Board Meeting 5-12-25

001Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you very much. Shar, would you please call the role? Yes. Uh, Mr. Becker is out tonight. Mr. Burns present. Miss Carr is out tonight. Miss Deal here. Mr. Keller here. Miss Kaiser here. Miss Lee here. Mr. Burbos here. President Lee here. Proper notice of this meeting has been posted in within the open meeting laws of the state of Wisconsin. Do you have any modification to the agenda this evening? There are no modifications. All right. So, this evening, before we talk anything else, we're doing election of our board officers. So, I'm going to turn over the floor to Dr. Robinson. Good evening. I have the

002honor this morning of um leading the nomination period for the position of president for the 25 uh 26 from this point until May of 26. Yeah. And so at this particular time, I will entertain any nominations for the position of president. Are there any nominations? I'd like to nominate Brendan Burns. I have a nomination for Brendan Burns. Is there a second? Second. Okay. Hearing a nomination for Brendan Burns has been properly seconded. Are there any other nominations for the position of president? Are there any other nominations for the position of president? Are there any other nominations for the position of president? Hearing none, I entertain a motion to close nominations for the position of president. So moved. It's been moved. Is there a second? Second. It's been moved and seconded to close the nominations for

003the position of president with the name of Brendan Burns. All those in favor of Brendan Burns serving as president of the West Milwaukee School Board, please um note by saying I. I. Any nays have the same right? Hearing none. Brendan Burns, congratulations. You're the new president of the West. You want that? Yeah. Um, all right. Well, thank you everyone. I appreciate the support and uh thank you for electing me. I hope to uh be diligent in my role as president and keep us moving forward uh as we continue our work and also thank you Noah for your years of service here as the board president. you carried through several tough years and uh I appreciate all that you've done and I think the board also appreciates all that you've done for us as a community.

004So, thank you. All right. Um I guess with that being said then uh you know you want any state in speeches? Uh no, I appreciate the the kind words. happy to support the district and and the board all the time I've been here and so I'm here to support you now as president. So, please continue. Appreciate it. All right. So, then I guess uh our next part of business would be to uh entertain uh nominations for the role of vice president. Um and so if there are any nominations, I'd ask for them now. And I would actually like to nominate Amy Deal for vice president. Second. All right. And since that has been uh moved the second end, uh I would look for any further nominations for the role of vice president. Are there any

005other nominations for the role of vice president? Any other nominations for the role of vice president? All right. With no other nominations, I would look to close the vote on vice president. So moved. Second. All right. With that moved and seconded, uh, all those in favor of Amy Deal as vice president, I I I I. Those opposed? Motion carries. Deal is our next VP. Yeah. All right. Continuously, please. All right. Uh, and then we also are looking for then our role of treasurer. And so I would entertain any nominations for the role of treasurer at this time. I'd like to nominate Christine Kaiser. Okay. Second. Okay. Moved and seconded. Do we have any other nominations for the role of treasurer? Any other nominations for the role of treasurer? Any other nominations for the role of

006treasurer? As such, then with no other nominations, I would look for a motion to close the vote. So moved. Second. And then all those in favor for Kristen Kaiser as our treasurer. Say say I say I. What's the command? It's like all those opposed. All right, the motion carries. Kristen, you carrying on as our for treasurer. Thank you. Uh and then our final position up for election, I believe. Yes. Uh is our clerk. And so I would look for any nominations for uh the position of clerk at this time. I'd like to nominate Jane Carr. Second. So we have a vote and a second for clerk. Uh are there any other nominations for clerk at this time? Any other nominations for clerk at this time? Are there any other nominations for clerk at this time?

007All right. With that, I'd look for a motion to close the vote. Second. All those in favor for Jane Carr as clerk for the school district of West Alice, West Milwaukee, say I. I. I. Any opposed? Motion carries and Jane Carr will be our continu clerk for the school district. She can't say no at this time. So, uh with that then what do we have to do next? That is moving on then our next Yeah, we have our showcase and I just wasn't sure if we did our uh the other pieces first. So, um where are we? This isn't the right one. Yeah. So, then we are moving on to our Franklin showcase. Yep. I need a different one. Um, so if we could get that set up. Do you guys need a moment of

008time to people forward? He doesn't have two years ago was a chair. We're all gonna face this way. Yep. Yacht. Oh, great. Yeah, you all ready to go ahead. So, thank you. So, I'm Steve Harris, the principal at Franklin, and I would like to thank you all for having us here um this May evening. I would like to thank our Franklin parents for for agreeing to bring the students and of course these lovely kids who have some things they're going to be talking to you about and maybe even some things for you to take home tonight if that sounds good. Okay. So, um if we could go to the next slide. So, um, couple things we have been, and I I was told to keep it rather brief, but we have been doing so much

009this year, um, when it comes to our theory of action. Um, can you click on that link if you don't mind? Our theory of action is very similar to probably what you've seen with a lot of them in the district. Um, and what we're really excited about is um our initial scores uh back um in the winter um when it came to um our students in their fastbridge on the fast bridge um said that we had a lot of work to do, okay, in the in the in the fall and the winter and results are coming in but the early results are very promising. Let me give you an example. Um in our theory of action, we want all of our students to show a certain amount of growth. the students uh we have certain

010students who um we want to make typical growth and then our students who are like in the high-risisk categories um unless they are showing um um rapid growth uh they're we're going to start creating gaps. So let me give you an example. We have um a self-contained EBD program in our building and every single one of those students made aggressive growth in both reading and math this spring. Okay. So, we're really excited about that. Um, and a lot of it is really I I think it's it starts with the uh the teachers. We have done a lot of of different things when it comes to what we've done educationally. If we could go back to the slide, we've created look for tools as a building that we've used with our staff where we've gone uh

011into classrooms and we said, "This is exactly what we want to see. These are the things we're looking for." when it comes to like our focus lesson, like that whole group lesson. These are the items that we want to see, we've been sharing that data with the staff on a consistent basis. So like are we seeing these things? Are we not seeing these things? Um those results have looked really good. There are a couple areas that stood out like modeling for example. We want our our staff to model um uh the intended learning for our students and that is something that we noticed we were struggling with as a a building early on. We did a lot of prof professional development around that. Uh and we're really seeing those results uh turn around. If you

012look at learning walks, one of my favorite things, gone into classrooms with myself, Corey Schaefer, who is our instructional coordinator, uh to do learning walks, um see see you know what's going on in the classroom, but we also had our staff do learning walks on each other. So staff members going into other staff members classrooms with those um look for tools and then giving feedback, which has really helped. Um we've done a lot of progress monitoring. We do it every single week uh to see where our students, you know, how they're progressing. Um and in that last line, what we do with staff ties into how they work with students and then how our students will perform and grow, which you'll see kind of what I'm talking about as we go through the presentation. Okay.

013Another thing that we focused on a lot at Franklin this year is building our culture. Um we've done listening sessions with our staff where we've said like what are the things that um that we need to know about? What are things that are stressing you out? What are things that that uh you think are going great? And then what we've done, Corey and myself, then Miss Schaefer, myself, is we then created action plans to address them. Not just say, "Okay, we hear you, but literally create action plans to address them." We've done we I created a culture crew. We actually had a meeting tonight before we came here, which is a group of staff members who meets with me every couple weeks to just talk about the culture of the school and how how staff

014and students are feeling. One thing that's really neat, you guys, we've worked with our staff to create a new vision and that is really um uh uh kind of you know taken uh a life of its own because it's really transformed into what our students are doing. So um our new vision is we want students to belong here, grow here, and succeed here. And we actually, if you give me like 30 seconds, we actually and Miss Cracky will help. We actually created a song that when students walk through the building every single morning, this song is blasting on the PA system. It It should be open. I I There's two tabs that are open. Yep. I'm not It is It is rather catchy though. Yeah. We laugh and [Music] learn our hearts. [Music] I think

015that's good. Yeah. So, the kids love it, the staff loves it, and this is playing every single day after the kids come through. I won't tell you how we created the song, but it So, um, and then, uh, so then the other piece of this is we've talked about our our instruction, the things that we're doing with our students to make sure they're being successful. Um, but then we also want to look at the students as a whole. We always talk about like the whole student and so we want to provide opportunities for our students to be leaders in the community by being strong citizens and that's what really brings us here today. So we um I'm going to turn things over to Miss Fracky who's our innovation coach over at Franklin and she's going

016to take you through the next part of presentation. Thank you. So I run a club called Kind Kids Club. Um it's open to grades K4 through five and it's it meets once a month after school for an hour. Um currently I have 46 students involved in this club. Um we have a parent volunteer that comes and helps me out. Um and we've done a couple things like a kind quilt. Gemma, do you want to tell us about the kind quilts? So on the first week of kind kids club, we made a kind quilt with like these papers that say like what kindness is and where is that? H the kindness quote. And where is it? Hung in the in the building in the hallway. Yeah. And then we did care packs. Um so for care

017packs we made these um little bags of um some stuff that we made for the our local health um center. And we made that for we made that bag full of um some some cards and lotions and socks. We donated them to a local nursing home. And what about the prep of all of these wonderful things? So, um when we were doing the Mayday walk, we um kind kids, we decided to help with cutting the curtains. So, um, on one of our weeks, we cut the cartons so that, um, they look like that. And then we throw them in our home. And then, so the first time we we prepped the cartons, we cut we saved all the cartons. They were all rinsed out, let them dry out. We cut out the top of all

018the milk cartons. Um, was a lot of work. There were there about 325 of them that we prepared. Um, and then McKenna actually came in at a couple of her recesses and kept helping me to make sure they were all done. Um, then the following week, what did we do with them? Or the following month, what did we do with them? We planted seeds in them and put dirt in them and then we put them in our greenhouse that um I think some of the kids built a couple years before and um we put them in there and they grew and then we had Yeah. So then I passed them out to all of the classrooms um and teachers uh applied the wraps to them and then each class was given a map and a

019path to follow to deliver all the flowers around the neighborhood. Um what did we do for Arbor Day? for we planted um trees in our um Franklin by our um by the kind of like road by Franklin and we planted trees and the tree people came. I think that's what they're called. The the West Dallas um forestry division came over and helped and the mayor was mayor came out. He did a whole big proclamation that's now hanging in our office. Um, and then finally, what happened on the Mayday walk? Um, we we gave out flowers on to people around the neighborhood and some people got one and some people got two. So depending on how many houses were on the block and the number of kids in each class that determined like you have a

020block of 25 houses, but we only have 19 kids, so some people got more than one turn on that walk. Um, the community really enjoys it and the kids have a great time being all the community and and positive community members. Speaking of delivery, ladies, will you go deliver one to each of our board members? And as the ladies are doing that, if I could just add a couple little things and Miss Deal, you might have remembered this because we started this at Madison. Say, thank you for for continuing this tradition. Yeah. Yeah. Miss Brackie brought it over um from Madison. Great. And a couple other neat things with this these connections with the community. Um we get a lot of cards after we deliver these. We get cards from people in the community thanking

021the students for delivering them. Um what's really neat is like about a year later we'll get three or four cards that have pictures where people have now literally planted these in their gardens and now these things have taken off and they it all started with all the work from our kids in the kind in the kind kids club. So we're really excited about that. um get one. And then one other thing I would like to do is um we have a couple different groups in our building who are working on spreading kindness uh to to the community. So um we also made some kindness rocks that we are going to be putting around our community, but they wanted you all to have one. And so but we we do have to say get what you're

022getting. You don't roll. There you are. The plants are marious. Can I ask you guys a question? Yeah. What is your favorite part of being part of the kind kids club? that we get to help the community and sometimes the whole world with um a lot of things like when we did the stuff to the nursing home um it helps a lot of old people that might not have like family that come and visit them. So it brightened their like why do we do pancakes to make the world a better place. Any other questions for our presenters? Sure. I have one question. Um, with all of this work that you're doing for the community and the world at large uh with saving it, how is this impacting? How do you find that this club helps

023just the school and the halls in your classrooms? Are you have you found any changes with it with your participation? Well, I think being kind can help the world because after you do something kind, um, you really you feel really happy because like if you hit someone, you're going to feel really upset. But if you if someone hits someone and you help them, you're going to feel good. Okay. Any others? I also think that spreading kindness, it also helps us like grow to help each other to spread kindness and if one person kind well said. Did you have something too? I when I reach and I will probably learn. Very nice. Very nice. Any else? I you know I that's I don't know if I want to go after it because you know another thing

024I think about is if you up there it says we have 46 students grades K4 through five and really watching these kids work together. The older kids helping younger students making friendships that last throughout you know their experience at Franklin. um just older kids understanding like this kid right here needs some help. I'm going to go help them. Just understanding how that that whole thing works I think is just another added benefit that you I guess you really don't think about going in but you see it happen. Once again, parent volunteers um parents being part of this as well with their children has just been a like I said we started it um over at at Madison but definitely had a great Franklin and it's just been it's just been phenomenal. We really enjoy it.

025Yes. Thank you so much. Yeah. All right. So, as they're wrapping up here, we will continue on with our meeting. And I think up next we have our superintendent report starting with 8.1 and the legislative update I think is where we are at right. So actually we want to start out with a happy mother's day um to to the all of the mothers out there the ones on the board any that we have in the room and throughout our district. Uh we we we know that um mothers you you you have to take credit for everything that happens with us as kids. And so, um, just kudos to you. I hope everyone had a great Mother's Day, uh, and and memorable one. I'm grateful for the women that I have in my life. Uh, even

026though I lost my mom six years ago, I still have women to this day who continue to look after me, push me, and uh, I know one is probably watching tonight or will watch will watch later on. She always watches my board meetings, and that's one of my mentors, Dr. Johnson, Rhonda Johnson. So, uh, I'm just grateful for the for the the community of ladies I have around me who I call mother. So, again, happy Mother's Day to all of the ladies throughout our district. A legislative updates. Governor joins multi-state lawsuit. Governor Tony Ivers has joined a multi-state lawsuit against the United States Department of Education for withholding federal funds from states that do not comply with the letter requesting state education agency to certify compliance with title six. The soup filed in Massachusetts US

027District Court includes 18 states including Wisconsin, New York, Illinois, Massachusetts, California, Minnesota, Colorado, Connecticut, Delaware, Hawaii, Maryland, Michigan, Nevada, New Jersey, New Mexico, Oregon, Rhode Island, Vermont, and the state of Washington. Public hearings for bills on rehiring retired annuitants and sexual abuse abuse education. Two legislative committees held a public hearing on two bills affecting school boards and K- through2 education. Uh SB 170 allows WRS annuitants to return to work without suspending their annuity, while AB 156 requires sexual abuse prevention education in grades 4K through 12. SP170 allows rehired annuitants in the Wisconsin retirement system to continue receiving their annuity for up to 60 months, while AB 156 requires school boards to provide a school sexual abuse prevention instructional program to pupils in grades 4K through 12. Last week was teacher appreciation week and we wanted

028to uh show snippets of the video that was released and so I'll allow that video to play. teachers, you are you show up with passion, dedication, and an unwavering commitment to our students. You create safe, welcoming spaces where students learn, grow, and thrive. Your impact goes beyond the classroom. It shapes futures. From engaging families to building an incredible community, your hard work does not go unnoticed. We see you. We appreciate you. Thank you for your patience. Thank you for your passion. Thank you for your dedication. Thank you for inspiring curiosity. Thank you for believing in every student. Thank you for your creativity. Thank you for your kindness. Thank you for your resilience. Thank you for your leadership. Thank you for your energy. Thank you for your unwavering support. Thank you for being you this week

029and every week. We celebrate you. Thank you for making a difference in the lives of our students, families, and community. So while the title is teacher appreciation, we recognize every single employee during this particular week. We believe that uh in some shape, form or fashion, everyone is a teacher in our district. not only our licensed teachers but also even our custodians. Everybody plays a part in educating our kids in some shape or form or fashion. We do have a quick uh show you snippets of a faces video. It highlights Dr. Erica Mensoff. Dr. Eric Mensoff is the proud principal of Horus Man Elementary School. I always think about it this way. I I really believe that I'm a servant leader. Um and so I've always kind of said that my mission is to meet people

030where they are and get them to where they want to be. [Music] Erica Minsoff has come to Horus man as a a driven leader in our building. Our culture has been shifting in terms of students feeling excited to be here um engaged in the work wanting to improve their learning. And parents and families are welcomed every day into our building. Students are welcomed into the building and we see that growth in the classroom. Positive school culture is all about students feeling welcome and feeling like they want to be here. And so while I'm all about academics and want us to grow, you know, from that academic standpoint, before we can do that, it starts with relationships. And so wanting students to want to be here. And so it's an elementary school. We serve four-year-olds to

031fifth grade. we have to have that fun and inviting opportunity for them. They know school is fun. They know it's going to be a fun place. And that's kind of what K4 is about, like getting them to love school. Um, that's I always say that's one of my biggest jobs is just to get them to want to come here every day. What she brings as far as fun and her dress up days, the elf on the shelf, the I mean when she was in the tree that day, I mean, minds were lost, you know? So, I mean, it's just I think the kids know that there's a time for fun and she's definitely good with that and okay with that. Then we need to get back to work and do the work that's important. And

032I think she's very clear about that with the kids and I think she's clear about that with the families. To describe Erica in a few words, I would say dedicated. She's really dedicated to this work. She's dedicated to help us all grow students, our staff, even the families. I think that I'd probably want to tell her, you know, thanks for being who she is and, you know, bringing what she's brought to the building and also for trusting what I'm doing in my classroom and believing in us as teachers and having our back and supporting us. When we have a positive school culture, kids want to be there. And so when kids are here, that also increases our attendance. When we increase our attendance, we can impact our academics. So they kind of all flow together.

033But to me, it starts with with the culture and building those relationships. What's been the most rewarding part of your first year at first? So, from a leadership lens, honestly, it's been the support that I've been given. Um, not only from like the district lens, but certainly just from people here at the school, there's never um a situation that I've been in where I don't know what to do. But the other thing is just seeing like happy kids. when kids know you. And so there's one um one little boy that you know has kind of gotten a special place in my heart and when I heard him say my name and he's rather non-verbal um that was pretty cool um to see. And then like I said just seeing kids in the morning like Dr.

034M I missed you. I saw you yesterday but I'm so glad that you're here today. But like I said, kids are kids and like that's the the that's the fun part. Being able to see and bring that like liveless of having an elementary feel to our building has been a lot of fun. [Music] So, thank you Dr. Mensaw. I always think about it. I I can um can vouch that she was actually in that tree that was not AI and uh it was actually uh close to uh 0 degrees outside that day. So that I was out there the day before watching her as she greeted the kids and it was cold that week was cold. So no just just truly uh a a great spirit and and great dedication is shown on a daily

035basis by Dr. Mensaw. So, a couple of visits uh the past week and a half. Uh DPI Urban Leadership Consortium at FLW, meeting with school perceptions, explore and inspire spring concert at Jefferson, choir concert at FLW, MAPS Gala, uh Niola administrative guidelines drafting session, facilities work through walkthrough at FLW as well as Central High School and Nathan Hail and uh Central High School band concerts on last week. All right. And I did want to recognize Ariana Reyes who is our our student rep. She was unable to make it. She had a sudden emergency so was not able to make it uh on tonight but did just want to recognize her uh as being our student rep and we'll we'll get her back on the schedule before the year's out. Right. That concludes the report for

036tonight. Thank you Dr. Evansson. Um and with that we will move on to our public comments portion of the meeting here. Uh, and just like to remind everyone that you uh can sign up uh either online or do we still in the back? Is that right there too? Yeah. Uh, either online or in the back and you have three minutes to address the board. Uh, this is not a time to discuss, debate or act upon any of the items uh that are brought up. Um, but certainly if there's something small that we can clarify, we will do that in the time being. But otherwise uh this is your three minutes uh to showcase what you have to say. Um, and then any follow-up that's needed will be made by uh the next regular board meeting.

037So, at this time, I would look for anyone that wants to come up for public comments. Currently, I have none signed up, so I'll give it just a couple minutes. Are there any since you're on the Zoom, is there anyone in Zoom or anything? People in the Zoom, is there anything signing up or or saying they can't? There's a link in the chat there. Oh yeah. And if you're on Zoom, you there is a link in the chat that you can use to sign up on for the Zoom cons. Dr. Robinson and the West. Nice. Okay. Well, with that, I think that's lots of time that we've left for that. So, we will close public comments at this time and we will move on to our board reports uh with starting with 10.1 and the

038board calendar. get that back up and open. And so just looking at that, today is May 12th and we have a regular uh board meeting that also includes a workshop with the deeper learning virtual academy uh and then leadership and learning 612 math curriculum. And then uh our following meeting on May 19th at 6 PM will be another regular board of education meeting with alo also workshops uh with leadership and learning the GVC and instruction as well as financial uh stability and efficiency uh referendum workshop number two. Um so that is our board calendar and then our next point of our meeting here is 10.2 two where we uh have some appointments to make uh including our district parliamentarian uh our CISA 1 delegate and our WASBY delegate as well as our WASBY alternate. And

039so with that, do we have anybody that has interest in continuing in those roles or would like to move out of those roles or just wants to join in? Yes, I would like to um offer someone else my WASBY delegate position. Um, I would be interested in doing the CISA1 delegate. Okay. And I am happy to give the CISA1 delegate over to Kristen if she's legible. Fair enough. Okay. Um, so we'll we'll start with those then. Is there anyone else who is interested in the CISA1 delegate besides Kristen at this time? Okay. Then I think that that's we don't vote on that, right? Yeah. So, uh I think that that would be fine. Thank you, Kristen, for volunteering for that. And then um let's since we're right there with it, uh for the WASBY delegate,

040we need a delegate and an alternate uh is anyone interested in taking over that WASBY role? I would be interested in doing the WASBY um rep. The rep part. Okay. Is anyone else uh interested in that role or can do a little Thunderdome here? If he wants it, I think Joe Becker would be a great alternate. I know he's not here. He's the current alternate. He is the current alternate. Yeah. Um if no one else wants to talk to him about it. No, I Well, he didn't talk to anyone else about it. So if there is no interest in it currently with anyone, can we carry this to the next meeting if we need to? Um is so is no one else is interested in doing the alternate position for WASBY. So basically if I

041couldn't attend the meeting, presuming that you're okay with me being the WASBY rep. If I couldn't attend the the rep meeting at the state conference that happens in January, then the alternate would come in and make sure to vote according to how we don't understand what that is. It's only if I wouldn't be able to make it. But right, someone want to do the alternate position. Otherwise, I'm sure Joe would still take it on if no one else is interested in it. Okay, we'll just say Joe is the alternate for now. And if he's not here to say no, bananas. Yeah, we just email if he has a problem. We can adjust. By the way, you're still the guy. You're still the guy. All right. And then we also have our appointment for the district

042parliamentarian. And I know that um Noah had expressed some interest in it, but then I uh did I hear there was other interest as well from someone for district. Oh, okay. I thought there was some more. So, I'm I'm happy to do it as being president, you kind of learn the rules pretty good. And so, with Jeff being gone, he was a resident parliamentarian for so long because he had been on the board the longest out of everyone here before that. So, between Brian and I now as the elder statesman been on the board, um unless Brian wants to do it, but I'm happy that they probably know it a little bit better than me. Very good. Thank I appreciate it. All right. So then we'll go with Noah for our parliamentarian as well. All

043right. Uh so thank you for all of that and then we will move on to our 10.3 our board committee reports. Uh which I believe that we just have the Oh no, that's just indented differently. Uh the college and career readiness. Miss Kaiser, do you have a report for us? Yeah, we met tonight. Uh we spent the full 55 minutes talking about strategic plans uh 20 2025 goals that are for our next one. Um we had a really great discussion uh putting down ideas. I'm looking forward to seeing what other committees put together. Uh we also reviewed school perceptions data um our committee's portion of it. uh over the next um period of time committees will see their portion of the data review and just kind of discuss our initial reactions to what is said

044and that is my report. Ju just to clarify uh uh our expound the um board committees will be working throughout this month to go over strategic plan stuff and so a lot of the work that we'll be doing um if you guys haven't gone to a committee yet this month you will be receiving that same information. We tried to keep it as generic as possible keeping in mind that some uh committee uh memberships could switch but for the most part they're are pretty generic and across the board. The only difference is it may be a little little bit uh specific when it comes to certain committees when it talks about the school perceptions data but that's the only difference. All right. Thank you. Um and then are there any questions for Miss Kaiser uh on

045her report? All right, seeing none, uh we will move forward to our board reports uh of community events. So, do we have anyone wants to report? Yes, Mr. Keller. I'll keep this one brief because I'm sure it was brought up at the last meeting, but um I was able to attend opening night of layiz at Central, which was absolutely amazing. Um, just always a great job by uh Jordan Pard and the cast and everybody behind the scenes. Just an amazing show. Um, also I was able to attend the Battle of the Dogs baseball game on Friday night. Um, that was a lot of fun. I I think Central at least maybe a two, but I know Central had some injuries they were working through, but it was still a good game and it was nice

046to see a big crowd there supporting our two teams. Yes, Miss Kaiser. Um, last Tuesday I was able to attend Central's jazz band and choir concert. Um, I also attended Wednesday night our uh, amazing lay miss performers were able to go to the Skylight Theater in Third Ward and performed a showcase with four other high schools which was really lovely to see. The kids were so excited to see each other and support each other and it was a lot of really great high school energy. Um I also attended the Central versus Hail baseball game. Um I was there a support but also uh the West Alice Youth Sports. Wolfpack baseball is now a sponsor. We have a nice big banner there and they let the boys line up with their future high school which was

047really sweet activity. My son's going to be central someday. So, um, the kids were I say kids, the high schoolers were extremely nice to our boys and I just wanted to say thank you to the coaches and, uh, the kids for letting them do that. Thank you. Any others, Mr. Verbos? I, uh, I attended the central uh, was it the band and yeah, the symphonic and concert band performance on Wednesday. Um it was kind of a a bittersweet experience just like the the last day of lim is where you're seeing a number of students that are graduating leaving the program. Lots of farewells from uh Miss Gandry. It's great stuff. Um but you know in the in the four years I've been watching that was that that band perform. They've improved dramatically and I'm excited

048to see some new kids come in and see how it goes. And I saw Dr. Robinson [Laughter] there. All right. Any others? Yes, Miss Steel. Um I keep forgetting to what that might um so on the let's see last week May 1st I was able to attend FLW's orchestra concert. Um it's always great whenever you get to see a concert put on by Mary Pats. So it was good job. Kids get a I mean I can't even believe sometimes when I listen to it that these are middle schoolers cuz it's just so good. Um, also I was able to attend the um, Hail Band concert on May 7th, last week, Wednesday. Um, and a huge shout out to uh, Miss W, uh, Dubs. I'm not going to say her whole last name because it's really

049long and I don't know how to say it. um she actually got together with a retired um band director um friend of hers and they actually had a song uh composed a song specifically for our band and so when they played it um on Wednesday night that was the world premiere of this this particular song that was commissioned for the band. So really really cool. I'm just I love I I'm just I'm very grateful for our um our music program. Um both of my kids participate in it and I just it's phenomenal. Um and then I just want to mention that I um I had the the privilege of spending half a day at uh DLVA, our deeper learning virtual academy on Friday, last week Friday. Um and it was just a it was an

050extraordinary experience just because they, you know, obviously they're were doing virtual learning with that. So learning like how seeing how they function different than our own or other schools, but just like the um the the staff there, we are so lucky to have such a good staff. um they are so dedicated to their students. They work I feel like 150% to make sure that their students are getting what they need. And so it was really cool. I was able to um I got to see a staff meeting. I was able to sit in on a student roundt where essentially they go through different student cases. Where are these kids at? What do we need to do to you know are they on track? All that kind of stuff. Um then we I was able to

051watch them do um they do check-ins with their students. And so I got to go to a couple of the classrooms cuz and see them, you know, talking to the students, checking in with them, seeing where they were at. Um and then I was also able to um oh, I got to watch um one of the um teachers do some progress monitoring with their students both online and then they there was one um in person uh a student at that time. Um so it was just a really really fun experience just to kind of see like how they do it, how it's different from our other school. So, I would encourage any other board member if you have, you know, just even an hour or two just to swing by and just see what how

052they do it. Um, I think you just it's it's an it's I think it's great that we're able to offer this other um way of learning um and you know for our families because not all kids do well in person. So, this is another um I think good option for some of our students. Um so, I just wanted to say thank you. So, I I wrote down their names. If I missed anyone, I'm sorry, but I want to thank Dr. Smith, uh Miss Sakora, Dr. Schneider U, MissKa, and Miss Jacobson for having me. So, it was it was a very um a great learning experience. So, that's all. Awesome. Thank you. Any others, your reports? No. Okay. Well, I'll just share one. I I'm my family has been out and then I was on work

053travel, but I my son does participate often in an activity with the rec center and they have Nerf. I don't know if anyone's heard of this, but they go around turn the gym into a giant Nerf arena and have at it. So, it's it's a really fun and unique thing. My uh my oldest has gone for quite some time and a lot of kids that are stalwarts there and all the different uh Nerf uh tools that they bring with them. Um so, if you have the opportunity to check that out, that is one of those nice unique things that our rec center does offer for uh the community. So, actually have one thing that I forgot that I was going to say, and it's um it's actually a little bit of a plug for something

054that's through a rec center, which is something called Suburban Singers, which is a community choir that myself and my wife are a part of. We actually have our um one of our shows coming up this Friday at it's going to be at Daki. And so, it starts at 7:30. If those interested, there is a um a link for getting tickets or you can get tickets at the door. So, it's uh we do two shows a year basically. We have like a a Christmas or a winter show and then one in the spring. So, just want to plug a plug in for that. And if you want to come see if I'm terrible at singing and good at it, you can uh feel free to do so. At 7:30, doors open at 7. Hope to see

055you there. Thank you. All right. And uh if there are no other reports, we will move on to 10.5, which is other updates and information items that comes from me. But since I'm What about the committee? Oh, yeah. I mean, I can do that. I was just going to send an email about that though. Oh, okay. Yeah. So, um Okay. So, I'm jumping again on that then. So, I do have one thing in that I will be contacting all of you about committee assignments. uh and that's going to need to be turned around pretty quick uh because we do have some work that is going to need to be done quickly and continuously as we move forward here. So, uh it's a little bit faster than how we have done this in the past. So,

056just be aware and if you could get me your um what you want to participate in and um and maybe probably three or just staying where you are, let me know. Um but I will send out an email to collect that data as well. So other than that, I have nothing else as I was going to send out an email about that, not announce it here. So um if there is nothing else, then we will move on to item 11, our consent agenda. Uh and so I would look for a motion in a second for our approval of minutes, our employment summary, our summary supplementary contracts, and then the approval of the continued use of facility signatures. Move to approve. Second. All those in favor say I. I. Those opposed. All right. And that passes.

057And then with that, we move into our uh section 12, our uh action items, which uh we're going to start out with 12.1, the school district financial uh depositories, which would be Dr. Robinson and Mr. Norris. So, we'll actually uh ask the board to bundle 12.1, 12.2, and 12.3. There are um annual approvals that we ask uh of the board uh to um one and the 12.1 is for financial depositories. U 12.2 is for the release of purchase orders as well as 20 um 12.3 is delegation of leasing authority to myself and our design. And so those are the the the three that we're asking first for approval. Okay. Do we need to do are there any questions on any of these? I wasn't sure if they were presenting anything first. That was it. Huh.

058Yeah. So, just just any for additional context, the approval of financial deposiitories is just our banking institutions. So, um that's an annual thing as Dr. Robinson mentioned. Then TW the purchase orders allows us to start spending and obligating next year's funds prior to a budget approval. So, okay. The delegation of leasing authorities is pretty straightforward, but it's a required board approval. Okay. Move to approve. Second. All those in favor say I. I. I. All those opposed. All right. One second. Just point of order. Um, you should ask for questions before we vote. So, after there's a motion in a second, you need to ask if there's any further discussion and then you can ask for a motion. Just as a parliamentarian, it's my job. Jennifer um that's how it should work for every vote. There

059has to be an opportunity. So noted I mean it's technically best kind of correct. All right. Um thought I did anyways. All right. So we'll move on to then 12.4 the independent hearing officer agreement for student expulsion and hearings. And that would be from So 12.4 Four is the approval of attorney Aaliyah Lol to serve as the independent hearing officer for the 2526 school year effective July 1st, 2025 for purposes purposes of conducting student expulsion hearings. Uh Aaliyah is currently the independent hearing officer. So this is just an annual approval that we're asking for. Okay. Are there any questions about that? Move to approve. Second. All right. And then before we vote, are there any questions? No. All right. Then I would uh all those in favor I. Those opposed. All right. That passes as

060well. Uh then we move on to 12.5 designation of South Now as the pri paper to publish board minutes. Dr. Robinson. Okay. You've actually read the recommendation that we designate South now as the paper to publish our board minutes. uh is required by law that the the board minutes be public made public and this is the uh the form that we uh of of publication that we use as a district. So we're asking for approval of that. Is there input from the board on this? No. Look for a motion. Move to approve. Second. Are there any further questions on that? No questions. Does this mean I'll just mention that this is not the only place a board man exists. They also exist online on our website. People can access it there. But there's a requirement

061that a a physical paper um uh even though I don't know if South actually creates a physical paper anymore. I think it's available on their website. Um this is in statutory requirement. That's why we have to do it. All right. Then with that information, um all those in favor? I I All those opposed. All right. That passes. Do you want me I don't need to read the next one then. Do you want that one with Dr. Robinson? Actually, you can go ahead and take Sure. Yeah. Um, so then we'll move on to 12.6 where we're seek the position on the CISA 1 Board of Control for a three-year term. And this is again me and Dr. Robinson, but I'm uninformed. So, Dr. Robinson. All right. So, it's it is recommended that the board consider whether

062or not it would like to seek a seat on the board of control with Caesar number one. Uh, this would be an atlarge seat for a three-year term. Questions? Yes, not question. I just want to make a statement. So, historically, the board has um considered this with the input from the CISA1 rep to determine if they would like to seek themselves because it's an additional meeting or more meetings than just a regular CISA1 responsibility. So, um, that's what I would, I guess, ask if the CS1 rep would be interested in that. And if they are interested in it, then the board can say yes, we'd like them to do that or not. Fair enough. M Miss Kaiser, do you have any interest in I am interested in Yes. Okay. All right. So, with that then?

063Yes. So, then if the board's okay with that, then we can vote that we would seek that seat. Okay. All right. So, then I guess that would be what we're looking for. And so then I would look for a motion. So moved. Second. Second. All right. Are there any other questions about this? Yes. Okay. Then look for a vote. So all those in favor. I. Those opposed. All right. That carries as well. All right. And then we are on to 12.7, the adoption of Neiola policy 5411. And that would also be Dr. Robinson. Yes. So to to get into compliance with act 20 act 20 um the third grade promotion and retention at ri for average students. So uh personal reading plans any student who does not uh meet or completed their personal reading plan

064by the end of the of third grade year would have to engage in a process to determine whether to promote that student to the fourth grade. So there will be a formal committee that's comprised and that's required by uh by law and act 20. So we this this uh change is to get in line with um the the new law that was passed about a year and a half ago. Okay. So then I would look for any questions or input from the board. I guess I I do have a question just quick on that. With it being a year and a half out, uh what what took the time for guiding adoption and and pushing this to this point where So, we are actually ahead of the game. Okay. Um, just because it was approved

065doesn't mean it had to go it went into place initially or right away, I should say. So, it did not go into place right away. So, there was a little bit of a delay. So, we're in a line. We're not we're not out of compliance. Okay. No, fair enough. I also just want to note that was recently had some recommendations come out saying that we should the board should adopt a policy regarding this even though there was the statute of language is a little bit unclear as to when it needs to be implemented like the end of 2027 school year was kind of thrown about but was said based on some other language that there could be some issues especially once funding gets hopefully cleared up and released for this um that there could be

066some push like well you didn't approve a policy by this date and as such now you're out of compliance. So it was suggested that. So I was glad to see that this was something coming forward. Okay, good. Yeah. No, my question was just about timing and and how that came about. Are there any other questions? No. So I look for a motion to approve. Second. Are there any other questions then about this with a move and a second? No. Look for a vote then. All those in favor? I. Those opposed carries. All right. And then 12.8 uh we have the temporarily wave board policies. Uh and that is al that is miner. Mhm. All right. Good evening. Um this is just our annual request to um wave a number of board policies as it pertains

067to the district being the host site for the city of West Dallas annual fireworks on July 4th rain July 5th. So waving would apply to both of those dates. And then um newly added this year is we're going to be working with um Niola, our representative to um update board policy. So this just becomes a standing um so we don't have to come to the board every single year to ask for um the waving as it seems I think this will be the third year now uh sounds like this will be the new home um for a very long time for the city of Westside no fireworks um I'm concerned that if it's not a yearly thing we don't pay attention very closely to um any instance that occurred. I think it I personally think

068it'd be best policy if we do not create it as a policy and we um do make it an annual update. So then we not you know this may not be the same board year after year and if we get complacent to well it's already there then not that I'm against it. We had a great time last year. Absolutely loved it. Um, I just want to I I feel like a yearly vote would be more appropriate than a standing policy. So, what what we'll do is actually talk with Savian, our attorneys, and and get some legal advice on this and what would he suggest and we'll bring it back um and whether we'll decide whether it be annual or I'm fine with everything else. Yeah, this is just Yeah. And it just asks for the

069board to consider. So we could consider not as well. No. All right. Any other questions then? No. All right. Then I guess I would look for a motion in a second. Some moved. Second. Okay. Are there any other questions before we vote? All right. Uh then I'd ask for a vote. So all those in favor I. Those opposed. All right, that carries as well. Um and with that, that takes us to the end of our action items and that brings us to our workshops. Uh starting with the Deeper Learning Virtual Academy and Dr. Smith. So as they come up, I just want to kind of lay the groundwork for their presentation tonight. I I first heard the presentation about a month and a half ago. I had a a lot of questions, but I think

070my questions were just really trying trying to anticipate what you would ask. And so I think we're at a point now where I wanted um you guys to sort of hear for yourself and what the direction will be and how this could possibly impact the entire district, not just students who are in DLVA. I think this is uh really can be a gamecher to to ensure that all students have a great opportunity to to succeed but also to graduate and get across the finish line. So, uh Dr. Smith, it's good to see you and um Dr. Schneider and I'll turn it over to you. All right. Hi, analogy. So, first of all, thank you so much for the opportunity to come here and present our proposal project today. We sincerely appreciate your time and your

071attention. I'm going to just kind of give the intro and then hand it over to Dr. Schneider. So, about two years ago, we started working with and connecting with different types of virtual school experts. And something that continuously came up was this idea of a compsybased pathway. In year one, it was kind of just a discussion and a dream and a hope. And as we would roundt on our students, we would say things like, "Wow, this could be a comp competency competency." When you say it so many times as I have this school year, it just like doesn't fluidly come out of your mouth any longer. Um, compet competencybased pathway students. So, in year one, it was a discussion. In year two, that would be this year, is when we created the proposal and Dr.

072Schneider did lead the this project. So, I am going to hand um a majority of this over to him right now. Okay. Thank you. Thank you all for uh having us here to talk about this uh tonight. It's much appreciated. Um all of you should have in front of you at this point a paper copy of both this presentation as well as the proposal itself which um please do take home with you and read uh every word. Though I am an English teacher, I do accept corrections to my own spelling, grammar and punctuation. Um why why are we coming to you with this? Why do we need a new graduation pathway for our students? Um especially since the the district already offers the GE2 option uh GED option 2 program. Well, our goal is to

073graduate 100% of all of our fourth year cohort students, right? Our seniors get to their fourth year, we want them to be walking across that stage in June with a diploma in hand, right? And that is a challenging journey for a lot of our students, right? Even under the best of circumstances. And one thing to keep in mind is that especially for students that have experienced uh any kind of barrier to their learning at some point along their journey to earning their 24 credits to graduate. um it is much more likely with each passing year that they become less and less motivated to complete their 24 credits and earn them. Uh this is this is borne out by some statistics I found from the National Center for Labor Statistics um saying that one of the

074top two reasons that students gave for not completing high school was that they just got behind, right? They didn't they didn't think that they could overcome the amount of work they had to do in order to complete it. Um, and one other uh major factor is that the the Goto program only accepts candidates who reach a nth grade reading level or have a cut score for the equivalent for their uh universal screening. And so we wanted to find a way for students who are facing really really huge barriers to be able to graduate on time with their cohort in four years. So, keeping in mind that students who get behind are more likely to stay behind and those who cannot access the benefits of the go-to program. We wanted to create something that would be

075working in concert with all of the other supports that students already have in place in the district. So especially for our school, we know what kinds of students uh tend to want to come to us, what kinds of students flourish in this environment. A lot of times students choose to go virtual for health reasons. Maybe like it's physical health. They have to like be kind of be in and out of like doctor's offices. Sometimes it's for mental health. Um sometimes they have negative experiences like in the hallways or classrooms with their with their peers. Maybe it's even just like one in particular and they're just kind of like maybe a little space is necessary. Um, some of them are easily distracted. Um, some of them have a need for a flexible schedule, right? Sometimes it's

076family needs. Uh, and we we offer a way for them to work with that. Um, for some it's transportation. Uh, and you know, for some they just respond and engage with respond to and engage with curriculum in a in a different way, right? that that makes sense for them in this format. Um why why not send them to GoTo? Well, GoTo is a really really good program for students who are able to read independently, do their research, do their prep, and then test through their credits. It's not as great for students who don't do well in a high stakes testing environment. Um, if students can't hit the the reading level that they need, they they can't participate, period. Um, and again, getting to and from the physical site can often be a real challenge for

077some students. And like some students honestly would rather just sit down and grind through the work rather than have to take like these single massive high stakes tests. We know this. We've talked to them. Um, so here's what we're proposing for our school and I'm happy to field questions about like how this might look at some of the other brick and mortar schools within the district u when we're done as well. Um, at DLDA we offer a linear curriculum. We use a learning management system called egeneuity. Um, it is very straightforward. students always know exactly where they are in it as well as every parent who accesses the the parent portal through it. But because it's linear, it means that we can provide something of a flexible schedule for them. A student who checks in

078with their teachers during the day while we're there, but prefers to do the majority of their co coursework in the evening while the parent is home from work, great. A student prefers to work on the weekend so that they can have like a little bit more Friday to like attend to like family needs, great, we can do that. a student is in and out of like doctor's offices and they're just like behind for a couple weeks, but we know they can catch up later. Great. We can do all of those things. We want to focus on the core subjects. So, the state of Wisconsin requires 15 and a half credits for a high school diploma. Um, those are in math, science, English, social studies, and physical education. They require a personal finance class, a comprehensive

079health class, uh, as well as the passing of the civics exam in order to get that high school diploma. We also recognize that students are going into a really rapidly evolving and demanding uh, competitive workforce, right? There are opportunities out there. Students need to be able to work independently, manage their time, cultivate an academic mindset even outside of school to be able to stick with it and pursue their goals. And our program really is a good fit for teaching students how to do that. We also know that students uh who really do well mastering content over time as opposed to take showing that they know it through a high stakes test can do really well with our curriculum and the LMS. What in particular this competency pathway will do is by the time students get

080to a certain point in their high school career, remember if they get behind, they stay behind. We want to take away their general elective requirements. We want to have them focus instead on the core requirements as well as coursework that will prepare them for career and college planning. So we are going to serve cohort students regardless of their reading level. So students for whom something like GED option two is that actually an option. This would be uh on the slide that I have up in front of you. This is about how many general elective credits a student would take in their fourth year in high school. You'll notice that um earlier on in their high school career, students take very very fewer general electives and they take way more in their senior year. That's because

081in order to meet those core requirements required by the state of Wisconsin, they tend to take them earlier on. Apart from English, uh science, social studies, and math each require three three years of schooling. So most of their schedule is kind of predetermined for the first three years of high school anyway. Then they get to the senior year and that's when they have to take between five to six general elective credits. What we did is we took a look at what students in their third year, that is generally uh juniors would probably have to be at in order to really be on track to be able to expect to graduate on time in June of their senior year in their fourth cohort year. The eligibility requirements we would like to propose for this pathway are

082that students in their third year have to have less than n and a half credits in their core classes and less than two and a half general elective credits. Again, if you'll see here the transition from 10th to 11th grade, you'll see that again, if you if you add up like the number of credits they would have to have in their core classes versus their general elective credits, that's about what you would expect them to have if they're kind of staying on track with the courses they typically get as part of the standard curriculum. For students who are in their fourth cohort year or beyond, um students would have to have less than 14 credits in their core classes. That includes like their their comprehensive health, their FIA classes and their personal finance as well

083as less than three and a half general elective credits. Uh once again, when we're looking at the number of credits that students have to have under their belt by the time they get to the end of their 11th grade year and are moving into their senior year, um they're going to have to have at least about 14 and a half credits uh of their core credits taken care of. If they don't have them, as soon as you get behind, tend to stay behind. All right? Right. And so we built our eligibility requirements for this pathway with the idea that the students we are really truly trying to help are the ones that for whatever reason have found so many barriers to earning their credits with the traditional pathway that this is something that would really

084be a good fit for them. The bottom line is that we want to propose a pathway where high school students will earn a regular diploma by earning 16 and a half credits in the West Alice West Milwaukee School District. That would be the 15 and a half credits required by the state of Wisconsin statutoily as well as an additional credit that is specifically designed for career and college uh preparation. That's the end of our presentation, but I would love I would love to get So, yeah, questions. Mr. Lee, I have a few questions. Number one, I read your whole document and got it. So there's a lot of good information here about um things you do to monitor things that you're going to be collecting to see how successful people who go into this program

085are, if they are able to graduate or not, which I think is very crucial with something like this when there is um a difference and you're doing less than other people who are graduating from our district as far as how many credits that they're earning. However, these are the core credits. these are the credits that um are going to matter most is trying to ensure that people have the proper education they'll go out in the world and do what they want to do. So that's cru a critical piece of information because we number one if we would approve this I would want to know that information every year I'd want to see okay how many people came in how many people left how many people were successful um I also would like and again this

086is going back to just generally people who leave our district are they doing what they want to do after they leave like is for me it's not just getting them a piece of paper that says they graduated from high school it's like they are prepared to go out in in life and do what they want to do that's more important to me than any test score or anything else that's going on they could have a D minus average But if they're doing what they want to do and they're a a member of society that is helpful and useful, that's a win. That's good. And so, um, I would love to see as part of this is some way to try and get those people who have left and graduated out of this program and say,

087"Hey, you noted before you graduated you wanted to do this. Are you doing that? Are you doing something else? Where are you right now?" So we could see again we're graduating people with fewer credits, but that graduation that that piece of paper allowed them the opportunity to do what they wanted to do because there was also information in here about how people who don't have a gradu don't have a diploma, a high school diploma, how how much less earning potential they have and things like that. So, I think that is a very big piece to this for me is that we're we're it's not as many credits as um the quote unquote regular high school students are going through and achieving, but they're getting the most important required ones by the state of Wisconsin. And

088they're doing it so that they can move on and do what they want to do next and not be stuck having to now I got to study for the GED. Some people maybe aren't able to go back and do that for a a plethora of reasons. Once you leave high school and you're like an adult and you're on your own, you got to do your own things and it's a really big thing for someone to do especially if they don't have the support maybe at home or where else around support system for them to actually get that done. My biggest concern about this is the the ninth grade leading read reading level. So they they don't qualify for a goto if they don't have a nth grade reading level. I don't want to graduate a

089bunch of people who don't have a nth grade reading level. So, is there anything I didn't see anything specifically in here about increasing that? I see that you say if they're coming in as a junior and then they qualify for goto, they can move to that in the senior in their senior year, but I don't want like for me that's a concern, right? Like if they can't read beyond a nth grade reading level, I mean they can read, but that could be a very big barrier to them as they move forward in all what they want to do, right? So, is there any like anything that's going to be focused on trying to increase that reading level for those students? Because if they're not qualifi qualifying for goto that that's the reason why like if

090that's the only reason why they're not they're not doing goto is because they don't have the nth grade reading level and now they're doing this program great because I want them to continue. But how are we getting that up so when they leave they have at least something closer to where they should be when they're graduating from high school? Yeah, that's a really great question. I I will I will say that um we would like to start collecting the data from our like alumni. Um we don't have a system in place for that yet, but we are working on it. I think like a lot of the data that is mentioned in this proposal is a prerequisite to being able to that to collect that. It's setting up the system to track our students so

091that way when when they leave, we have a place to put it. Um I think with regard to the reading level, we have spent a lot of time uh in the last two years especially working very hard to provide extra supports for all of our students who are showing that they are below grade level with their reading. Um I have three different live synchronous sessions that I run um throughout each week. One of them meets five days a week. The other ones meet three times a week that are specifically for the students who are below reading level. Um, our school recently got access to uh, HMH at learning and we are starting to get trained on how to implement read 180 as well as math 180 for our students so that we can provide um,

092extra support through that platform especially for when students are not logged into a session. So between sessions they are expected to work on this and it gives us more data to tell us like where they are and what kinds of help they need. More specifically, I think the general arc of where we're going with our school is more to gather enough data about our students as individuals so that we can serve them as individuals and especially to serve those needs, those core needs, math and reading needs that are so critical to success like in the world beyond the walls of of the school. Um, and so yes, you you are I I am as concerned as anybody in in this room about my students reading levels. Um, and we're we are currently working uh to

093address that. That is something that we review actually as part of the the round table process that you see like outlined in there. Um, especially when we do the universal screeners three times a year through FastBridge. um our staff takes a look at that data and we try to figure out like what is it showing? What can we change? And then one of the things that we're working on correlating going into next year is how that feeds into the data that will show up on wise dash. So when our school report card comes out, we're going to be able to look at the outcoming report card and say that's no surprise to us. And a lot of our theory of action is built around like those improvements like this year and going into next. All

094right. Thank you. I think that's a very critical piece to this just because of that the ninth grade reading level. And I can see that some individuals might see this, oh, you're just trying to push them through or get them through and improve your report card score. Whereas at the end of the day, that's not our goal. Our goal is to ensure that people get what they need as skills in as an individual to do what they want to do. And I see this as a path to do that because these other elective courses which are recommended but not required by the state to graduate. Um if they're behind, you know, unfortunately you're not going to be able to do some of those things that might have been more interesting to you as far as

095those elective courses are. You need to focus on the things you need to get get through high school to be able to graduate, but graduate as a functional member of society that can be um able to hold the job and do what they want to do, not just get them out and say, "Oh yeah, we graduated them and off we go." um which I know there you know some people might uh see that as a criticism. Um the other thing I think that is important to um address and I I want to kind of hear your thoughts on is you know we um Daki used to be a an alternative high school was how it was called and it was looked at as a place that people went when they needed credit recovery and so

096DLVA is not designed to be that right now right and so what I don't want DLV I'm sorry DVLA to be turned into is oh now that's the new credit recovery program you go to if you're in DVLA that's because you need credit recovery. So, as your PR person, you know, if this gets approved, how are you going to be like, "This isn't just for that. That is included within our program, but we're also people who would just, hey, I don't I don't like going to Inerson school. I function better doing this from a mainly online perspective, you know, talk to me about that a little bit." Yeah. Well, actually, u just going to go ahead and back up my slide deck here. So I think um the students that do really well at our

097school are the students that should be doing well at our school and our school exists for those students. This is an enormous tutology. I realize that. But we are looking for students that are a good fit for what we offer as a school and a program. And that's going to be true for the kids who come to us who are um like maybe gifted or talented or maybe just kids who are doing well, right? Um and it's also going to be true for the kids who really need this as a pathway by the time they come to us in their 11th grade year. Maybe even like they come to us in their 10th grade year. ninth grade didn't go so well, but we want them to come to us and we say, "Okay, you know

098what? We took a look at what your academic history is. Uh we appreciate having a chance to have a conversation with you face to face when you came on board with us and uh we have a plan. We have a plan. We're going to we're going to this is how we're going to lay things out for right now as soon as you come in and you're going with us. and we we're gonna try and get you like all the way across the finish line one way or the other. And the main thing for us is to have students with us that can meet our eligibility criteria, students with whom we can develop relationships through our regular outreach. Um students that we can empower to take control of the tools that we offer within our school.

099Those are the students who are going to come to us and are going to stay with us and are going to succeed with us. um one way or the other with or without this this pathway I think and especially in terms of like that that element of really knowing those critical skills right like something that you know I really focused on like the reading cuz you you focused on that and I don't I don't probably sometimes get enough sleep as much as I should because I'm thinking about the students and their reading. Um, we really want our students to demonstrate mastery, again, regardless of the program. One of the things we do at our school is we set a threshold that we expect students to hit to pass their quizzes and exams. They we want

100them to get a B minus or higher. And if they don't get that, we want them to show us their um their uh their guided notes. It's a it's an organ it's a it's a worksheet. um as a graphic organizer. Um and then if they're still not hitting that threshold, like we ask them to come to office hours, whichever whatever is the core subject, the teacher will say, "Hey, I saw you taking you took another crack at that. I want to see you. I want I want to go through that with you. I want to see what you have to say, and we'll try and figure out like where where I can support you a little bit better." And that that's true of English, social studies, math, science, uh like whatever you call it. Um

101and so th those students are going to succeed. That's our mission. Thank you very much for that. So I I look your process is very thorough. I mean it's not like everyone who's in this situation automatically goes to DVLA and does this. there's um quite a bit of criteria involved and there's contracts about what those students are going to do if they are approved to be in the program, what sort of uh credit recovery they're going to get, um their progress and all that sort of stuff. And if they don't get it, then they're going to not be able to continue in the program. So, this is definitely not like a one-sizefits-all situation. Um and that you're picking um candidates for this program who you feel based on this very specific criteria that will succeed

102in it, which is important. Um, I'm also excited to hear about the potential of this being moved into our brick-and-mortar high schools as well. So, it's not something where, oh, in order to do this, I have to be in DVLA because there might be kids who very much love being in school in person, but also need the same um, sort of program to be able to be successful in our schools. So, um, looking at the potential expansion of that also is very exciting to me. So, thank you very much for answering my questions. Thank you for your questions. All right. Uh, are there any other questions from any other board members? Yeah, John, I don't really have much of a question as much as I just like Noah said, I read through the entire packet

103uh over the weekend. Um, it's a personal like passion project of mine. I was blown away by it. Um, my son is going through credit recovery using Egeneuity. He's been doing that for a couple years. I actually went through the GED program when I was 24 and I understand the stress level for taking those tests. I don't know. I mean, it's a lot harder than people think it is. Um, and I think that the opportunity to create additional pathways for students to succeed and focus on those fundamental things, I think it's a really really cool opportunity. I think it's a big deal and I really I really like what's going on. I was just generally really impressed with it. So, way to go. Other questions, comments, concerns? Not not a question, just more of a

104comment. U just wanted to um address u sort of like the thinking behind this and I I kind of roleplayed you when we were practicing this because no I I I had the same question though about DLVA sort of becoming a dumping ground of sorts and so we are very very much aware of that and we are hell been on making sure that that does not happen. we are um our um the credit recovery will continue in our our our brick and mortar high schools. We're just really looking for uh a pathway that can benefit our entire district. And that's that that's the thing. And it's just this is also going to allow our counselors to really communicate ahead of time and identify students who are not tracking in the right way and sort of

105create the these these plans ahead of time. And then it gets if it gets to a point where they need to then go to a different program, we will be able to transition them over. But there's a things that have to happen prior to and you know this is sort of like um you know when we get to that certain point that's where we have to go. We're always trying to continue them down a traditional track. But at some point if if a kid is in 11th grade year and they're not earning credits, we got to do something different. Otherwise, they're going to be a dropout. So that's that's our our plan is to really prevent that from happening. So just wanted to make that comment that we we've discussed that. Yeah, we hold the

106expectation of 24 credits just like anyone else. This is just advertised as an as a pathway, a potential pathway. Our expectation at our school is 24 credits and when we round table about our students, it is with the idea that they will get 24 credits. Let me let me ask a follow-up question though, and I know we talked about this. Do you have any idea how many kids could be affected if this was implemented at your school? like yeah actually we we we did gather that data. Um so based on the the last round table we did on March 3rd um for our 2526 school year cohort. So this is like the current um juniors who will be seniors next year. Um we have a of the total of 19.2% that we think might be

107good candidates for go to. We looked at their um their fastbridge scores. We looked at how they're doing uh in English and is and like we take into consideration how many credits they would need in order to get through. Um we have 11 uh that is about 42.3% that would be like a traditional 24 credit pathway. These are students that um even if they don't have like the full amount you might want them to have going into their senior year. These are students that we're thinking given a little work over the summer and maybe like an extra class or two, well, hopefully just one per like semester, um, will get them to that point. A little extra support and a little a lot of extra support from us. A little a little extra support. So,

108Dr. Smith has her list of scholars that she spends extra time reaching out to every week that the staff gives her. Um and so like they are they are well they are well um communicated with and then we have about um about 38.5%. That's about about 10 students that we were considering would be good candidates for this. It might end up being maybe seven based on our current cohort. I mean we have I do not know who's going to be here um in in the fall or we're just looking at the students we have in front of us. Um, but between between 7 or 10, so about 38.5%, we would probably look at this being like the pathway for them, assuming that they choose to stay with us. Um, and these are students that we

109would plan to be staying with us through the through like the summer up into next year as well. So all the students that we considered for this round table are students that we consider to be meeting the eligibility criteria or uh close enough to it with sufficient support that we would expect them to be successful. Yes, Mr. Lee has had a question. Do we have any idea how many in our other brick and mortar high schools would meet this criteria for this program? I don't have the data on that tonight, but um that's something that I can gather and we can discuss and bring to you next week. I just think that as we discuss this, if this is something as an option that's been discussed as expanding to brick and mortar, it would be

110a good idea to see what sort of um workload that might entail and what additional staffing would be required at those schools to be able to implement this program. Um so, but I I just know the numbers, I guess. Okay. Other go ahead. Yeah. Now, I know I believe I read that there was a a cap number on the number of students that were allowed to do the GOTO program, right? There was eligibility plus a certain number that it was available to. There's a certain number of students that can be enrolled at one moment in time, but we are constantly bringing students forward and they're moving through the program. And then once they're done with their assessments, which whatever content areas they need to do, then we can fill those seats. So, and this this

111wouldn't have a cap like that though, hypothetically. Total school cap. We do have a admissions policy we where we hit a limit of 225 students, but but that would theoretically be the cap then and that's based on the number of teachers we have. So, like hypothetically, all of the students could be on this pathway if if that if everyone qualified, if it was necessary. Yeah. Okay. Yes. Okay. One sec. And can I just to clarify on that too? Like again the way we built it is assuming that we keep doing our current practice. So for us this work layers into the work that we're already doing. So for us the goal was that this integrates with the way we already um conduct roundts on our students. it would just be like one extra comment to

112have really and to make sure that the cohort adviserss are reaching out to those students and their families as we go along. So that for that 225 cap like even though it might sound like oh in theory you might have like another 100 students who are coming to do this like if those students meet the eligibility criteria um consistently and remain in good standing with us they're just going to be our students and it's not going to be like a an additional um thing for us. We're we're we're staffed appropriately for it. Yeah, that's what I was going to actually comment on as well is that our practices are built for this. This won't require us to have to learn anything new. We've already been doing exactly this practice this whole school year. Right. And

113you said that this is using the egeneuity program as well. That's correct. Which is the foundation is already being used for credit recovery in the other schools. So, and that would be that would also facilitate integrating this program into the into the brick and mortar facilities as well then. Okay. Go ahead, Mr. Lee. Yes, but we still would need additional staff to because there would be a space that those students would have to go to. Someone has to watch those students. So, there is additional beyond just um that piece. They don't have to use egeneuity either in in person if they or they could blend it. If the student loves going to English class, they can go to English and they don't like going to chemistry. They can do egeneuity chemistry. There's a lot of

114a lot more options. When you're talking about in person with us, it has to be a student who is set up to make it through virtual learning. And we do have eligibility criteria and we do talk about our students all the time and we're very thorough. So that's why it I don't feel like there's any we could never push a student through because the stu if the student's not going to show up and do the work, they won't meet our eligibility criteria. They will not be eligible for our program. And just be clear, I don't think that that's happening in that. I just I just you said some people might think that and the reality of our side of it, I'm like, whoa, it's it's a lot of work. So there's people in our community

115who will think that. So that's why I just clearly state this as clear as possible for them. Yes. All right. Any other questions, queries? I do have uh a question slash comment and it kind of goes with the uh the initial question um that was posed by Mr. Lee with like how does this what is the PR and what's that? So, I I know that it looks like we're leveraging this for students that are in need for XYZ reasons. Um, and I think that that's fantastic. I think it's great to open up extra pathways. With that said, are there is there the ability to open up additional pathways for the students that can get enough credits, but maybe they want more or uh for the the kids that are coming into high school and they

116know that they want to go and and be a welder or an electrician or something else where that accelerated, you know, because it could then be an accelerated program and then they could do uh like a a work collab in in their juniors and senior years, they could do capstone projects. They could do other things that would then be in the school or they could work more towards uh the collaboration with MATC and getting some of those uh you know certifications or um licenses ahead of time. So, like I I feel like we're only looking at one end with this one. And do we have an idea of looking at our other end because I think that this would be very lucrative uh to for all of our students. So, I I'll say this. I'll

117say this. I think that's an that's an option within the guidelines that DPI lays out. I think we're trying to make sure that we're doing things with comp in compliance with with the regulations first and so this is where we've landed with this particular program. I think um in the future we could look for some sort of expansion but that's going to depend on the guidelines that they require and a lot of times u when you're talking about licensing and things of that nature may also have some other requirements that may not be required in this program. So we have to kind of work through those things as well. So it's going to be a process if that makes sense. I mean process is fine. I just hope that we look at it to to

118leverage this resource because I don't you know again then that also works with our PR so that it's you are both both ends and the middle and whoever just needs that extra space. I mean like we we're constantly evolving to try and meet get our students like where their needs are. And right now, one of the I think one of the benefits of the way we administer our virtual learning is that students are expected to be on pace in order to complete their stuff on time. If students choose to work at an accelerated rate, they also can do that um already. Now, that's with like the the the basic coursework that we offer. One of the things that we're looking to try and figure out and hopefully the district can like partner with us on

119this or help us provide more for our our egeneuity elective offerings for the students who want to pursue more specific things especially with like a CTE pathway. um Egeneuity offers a lot of things for that and um this year we have the benefit of an awesome uh guidance counselor who's been working with us part-time uh who also helps works at Daki and she's been uh continuously like stepping up more and more to help us um get our practices in place to support students who want to pursue those kinds of certifications such as like dual enrollment um to to do those kinds of things. And so this is something like we're in the early stages of starting to to do this and it's not systematized yet, but I think that like the vision is to be

120able to help the students that come to us. Um again like wherever they are in their their journey. Anything else? Thank you so much for your time. All right. Uh and with that we then have our leadership and learning uh the 612 math curriculum. All right. Yeah. So, all right. Welcome. And we will get into our leadership and learning 612 math curriculum. Welcome. Take over. Awesome. Thank you. Good evening everyone. Um, thanks for hanging in with us. We'll try to be as uh succinct as possible, but also this is going to be pretty thorough overview of our process um for bringing ultimately a proposal to you all for a 612 math adoption. And I we here's our full math adoption team. You can see there's representation across all of our secondary sites. Um here in

121person, we have Chris Lorishki who is really the the force behind this adoption this year. Um, so he's going to talk a lot about the adoption process that he went through with this full team over the course of the past uh, seven months. We also have Christa Arnold and Melissa Bever here um, who are two fantastic teachers and instructional coordinator, teacher and instructional coordinator and they'll be contributing kind of their perspectives um, of this throughout this process. And we also have two members from the Carnegie team, Saudi and Shereice, who are here in the back. Um so they're here just for the latter end when there are questions um if there's anything um you want to directly ask them. And so tonight we're going to walk through um this is kind of just a quick

122overview of what you'll hear from us today. We'll do introductions, share the timeline, um the overview of McGraill Reveal, which was one of the resources that we um the committee decided to pilot as well as Carnegie Learning. um talk through what our consensus process looked like and then our recommendation and budget impacts. Bless you. Um and this is just a um a review of our curriculum adoption process. So right now we are currently in year two which is the curriculum design and resource adoption. So this is where we are we have gone through all these steps up until bringing you this proposal this evening. so explored different curricular resources for the content area of secondary math. Um piloted materials and gathered feedback from a diverse group of stakeholders. Um which Chris will talk more about.

123um and then bringing forth a recommendation of a core resource that we believe is going to really move the needle for our secondary students in um in their mathematic abilities, reasoning um and collaboration also within the mathematic classroom. So I am going to hand it off to Chris Lishki who's going to walk you through the next portion. Thank you Alyssa. Um good evening. Um just for those that don't know me, I'm Chris Lishki. I'm the coordinator of secondary instruction for the district. Um, one of the things I wanted to start off with with our math uh, curriculum adoption is just kind of giving you a brief overview of what our current resources are uh, in 612 math. Um, currently in sixth through 8th grade as well as algebra 1, algebra 2, and geometry at the

124high school level. Uh, we use a McGraill product. It's actually called a Gleno product. That company doesn't exist anymore, but um, it's a McGraill product. Um, and then we use a an Alex for our supplemental online uh, resource. So, our computer-based resource um that is used throughout the classrooms. Um and then on the upper level elective courses um our adoption was largely focused on our 612 um or core classes that every student takes. Um our upper level and elective courses um our resources vary by course. They also vary in their timeline given things like AP when they update their curriculum, things like that. Um so it's uh it's more of our core classes that are on this this cycle. Um the next two slides focus on just kind of an overview of our review timeline.

125Um we started in the fall by getting a team together to start looking at some potential resources um based off um feedback from not only the team but feedback from uh independent reviews of of uh curriculums and resources that are out there um throughout the fall. Then uh our team met uh on several nights um to not only narrow down our resources by reviewing um what we liked about them, what we didn't liked about them, um how it corresponded to our data and most up-to-date standards. um eventually bringing down uh narrowing it down to three resources to come in and give a formal presentation to our team um throughout the early fall. Um throughout the later part of the fall then uh into the early part of the winter um our team uh narrowed down

126their choices to McGra Hill um through their reveal math program which is kind of the successor to the program we had um and then uh Carnegie Learning's um math program um was the two that they selected to to pilot. Um as we got into the winter, that's when the pilots uh started. Uh we started in um January um with the middle schools and the high school teachers. Um high school waited till the start of the second semester, just kind of a natural timeline to start a new product. Um throughout January and February, um we piloted uh Carnegie first. Um throughout that time uh we also received some on-site coaching from uh one of Carnegy's um coaches who did some classroom walks with myself with uh Miss Bever um with Alyssa um as well as other

127administrators um just to make sure we were using the product well. They were able to give us some feedback um from not only on our pedigogy but also how we were using uh the resource. Um from there into the latter part of the winter and early part of spring we then piloted McGra Hill um and the reveal um math platform. Uh throughout that process, we did also receive some on like on on-site coaching visits as well. Uh and again, just like Carnegie, it's there to make sure we're using the product correctly. We're not missing anything, and then they're able to give us feedback um on how to make sure we're using it to the most effective way. Um finally then our team met in early April to uh make a recommendation um taking into account

128feedback from um all stakeholders from teachers from staff uh students as well as um their experience using uh the resource in their classrooms uh to make the recommendation um to our board uh that we would recommend Carnegie Learning be adopted for the the 612 math curriculum again for the six through eight courses and then the algebra 1, L2 and geometry at the high school level. So before we get into Carnegie, we wanted to briefly just kind of touch on McGra Hill. Um kind of why our team uh felt like uh this was a resource they did not want to move forward with, but still wanted to make sure that we um gave it as due process. So you guys kind of had some background too on what what they saw um from from this resource.

129Um our pilot, this was actually the second one that we piloted. So we didn't start till um March and we've finished up in uh midappril. um with uh this resource uh their instructional approach focused on a launch explore and develop and then reflect and practice. Basically launch piece let's get students interested in what we're about to be learning about uh the explore and develop then is kind of more the teacher led ensuring the grade level um on level uh instruction and then that reflect and practice piece where students are then demonstrating uh what did they learn and then getting that feedback on it. Um go to next slide. So just kind of summarizing some of the feedback um from across the board. Um I mentioned earlier when we were talking about selecting resources, we tried

130to rely on some uh independent reviews of these curriculums. Uh we relied on an organization called Ed reports um which does some very very thorough reviews uh of um math curriculums as they're produced. Um they also do um science and ELA as well. Um we shared some of that with our curriculum committee a few weeks ago. Um both of the products that we reviewed and in this case talking about McGra Hill did receive a green rating of meets expectations. That is the highest rating that Ed reports gives. Um that's kind of like a like a default. I I don't know why you would go below that. So that's kind of like our starting point, right? Is like if it doesn't meet if it's not at that green rating, we're not even considering it. Um so

131both McGra Hill and Carnegie did meet that expectation with that highest rating for med reports at independent review. Um some of the things that our our staff, students, and others did like about McGraill and that review platform, there was a level of familiarity with it. Um again, it is our current resources in McGraill platform. So there wasn't um a ton of frontloading that was required to use some of the online resources such as Alex. Um the platform was different for teachers. It was obviously an updated platform, but um as far as how the the the lessons were structured um as far as some of the again going back to Alex and the online platform um there was again a level familiarity for um for all involved. Um there was a a big um support for

132uh some of the progress monitoring tools that McGraill um offered. They offered some um using some tools that allowed uh kind of like personalized um lessons to be assigned to students based off some of the data that we were able to input into their system. So that was a big hit with some of the teachers. Um but um all things considered uh there were some more concerns coming from McGrath Hills program specifically around um some of the lesson design we um uh Miss Bever uh can talk to this as well. Um especially uh trying to promote some of those deeper learning um competencies around collaboration. Um some of the feedback from our teachers were they did not feel that this program um helped promote some of that in the classroom. Um the setup of reveal

133is a little bit more traditional and I mean traditional and negative way but it's much more of a um teacher goes through it. Here's your set of practice problems and then we kind of go through the practice problems. Um there our feedback from our staff was was they found it difficult to support some collaborative work um in the classroom as it relates to that. Um the other piece of it that's that stuck out from the staff was um the the rigor side of things. Um they did not feel that uh McGraard's reveal program um really challenged our students uh as much. um as as comparatively speaking to to Carnegie. Um so as we took all those into account um again our staff felt very strong um towards towards Carnegie excuse me. Um so want to

134run through Carnegie's approach in a little bit more in depth. Um they very similar lesson structure um as McGarill. This engage, develop and demonstrate. Again very similar in the sense of the engage piece is there to try to hook students in, get them interested in what the learning is. Um, often it's based off some sort of real world scenario, real world information. Um, we're going to go through a lesson example about rock climbing that the whole activity was built around the rock climbing piece and the students kept drawing back to that. Um, that pilot date, this was the first one that we piloted. Um, so our pilot started in mid January, went through February. Um, so an example lesson approach that a teacher might see and I recognize this is small and probably I can't

135read it so I'll give some bigger pictures on the next next slides. Um, it starts with that that engage piece. So getting started again there's kind of that hook activity to get them interested in the lesson. Um, and as we go through the lesson there are several activities uh that the teacher is able to then have some autonomy over in terms of how they're able to assign those to students. Is that something we want to lead to read through as a class? Is it something we'd like to lead through where kids are working collaboratively or individually? Um, their lessons are set up to go over what they call two sessions, which is roughly 90 minutes or so. So, um, again, some autonomy and some flexibility in there for the teachers, uh, in terms of how

136they want to structure those lessons to fit into either 50 minutes at at the high schools or or 83 minutes at at their intermediate schools. So, one of the examples that I wanted to put up here, um, and Miss Bever, at some point, if you feel free to jump in with this one, too, since it was a middle school lesson. Um, one of the examples that we put up here for from a middle school activity. This is from a seventh grade, um, course. Um, so this was an activity two. So, students would have done an engaged lesson or an engage activity already as well as an activity one to kind of build some groundwork. Um but this activity starts out with some information about rock climbing um El Capitan in Yuseman National Park and gives

137some students some basic information about the rate at which these two individuals were climbing up um climbing up this rock face. And then as each question goes through, students are taking that information from those uh from that initial scenario, that initial piece of information, and they're building towards more difficult questions each time. So initially, some of this is kind of review. So, it's talking about average um kind of some review information as they go through to number two, continues to build on it with some adjustments in some of the information that they have. And then I skipped ahead a couple of questions here. Um but then it kind of gets to the whole goal of this lesson was focusing on plotting some points on a graph. Um so using that information and then kind of

138building all the way to the point where they're able to not only come up with the independent dependent variables, but then put that uh information on graph. Miss Bever, can you add to discuss that maybe from like the collaboration piece of that? So the idea with these activities is that they're working as a group in groups for the the collaboration, the student engagement. A lot of um I'm sorry, not we had a teacher that tried to like the building thinking classrooms idea where they just went up to uh whiteboards where they worked where it got them up and moving more engaged. The movement helps you know their brain activity. So I think there's how many activities? Three. So you could do all three. Three to four depending on the lesson. Yeah. All of them try

139it or some groups will do one, some groups will do two, some groups will do three if they have to cut down time. Miss, could you talk about a high school lesson and kind of how that structures there? Um, one thing I would add is, um, there's an opener before everything which has the learning targets added right in it, too. So, with the district being with, um, learning targets right now, that makes it very easy for me to know what my I can statements are. Um, and they're right there. So, I started out reading those right with the students. Um, so that was very nice for me. Easy to have the lesson, I could look at it the morning of and be able to teach it. I could have a sub come into my algebra

140one class, an English teacher, and they could go through and teach this lesson for how the teacher guide was written um very easy for somebody else to follow. You would not want somebody doing that every day, but it was enough where it was written in a way that somebody could follow and um pull a lesson together. Um the getting started was in the same order and then the activities and it averaged with the one, two or three activities. Um I myself in the beginning had a hard time skipping the activities. Um I felt I had to do everything with it. But then when the coaches came around and were helping me in my classroom, they helped me see where okay this one matches up to this one. You could use this as a homework assignment

141or you could use this as this group is doing this, this group is doing this. So, it was really neat to see that actual coaching piece where I had the options of more problems and I didn't have to use all of them for every lesson. Um, but they were there if I needed them. I actually went back then and used some of them for reviews before we did our test and tied it back in. One thing I noticed was um I had kids, ninth grade students that were actually working with other students beginning. They didn't want to talk to each other. We're coming from all different middle schools and they don't know each other. And all of a sudden, we're now talking math. And I just sat there one day and went, "Oh my gosh,

142this is so neat. This is so cool." And when we were done piloting this, we went back to the old normal. And I went, "Oh, it was not good." So, it's been hard going back to what we have been doing. We've been trying to get back to it and we haven't had that same connection. So, I'm really hoping that we can go back to this and have more with this um and and get back into this group talk and with having middle school doing the same thing that we're doing, just having that connection because I think you guys saw that group talk and having real life problems where you're talking about climbing a cliff. Not that they necessarily are going to do that, but there's so many different vocabulary things you can click on with

143this that makes it real for them that if they don't know what cutting the grass was, I could click on a slide and it took me to something that explained what cutting the grass was. And I was just like, this is so neat that it was like it was all right there that I could meet anybody's level right there in that same lesson. So as part of our process uh in addition to some of the staff feedback, we wanted to hear some feedback from from students as well as uh families. Um so up on this page just relates to Carnegie learning again mentioned previously that it did also meet our our green rating of meets expectations from from med reports from that independent review. Um some of the strengths that were shared um regarding um

144Carnegie and its platform um was the the wide variety of assignments uh students were asked to complete throughout. So Miss Bever, Miss Arnold kind of touched on them already. Um the collaborative nature of those lessons um was received really positively. Um some of the online resources uh were also um we got some positive feedback about that. One of the things that was um that was really well liked by by our team um was within the the workbooks and you have some of the sample student books in front of you. Um there were some like QR codes that that students or families could scan to get some additional help um depending on the lesson. So if they're you know the student was working at home uh there's a resource there. Um so all those types of

145things were were were seen as strengths um throughout this process. Um this did not come without some considerations though things that uh that we do uh need to keep in mind as we go forward. Um related to some of those online hints um you know one of the things it doesn't do which which we we think is a good thing but might take some adjustment. It doesn't just give you the answer. It does ask you to kind of go through and ask some questions and um so you're not just going to scan the code and then get the answer to the question. It's ask the students to to consider other possibilities or ask them kind of probing questions along the way. Um there is a reality that the platform is is it would be a

146new platform. Um so as I was in some classrooms um working with you know observing seeing how it was going um there are little things along um just following the directions the right way. like it was a student in the sixth grade classroom that I can recall that like um kept getting an answer wrong and we realized because he wasn't hitting enter. He was he was hitting the putting the right answer in and I was sitting next to him and we just realized he didn't hit enter. Right? So these like little like intricacies of of a new platform um it's just something we'll have to consider and make sure that uh that that we're frontloading. Um as we got some student feedback though uh some of the considerations around the engagement piece at least initially

147students um perceive some of these lessons to be initially less engaging. Um and overall our student feedback was was more positive around McGra Hills reveal program than than Carnegie. Um but the interesting part of that conversation and um and actually Miss Arnold, Miss Bever, I'd appreciate your your insights of this as well is some of that feedback then from students anecdotally was around some of the things we had mentioned that well the platform is new. So it was kind of unfamiliar. Um one one piece of feedback I heard from a student was had I been doing this in September, you know, they they were asked to do this in January when we started the current e-learning. Had I been doing this in September, it would have been less confusing, would have made made a little

148bit more sense. So, some of those things um anecdotally kind of came back in in our conversations with students and some of the feedback they had provided. Um Miss Bever, Miss Arnold, if feel free to jump in on that. I would say it's a shift for them too in their learning. They take on more of the brain work than the teacher does. with Matia. Um, our algebra Maro was No, she did geometry, right? Maro, algebra 2. She did algebra 2. Her students absolutely loved the Mathia program and they requested to go back to it instead of working on Alex. Um, they have actually been using parts of it here and there since then. Also, um it can be very finicky with it, like you said, if you don't hit the enter button, but again, it's

149not something we're used to using. Um I was doing something with graphing and we were not sure how to graph the line. So, it was a learning experience. And once my students were told that it was okay to make mistakes and you weren't being graded on it, then it was like, oh, well, let me try this. So that whole learning curve and with them grading the reveal higher, a lot of mine were just because they didn't like something different. And they said that to me when they filled it out, I don't want to do it. I just want to do what we're doing. We're just going to stick with Alex because I know how to do Alex and I know how to look it up on how to find answers for Alex. And I went,

150I know that's why we need a change. So it was frustrating when I saw the survey results come through with the algebra and I'm like, I knew you guys were going to do that. So, it it isn't surprising that they had that. But the Matia part of it, I myself didn't get to check out nearly as much as I would have liked to because I was really focused on the book and trying to see the questions and the activities and the getting students talking together. Um, but then after the fact when I've gone in and looked at it, it's it's very interesting to me to see um how it does tie right along with it and how it will be an interesting connection with it. And to clarify, Matthew is is Carnegie's online learning platform.

151Just make sure we're clear. Cool. Um so in addition to that, then uh our committee um that you saw the first couple slides there um had some significant um feedback as well um around the platform as well as things that that we need to consider. Just want to highlight a couple of them. Um Miss Arnold, Miss Bever have already hit on a few of them. Um some of the real world application was a big hit with with our pilot committee. um as well as a strong connection to standards. Um uh Miss Arnold had mentioned the learning targets and the standards, how they align to our I can statements. Um each lesson very clearly identifies what standard uh we are supposed to be teaching. Um and ensures that we're teaching at grade level, which is something

152that, you know, we want to make sure that we can ensure when our students are in the classroom that they're getting the appropriate grade level instruction. Um beyond that uh one of the most powerful pieces of feedback um anecdotally heard from a teacher was the strong connection to the forward exam and um he had shared with with our committee that he had several students point out that hey I saw a question very similar to something we learned from this Carnegie pilot on the forward exam. So that just seeing some of those connections to um some of those external measures um was was some feedback that the teachers uh shared with our team as well. Um the last one I just want to highlight there is the emphasis on the math discourse. um on one of

153the I believe it's the geometry book that I have uh shared with with you. Um I flagged a page that talked about um they they call it talk the talk um which asked students not just to get the right answer but be able to talk through the process. Do you know how you got to that answer? Can you explain some of the finer points of it? Um are you using the the appropriate academic discourse while you're doing that um that was something that that our staff um had some very positive feedback about. Um some of the areas of consideration within Carnegie though again um some of them we've touched on some of the again just it's a different platform. It's a shift for some of our students. Um, one of them uh that that came

154back was uh a the ability to to edit some of the assessments and some of the lessons. So, the assessments were our our team felt were long uh in sense of students even just having the ability to complete them during during that time period. We did pass that along to our team over there at from Carnegie um who uh did let us know that that shift is going to be happening in the fall where our staff will be able to edit those assessments, pair them back, adjust the questions, things like that. um just was not a function of their online platform yet when when we were we were piloting there. So um our our team did like that they were taking our feedback and and immediately making some adjustments um to some of their platform

155uh as well. Um the only other thing to point out with just kind of areas of consideration that that we're paying special attention to as well is that current scope and sequence will require some updating. Um that's a process that that we were that we are going through anyway um with our math work on a 612 level in terms of just solidifying where our standards being taught, ensuring that they're being taught at those at the correct levels. um the the sequencing of some of the ways the topics are taught in Carnegie. Our feedback from our staff was that it's just a little bit different order. Um doesn't necessarily mean it's right or wrong, but just a different order from McGra Hill. Um so that just would require some additional um updates to some of those

156those CDCs. Again, work that we are doing anyway. Um but just something that we thought was worth noting. One of the last things I just wanted to briefly walk through is just walk you through our process for this. We kind of gave an overview of of of kind of the timeline piece of it, but um just wanted to talk you through how how we came to this con consensus around this particular program. Um so I copied some of these slides directly from from the night when we made our decision. Um what we wanted to make sure that we did is that everybody had a chance to share their voice. Everyone had a chance to share their experience with it. Um and then also had our 912 team here from our 68 team and and vice

157versa so they could see some of the strengths and some of the weaknesses um of each program and how they felt. Um so what we had them do is just um put some of the strengths and weaknesses. Again, very public conversation in our in our committee meeting um so that both sides could review again how the high school and how the intermediate schools felt about the the the process. It's just a repeat of the same thing for McGraill. And then what we asked them to do, what we said was our goal here is to build consensus, right? So we're not it's okay if if people feel differently about a program or have different levels of support. Um we wanted to get it to a level two, three or four. So level two indicating like hey

158I can live with this. Maybe it's not my wouldn't have been my number one choice but I can support the implementation of this all the way to a four which is hey this is 100% on board no doubt. Um the level one was we used as a process to say um you know as a rating of like if I give this a one I can't move forward and we need to have that conversation then as a team to kind of talk through um what are the concerns. um staff members were asked to share their their reasoning for support and we had that conversation regardless of the level of support but that level one was kind of like that hinge point for us that if we had a level one rating um for any of the

159resources we needed to like pause and say like all right if we can't move forward because we have a staff member that feels very strongly we need to a honor those feelings and let's talk through about um you know what we can do to address those concerns or what we need to do to move forward. So, as we did that, we asked the staff um or asked the committee at the beginning and then the end of our our recommendation meeting to affirm those three things um to make sure that they um felt that their voice was heard and that they were able to to share their their feeling about um which which resource they wanted to move forward with. Um, finally then our uh show of support for the resource that they had preferred um

160was just taking some post-it notes and putting them up on some bigger post-it notes. But having then a conversation around that work um following that that vote. Um if you look at uh we really like this visual in terms of trying to understand our staff's feedback after taking into consideration their experience, the feedback from students and others. Um it was very clear to to our team um where they wanted to move forward with um being that uh we had a much clearer higher rating for for Carne and their in their math program. And so with that with any adoption there is of course a budgetary impact. Um before I go into the different components that would be included in a partnership with Carnegie Learning for our um adoption cycle is I've been working closely with

161our business team and Aaron Norris around getting into like a consistent cycle with adoptions so that it's predictable and that our large scale adoptions do happen um in a way that they can predict and plan for um the these curricular resources. And we know that like a foundational aspect of any strong instructional programming within schools is that we have high quality materials in front of students. Um and so with that um on the left side under components you'll see the different aspects that would be included um in our partnership with Carnegie which is the different level courses. Um and within each of those courses that would include teacher implementation guides which is what Krista was speaking to is really helpful and easy to follow for teachers. Um teacher online access student printed math books which

162you see in front of you. Those are consumables and would be become every year we would receive those student have students have online access. And then we would have launch PD in August for all teachers of every course. um as well as a launch PD for our um leadership team. So making sure that our principles, assistant principles and instructional coordinators can really speak to this um curricular resource and how to support the implementation of it districtwide across our 612 classrooms. Um and then the on-site coaching and support, Chris and I have already developed kind of or mapped out a plan for how we would use those days. Um, one thing that we heard loud and clear from the teachers who piloted is that the coaching support from Carnegie was really strong. So strong that I

163asked um, Saudi if we could have the same coach when if we were to move forward with Carnegie. Um, but she assured me all of them are phenomenal. But they really were able to um, the coach that we worked with was really able to be alongside teachers and give really pointed, specific, helpful feedback. And that speaks volumes because we do these adoptions and that's not always the response that we get from teachers around the coaches um that are provided for us. So on-site coaching and support which would include walks with our leadership team. So again, our leadership team needs to fully understand the curricular resources we're using and how they can support that in their work through coaching and evaluation and collaborative teamwork. Um, and then on-site coaching and support for year two as well.

164Um, so that would be the full budgetary impact for eight years with the Carnegie um, learning program. And so with that, Chris has a quick overview of just kind of our implementation thoughts for um, the next year. Yeah, we just, as Alyssa had mentioned, had tentatively tentatively kind of sketched out a timeline for implementation. um really starting before the end of the school year, making sure that all of our teachers have online access and teacher review guides prior to leaving for the summer. We want to make sure that they have that information as soon as possible. Um throughout the summer, doing some updating of the scopes and sequence. Um and then with our our leadership training um in August, um our whole uh kind of uh goal around this was to build this around our

165existing PD days. So try to bring Carnegie coaches in for around our PD days and then schedule some on-site walks and on-site classroom visits in the immediate days following. So, um, really trying to make sure that there's a connection to what we're doing on on those PD days throughout that first year of implementation. And with that, we are all here for any questions that you have at 8:13 p.m. Yes. Thank you very much. And all right. Well, so questions already going, so we'll work around Miss Kaiser. So, uh, one comment is my school uses this for our middle school and they've been very happy with it. My other question is that's that's a very large amount of money. I'm just wondering is that an a general average amount we would expect to pay during um

166for a math curriculum for school our size? Yes. So on average I would say for English and math adoptions either the full elementary or full secondary you're looking at around a million dollars. Um, and again, we have a long long adoption cycle, the eight-year cycle, where some districts may choose to go shorter. Um, but some of the benefits to doing an 8-year cycle. On average, the research says between six and 10 years, we also want to align it to be fiscally responsible, to not be updating resources, especially to this level every on a shorter scale than six years at the minimum. And if we think about an implementation like it takes we're in year we'll be going into year five with Scholastic and I feel like this past year is where we've really been able

167to like fully understand it. Um and of course we're always onboarding new staff too into these but um so the short answer is yes. I think it's pretty comparable for the length of our um cycle. No that's fine. My school works on a seven years, eight year cycle as well. So I completely understand. Um I I guess more so I just want to make sure people anyone watching are understanding that it you know this is money that we have also budgeted for. Correct. Yeah. Yes. Yeah. Mr. Keller. Yeah, that answered one of mine. Was was it budgeted for and was that planned? I mean I know it was but did it fall in line? And it sounds like it did with kind of what we had planned. Yes. So, we're on a cycle. Um, and

168we have the full I can pull that up. The full map of what that looks like. Maybe I'll stop sharing and then I can pull that up. Um, and so we want to rotate again doing those large math and um, ELA adoptions that do run around a million dollars or less. I mean, trust me, I I've already paired it back as best I could to align with our needs. Um, but also we want to ensure then on the other years we're doing other adoptions that aren't as heavy and that is in collaboration again with our business team and the budget cycle for Wisconsin so we can predict that we have this money budgeted for available. Yep. The the other thing I wanted to ask I saw that for high school it um encompasses algebra, geometry,

169advanced algebra. What do we use? Because that remind us again what we use for some of our more advanced mathematics classes after adv advanced algebra. Yeah, on the on the upper level math courses once they get past algebra 2, it really varies by the course. Um so like for and that's a a process that um Alyssa and myself in collaboration with the teachers upper level courses are working through to see which ones need to be updated based off um you know for example uh we're looking at we were looking at AP stats. Well, AP's coming out with a new curriculum in a year, so we're going to hold off the AP stats. So, those things are not working on the same cycle. Um, also as um there also not as many publishers offering some of

170those. So, it just really kind of it it varies on where and when those were also adopted. So, some of those books are are no longer in print from publishers that no longer exist. Um, some of them we have found updated versions of. Um, so it just kind of depends on on the course and depends on on on what level that that we're talking about. Um, I met with I've um connected with a publisher earlier this week that only offers AP kelk. It doesn't offer any other AP math courses, right? So we're it just that one was savas learning. Um, so depends on the course really for that one. Okay. No, thank you. Yeah. Okay. Other questions, Mr. Lee? But we are not using Alex anymore very well. Yeah. Um no uh Alex would still

171we have a our contract with Alex um is it does not run in cycle with the current resource. So we actually have Alex beyond um this school year. Um no there would still be a role for Alex particularly in um working with students um to get them up to grade level. Um the the way the Matio software works with Carnegie is uh it's more designed to be used in the lesson at the grade level um like the grade level uh material that's being taught that particular day. Um so no, there's still still certainly could be a a role for Alex. Again, our contract still goes on for another I believe um through next year's next school year as well. Um and that needs to be part of our conversation um to think about which resources

172we're using for some of our work um on some of our our workforce students when we talk about some of our intervention work. Um so certainly could still be part of that conversation is part of it at least through next year and then going forward we'd have to um do kind of an evaluation of that because there is there is no um as you said intervention piece to this uh this particular math uh uh resource. So if we correct and you're saying that Alex is that piece currently uh the intervention is Alex right now in in secondary and the the McGra Hill piece doesn't have its own inter intervention. Uh correct we currently use Yes. Yeah. I'm trying to see how these fit together. Right. So we're paying for Alex. We're paying for McGra Hill.

173Now we're looking at paying for Carnegie. So if if it doesn't have everything we need. Yes. The evaluation of Alex which I don't see on this list is something that right this is for core resource. Alex is a supplementary resource. There's a separate one for supplemental. Yes. So with supplemental resources we're currently and that's part of our district team's work is reviewing um and in collaboration with uh Dr. Robinson on supplemental resources to support targeted andor intensive instruction. um that's not something that has been regularly I would say reviewed and so that is something we're doing at for both elementary and for secondary because Alex isn't isn't only used for for interventions for those who are not meeting grade level it's also used sometimes to allow students to accelerate correct and so does this have

174that ability does math have that ability for acceleration within the Carnegie lessons there are what they call stretch assignments that would allow students to um then um go beyond like what the grade level learning target is for for that particular lesson. Okay. But they wouldn't really be able to work ahead themselves beyond what was being taught in class. Yeah, absolutely. That's why our team from Carnegie is here. You got to come to the mic. Thank you for jumping in. Yeah, no problem. So, good. Good evening. I am Dr. Crawford with Carnegie Learning. So I just want to answer that question. So it does allow a student the opportunity to accelerate within the program. So in fact when a teacher is if a student is in sixth grade, a teacher has access to 7th 8th all

175the way through algebra 2. So if they there are two ways that that can happen. A teacher can assign those things to a student and open it up for them and let them keep going or they could do it individually. So to I hope that answers your question that yes it does allow a student to accelerate in the program up to algebra 2 um if that is an option available by the teacher. Can we do the opposite then and assign lower things? Absolutely. Okay. Thank you. And is there like any sort of uh like dashboard or something so that a a teacher can look at the students in their class and see like where they are in the lesson as far as like the concepts that they're supposed to be getting? Are they getting them?

176Are they not getting them as far as when they're using that online piece? Yeah. Miss Arnold there, Miss Bever, you want to talk to that student? Yes. Um, and that was one of the things that we were talking about where hitting enter, they have to fill a wheel it looks like. And that's where in the beginning of the year we'll have to have those lessons on, you know, rushing is not what you need to do because you'll have to be slow to fill your wheel up because it can be one little thing that is not filling your wheel. I had a student too that was not putting a negative with one of the numbers and was getting very frustrated but just by slowing them down and showing them it was like oh and then filled

177it in. So they are filling in like these little sprocket things and then I can see all of that on my end of it too just like how Alex had all of that stuff too. Yeah. Right. I'm glad you hear that because I think that's an important piece for it's very teacher friendly. Very teacher friendly. Good. Can I may I also add in that um along with that teachers are they have about four to five different reports available to them that will also tell them what skills and or standards students may or may not be um mastering at that time. And then it will group the students for them as well so that they know who has who needs who's who's at proficiency who's almost there and who needs a little bit of additional support.

178Um so there are five reports that will collect that data for the teachers as well. Thank you. And the last question I have is actually um is this really the best price that we can get for our district? Like we can't go better than almost a million dollars. We have a lot of bills to pay. I mean I I hate being nickel and dime. $5,000 having to pay for professional development for our district and building leaders. I mean that just seems like something that should happen so that we can implement this effectively. I'm the sales representative. I'm Sadi. It's nice to see you this evening. Um that's my role and forgive me I have a little bit of congestion but um so we negotiated we went back and forth a little bit on the um

179pricing and looking at two things. One would be discounting and the other one is that longterm price. So the longer you go for implementation, the longer the contract, the steeper the discount. So, a lot of the times when you're halfway there, it's it's over double half over double the price for half of the years. Um, I included we included the professional learning, all of the launch sessions. So, all of the PL I wish we could put those dollars on there, but all of the PL for the initial launch for all of the courses is included at no cost. Um, we included a support person who is going to be the go-to person. That is typically $7,000 a year for a district for five years. So that you have one person that you always go to

180to um not only have customer support, support for a roster integration, but also um support for the leadership to be looking at the reports, looking at the data throughout the year. And then I'm trying to think of anything else that we included for free. All the teacher guides implementation um teacher implementation guides are included at no cost as well. And I included uh an additional discount I believe um at my capacity. If we were to have a have a conversation, I would have to go back to management and have a conversation, but we're always willing and open to have those conversations when there are budget crunches. So, I know my our teams are very good at making sure we get as the best price that we can possibly get, but I personally would love to

181see that $5,000 line be included in those things just with the amount of money that we're looking at spending here and the amount of time that we're going to be putting into Carnegie um within our district. I think that would be um a wonderful additional show of goodwill from Carnegie to help our district um in what is somewhat uncertain educational funding times. But I will leave that up to the powers of be to uh negotiate beyond what I can do here as a board member. So, thank you so much. Yeah. Um Thank you. Thank you. Are are there any other questions from the board here um because I had a couple that I wanted to ask. Um for the on-site coaching and support for the 26 days, is that one person or a team of

182people? It'll likely be a team if you want to add to that. We had one person come just while we were piloting. But so I will say um I actually spent about five years on that team before I joined on this side and it is a team. Um I think they might have experienced Vicki maybe coming to support them. Um but again those 26 days look however those guys decided to split that up. Um we try to for consistency purposes we try to make it so that it is the same person each time or the same team of people each time because of the partnership that it truly is um and it being we you know that non-evaluative piece too. So um because it's a partnership it could be the same person or it could

183be um somebody within the same team with that person if that makes sense. Okay. Okay. I was just seeing how that then breaks down as far as then your 26 days and how you break them out for PD and and working with the all of the schools that we're dealing with. And then um the other qu could you go back to that slide actually please to this one? Yes, please. Um and so it has on-site coaching and support year two. So my question for this is with an eight-year implementation and this is kind of twofold one with Carnegie but also then with our our plan forward oftent times once there's no support everybody goes their separate ways and you get to herd cats again. So, how are we looking at as we move forward if

184training and on and coaching support is only offered through year two um to keep that consistent within our group and I know you're doing you said you're doing the the scoping and um that but how do we keep that then consistent uh as we move forward and then also what do we do for the teachers that come in after year two for their training and their upbringing ing so that they can continue on uh to live up to the same standards. Yeah, I think that goes back to I would say our onboarding for our staff kind of across all levels. So that goes with how are we onboarding new teachers. So we restructured that new teacher time. Um all new teachers get like a full day of learning around the curricular resources. Um, so yes,

185we want them to understand kind of the culture and um, values of us as a district, but we also want them to feel prepared and like they have an extra, you know, step ahead going into new teacher week. So that is part of our onboarding process for all new staff. And then beyond the the two years, our goal with the on-site coaching and support and I shared this with with Sudi because originally the leadership walkthroughs were pulled out and I was like all of that needs to be done in conjunction. We need leaders walking through classrooms hearing the coaching that's happening so that they can be supporting that coaching beyond when Carnegie is there. Same with our instructional coordinators, which Miss Beer is one of them at FLW. So it's really building the capacity of

186those individuals as well as our team um Chris as well as um his counterparts at secondary. And so part of that also from my perspective is retaining good people. So when we build capacity like keeping my team here that they can like continue to build that um we're doing a similar model with our early literacy work. So, it's really building internal capacity and how we onboard new leaders and new instructional coordinators or our coaches. I feel strongly that with the model that we've even talked about over the next two years and switches or adjustments that we've made with our new teacher on boarding that this is going to be a different level of implementation than potentially the board has seen in the past. Okay. And ju just to add on to that uh also when

187when we look at uh the types of supports that we're having from coaching you know that that can be very fluid uh doesn't necessarily mean one type or one style. So very very similar to in math. So we went to a different model than we had the previous year. So we're able to to understand what works well with our population of of our of our adults and adult learning. We're able to make those adjustments as as needed. So, uh, if if we go beyond that, uh, there's a possibility of extension that will require, of course, a little bit more money, but if there's a need, there's a need and we we'll assess that as we come. Good thing. Okay. Yeah. Because, and I I simply asked because of the questions that came so quickly and

188easily answered were like, can you assign higher? Can you assign lower? Yes. But even through the pilot, you didn't know that. And so, as a new teacher, you may not know questions that you need to ask. how do you plot a line and having to fight that later versus you know and like so there's those pieces that I would be concerned about and absolutely we can be fluid with our support and so I'm just asking is that we you know what is our plan past year two so that when you don't necessarily have those other resources that we've paid for or do we need to reassess at that time? Um okay I think that that's all that I needed. Um, so I guess unless there's as everyone is looking like they're about done with this,

189um, unless there's any other uh questions, uh, I I guess I would it I really felt that it was coming, but um, no, thank you so much for your time. I appreciate the presentation and all the information. So, thank you very much. Thank you. Um, I don't know when is it come forward. Yes, next week. next week. All right. So, next Monday. Okay. Thank you very much. Awesome. Thank you. Thank you. Thank you very much everyone. And then I guess that is the end of our agenda items that we have beyond ending the recording and adjournment. So I'd look for second. Do I have to ask for questions on that one? All those in favor? I. All those opposed.