasn't a So was building to building maybe like this where you could push the tile up. No. Okay. No, it was a hard ceiling. have the cap over the wall. Okay. Sorry. So, I guess all I'm just saying is like, yeah, let's think about don't don't put it don't put it in the ceiling like this because that makes it a lot easier. The cage does nothing if you can just go around it. So, I think that's the other thing that we just want to keep in mind when we're doing the installations. Okay, that's
156all the things I I did have a question. Does the the technology up upgrade or update a software update? Software update. Thank you. I'm sorry. I believe it does with the cloud subscription. Okay. So free free updates with the com subscription, right? Okay. Yeah. Okay. The handheld metal. Unfortunately, hold on. I I had one one more question. I still have questions. I just I just had So So I I know that you mentioned Dr. Robinson, you talked about uh Walkshaw West and how they had a a different system that was that integrated cameras. Is there any way to have this connected to a camera system in some way as well? Yes, that is. So, like not not like comprehensive, you know, enemy of the state camera systems. I'm talking like in in key locations where
157you're seeing high traffic or or or high volumes of alerts from, you know, a certain bathroom or a lot of our bathrooms are covered right now by a camera, but we outside the bathroom outside of the bathroom. Yeah. And but it does it but it doesn't correct. Does it communicate with the camera then? So, you would have to purchase and stuff. Yep. we would have to purchase that through our camera system to adopt it. Okay. The system that um is in Waca was allencompassing um and all AI. So So that's a no for Joe. All right. No, thank you. I guess if I could add. So we go back here. Okay. So right now it is not connected to our camera system, right? But going back and looking on the cameras at 10:01 because it's
158timestamped and seeing who exited that bathroom and who was in there and me then going and making follow up at that. I mean in a passing period you're going to see a hundred kids kind of floating through. So that's uh if it's a passing period passing period. Yeah. Depending and you're right depending where cameras are. If it's a camera that's further away it might be difficult to to determine who's coming out of that bathroom. But I can tell you just being in the schools for a period of time, you are able to follow people, know their walk, know their gate, even with a hoodie up and you just learn that type of piece. So identifying who comes out of the bathroom and when we have the people count or have the occupancy count, there's more
159than five in there and then we're we're doing a a roll back on who was in there during that time. That's another piece that we can go opposed to necessarily c having additional cost and syncing it to our cameras. Okay. Good. Okay. That's Did you have another one, Mr. Lee? How much is the camera thing? I mean, that's I just want like is it a is it a hardware thing or is literally just paying for software? No, it's software. Software. Okay. So, do you know what how much that is it? Is it per unit? Is it for the whole system? I don't know. It would just be interesting to know if we want to go that route what sort of investment that would be additionally. So, so, so the other thing with that though is
160keeping in mind that some of our high schools with the referendum there's going to be some upgrades with technology. So, that was one of the things we said let's just kind of hold off until we particular work. Okay. Other questions about this because I have a couple. Um, first I know lots of them. Sorry. Um the $100 for subscription is because I know subscriptions as monthly. Is that $100 a month or is that $100 a year? No, $100 per unit per month. And um that is also dependent on I don't want I don't want to just say that's going to be $100. It's depending on the years. The cost goes down the number of years you subscribe into. So, it's going I can't say for sure depending on what we all subscribe to. It's going
161to depend on the cost per unit. So, for the first year, though, then it would be the first year is free. All right. Second year is going to be the $1,000 that you spent, the $600 for installation, and then $1,200 for your subscription per unit for each second year. Yes. But there will be a subscription cost for the years after year 1. what exactly that cost is. It's depending on how many years we're going to uh we're going to apply for a subscription for. So the subscription will be less. It may be less than 100, maybe more than 100 depending on the year. So okay. So if we subscribe in for 10 years, it's going to be a lesser amount, right? But I guess I I would really like to know what that lesser amount
162is because if it's $1,200 a year per unit, that's another $61,000 on top of the $86,000. And so then with this influx of money and us spending those funds, is it giving us a benefit of $140,000 in return? Like is is that are we saving that money? I guess would it be something where we look at adding different positions where people are going around and doing this on foot and could we do that cheaper like is is this the best use of our money? Sure. So So what what we'll do to your question is try to get some sound number and bring a couple of different options to to the board to consider versus saying you know hypotheticals where it could be this could be we'll we'll get we'll get that down. Okay. And and
163before we we proceed and make sure everybody's comfortable with whatever that number those numbers are and we can decide from there, we can go I'm show my age the Ford Pinto route. Wow. You know the classic Mustang. So we'll we'll we'll get a couple of options. Well, so that brings up another point though is we've talked all about this halo, but we haven't talked about any other options. And so my question on this is is this are we talking about the Halo because it is the Apple of these systems and it's cool to have it and there's an Android system that works just as well but is cheaper or like is are there other things that work out there that would be viable options to accomplish what we're looking to do? No, I'm glad you
164brought that up. When I reached out to a number of different companies to review what that would potentially look like costwise, right, it's pretty consistent across the board. Halo just happens to have the most to offer for our district to benefit. So when I say that, when I'm looking at these features right here, do a lot of the other detectors include some of these? Sure. Um, are there things that other detectors uh don't have that Halo does? Absolutely. For similarly the same cost. Okay. when we bring this back, can we see that so that we know that's what we're doing? Some comparisons for sure because otherwise it's you know and I'd love to take your word for it but like the public may not. Um so um the other piece with this putting them in
165oh the last piece is the piece that you mentioned. Um, if we are putting these into the handbook and all of that because they are expensive and whatnot, I would really like to see that the focus is and it's somewhere written that the focus is to get that guidance to identify and then offer aid rather than like all right, you're suspended now because you were smoking in the bathroom. Sure. Um, so I'd really like to see that focus as we go forward with this. So this is not even then the students are understanding this is we're not doing this just to punish you. It is a way for us to facilitate getting help to the people that need it, finding those that could be redirected, those kinds of pieces. Yeah. Um yeah, we're handinand um
166walking this path. um this is the here's where we are and and in that piece we've we've barely started but we've started on that journey this year when we started with the in-depth program for students who have been identified having that education piece we're going to be expanding on that eventually working into like a cessation type of um program. So, so we're definitely looking at that preventive end, but it's in the meantime, right? But even for like the aggressive um Yeah. pieces like anger management uh discussions on that part. And then uh the last part that I would say here too is while I like that we're focusing on the students because that's what we should be doing. Um what about teachers that are vaping in their classrooms? If from my understanding if that becomes
167a violation of policy yeah if that becomes an awareness more students vaping in the bathrooms as a violation of policy but I would suspect that it's occurring and our focus right now is all students are we looking at the greater vision of it because I would I would venture to guess that we do have teachers that have been vaping but I'd also say their classrooms if they are vacant and students know that the bathrooms get them caught and they know that there is a vacant room, they can go into the classroom and do it in there, too. Yeah. So, kind of something to think about as far as the redirection of where things go and what happens. Kids get smart and, you know, oftentimes if we're not looking at everybody on the global perspective, we
168may be missing people that are, you know, yeah, breaking policy as it was. Staff-wise, if there's a situation that would be that would fall under HR that we would be handling and managing that. I'm sure that it would, but like the detection of them doing it would be Oh, right. Correct. Yeah. Oh, or perhaps even the awards of aggression if a fight starts in a classroom that can direct people that way. Um All right. So, double [Laughter] um and I did I had one more but I lost it now because I giggled at that a little bit. No, I'll I'll come back to it. So, I think Do you have one more for this? Okay, just one thing. Uh, what's the timeline on this as far as getting the high schools or secondary schools all
169to order it? Yeah. Install it. Yeah. What's the timeline? I would hope to be by next year. That's that would be school year. That's what I would hope to be. It didn't take very long to get these. Yeah. So we will have to come back to you probably July or later than July to get this these things have them installed by September. Okay. Okay. All right. If there is no other questions on this, they have jumped up twice to scan Dr. Robinson for metal. All right. So let's get it. Yeah. What do you want to do? How we got to this point? I mean I have it on me if you would like to. Oh, okay. You want to switch up? How did we lose the A minute. We lost her. Close your eyes. I
170think we need how we go and carry with me. We ended up going to Wakao West. Uh we were talking to the school resource officer there and they had utilized the Garrett wand to detect vapes. It was something that we really were curious about what that look like. So he had held a vape out and it detected the metallic pieces within it. So this is something that we could bring back to our district to assist our administrators because I know that going into a bathroom you see smoke everywhere, there's several people in there and pockets are empty and they've ducked off someplace else. What is a less intrusive way to conduct a scan or search of a person would be with a wand instead of going hands-on. So, this is a one that we had
171ended up purchasing for our secondary schools as a way to potentially protect [Laughter] Take your shoes off. TSA approved everything along those lines. It's also got the vibration piece to it. Um so movement piece right there. Um, which is very nice. It's a tool for our administrators, like I said, when they end up going to the bathroom and it's a quick tuck, tuck tuck everywhere and then it's gone and we're in the pockets. Um, and these students may have a vape that contains something in it that is more than THC, something that could really harm them or harm other people. And this is then floating amongst our buildings. So just not finding it in their pockets right here and them going back having another tool to assist our administrators and then also our SROs within
172the building and in a less intrusive way I think is a great approach to go. So questions about the Mr. Keller go ahead. Go ahead. So are these primarily being used? So, for instance, in this situation with with the halos where we know somebody was in the bathroom and we're unsure of who that was in that room. So, those types of situations where we're trying to narrow it down potentially. Yeah. For utilizing the wands, kind of same as with a search, you've got to have that reasonable suspicion. So the guidelines within the wands where you can use it for all screening of students maybe coming in the morning and there's going to be day where you do all screening that is acceptable. There could be random selection where it would be maybe a game or
173two rival teams or there's some type of concern and we're going to do a random selection that is another opening to a search and utilizing the wants. No different than the Fiser forum. I guess you would kind of consider that, but you would say every third person or it could be a card system. Otherwise, it relies on the reasonable suspicion aspect of it. Okay. How many how many do we currently have and how many would we be looking to obtain? We have enough to cover the secondary schools at this time. Okay. Thanks. All right. Mr. Lee, go ahead. Are these already in use? No. Um, so can this can this discern between the underwire of a bra and a vape? Yes. Bit of a difference. You're going to have the underwire of a bra. You're
174going to have the zipper of a jeans. You're have the belt buckle. You're going to have the two metal clasps on the bra area. But when you're wanding over those areas or around those areas, the vape has kicked off differently than the underwire of the bra. Is it a different tone? It's not a different tone. You can tell the difference based on when you're moving it across the underwire. It's a higher like it's a a larger object and so it's going to respond more than that. Okay. I just don't let kids get creative sometimes when they're stashing things. And so waistbands and underwear and and and stuff like that is where it goes. Um because generally adults are going to be less likely to try to search those areas. And so I think that's important
175to know just because that's they'll try to put them places that it won't get picked up or or there'll be some sort of well that's my this that's my that and then you have a harder time trying to prove that they had the vape on them um to hopefully be available to because that's I think the biggest thing often times is trying to actually prove that they had it on them so then you can go through the process of trying to help them right because they don't that was me I didn't do it and then there's no evidence of it well they can't how do you say I think you need to do this I think you can do that so so that's good I think it's important to know and that would be utilized
176in conjunctction with either that or a reasonable suspicion that someone has something on them. I'm not going to say that it's 100%. If you're looking up top and you're seeing what a cart is, I mean, um yeah. Okay. So, just the this would just be the cart piece itself without the tool to smoke from it, right? So, this is what would be the just the one purchasing piece that going in the under the bra area may kick the same as the opposite side of the bra. Sure. But it is another tool to assist our administrative team that is less invasive. Has there been any discussion with staff about this? Are they com would they be comfortable using this discussion with I presume administration administrators would be doing this? Administrators would be using it female with
177female male with male. Um very excited at the thought of having a tool like this as opposed to the pockets and you know the way that we've had to do it. They're very appreciative of having a better way to do it. Okay. And then I presume there's some sort of training that would be involved. I mean I know it's not a crazy complicated thing, but there's like a distance. There's like you said, you can't just hold it there. You have to move it. Not having contact with the body, trying to avoid that. Yep. Absolutely. The guidelines have been um submitted and the training will be then implemented before next year if this is something we're going to move forward with. So again, added to the code of conduct uh as a possibility because it's not
178in there right now. Yep. And we're also going to communicate this out. Sure. To our parents. We did talk about also put up more signs as well. That's just a heads up. But similar to the dog sniffs that we did last year where it was put out to everybody, make you aware and and the point again is so don't have it here. Right. Right. Yeah. Okay. All right. Any other questions before we move on to the canines? All right. Okay. The canine stiffs. So last year, what did this look like? just give you some data on what was removed from the schools, what they had located, and then kind of some insight on how the dogs are working through the building. In the spring, the lockers, backpacks, and vehicles were done. So, we had a
179numbers of number of dogs and handlers brought in and usually paired up with two administrators to um either do the vehicles and then when you do a locker and backpacks, that's a combination. So they're randomly uh selecting classrooms inside the building and you would have an administrator one and a K9 and then administrator 2 would go these two would be down the hallway. Administrator 2 would go into the classroom, ask the students to step out and go down the hall a bit ways and then K9 and administrator one would go in and check that entire area in the classroom, whatever was left behind, bags or whatnot. Um at that first round there were four four items located or detected um by the dog. Two were in a vehicle and uh two were inside backpacker bags.
180At central two THC related items were detected and they were in two lockers that was actually the leafy substance opposed to the vape. Um nothing at Docky, nothing at Franklin Wright, nothing at West Milwaukee. Um in November 2024, lockers and backpacks were done, not the parking lots. And going back I should have just said going taking a dog around a vehicle um outside in the parking lot just randomly walking in and out and that dog alerted on that vehicle. We identified who that vehicle belonged to and then made contact with that student. Um so November 2024 the lockers and backpacks were done. Nothing was located at hail. Um one THC related item was it was actually drug paraphernalia was located in a locker. And then December 2024 docy was uh done. It was a THC
181VIP vape that was identified in a backpack. January, Franklidd Wrights, nothing was located in 2025 in there. And then backpacks were um were done. Random selection of classrooms at Hail and Central. Interesting enough, the dog had alerted on prescription medication inside one of the backpacks. So, it was uh not medication that was being utilized in any um inappropriate manner. It's that that student had just placed it in their backpack. It was their own prescribed medication. So, questions, thoughts? Yes, sir. Mr. Lee, um when you say randomly, how how is it rand how are classrooms randomly selected? What's the process for that? It could be um the canine handler depending. So, the last time around we had one one dog and one handler. And so he's like, "This dog can um shouldn't go beyond this number
182of classrooms." So when you're picking it, it's just saying this classroom, this classroom, this classroom. Not looking at any um student population piece, just the rooms itelves that would be safe for the K9 and the handler as well as as well as the students. Okay. So it's based on the number of classrooms the canine can handle and the presumably number of dogs that you then have there. But when you say that classroom, that classroom, that classroom, how is that done? It's an administrator that's doing that. Yes. And is so is that like at Hale? Is that Matt or is it any administrator? It was um it was the Hail team had um worked through theirs and then I believe Central um had two of their administrators and Central had done it one line um and
183then Hail had done it sporadically throughout the building. Okay. Um, it's not truly random then. I mean, it's uh to to be truly random. And that's that's I'd like to get some sort there's I know we have no policy about it, but when it comes to these searches, um, I never want someone to feel like they're being targeted. Sure. And administrators probably know where certain students are at certain time. And not that they would target anybody on purpose. I'm not saying that. But by removing that, by having a truly random process, I think just lends credence to that. Yes, this is truly random. It's not like, oh, eeny meenie miny mo. It's like, oh, last time we did even classrooms, now we're doing odd or whatever it happens to be based on the number of
184classrooms that are possible with the personnel that we have there to do the work. I so I don't know you know what would be necessary to to implement something like that but when we're talking about this you know there are um certain stigmas involved and I think that it's important that the process that we use for our searches if we're saying it's random it truly is random and there is a definition for that about how it's how that process is being undertaken um you know it'd be better if it wasn't involved by for humans like it's just something like a human isn't determining what the random is it's it's something that was determined by again even odd this time and oh we can do five okay then it's 1 135 you know that's how we're
185going to do it uh or so or you know we did third floor you know we did second floor this time now we're doing first and and that's going to be 135 or it's odd so like something written down because these are done a certain number of time each year so we should be able to know that so then when someone asks well how did you determine that my classroom was the one that's going to be done you can say well it was random and here's the process we use to do it I that's just my suggestion I guess that's my biggest concern with with this Okay. All right. Other questions? Okay. I'd like to echo the randomness. If we can make that actually random, I think that that would be good. Even if it's
186assigning each room a number and then using a random number generator to pick it. Um, I think that that would be great. Um, I did think of my other question back for the vapes. And I know I'm sorry but um one of the things with all those alerts that come to the office or the administrative space wherever those alerts are triggering right um how how do is it going to be relying on people to go and do that or are we you know going to rely on like the AI or the cameras and all of that like what combination of things because if we're getting like four triggers at once where do they go who goes where? The response piece. Sure. Okay. what when it initially started, you're right, there was a flood of alerts
187that were coming in and then we tailored it and customized it so that it wasn't every minute, it was every five minutes. You can see that. So that's if you're getting alert, it's just not overwhelmed with I'm an administrator and I'm working on something and now I get 10 alerts but it's one person, right? So um the response is going to be heavy with administrative response initially. it's going to need to be. This is a system that needs that type of intervention. Um, we're not relying on AI and cameras because you have to have that contact with our students. This is a deterrent piece. This is a an educational piece as well. And we want our students to be aware that there's going to be a response to that bathroom if that vape is triggered.
188And so and that's the concern I have then is the administrator's ability to do their other roles that they need to do while the implementation of the system if it goes forward is done so that they can take care of other business and not just feel like they're running to the bathrooms or the hallway or wherever to deal with and put out fires all day. So just kind of a a thought as far as how that's implemented and them being being able to do the real work that we would like them doing. I can appreciate that and I guess I could use a comparable piece of cell phones. Initially when we had implemented cell phone policy, it was administrators constantly making that contact with students about their cell phones and now that's not an issue.
189The rules are established, the boundaries are established and so you're I hope to get there and we should be able to see that with the analytics um the the deterrent piece in itself and that's what we want to get to. Yeah. And that's all I'm saying. I know this wouldn't be long term, but for that initial piece so that they can keep a hold on that because I don't want them necessarily burning out because of that. Agreed. So, okay, Mr. Lee, other questions? I just pick backing off that maybe the learning time maybe we're not responding to those unless it's like aggression or something to that nature because you are going to get a whole bunch and I don't I think every five minutes is too long. You know, a passing period is four, right?
190So, I think you would want to you want a response every minute so that you're if you're catching something if it's happening in that short period of time, not within a 5 10 15 minute period of time. No, I'm sorry. It it as soon as the vape detects a the smoke, it's going to kick off an alert. But if it's going to be that same party in that same area, you're not going to get every puff from that one person. You can it'll say like, "Okay, vape detected. Um, then there's another area of vape detected in that bathroom." So you're not getting constant alerts for one person. Do that kind of answer I don't so it's detecting it constantly but it'll send alert once every five minutes is what you're saying it if it is
191the same person. So also it's it's also a heat sensor and where this is coming from. So a number of sensors in this identifies the frequency the pattern the volume of smoke I mean all those incorporated is going to set off that sensor. Okay. And so what I was saying is especially during the learning period since there's going to be a lot of false positives that are coming off of that that maybe as part of the implementation is we're not responding to every single one of those. We're only responding to maybe the ones that are the most concerning at that time while we're learning it. So we're not wasting staff time going someplace where there isn't really a problem because the system's still learning that space. Mhm. And then once this once we're like yes,
192we're confident this is adequately and appropriately evaluating the space and alerting when appropriate then we say okay now any alert you you know some you know whoever the wherever the process is and figure and checks it out. Um, I think that might be the the better way to try and reduce the amount of staff time that we're utilizing, especially in that learning space. And then who is doing the adjustments because I know you you mentioned like, you know, we can adjust the frequencies or the the amount of thermal, you know, so we're getting three people or five people, whatever that, you know, that building has decided. And I presume those will be building decisions about what how many people we want to allow in each in each bathroom. Um, who is going to be doing
193that change? Is that it? that was our IT department once we learned how to do it. Um, and Dr. Robinson and I, we were out looking at that those devices um, last week identifying that he just logged right in live with us. So, he's on speaker phone with me and we're working through that system handinand and corrected. Okay. So, I mean, that sounds like it would be a lot of work for each building initially to get that set, get that level set. And I I definitely think we should do that work, but like, you know, as long as we're frontloading people with that information. So, you know, like the first two weeks are going to be hell, but then after that, you know, it should be settled down once we kind of dial it in.
194Yeah. And it's going to learn the pattern of the school. You got to give it that time frame to do that. For sure. Is it a week, two weeks, how long? Three weeks. Generally, approximately three weeks until it learns that pattern. So, like I said, it picks up the it's going to get higher um volume-wise and mo motionwise during first and second period. And once it learns that then yes it will be able to detect will be able to know a little bit more when we get those uh alerts. Okay. Thank you. All right. Any other questions? I'm just just checking. [Laughter] No. Um I I think too just seeing the amount of questions for this I think that this is reflective of what our community may look to asking and so I appreciate your
195time uh dealing with this and presenting this to us. Um so if there's nothing if I could I would just also encourage every one of you guys if you would like to see it to reach out to myself and Mara and we'll we'll take you on a sort of tour. So you you need to really see the technology and how it works because it was I was kind of blown away by Mr. background. You're gonna be my first guest. No way. Come over and see this thing. We've all seen Terminator, right? Terminator, too. No, it reminds me of It's like a Predator, the movie Predator with the with the thermal technology. I'm really into everything that's going on right now. No, because when they were trying to explain to me and said, "Hold on, does
196it have camera in it?" They're like, "No, no camera." I said, "Oh, it's like Predator." And they were like, "Yes, they can detect." So gonna have me some fun came out in the night. So the kids are gonna cover in mud. Mr. Becker, this is not the new mud, right? Just want to make sure. All right. Yeah. [Laughter] Bad lenses coming out. Anyways. All right. So, thank you so much for your time. I appreciate it and all your work with this. Thank you. Um, cool. Um, you a quick break. You need a quick one. Yeah, he's got a lot. I I thought we were No, he said he only had 20 slides. We can All right. I checked five minutes. Five minutes. We'll take a five minute break. We'll let Aaron get set up. Everybody
197take a run. So, we'll adjourn for five minutes. Recess for five minutes. Sorry. Recess. All right, welcome back. And for our final workshop, we have Mr. Norris and propos proposed 2025 2026 budget and preliminary tax levy number two. Good evening. I'm uh you know, long night here, so I appreciate you guys sticking with me for this one. It's a it's a um long but hopefully quick. I have a lot of things I'll go through at length, but other things are going to be just quick updates for you guys kind of back of mind, top of mind for you as you hear about state budgets. Obviously, a top of conversation in uh schools across the state. So, we'll just jump in. This is the prelim budget. In about two weeks, we'll look to approve the uh
198the 2526 budget because school district finance, we start spending July one, even though we actually don't approve a final budget till October. So, we're a quarter of the year way through before we actually approve a final certified budget. So that's not new to uh many of you, but just wanted to say that for the record. So tonight I'm going to talk a little bit about federal funding. My committee asked me to prepare a few slides to brief the full board is like what does it look like in our district. I think that's obviously been a conversation federally. Uh we'll talk through state budget updates. Unfortunately don't have a ton of new information, but lot going on as you guys know. We want to talk a little bit about transfer of service and I'll get into
199the weeds a little what that is because that's been a a significant thing we've been dealing with uh the last couple years but for certainly this school year uh with students uh with special needs. We'll talk about middle rate projections and then we'll talk kind of a discussion for the prelimin budget for two weeks from now. So first things first federal funding. Um, I want to just go through kind of the revenues, talk about which funds and which buckets we get revenues for federal funds and then actually there's an interactive map you guys can if if you're interested or anyone watching can click on to go like I wonder how much this county gets like you can get into the weeds a little bit if you're interested. Uh, but the three main buckets obviously are
200fund 10, that's our general fund. Um, that's more grants supporting instructional program and administrative services. There's fund 27, we get dollars for flow through, and I'll get into more specifics on how much. And then uh fund 50. There's also ESSER in here. This is fiscal year 24. So that doesn't exist this year. Um so what you'll see on the map is different than what I'll show you tonight, but that's the reason why. So this is a a nice pie. It shows uh fiscal year 24 about $15 million in federal funds. Again, that's encompassing three different main funds. Uh of this picture, the 15 million about 8.4 is fun 10. And I'll I'll talk specifically what that is for in a minute. Um 2.9 is really fun 27 that's preschool and flow through. And then about
201$4 million is our uh food service. So that's going to be students who qualify for CP which is all students but certain students we receive federal federal dollars for. This is a breakdown of all the grants that break up into the three different funds 10, 27, and 50. And you can see hard to read bottom right corner there's SR three and two that is about $5 million of that 15 I showed. So our actual total into this year is around 10 million and that's pretty consistent with previous years prior to ESSER uh co relief funds. Um but there's things in here. There's Carl Perkins that's aimed at career and technical education. We have a DLV charter school grant that's implementation that's in here. Um that's federal dollars. There's Medicaid dollars for students and families who
202qualify. There's schoolbased mental health. So this is a really wide brush but as you can see it hits a lot of different areas. We have the titles um ARPA funds support students who are experiencing homelessness and then we have flowth through dollars and then again special education preschool. So just to kind of give you a picture of what that looks like uh fund 50 uh the school national school lunch programs about $3 million breakfast programs over 700,000 and then summer school food service program is 130. So again, uh, our school district is significantly supported by federal dollars. We're not alone. We're not like an isolated district. No, it's across the state of Wisconsin, really across the country. Um, federal dollars are really required to to run public schools. So, you know, if conversations come up
203in your circles or you hear things like what would happen if federal dollars didn't exist for schools, significant changes, that would be the answer. Significant changes would happen. um massive staffing and massive uh I couldn't even c capture what would happen. It would just be significant. So, this is an interesting map you can click on if you're interested to see this. Uh shows kind of where which districts um get the least. Essentially, the darker the the color, the more they get. So, it's kind of a nice map that's produced uh by the state. So, shifting from federal uh federal revenues that we get, we'll shift to state budget updates. So again the 25 26 years the first year in the state bal budget currently the um governor and the state legislature are at impass. So
204if you guys have read recently I think it was two days ago the budget talks ceased to they they've kind of stopped discussing they they took a break. Um there seems to be an impass around tax cuts which it sounds like Governor Ivers has agreed to in partial of um certain income levels for state uh residents. Um but obviously they're having issues agreeing on K12 funding, higher ed funding, and childare. Those seem to be the three things that Governor Ivers is saying these are nonnegotiables for him um to some degree. So he's willing to move on tax cuts. That's what that has been produced by different outlets um you know across the aisle either way. But sounds like they're meeting again tomorrow, the joint finance committee to start deliberations. The concern we have at this
205point is that they're trying to capture special ed funding and and and revenues into highc cost special ed dollars which is not the same as spendable reimburseable dollars in subsufficient percentages. So um significant differences but again this is really early um in the process typically but the last two cycles we knew at this meeting. So, um, it's not it wouldn't be abnormal for us to have information by now because June 30th is when that's required. Otherwise, the current state budget rolls over in the following year. So, I won't spend some time on this. You guys are briefed on kind of the difference in revenues that we've received or haven't received from inflation um, previous to act 10 up until now. That's when schools were receiving inflation based revenue. So, it's about $3,380 per student. Um,
206so a difference of almost $21 million. were behind um per year given the previous school funding um model. Um jumping ahead, so this is kind of the budget, the governor's proposal. I won't spend too much time, but this would be um obviously a significant win for K12 public schools. At this point, I don't see a lot of this being practical. Um he's asking for really no real change in the per pupil dollar amount, 334 and 345 in subsequent years. Currently, state law is 325. So, you know, obviously it'd be ideal but um not significant. And then other initiatives, there's mental health dollars, um literacy and and uh reading outcomes for Act 20 because those dollars were frozen in the state legislature the last bienial, if you can recall that. The big one here is the
20760% special education reimbursement. Just that alone would give the district, our district, about a $5 million bump in in revenue. So when you compare that conversation to what is currently being discussed at the joint finance committee, they want to increase the high cost claims for special education from 30% to 80%. That would give us about 400 grand. So a significant difference in the conversation. You can see why, right? Go. Is that some sufficient funding or some certain? The 60% is some sufficient. Yeah. But what about what they're proposing? They're they're proposing some sufficient at 80% for high cost claims special education. So it is some sufficient. Yes. Yes, that's what I read. Yeah. Um the governor also is proposing increasing low revenue ceiling. That would be a big win for us just having those dollars
208pushed up because we're currently a low revenue district. This was the final year that we will be considered that given the successful passage of referendum. So this would be the year to get that win for us. Um, and then also the governor is asking for freezing the number of students that are able to increase into the voucher program. As you guys may or may not know, this is the last year of the 10% cap. Next year, it's currently unlimited. So, that's a question we have that it's really difficult to know. We've asked for guidance on that and we're essentially been told like we have no clue what that looks like in different districts. So, districts like Rine, uh, Madison, Green Bay, us, we're all kind of interested to see how that plays out. So, so
209kind of what are we building the budget off of? I guess so. So, you saw the governor's budget. We are certainly not building our budget off of that. I don't know if that'd be uh a really good decision on our part. So, we're currently operating like the budget rolls over. So, $325, it's currently state law. We're operating off an $11,000 revenue uh low revenue ceiling. And the special ed reimbursement rate is around 30% which has been about what it's been the last two years. Even though it's currently at 33 33.3 that's the difference between some certain and some sufficient. It's off of prior year expenses. So that's kind of the reason that it comes in lower. Um other assumptions uh the 9% board approved compensation increase for employee groups. Our current compensation model which is
210a $200 annual increase for all employees for returning. um that that is uh um it's base building. So if you're in your third year or it's 600 or your fourth year, it's 800 etc. Then there's a micro credential payout which is also base building depending on previous years. Uh we always look at staffing. So there's some reductions in staff at the schools to align with enrollment at different buildings. 15% increase in health insurance. We're currently receiving initial reports on loss ratio. We'll have a update on that in subsequent months here. Um transportation increase. This is the last big increase we'll see and then we have about six years of what I would what I would say is a really good rate. So this is the last increase for that and then just minor increases in
211costs for utilities departments. Um and then school budgets currently in our budget 100%. So that's good to know. Um that's a big win for our schools and the principles. Lastly we'll get into is our transfer of service and that currently that's estimated at $2.4 million. It's a large number. Um but I want to talk a little bit why that is in a minute. So we'll shift right from there to transfer service. So I'll do a little bit of an education on kind of what that is and kind of how that impacts us. So transfer service is a mechanism that allows school districts to increase their revenue limit when taking over services previously provided by another government entity. So that can be for example previously we had crossing guards that used to be managed by the
212police department that was transferred to us and made our responsibility. Essentially whatever the cost is for us to do that can be we can increase our revenue limit for the correlate correlating expense. Okay. Similar uses can be done for for required services such as special education, transportation and safety. So how it works districts can submit a toos request to DPI with documentation for new services and costs. DPI reviews and verifies the claims, approves the amounts that are added to the district's revenue revenue limit exemption, and then that is a correlating excrease increase to the tax life for the community. Okay? So, this protects the district's budget. So, let me give you an example. The one we're talking about tonight is solely special education. So, our our district, like every school district in Wisconsin, we roll
213enrollment over every year. Fifth graders go to sixth, sixth to 7th, etc., etc. You start to plan expenses with revenues. You go, how many students are we going to have? How much do we get per kid? You can start to map out your revenue. Then you can start to map out your expenses. But what happens if you roll your budget over, you approve it in October, and you plan for your enrollment, and all of a sudden you got 150 kids that have IEPs that transfer in January. You're required by federal law to provide services for dollars you don't get revenue for because your membership's based on September, third Friday. So what happens is the districts are allowed because it's a transfer of service from a government entity that you're required by federal law to provide
214to increase your costs if they actually increase your costs. Not every kid's going to increase your cost. If we have a I'll get into example in a minute, but there comes a time where when the 15th student at the school goes, we have to add a teacher. That expense for that teacher is a transfer of service claim. So we'll get into the we'll get into the weeds a little bit how that works. So, what's the process? The process, we have written guidelines. They're actually linked in the presentation. They're based on DPI and Wisconsin school district standards for case loads ratios. They're they're they're broken down by different grade level bands, disability bands, number of EAS you need, etc., etc. to determine if we'd require additional staffing. As you can see, we evaluate across these different
215bands. Early childhood has different ratios, crosscategorical services, intensive service, speech and language P SLPs, OTS, PTS, uh, our VI services and hearing impairment. So what happens is case loads are set at the beginning of the school year based upon these guidelines. Throughout the year, students transfer from our district in and out. So when we when we look point of time, hey, we have 10 kids that were added but nine that left. Well, what schools are these 10 kids placed at? Where did the kid nine kids leave? If all 10 are at hail and all nine kids at Central left, we might have to move st. We we're working through this process, right? Because it's not just a simple you added 10. Well, who left, right? And you can't you kind of have to look at
216the whole picture. So, I want to show you this is kind of what it looks like for staffing. So, this is kind of the number of staff we have. And in green, you can see what we're actually looking we've had to add or have tried to add or will add for next year. So, not all these positions have been hired yet um because some of these have just been triggered last month, right? So, you can see we have 141.7 total staff inclusive of that list that I just showed you from early childhood all the way to hearing impairment. These are the number of staff, 26 that actually were triggered to claims um that will be for next September. Okay, that's about $2.4 million. So, your probably next question is how many students transferred in? The
217answer to that is 242 with IEPs from other districts this year. So that is a significant increase. We typically average around 100. But again, and I want to I'll get into an example in a minute. You could have 50 kids trigger more to claims than 100 because where they go is where they trigger, you know. So if we staff for 10 to one at Hail and we have 100 kids, that's 10 teachers. And if all of a sudden that school has no students withdraw and the fif 15 kids show up, well that's a teacher. So it's like it depends on where they go and how that works. Um but you can see the different disability statuses the students have transferred to us with. So let me just give you an example here. So this is
218a the a cross categorical secondary sped teacher example. So this this is the uh guidelines we have. So we plan for the year at 9. We don't actually trigger another teacher until they hit 12. So nine is planned, 10 is fine, 11's fine. At 12, it triggers another teacher. Okay? So if a 12th kid moves in, boom, we're we're at another teacher. Okay? So this is a good example from central here. So we had 10 teachers, 110 students. Um we don't that wouldn't have triggered an 11th because the ratio is still under 12. Follow that. 110 divided by 10 is 11. So no extra staff needed. As of April 4th, we had 121 students with crosscorical needs. And that's that's not students that qualified that were residents. That's transfers. Students who moved to the district
219and had IEPs and were going to go to Central. Okay. So, you can see you take 121 divided by 10, that's number of staff, that's 12.1. That is above the ratio that would trigger. That's another teacher that we'd add at Central. That's kind of the process we work through at every disability status for every school that maps out to that number. Um, this kind of just points out the example here. Okay. So, that's that kind of jumps through the this current year budget um question. No, go ahead. It's okay. That's fine. Sure. Yeah, they have to come with it. They come with an and part and part of the process when we submit a part B or C claim that is a student who came from our district. Okay, a part A is like an
220EC3. They they they weren't coming from anywhere. Okay. The other district has to certify that that student does have an IEP and what we're claiming for meets the needs of. So if the kid has a one-on-one, good example, Okconam will go, "Yep, that kid has an IEP and they need a one-on-one claim claim." That way DPI goes the non the resident and the former resident are both saying yes. That's how that's like that's the process they have. What% of I'd have to pull that. Yeah. So total and total transfers from after school begins to the end of the year. Okay. Yeah. [Music] The the challenge with that though is if you overstaff it doesn't trigger any toos claim. So you get no new revenue for it. So like if I go back to this example,
221if we had had 11 teachers here, the district fund 10 would be obligated to pay for 67% of that 12th teacher. But if we staff at 11 where we're where we're supposed to be, the 12th teachers 100% and increase the revenue limit. Do you follow that? I understand. Yeah. But I'm also saying and so trigger until 12. Yep. 12. Is that is that incorrect in saying? Well, it depends because if this number was 102, we'd still need 10 teachers. So, it depends. It can range. You plan at 1 to nine, but it can go up to 11. We just happen to like only have to need 10 because 110 students. But if that number was 100, we'd still have 10 teachers, right? But we don't trigger a we don't trigger our teacher unless we get
222to 12. Correct. Yes. Over 12. 11.9 $9 not teacher 12 teacher. Yeah, it's 11 or 12. Yeah. Okay. Yeah. So, I'm just saying that reducing the ratio reduces the workload for the staff. Is that correct? It does, but it comes with a 70% fun 10 expectation. Then I I understand that. I understand that that's an investment the board would have to decide to make. Correct. In staffing. Yep. Um, but if we're seeing a higher percent of students moving into our district with IEPs and that is being sustained, sure, I think that would I think we should look at that and say that maybe we need to take action on that so that we're not constantly kind of using transfer service. Yeah, we get the money back because we but hopefully we hired a teacher and
223hopefully we didn't lose one or an EA or someone else in between because they were overworked because they had too many kids because we didn't have someone there. So that's what I'm that's I guess that's the piece I'm trying to get at. I I agree um with with your thought process, but that's a runaway train. It's a fiscal cliff. So if you add five teachers and you get no new revenue for it and next year it's six new teachers, it's just going to keep going. Boom. But so you should get new revenue in the next year, but you claim them. No, if you unless you had to add someone due to a due to the transfer, which you're saying start the year with 12 if you're planning on it. Start with 12. That's not a
224that's not a toos trigger, right? You have to go the kid moved in now we have to post and hire. It's after the kid moves not before the kid moves. Do you follow what I'm saying? I understand that. But I guess why why do we get more money only when they come midyear? Because you have to say because we didn't have a teacher for this student, it now is eligible for a transfer of service. If you already had 11 teachers, we'd have to get to 132 students or whatever the math is for you to go. Now the 132nd student triggers a 13th teacher. That 13th teacher is to the 12th one's not because they said you budgeted for it. There's no need here. Do you follow what I'm saying? It's reactionary system. I agree. It's
225it's backwards. I agree with what you're saying. It's so backwards. It is. But so for me it just seems like it sets us up for failure in trying to retain retain staff, you know, inp. Yeah. It's backwards because districts that are planning going we're going to get this, they go, well, if you do it ahead of time, you don't get you're going to you're going to we'll get the 33% the following year, but you're not you're going to be on the hook for the 67%. Right? That's the challenge, you know? So, we've even talked about trying to Yeah. I don't know. It's just difficult. I don't have a good answer at this point. So, in transfer of services one time or forever? Forever and you get it the following year. So, the first year you
226eat the cost. So, if we hired a person in January, we didn't get revenue this year. You you get it the following levy, right? You make the claim in September. There's a process with the districts DPI certified adds it to your revenue limit, then it dumps into your per people the following year. I see. Yeah. Yeah. It's it's as Dr. Robinson said, reactionary. Yeah. So, Okay. So, um at this point we're at balance budget assuming a question or no. Oh, oh, assum assuming um that this there's nothing changed at the state. We do have a few positions that I met with our special education team. We're currently rolling over doing their projected enrollment. So, there's a couple positions we may have to add. So, at if that if that is needed to be added that
227they're not to claims, I think at this point I heard three or four. So that may be a deficit at this point, but nominal with four positions. So we're working through that process. We had our first meeting today. So we're hoping to iron that out in a couple weeks here. Um but at this point where we're currently staffed at, we're balanced with the current budget at as is um as it stands. So you know, obviously this is a conservative revenue, but at this point it's kind of a coin flip of this is going to just roll over. I think a lot of people that are in these spaces think what is is what will be until they come to an agreement. Um, but currently we don't know a ton about that process. So, shifting here,
228this is kind of the funds we'll go through quickly. So, you can see here our fund 80 levy is the $4 million reduction is promised in referendum campaign um to offset the uh tax levy for the two referendum questions that were successful. So, that's a $2 million offset for each question, which you'll see later. You can see the the projected fund balance is at about 6 million. that helps Shelley and the team kind of get through the phase two renovation kind of next door here. Um, and those are kind of some of the other priorities she has going. Fund 50, which you'll hear about in two weeks for the annual approval is for community eligibility provision that allows all students in the district to eat breakfast and lunch for free. And what's great is actually
229we're running a balanced budget. So, um, looking at other district priorities to try to lower that. We're allowed three months operating expenses before we get the you're on the naughty list from DPI, but we try to create a plan. So, as you guys know, we've started doing indirect cost as custodians. We looked at um doing we energy direct billing. Um we didn't end up doing that because it was about a half million dollars for two schools. So, I thought, well, to save $30,000 bucks, I don't think that's worth it. But, like, we're working through processes to try to find ways to to spend these dollars. Um, so one thing we're talking about is we could potentially hire someone full-time to do food service that would come out of fund 50. It wouldn't affect the district.
230We're talking about that like is that an option? Like, so we're working through some stuff here, but the good news is that we're balanced here with spreading breakfast, lunch for free for all kids. It's a great thing to do. I think uh 46 and 49. So again, this is our capital long-term improvement. Um, you can see here we're at a current balance as of April at about 6.9. That does not include the projected transfer, which again is 1.67 million. So, we're actually going to end the year with a 46 balance higher than we started the year. And we had a lot of projects we got done, which is great news. Um, so that's really good to see. Kind of what's on the docket for next year. We have the FLW final music remodel, which is
231happening this summer. Um, we also are looking at having the the the curtains in those rooms at FLW. If you can picture those, those are going to be taken down. Putting some walls up for those classrooms. That's going to be a good thing. We're hoping the referendum dollars can stretch from the hallway upstairs, which is dock on the docket for the referendum into the classrooms potentially when they do that project. So, that lines up good for that. Uh Madison with as Laura teed up here, we have uh some more programming going on there which is going to require ADA accommodations at the school. So, we have uh roofing, which is not isolated. That that was on the plan for that school to have some roofing done happening this summer. We have two bathrooms plus actually
232their locker room being renovated to support the changing for students at the CTS program. So, that's happening. Um we're going to work on some district-wide landscaping, getting some plans done. Um trying to beautify the buildings a little bit and highlight some of the uh great buildings we have. Um water fountains and walk-off carpet. It's kind of a district-wide project we're working through. So updating our water fountains to be bottlers set district standard. Um and then also walk-off carpet. We've had a number of instances actually where people have tripped on the Cintas carpets. So looking at entrances, entrances that like make sense where you can put like a Hoover is a good example. You walk into Hoover, there's double doors. The whole thing should be walk-off carpet, right? So um if you actually been to Hail,
233you can pick if you've been to the wait room area, there's walk-off carpet there. Looks really great. Um so look at that. And then the other projects I'm working through with our facilities department at this point. We just finished up our facility walkthroughs at every school so that each school has their own list. We're trying to make sure everyone's getting a little bit and make sure the projects are aligned with what's happening at the schools. So that's kind of 46. Really quick 49 here that's actually the 75 million. 70 plus of that is referendum related. That's the 70 million we have allocated for projects. So I saw a couple hands up. I'll just pause here. Okay. Mr. Did you have a question for the landscaping? Are we making sure that we're using only plants that
234are going to be native to Wisconsin? Yep. That was brought up. Yep. I was communicated to Mr. Ikeman and Happymore. Yep. Okay. And if we can remove and put a plan in place to try to update other ones that are already have been done with non-native plants, I think would be a thing to do. Sure. Um, I think first of all, they're going to last longer because they're made to live here, number one, and number two, they actually help the pollinators and things like that. So, I just think that we as a district should be a beacon for that in our communities and be an example for people. Um, and there's there's a wealth of educational things that come out can come directly from that as well as far as ecosystem and and how the
235pollinators work and how they work within and and make our food and all that sort of stuff. There's a lot of things teachers could pull from if they have the stuff right there already sitting in their school. Yeah, I think I missed the Hail athletic hallway, too. I was I missed that project. That was number two. But, um, if you could picture Hail, there's the hallway that TE's that kind of uh that's perpendicular to the hallway that goes into the gym. So, it goes all the way down. That's Yeah, exact. It goes from the commons all the way down. So, that's going to be um the lockers are going to get removed from that hallway. It'll get painted, new floor, and a ceiling will get put in. So that's kind of to finish up that
236hallway that we promised would be done with the water damage. So it'll kind of finish that area before the renovation of the renov the the referendum dollars get put in for air conditioning and the ceiling. There's some other work that has to get done there. Um but that's kind of on the docket. Was there Mr. Brun, you had a question too or no? Okay. Okay. We'll keep going here. Okay. Technology. This is kind of just the the plan for this this school year with the approved tech plans. Nothing huge but iPads uh some new new line panels in schools. I think this is the year we're going to finish up all all classrooms I believe will be done this year. So that's good news for our staff. Um and then some digital software subscriptions. Yeah,
237thank you Dr. Robinson. Yep. So mill rate. So this is difficult. This is difficult to communicate. So I'm going to do my best here to explain the different scenarios and then we're going to finish up a tax levy and I think we're pretty much done. Okay. So there's four different scenarios I put together because we really don't know what's going to happen with the state budget and I'm looking at historically we've kind of overpromised in these situations with aid and then end up getting less because district overspend their budgets. Okay, so I'm trying to tee up like what are the ranges? So it starts off bad and gets better. Okay, I promise you. So scenario one is we get no more aid this year than we got last year. So next year we're going to
238get no more aid than we got last year. Let's just assume that. And assuming property values don't go up at all, which is probably definitely not going to happen, but let's just say so that produces an $85 mill rate 21.8% increase. Okay, that's definitely I would say definitely not going to happen. I think the aid could happen, but equalized property value has never been zero. Okay, so let's move on to scenario two here. aid comes at this comes in at the state projection which is about a million more than what we got last year. Okay, which would lower the tax level by about a million. That would lower the mill rate. Oh, and assuming property value stay at zero, that would move the mill rate to about 18% 783. Okay, that's probably I I'm not
239sure. We'll see what the state budget happens. That could happen. Okay, but equalized property value is definitely not going to be zero. Scenario three, no aid increase and equalized market rate at 7%. This is probably, if I had to guess, the most likely scenario here. Like I don't, for some reason, we have seen districts overspend their budgets, which have negatively impacted our district. So if we're going to move into the budget cycle with like what it's possible, this is definitely possible. Again, equalized value 7% is like really reasonable. It's historically been between seven and nine. So like seven's in the lower end here. a mill rate at 13% probably is likely at this point. 740 to 760 is where we're kind of projecting in the finance department here. And then assuming we get more aid
240and equalized market rate comes in at 7, it gets a little bit better here. Um which this could also happen. I'm not ruling this out. This is just like number two on my list. So this would be great if that happened to help our taxpayers. Um you know at 10% and and that's pretty consistent. The state average for mill rates is around 750. That's within a year drop of the state average. So that's that. Any questions on that? Just trying to outline what what could happen here. All right. Lastly, this is kind of a nice table that shows that what I just went through. Tax levy. We'll finish up here. So again, scenario one, no aid increase. That is 57.68. And if we receive state aid based on state projections, it goes it goes down
241by about a million and a half. Okay. So that um we'll talk through here in a second kind of what that means for our total percent increase here. So you can see here the 47354650 is the current tax levy at a 661 mil rate. This this this table operates under the assumption that we receive no state aid increase and equalized values of 7%. You can see here the breakdown in kind of where we get from 47 million to 57 million. And it's not just the referendum because you can see the referendum is at the bottom and the mill rate increase is really nominal compared to some of the other pieces here. But 325 per student increase that's about 2 million. Private vouchers is about 770,000 increase. That brings the total to almost 10 million of
242this. So 10 million of this total tax levy is private vouchers uh transfer of service that's in there and then we have the 5.8 million operating and the 70 million and then the reduction of the fund levy. So the last thing I want to show before I get questions here on this piece is you can see here I want to just show you kind of what we told the community for the referendum and kind of where it's coming in at. So we told the community we'd have a mill rate increase about 56 cents for the operating referendum and the total at at50. The $70 million capital bond which at this point is 16 cents will go up because we have debt falling off of energy efficiency which will increase that but it's certainly going to
243be less than 44 cents attributed to two things. Our interest rate on that debt as well as um kind of the scale that we have it built off with aid to. So I think that's good. That's good news. The challenge here is there's other factors that can increase the tax levy as you kind of saw. So that's all I have questions questions from the board. Really? All right. Um I do have one question. Um what what is the financial benefit for a district to overspend their budget? Because it seems like it happens and then the people that plan get the short end of the stick. Is there is there a planned overspendage that would be beneficial to a district? Yeah, you know, that's a good question. So, you know, equalization aid is meant to level
244the playing field and in a lot of ways it does that and in a lot of ways it doesn't do that. And here's a good example. Districts like West Alice for more property poor, you you're you're you're helped by receiving aid to lower the burden on taxpayers. But in situations like you just outlined, Mr. Burns, where you overspend your budget, the only way for you to like recover those dollars and to save them is you giving back aid to the state. So districts that are property rich don't worry about that. They go, "Well, we don't care about that because we receive no aid as it is." Right? And so when they overspend their budget, it doesn't impact them at all. They just go, "Well, next year we'll have to spend it to replace it. It
245doesn't impact our taxpayers. It's just a district issue." So I think that's the challenge. Um and you can see districts from really poor, really rich, and everywhere in between that do that, and you can see it everywhere it happens. So that's the challenge. Now, when districts that are really property rich do it, it impacts the pot less, but when you get a year where there's no new revenue and districts are broke and trying to you can see this, you can see the scenario start to map out where it's like everyone's going to have to do it, right? And so that's the challenge. I don't know if there is a easy answer to your question, but I hope that answers it. Yeah. Yeah. Any other questions from the board? No. All right. Well then, thank you
246Mr. Norris for your presentation. Much shorter than usual. So I appreciate that. Informative and then All right. So that is the end of our agenda for uh this current time. Can we do two? One to close the meeting and then one to go into executive session. Yeah, there's not two, but it's just one look for a motion to second. The ex the executive session. All right, we'll do that before we go into recess. So, um before we go into recess, there it is. My verbiage. Um I would look for a motion and a second to adjurnn into the executive session in accordance with Wisconsin statutes 19.85 parent 1 parent F for the purposes of considering a student disciplinary expulsion order, which if discussed in public would be likely to have a substantial effect upon the
247reputation of the student involved. So moved. Second. Do I have to ask any other questions? Uh, yeah. Could we have a roll call vote then, Sarah, please? Yes. Miss Lee? Yes. Miss Kaiser? Excused. Mr. Verbos? Yes. Mr. Lee? Yes. Miss Carr? Yes. Mr. Keller? Yes. Mr. Beckard? Yes. Miss Steel? Yes. President Burns? Yes. So, the motion passes and we will recess into uh a meeting while we get set up for our executive session. I meant