Board Meeting 2-24-25

001like to call this meeting of the west southwest Milwaukee School Board to order Mr Becker would you please leave us on the pledge sure Ali to the for it stands one nation God indivisible with liy and justice for all thank you very much s would you please call the role Mr wer here Mr ker here miss Carr here Mr sikic Mr Birds president Miss Kaiser here M Ste here Miss Lee here president Lee here proper notes of this meeting has been posted in accordance with open meeting laws of the state of Wisconsin do you have any modifications to the agenda this evening there are no modifications all right then we're going to move right into our student showcase this evening from dokey high school so board members if we can move over to the front

002uh row here that must be f are we ready to go yes um I'm Greg GS the principal at D Project based High School um I'm only going to talk for a few minutes want to make this all about our kids so we'll let them share out um I do want to share that I'm celebrating my 20th year as a employee of our school district year at Doc school made a lot of changes and done a lot of hard work I'm really proud of that um I wanted to um also introduce a couple staff people Riley Deering is a new social studies teacher and Ashley brunette is a math teacher and also leading our sale work have a lot of awesome sales stuff going on and she one of the key components of that um

003along with that um I did hand out our our theory of action and I was asked to kind of like connect a little bit about what our school is doing with our theory of action and how that connects with our student share okay so I'm gonna be I'm gonna be super brief he goes what's the theory of action don't worry your teachers know okay but um so I I use my annotation skills from gradu uating from Nathan Hale High School in 1992 so you'll see that you'll see that there are some highlighted sheets on your on your desk so you can check those out later but basically we are working on explicit instruction small group work uh a lot of data analysis and teacher feedback we really focused on making sure teachers were in their

004classrooms giving them feedback they can't be better right without hearing about that for so we do that um our theory of action basically and I tried to cut it down so it's you know quicker it's it's about look at my having clear as Leaders clear expectations for teachers they need that they need to understand grade level standards and the high impact teacher strategies right things that teachers can do that really show results um they need meaningful And Timely feedback which is something I'm super proud of and Jody landish who's not here tonight um gave us our award our traveling trophy two months ago for having the school with the most uh classroom observations which I'm proud of with only two administrators in our building we were able to do that so that's great and then

005using a constant cycle of data analysis which we're doing a lot with uh Corey sack's hard work with the Y Das dashboard and having and having staff in our Wednesday plcs go over all of the data of the students in their classes and what types of uh um interventions and things that we can do to get their their uh assessments of so ultimately our school wants to have all of our subgroups with a value added score of three or more on next year's School grou for so we're thinking and you can review this again later but if we follow all of these steps that we want to do in our the of action before we see those performance outcomes next year in our school so I'm going to be quiet now and I'm goingon to

006introduce our awesome students I selected three freshmen and I I selected freshman on purpose um this is um our first year at that where all four of our grade levels 9 through 12 every student in our school has chosen to come to that they want the Project based learning experience and I selected freshman because I want you to see how far students can come just in one like semester of learning project based learning I could have brought a junior senior and had you see how how many times they have iterated and changed and grown in how to create uh project deliverables but I wanted to bring these three amazing awesome press because they have learned iteration they have learned how to dig in connect the Ians and the state standards to what they're learning every

007day and then show it out in some type of a project so um every year set of exams doy holds an exhibition night a lot of board members and a lot of people in the room have been there we have one in January and we had one in June and so if uh I also left you little save the date on your on your desks over here so you can hopefully join us on June 10th and anyone in the community that's listening please come we had almost 500 students in Jan excuse me 500 guests in January it's a huge success for us so um students got to share out of what they're learning so we are going to have Nicholas Rodriguez share out about um an algebra project and we are going to have shange

008qua and Lorenzo Allen sh out on the social studies project and I've given them three or four minutes each to talk about their project and that's difficult because there's a lot of learning that went into it but they're going to overview that and then they'll take questions take it away R we were learning uh multistep equ multi-step equations we and for our project we had to learn how to make them and at the answer of the of the equation had to be to the corresponding hour on the clock and because we got to choose any theme I thought that steampunk would be nice and I didn't think about how I would implement the numbers which is why they Branch out like this and most of the numbers I didn't act I didn't get on until

009probably like the I think the the week before exhibition night even though I supposed to get this done two months I think a month or two a month or two before my uh while doing the math I don't remember any of it I don't remember of it don't ask me any why not being honest you want me to be honest uh I spent too much time on my uh on all the equations and I went two weeks over the due date because I put so much stuff on here and I chose the steampunk theme because I thought it was nice I thought it would look really nice it looked really cool and I went to Nathan hail and my and my garage to get a bunch of different scramm HS that I can put on

010here and I have a bunch of materials from hail and some from my garage which I would just hot glued on paint it on to look nice and the original project was a bare piece of wood in the back that we we usually draw drew over or painted over and I added a leather background so it wasn't looking all fa looking see I think just tonight because I wanted to add a little bit of stuff I added this paint on here the green paint make it look like aged copper I probably should been AIT more that's it my main notes oh no got all the actual stuff about that wait a minute with the actual making of the equations we we had to write out every equation on the paper she gave us with the

011rubric so we can find our project before and I went through a bunch of different ones that I I could and figure out what it was what the equations actually equal and eventually I came out with this piece which I am very proud of for how much for how much time I struggled making this and it made me mad because I just had the idea of making these into um what's it called I don't remember the name of them make it look like they're branching now like you're building up something like it's being built as it's going supposed to be Clock Tower and it's supposed to be the internals but I couldn't get that done in just the few hours I had to get here anyone have anything they want to ask I like that

012you w with steam punk I don't know if you realize not like like the gears of a clock are very far that steam PK movement and how like the clock only looks like back in the day such and I'm just looking like algebra was not my thing but if I had a project like this I definitely would have been really excited get all the that all yes a question once I appreciate your honesty and then two I really uh like actually how you're talking about how you're making all these different iterations um that just presented right start out even now you're still thinking about how more vision and that's that's really powerful it's the first time I've ever done something like this and now all I want to do is pi a a bunch of

013tiny little builds like this now I want my next like five projects to do this stuff but I'm not I'm not gonna be able to is that all thank you so our project was about the history of aviation in United States history from World War I to current age um our I can statements are I can construct arguments using precise and knowledgeable claims with evidence from multiple sources while acknowledging counter claims and evidentiary weaknesses I can gather relevant information from multiple sources representing a wide range of views I can explain how a question reflection enduring issueing the field I can present arguments and explanations that feature evocative ideas and perspectives on issues topics to reach a range of audiences and venues outside the classroom using print and oral Technologies and digital technology so um this

014is our main poster Lorenzo drew it um it features reget yeah the a the lock ac130 and the RV 47h our second part was honestly the models they are yeah our second part was these two models this one was made of toothpicks and cardboard kind of like the original and the second the second one was 3D printed um and then our third part was the slideshow but the original idea was 50 slides and then it was too long and then we cut it down like 16 um our biggest successes were how much work we put in how much effort we put in and just the sheer amount of this we had it we had it done by a good deadline like a week or two before we had everything fully finished our biggest challenges were

015we put in so much work in one day that we got overwhelm the next day the next day so lot of project finding lot of information like we really really especially with project with so many different to it was one my bation because I had to keep at it a time weend and of course drawing three aircrafts using nothing but images that you have rly found off Google so it did take a lot of energy was genuinely fun and I am looking forward to make another one that is probably it you guys have any questions this is a this is a Oru topic the history of US Aviation is so huge you said you started with 50 slides down 16 so how did you edit how you determine what things what to focus on and

016what most of it was really really like up to words it was absurd so we only kep like the vital Parts like the start like the timeline for World War I the timeline for World War II the Cold War and the modern how what else you talked a lot about creating the project piece and the deliverable like that's the visual project but can you each share something that you learned in in your studies of history of US Aviation something that was surprising interesting you didn't know your favorite thing one of the uh more interesting things that I did learn is that nuclear bombs were you inan but there are also numerous nuclear boms afterwards in more peaceful prot test where animals and people soldiers Navy vessels and these underw above the water waterest how well

017and mons themselves did not do as much damage especially the test below water the amount of radioactive water that so great they could not my favorite fact personally was that when I was studying um off planes and speed records one plane has held the record since 1977 um the SR71 very popular plan um fastest air breathing J currently um it is not the fastest air vehicle though that goes to the Parker solar road now that thing sunl anything else I was just gonna say because it sounds like all three of you had moments where you were kind of you know like struggling or more difficult so what was the main thing that you learned about yourself or that you might want to work on as you went to this project procrastination these two overwork themselves

018and I got lazy and throwing myself together in two weeks defitely not pushing myself to I can suain it for sometime push myself too far realize then I'm going to fall eventually that is going to leave me in a what do you too much work in too little time too much the difference really trying I brings up every single conversation keeps you organized and keeps you focused a great system all right well thank you again for the students from dkei for coming and presenting today on their projects and thank you to the staff and uh presume the parents who brought them here as well so one more round of applause for our groupi on item seven in our agenda this evening the superintendent report good evening we have start out with legislative updates Governor iers

019introduced his state budget Governor iers introduced his fourth state budget to the Wisconsin State Legislature proposing over 300 3 3.15 billion in new K12 education Investments the operating budget is nearly 119 billion over the vium and over 10 billion increase compared to this the current fiscal year the budget focuses on Equitable funding mental health support literacy Improvement and the reducing potential burdens on families key initiatives include General Equalization Aid Target categorical AIDS and uh sparsity Aid the budget also includes $300 million in expanding Comprehensive Mental Health Services 84.6 million for improving early earning receipt and4.4 point8 million preschool Mills we talked about that during his visit to Hoover where uh as a district we've offered free meals to our students for the last two years so it was very uh good conversation for him to

020engage and he's very excited to hear that we were already doing that as a district so money allocation for early literacy initiatives will likely revert to the Surplus Wisconsin State Rep Joel kitens is drafting a bill to release $50 million in early literacy funding uh from The Joint finance committee to avoid its revers to the Surplus when the deadline passes on June 30th the Wisconsin Supreme Court agreed to hear a case to review the governor's partial veto of the appropriation Bill and determine whether the joint finance committee is is properly improperly holding on to the money however the court has yet to schedule oral arguments in the case and with the upcoming Supreme Court elections it appears less likely the court will reach a decision before the deadline for the lapse of funds $50 million

021was allocated to fund the M mandated changes to how Wisconsin's children learn to read in 2023 money is tied up as the legislature Waits all args and the decision by the state supreme court or whether the governor had the authority to strike funding for school boards and Charter School compliance from the law we are very excited and and anxious about the decision to be made because right now this is currently an un unfunded mandate that um that kind of U Lies over our head so we we were really like resolutions to this let's give some shout outs this evening a 2024 sportsmanship award goes to the West out dogs boys volleyball congratulations to the West out dogs Co-op boys volleyball team for being named the 2024 sports mhip award recipient of the Wisconsin high school

022volleyball officials Association the award recognizes teams that stand out for their respect integrity and positive impact of the game congratulations to coach Meyer and the team Nathan Hill wrestling State qualifier so let me before I I start let me tell you something um West Dallas West Milwaukee school district is a wrestling school district we we're we're we're the winners when it comes to wrestling congratulations to the Nathan Hill wrestling team who defeated wossa Co-op and Wisconsin Lutheran to claim the sectional Championship the hard work determination and teamw work have earned them a spot in the wi team state wrestling tournament so good luck at State we're so proud of of these young young men and and ladies um for for their work and and effort they put in this year we also want to want

023to highlight uh congratulations to Nathan H's K kruer I'm making history as the as School's first ever female wrestling State qualifier her dedication perseverance and hard work have paved the way for this incredible achievement so again congratulations to uh to uh to Miss Krueger and good luck at State West Dallas Central wrestling state qualifiers I tell you we are a wrestling District congratulations to wrestlers du sh Amad Cameron Anthony galz and Caleb Huber who qualify for waa state tournament they will compete in Madison later this week and congratulations and good luck to those uh those young men just want to also highlight out of that group uh du sharp received earned I should say it's 100 Varsity victory during the second uh the sectional finals and so that was a double win for for this

024young man and for their so again great job to the coaches as well as the team on their achievements oh we are also a cheerleading team a cheerleading District as well congratulations to the Nathan Hill cheerleading team on an incredible performance at the state championship competing in the small all girl nun tumble division they finished strong earning an impressive third place overall this achievement is a testament to their hard work dedication and commitment throughout the season way to go Huskies but not to be outdone we also want to send a shout out to the West all Central cheerleading team on qualifying and competing at the State Championship uh in just their third season L of competition teams so again shout out to the Husky young ladies and the Bulldogs for job well done just want

025to remind the community on some on a couple things that are coming up we have our strategic planning uh that's in full in full effect and so we will have our uh our our note cards going out our information cards with surveys um that will be mailed out starting on next week we would love for everyone's input in what our our next five year should look like as a district as we craft and and create a strategic plan uh that that focuses on a profile graduate really will like your input so be expecting these um these surveys to hit your mailbox starting on next week the deadline for each surveys will be March 21st we also want you to participate be a part of um the decision making and and and giving us feedback so

026we are creating a steering committee for our strategic plan sign up for the strategic planning steering committee will close on this Friday February 28th we we have a already received an overwhelming number of volunteers who want to participate which is a great thing uh we we're opening it up again we're we're uh keeping it open I should say till Friday the 28th so we're encouraging uh everyone to come and uh participate sign up participate be a part of the solution and not the problem so we we're looking for a variety of opinions feedback as well as a direction for the next five years of sh plan Community visits uh instruction rounds at Hill West Milwaukee Central Irving and daky monthly City Schools meeting West all rotary club meeting meeting with state representative Torio uh super

027superintendent connections visit shadowing staff and providing side by-side coaching and I visited Hoover Wilson Irving and Franklin Elementary schools during District ypd gers tonight we we have uh our special guest sitting on as a student uh representative s John guich uh John is senior at Nathan Hill he's a member of the core team for Renaissance students leadership team at Hill member of the cross country and track teams member of the National Honor Society in rotary he's enrolled in multiple AP classes and John left such an impression the last time he was here I think they thought he was a permanent member of the so I just wanted to give John the opportunity to introduce himself again and talk about what's going on in Anon Hill yeah so once again my name is John grich it's

028a pleasure to be here again see least million faes but um you covered you took a lot of words out of my mouth what I was gonna say but we do have some really good sports things which I I want to expand on so wrestling they did take first sectionals that was the first time that's ever happened in 20 years so congrats to them in addition to that like you said that is Kai Krueger is the first girl we've ever had in na H hist stre but four people also gotten over 100 Varsity wins this season alone uh this includes Tristan Moore Thomas medley R Sardina and Jay Krueger so all of them um the past High School careers they've gotten under and uh in addition basketball our one of our Varsity players Wilson Shear

029just recently joined the 1,00 Points Club he's the fifth person of he to ever do so so that's always nice and um not only Sports side but theatrical side we have Les Marvel Les Marvel up and running that'll take you in uh in April I'm horrible Miser there's a reason I never did the'll mid April and and right after as soon as the last play was done with they're already up at the works of it so if you have not gone them I highly recommend they are fantastic Productions and um to finally finish it off track is right around the corner starting March 10th Absol fantastic program andom tickets already starting to go out for early April with that being said on Sports side and out really fun time to Bea thank you John I

030appreciate it and um thank you for responding I knew you had more context than I had have a general overview but I'm so proud of our our athletes and the things that they're doing at both high schools not only interesting but also cheering I know basketball teams are getting ready to kick off playoff as well so we're excited to see uh both both schools in their their playoff AR so thank you my final comments this evening concern the petition to detach from the West Dallas W walk School District annually citizens May petition a school district to detach property from one school district to another to another neighboring School District throughout the formal process according to the DPI website petitions for detachment and attachment of any small territory must be filed before February 1st with the

031clerk of the school district to which the territory is attached at the close of business on January 31st the were three Detachment petitions filed and they are as follows petition one was filed on no November 15 2024 it included one parcel and two signatures petition two was filed on January 27th 2025 at 9:00 a.m. it included 134 parcels and 116 signatures petition three was filed on January 27th 2025 at 10:00 a.m. and included one parcel and one signature please note these petitions are signed are assigned a number according to the order of them being received following the following following the following of the petitions the district has the responsibility to determine the validity of the petitions based on the Wisconsin statute 11705 orb during the review of the petitions it was determined that petitions 1

032and three met the statutory requirements and would be parted of the board for consideration according to 11712 section 3 during the month of February each effective board must give the petitioners an opportunity to meet with the board to present reasons for the proposed reorganization before adopting a resolution either granting or denying the attachment petitions one and three were heard during the wwm meeting on February 10th 2025 which included presentations from the petitioner and questions from the board tonight the district will provide a specific response to petitions one and three as for as far as petition two we have consulted with our attorney and DPI concerning the validity of the petition at the root of the concern around petition two is the fact this petition contains a parcel in signatures of an aforementioned petitioner and in

033petition one upon further review by our legal counsel and in consultation with the Wisconsin Department of Public Instruction attorney we have determined that petition two filed on January 27th 2025 is void under Wisconsin statute 11705 4B as it contains territory proposed to be detached that is already pending in another proceeding simply put the rules prohibit multiple petitions from homeowners during the same review cycle furthermore DPI has determined that once a petition has been deemed as void then it is UN revivable that concludes the superintendent report for tonight right thank you very much move on to item eight our public comments this evening we have a number of people sign up for public comments um I will call you up in order that you have signed up um just a note before we begin um each

034person is allowed three minutes for public comments you must state your name and your address before U beginning your public comments and once your 3 minutes is up you must stop uh speaking there will be no back and forth conversation uh if there is something simple that can be answered after your public comments have been completed um that might be done at the discretion of myself otherwise if there's any formal response required they'll be done by the next regular Board of Education meeting um if there's anyone in Zoom who would like to address the board there should be a link in the chat so with that I would like to call up um alisander Romero and and there's also Emily ferson now you did sign up twice was that on purpose that was a mistake

035okay all right pearon and Alexander Romero we reside at 13605 West wber Drive in new berland good evening on January 27th you received and signed our petition to alter the school district boundaries for 134 homes in the southwestern corner of West Southwest Milwaukee School District in February 10th I confirmed that we were not scheduled to present our request during the board meeting that day but rather would be on the agenda for the board meeting today February 24th we received that formal invitation via email on February 18th on Friday February 21st your executive assistant assistant emailed us at almost 9:00 a.m. with a letter from your superintendent Dr Robinson stating that our hearing would no longer take place as it was determined to be void since it contained territory proposed to be detached that is already

036pending in a another proceeding upon receiving this letter we attempted to rectify the situation immediately the other sole petitioner spoke with West House West Milwaukee staff Friday morning and informed them that he was withdrawing his petition we sent a follow-up email to your executive assistant with this information and requested that our meetings proceed as scheduled for tonight we received a letter back from Dr Robinson stating that the sole petition is still pending before the board for potential action tonight regardless of that petitioner requesting to resend their petition according to chapter 117 of the Wisconsin State Statute each School Board shall give the electors and owners who sign the petition an opportunity to meet with the school board to present their reasons for the proposed reorganization typically these petitions are heard during the first Schoolboard meeting

037in February in order to allow the board sufficient time to decide and present the reasons for their decision because according to the statute failure of a school board to adopt a resolution before March 1st constitutes the denial of the reorganization by the school board for this reason we were surprised to win that we were not on the agenda for the meeting on February 10th but rather the meeting scheduled for today as that would mean the board would only have a few days to make a decision regarding our request we believed in the good faith of the district to hear the reasons for our request but it's now apparent that our meeting was delayed for a reason that reason being that West Dallas West milwauke wanted to wait until the last minute to let us know

038that our petition was no longer valid which in turn denies us the opportunity to find a common solution if we had additional time to resolve this issue we might have found a common ground that would have allowed us to move forward with West Sal West Milwaukee board members hearing our petition it's clear that there's that the way the West Dallas West Milwaukee chose to handle this was to intentionally deny us the opportunity to have our voices heard what's unclear at this point is whether the district represents us or not based on the way you've handled this process a process that's designed to be fair and impartial 94% of the households that we spoke with signed our petition as no Lee stated at the last school board meeting this process is for the students which is

039exactly who we are doing this for the 17 students in our territory attending West Dallas West Milwaukee schools and the several other students in our territory who choose to attend other schools thank you thank you Jeff barelli Jeff barelli 13160 West North L New Berlin I am here to express my disappointment in the decision to void atici while I understand the Wisconsin State statutes tonight's meeting should have been about a group of this school board's constituents having their voices heard I have had experience with the district with two kids at Hoover the school puts quality time in effort into the their social emotional learning resources when they have leaders in the classroom they provide additional resources for those kids my oldest child had the opportunity to be a major contributor to the school store uh

040starting the school store Miss Taylor was certainly qualified for teacher of the year and the school does well to promote their teachers I was proud and still am proud to have have my oldest child in Orchestra where at last year's Spring Concert Dr Robinson touted the expansion of the Arts in the district While others making are making Cuts there are also major disadvantages for new berin residents to be part of West Dallas West Milwaukee my third graders thrives on Sports and there are zero girls in her class that play sports behavior issues of a few led the school to band sports that recess for five months in absurd punishment that has had major impacts on my child's happiness the teacher and principal explained that there is not enough staff to keep watch over the students

041while it was great to promote teachers achievements there's a clear lack of investment in having enough staff at the school while our neighbors in wela County went to school on Wednesday the 12th we were forced to find yet another child care solution for another day off of school my kids play in the backyard with a neighbor that will go to moso my neighbor down the street sends their kids to walk as Sha North another to whitel this Jerry mandering based off the needs of the communities in the 1950s is not only impacting the 17 kids noted in the district's data there are also at least double that number of kids in the neighborhood and there is no sense of community without a common School the decision by Dr Robinson and the board to void this

042petition clearly shows the priorities of this District the school board in particular is supposed to take an oath to act in the best interest of the constituents by voiding this petition for hearing your your constituent's voices are silenced without facing the petition head-on it is clear that the district does not want to face the data that shows the subpar performance of the schools that leaves the decision to be based on money and money alone our group has focused on the community and education of our kids while Noah's comments from last meeting were focused on money you would lose from the New Berlin residents A Drop in the Ocean especially with the referendum passing our group has put in hundreds of hours to put forth a fair petition based on facts and I look forward to

043presenting this the next time unless the school board steps forward tonight and upholds their oath to do what is best for their constituents thank you thank you Rebecca majir majir apologize I don't come pronounce the last name is there Rebecca here m a g i e r Rebecca Mair uh lives at 13310 West North Lane not here okay we will move on they show up before the end of the public comments I'll be able to provide them still um all right and then you sign over twice so I'm going to skip that one and then Toren msco my name is Toren msll I reside at 12855 West North Lane in the city of New Berlin and I am here tonight to talk to the school board about the Detachment Petition of the 134 Homes located

044in the city of New Berlin that up until last Friday morning we were being told was on tonight's agenda in fact we were asked to make sure that we provided our presentation materials in advance so that there would not be any issues at tonight's meeting instead on Friday we had the rug pulled out from underneath us after we were notified that we were no longer on the agenda because the school district not the school board is considering our petition to be void due to one home with our territory of 134 homes filing their own petition for just their property how would we know this individual filed a separate petition we would not but do you know who would be aware of filing the two petitions that person that signed the paperwork toce if anything that

045person who sign those petitions twice should have their petition void not the the 134 homes that weren't even aware of it and there was no communication by the school district up until Friday at 10: a.m. so I ask you why we were not on that February 10th meeting it's because this has been in the works for over a month upon finding out about this second petition of a so property within the 134 own territory causing issues the property owner was immediately contacted and informed of the issue and he immediately contacted the school district to remove his Petition of his sole property so that the petition of the 134 homes could proceed instead of using reasonableness and discretion towards the assist uh towards what the assistant superintendent even admitted as being a gray area of the

046statute open to interpretation the school district pushed forward with their disgraceful tactics to end our ition without ever being heard by the school board and after taking or talking with the school board member without even the school board's knowledge of it till you heard from Dr Robinson just a few minutes ago there was a reason we were not scheduled other petitions on the February 10th meeting it was because the school district was working hard in an unethical manner to silence our constituents while leading us on the entire time to ensure the issue could not be rectified in a reasonable way if we are going to get technical a state statute under chapter 117 I'll reference 11705 sub 8 which states the school district clerk shall give a copy of the written description of the procedures

047for the school district reorganizations that any person filing a petition at the time of the petition since we have not received this description as outlined by Statute I find it interesting how the school district will use a gray area of the statute against your constituents when they fail to follow this very black and white part of the statute being provided with this information may have led to us in have a reasonable conversation rectifying the issue when our petition was filed almost a month ago I asked the school board to investigate not only what occurred but how it occurred please put yourself in our shoes as our elected officials look into this from a reasonable person's perspective and how would you feel if the school district treated you this way this is not about your police

048regarding Detachment it'sing your oath and I ask you to look in what happened thank you Mr msco thank you moving on John moing passing right uh Jessica Gentile good evening everyone um my husband and I have oh yes I'm name Jessica gentiy 13200 West Howard Avenue apologize my husband and I have the same concerns um as the previous families that petitioned uh we recently moved to New Berlin and education was at the top of our list and our priority for our children we were dismayed when we found out that New Berlin or our address fell into West Alice school district and we were very hopeful when our petition um arrived at our house that we could sign so concerns that we have is that my son was diagnosed with ADHD and now qualifies for an

049i his pediatrician stated new berin has a great special education program and we have been told by other parents as well we're also nine10 of a mile from Eisenhower and that's what concerns us the most is that New Berlin school districts rate higher based on online resources such as Niche and great school or yes great school unfortunately West Alice School District rates lower and this is concerning for us uh with that said time is time for change uh I was told that District Lines uh were created in the 50s and we are now in 2025 they need to be redrawn uh new berin residents should have the same access to good quality education that other new berin residents have other families were annexed recently and it would be unequitable in my opinion to not allow

050our neighborhood uh to be annexed thank you um so I'm gonna go back to Rebecca Maier Mair I don't know if that person should came or looking on Zoom don't see a Rebecca majer so um that is all that we have signed up for public comments at this time so I'm going to close public comments and we'll move on to item nine our board reports for this evening starting with 9.1 with a review of our Board calendar so today is SE 24th we have a regular board meeting we have a uh few workshops one on AGR data review and one to finish our Financial stability and efficiency workshops second Friday pupil count 2526 enrollment projections 2526 estima Revenue limit calculation and 2526 preliminary budget projections our next meeting is on March 10th at 6m and

051then we have a meeting on March 17th which is uh regular board meeting but then a final board uh which will be our final board meeting at this location so after the March 17th meeting um we'll be moving to the new location which is at the uh WestSide Athletic and activity and fitness center which is the former Lane location and that uh meeting will that first meeting at that location will be on April 14th so that we'll we'll communicate that often but just so that we're aware of that the March 17th will be our last meeting here at this location all right moving on 9.2 board committee reports we have several starting 9.2.1 Employee Engagement and culture Mr Keller thank you Mr Lee or president Lee um we met last week Tuesday on the 18th

052um we talked a little bit more about the substitute teachers and um some of the ideas that we had discussed um previously what we determined was that MaryAnn's going to take some of that information that we had shared back to Cabinet um and get some feedback and additional information and then we will revisit again at our next meeting so that we have a clear idea what areas we can focus on again to to substitute teachings a little bit more attractive um we also talked about our vacancy report uh which is extremely low just a little bit over 0.5% so really good place right now um the final piece that we talked about was exit interviews um shared some information about that um and talked a little bit more about getting some of that data correlated

053a little bit better so for instance reasons for leaving um like we want to know um in in for instance in some cases individuals said nothing like we'd like to find out who the what the reason for leaving was for the individuals who said that potentially there was nothing that could be done to keep them if it was for a family reason that makes sense right but we want to try to get that information correlated so that we can see if there's areas that we need to specifically focus on in order to avoid um some turnover um those were really the main things that we talked about we're looking forward to continuing uh continuing the discussions in all those areas okay thank you very much Mr Keller have any questions from Mr K or any

054items to consider on future agendas see none thank you very much Mr Keller move on to item uh 9.2.2 Financial stability and efficiency Mr Burns sure thank thank you um Financial stability and efficiency committee met on February 17th um so a little bit further out but uh majority of our meeting was uh dealing with our unfinish unfinished business of our audit uh which was obviously presented last week uh for everybody so we know how that turns out and we also have started looking into doing some uh new business pieces which include looking at compensation models um and committed fund balances and where are best use of those funds is going to be as we U move forward um and then also looking at just the uh referendum and how our implementation is coming along as

055far as how we have people getting to be put in positions so that we can start building our plan and getting uh the work done and bided out quickly so high level stuff right now so nothing specific but uh to be to be determined okay thank you Mr Burns anyone have any questions for Mr Burns regarding his report or any items to be considered at Future agendas see none thank you very much Mr Burns move on to 9.2.3 Recreation and Community Services Mr Becker uh I was actually unable to attend as I'm my way back from a volleyball tournament I'd like to defer to uh Mrs Lee or Mr Sage to fill in problem got it thank you very much yeah um it was a pretty uh Recreation and Community Services um committee met last

056week um on the 17th also um not a whole lot new going on um the athletic strategic plan is moving right along um and uh look for save the date for coming for the Recon activity Center's open house should be out soon that was really about it okay thank you very much Miss Lee does there have any questions regard regard Miss Lee's report if I remember correctly Miss Lee um there what was the date for the athletic strer plan to come to board and workshop thought that was supped to be by the end of is it this month or was that the original we were hoping to get to February April is what we're looking at now the end of April okay this has been um guys working on this for a long time so

057um but we want to get it right so it's fine to take the time so so that when we come forward to the board we have something that is going to be more a little more polished and then hopefully doesn't take much additional effort to get into full swing and implemented so thank you for that I think on my part I think I probably set the the timeline a little bit too aggressively because I really did want to see it get done I didn't want to see it fall by the wayside and it it it's ended up being a bigger project than I understood initially I think is what it comes down to so there may have been a bit too much we definitely want R out before the end of the school year okay

058all right that's good um and there uh is there any other questions about the that report or any items to suggest for uh future agendas there was one thing that I wanted to um have considered when you have time and that was investigating the potential of adding like football for GRS to our schools um I know there's a lot of work that's a loaded thing to put on a thing there's there's interest and and it doesn't exist right now in the state of Wisconsin but um colleges and universities are adding these teams and soort now right and so I think it would be something to to look into um to see you know if we have interest here and then what would be interest in the area obviously because we want to have teams to

059play against and things like that but to start that process I think would' be great absolutely Mr second that kind of PL excuse me planted a seat in my I'd like us to see have uh a girls basketball team at the sixth grade level for junior high if memory serves I'm going to try and get a visual hear from Michelle I believe that's a conference issue where we don't have sixth grade I think we had that discussion uh in the past right right yeah I think there an intermal program though there should be something for them with a basketball oh believe me anything else thank you very much Mr Becker uh we'll move on to 9.3 board member reports of community events any community events for MERS attended that they would like to report on

060yes Miss Kaiser um I know others will bring it up as well but I did get the stop by the PTA carnival on Sunday it was really wonderful to see so many families coming in the door um there were some amazing raffle prizes in the silent auction and uh just a a big shout out to our ptas we have an amazing PTA program in our district that does a lot for our kids and including scholarship so uh thank you to everyone who came out oh and Peter Pan is this week Peter Pan tickets are this week they are uh February 27th 28th and March 1st and 2nd you never want to miss one of our shows they're fantastic thank you much Miss Kaiser missley um I was able to make the unified um basketball game

061at hail against seberg which is always just you can't help but smile while watching these kids play basketball it's just the warm fuzzy feeling is unavoidable so it was a great time a great turnout so I look forward to next year's very good thank you Miss Lee I'll have to come back uh Miss car I believe you I did also attend the PTA Carnival yesterday and um you know being in the district for as many years as I have um I I saw it for 30 years we've been doing it I mean it has just been a thing and every every year I Marvel and I I'm always so interested the fact that um they come up with new games all the time I mean they're not just the same carnival games or you know

062the same stereotypical there was a wicked game for you know based on the movie that came out and um I just thought that um the PTA really puts their heart and soul into that and I think it helps just create such memories for our kids and so I I really enjoyed it I did even bring my 18-month-old granddaughter for the first time and just to expose her to something like that and it was delightful thank you very much Miss Carr then we also want to report Mr Becker uh right on the way over here tonight I went to the FLW eth grade girls volleyball games uh a lot of interest around the sport right now they've got two full teams um and they could probably feel the third um so it's really nice seeing the

063the players develop from where they were last year to running some a little more complicated rotation style volleyball um so hopefully preparing them for a strong team on the high school level awesome all right thank you very much Mr Burns yeah um well as we've already heard I was also able to see the be at the PTA Carnival which was always as I said fantastic event uh like to see the kids out and you know I get the bonus of having a couple young kids that are doing some of the activities as well so um fun with that and um I was also able to make it over to the ball of the dogs for the girls watch them uh work their their hearts out and uh you know really compete against one another so

064that was a really big game to go see as well all right thank you very much Mr Burns anyone else want to report on events that they attended all right I'll uh I'll wrap it up I also was at the PTA Carnival I often am asked to do the 50-50 raffle and so I'm walking around yelling for 50-50 raffle but we're able to make some money for the PTA scholarship uh fund as well so we can have some deserving students to be able to get some scholarships to help with their next steps in their lives I was able to catch um the last part of the unified game and then uh stayed for the Battle of dogs game as well to be able to watch uh Central and hail face off against each other for

065girls basketball um my son is a wrestler so been involved in all the wrestling that's been going on I just wanted to mention um and I'm sure Dr Robinson was going to mention this next week but there were um beyond the four wrestler individual wrestlers who made it to individual states so wrestling has a team component and an individual component and so they're two separate uh uh competitions and so the team component as as Dr Robinson mentioned for Hail they're going as a team central has four individual wrestlers going um in the individual individual competition and hail also has nine um individual male wrestlers that are going and then the the female wrestler that um Dr already mentioned also going is in competing individually so in within their weight class versus having the scoring like

066the whole team would do so I just want to mention those the nine wrestlers I don't have all their names right in front of me so I don't want to miss anybody but I'm sure they'll be mentioned our next meeting next week yes the T yeah so we'll have the rest of the miss my question actually bounces off for yours is there going to be any way for us like to watch like is there a is there a zoom because I would love to be able to watch Che on our kids they do broadcast the state competitions that they're they're in Madison but they do broadcast them so you can watch them um I can get that information and distribute it to the board if people are interested yeah appreciate that all right um and

067that kind of covers my other information items as well for 9.4 so we'll move on to our consent agenda this evening starting with 10.1 approval of minutes from our regular educ Board of Education meeting on February 10th and our board Workshop from February 17th 10.2 our employment summary 10.3 our supplementary contracts and 10.4 our financial summary does anyone need anything separated out if not I would look for a motion so moved moved in seconded any last minute discussion all those in favor opposed all right that passes I'll move to our action items this evening our first one 11.1 the pat conon Foundation Grant acceptance I only see Miss trer so I guess she will be taking this do the phone stuff oh uh good evening board um we are here tonight to seek approval from

068the board um to accept on behalf of the district allow District administration on behalf of the district to accept the Grant from the pat conon Foundation through kattin courts those that I don't like to assume for those that may not be aware Pat conon is a member of our Milwaukee Bucks um and we've been awarded we applied back in September um we're all aware of the some of the challenges we face at West Dallas Central and the Fieldhouse so their program provides new wood courts um and in a dollar amount um of 125,000 so um asking approval though based on dollar amount and then all there comes some um stipulations with it um some logos so some naming rights along with board policy and they would also have the first right of refusal if the

069district would ever choose to refurbish the court they would like to be involved with it at that time so um very exciting we applied back in September and have been waiting very anxiously and found out last Thursday from um the one of the um members of the foundation board that our grant was chosen fantastic super and I just want to thank the committee uh myself Shelly Aaron and Connie Connie was on their committee as well we we got together over a A month's time span in August and we divided it up each person had a section my section was suppos the best of I'm just GNA say be honest with you guys uh that's a joke I think he inserted a picture U no yeah exactly no uh this was a uh when I tell

070you when we submitted the grant we said to ourselves there's no way not getting this it was that good it was that good it met the expectations it exceeded the expectations and um it also included a lot of work on the front end and just really being transparent and letting them know how how how bad the problem was as far as the court is concerned and um and we we uh and also thanking thinking the coaches and the players of central they were involved in in really uh telling the story and the need uh for for the court so we're excited very excited questions from the board Miss car so I think Shelly or um Erin might be able to answer this so obviously with the referendum we had some monies earmarked for working on

071the Fieldhouse at Central and um I'm wondering to um would we use this money this is an in addition or would we take some of the money that we had earmarked and move it to somewhere else that might need it or can you can you explain what the thinking is behind that yeah so we um as part of the grant we had a submit a budget right because in addition to the flooring we know the bleachers um and there's a few other things sound system so this would kind of replace um the referendum and budget money so we would have additional dollars either to do more improvements at the Fieldhouse or to reallocates other projects throughout the district and I guess that's my question like you know we wouldn't decide that we're just gonna but

072down the road we could de money that we can use in other places that's we waterproof got it so once we get down the road of picking the projects and that sort of stuff and then when we obviously there's bidding there's like a lot of things have to happen sure um but once we get down to the actual dollar amount then we can say okay it was we we budgeted this much we have 125,000 from the ponton foundation so did it cost more did it cost less to do what we were going to do originally and then if it costs the same or less then what do we want to do with those funds and that would be a decision the B would make at that time for thank you any other question Mr Becker

073I was gonna say I noting that there's no objections to the logos and and the the organizations names things like that I just kind of wonder in general if this will generate a little more appetite for sponsorship I think there's been some conversations on that over the last couple years and and I can't remember specifically why I think there were objections to that so um hopefully that's a thing of the past and we can build some similar kind of relationships and included in the exact summary there's a I think it was labeled exhibit a there's an example of what kind of those logos look like and the placement of them any other questions if not look for a motion move to approve second been seconded last minute discussion all those in favor opposed right that

074passes and thank you to the conent foundation for selecting our application all right we'll move on to 11.2 2324 annual financial statements and audit report Mr Norris thank you so much let me just get settled quick here oh okay um so the audit approval is an annual item the board is tasked with um both receiving from our Auditors um at bakerly and then also um the following meeting approving that final audit for the to conclude the fiscal year 2024 so again I just want to recap you know starting here as an educator working through being a principal in the schools working through some of the challenges we had over a decade ago it is really a Capstone on the organization's Financial stability from the board's perspective from the administration's perspective really coming out of um

075back-to-back audit cycles of no findings with only the one material weakness in the sense that bakertilly provides and prepares the financial statements which is the case for 80 plus per districts in the state of Wisconsin so I just want to say I appreciate the board's involvement I think we've established over the better part of eight nine 10 years a good process that comes with great outcomes financially conservative budgeting as well as um really projecting our enrollment which is our revenue and then aligning our staffing which is the largest expense in the budget to that to those um projected enrollment so to me it's it's a great um celebration the board and the Administration has and I think uh looking for continued support in the process and I guess for that from that I would pause

076for any questions you might have any questions from the board and there's no changes from what we saw from the workshop last week no no changes and this is the second year we've had uh no material fightings other than the not preparing own financial statements that's correct yeah back toback years Y and if you can recall not to go back too far but you know five or six years ago we had double digit and so an audit finding is or an audit process is really a way for the board and the community to get a sense of like are the processes in place to assure the money is being um I guess budgeted booked allocated into the all the appropriate funds as outlined to the to the Schoolboard every year and that's exactly what that

077does they certainly don't dig into every single Corner every pocket every year but every single year they have different po she mentioned that this year they focus on federal grants last year they didn't and so it allows them to to really give their you know uh unsolicited opinion of kind of the state of the district finances on top of that through the referendum funding as we uh sought Community approval for the facilities you guys also were able to see another good Financial metric which is our credit rating which went up that's another good marker um so I I kind of always say that school district Finance is no different than personal finance so your credit rating is a reflection of your financial State no different um with school districts as well so very good any

078other questions or comments so moved second moved in seconded any last minute discussion all those in favor opposed all right that passes right we'll move on to 11.3 request to alter uh School District boundaries Dr Robinson Mr Norris um are you g to take them one at a time yeah you want to open it up there so the tonight we're going to go one by one we're going to talk about the petition said and respond to them U that were heard on February 10th and as I noted earlier to we did hear two petitions uh from single parsel so we're going to vote for that tonight and then U ask the board to uh to make a vote on on the foll resolution so uh really quick what we'll do is we'll go through some

079historical background we'll review a quick timeline not that that's new for anyone on the board or anyone likely in the room and then we'll get into each petition specifically as I get to petition two in order that Dr Robinson said some of the uh the administration's perspectives aren't going to change and so I won't go through that twice for the sake of time but if there's questions certainly you'll have a time to ask questions for each petition and then at the end as Dr Robinson said there'll be a recommendation and then the ability for the board to ask questions ultimately to approve a resolution as the board sees fit so again a quick timeline um I think you kind of heard this from Mr Ming and Mr lman as well but kind of I think

080interesting background here so 1947 the Milwaukee County school committee formed to consider School District consolidations in on Milwaukee County in 1954 7 years later the West Dallas common Council annexed territory from the town of Greenfield which included the school district Parkway and Johnson and in 1954 same year few like a week later almost or a little bit less the city of West Dallas Annex the town of walk wossa the territory of laal and Lane School Districts later that year the Milwaukee County committee received a petition signed by4 as in berin portion of the Parkway School District requested the portion to Berlin that was known as Parkway to be permitted into the West Dallas system at the time West Dallas officials voiced opposition to this including the position of brillin walk on the west Dallas school

081system at that time it was the whole Consortium after much discussion the county committee took action a motion was made to consolidate The Joint District and I think it's important that while obviously this goes back 50 you know plus years decisions get made over 50 years to uphold those decisions of the past so while this decision may be dated in in some people's perspectives the school district's been tasked with man maintaining and educating the students in those areas for you know that amount of time so that comes with maintaining school buildings that maintains things like you know at Hoover Elementary things like that so I think it's important to note that um this is a quick overview of the timeline that's not uh super important but I just wanted to have this in here so

082petitions are able to be filed up until February 1st um there's other statutory requirements we haven't discussed but having a majority of electors or owners 50% or more um and then uh decision I'm sorry in February petitioners are allowed to present their case in March 1st that is the deadline for the board to issue a decision um and then there's an appeal dead line and then a reorganization deadline by DPI so in the Wisconsin statute 11715 school boards may consider the following when reviewing potential small territory petitions these are the criteria will not go through them right now we'll hit on each one of them as they relate to each petition and again some may be overlap so I won't go through them twice uh first petition Mr uh John mulling presented on the 10th

083this is for one parcel two owners total owners who signed are two total electors in the territory also two zero school age children and ass assess value of they're looking to reorg reorganize too that's the question so for this what we do is we look at if a school age child was to be in that home from when they were in kindergarten up until then when they were a senior what would that look like to each school okay so from the address to Hoover it's about 1.6 miles from the address to Frankl at 3.6 into hail 3 and you can see um to Orchard Lane 3.1 to Eisenhower 3.3 and Eisen how are high school the same right so the question is is if you look over the amount of days that a student would

084be in school you can annual lot you can provide an annual travel distance from the home to the school you pass I'm sorry there's no questions so the total driving time per day at 171 days for the Elementary at West Al we have 171 days for elementary students is 273.6a 624 626 you can get the idea it's multiplied out and then in new berin for the elementary middle and high school the multiplication is the number of days in their school calendar so over the course of a career over the six years you'd spend in Elementary in west Dallas versus 7 etc etc you can see that the total miles from the home to the school over a career a k through 12 career is actually greater going to New Berlin than to west Dallas so

085that's criteria one criteria two is on the educational needs of all children residing in the effective School District educational programs currently offered by each effective school district and the ability and commitment of the school district to meet those needs and continue to offer those educational programs so I think it's interesting that I think you know this didn't directly come up in the petition but you know there's been enough comments either through the petition's presentation petitioners presentation um as well as previously around the School District's academic performance and so that's really what this criteria is about and I just want to hit on this because when you compare the West D West Milwaukee School District to the new brillin school district in terms of state report cards academically that that really isn't in my opinion a

086fair metric to compare because what the realle comparison should be is how do students who live in New Berlin but are attending West Dallas schools how do those students score versus students in new brillin to me that's that's the insinuation we want to petition our property out of your District because students don't score well but really it should be how do students who live in New Berlin that go to our school district score versus students in New Berlin because how does a student score lives in West Milwaukee the CR the the conditions of that family might be very very different so let's compare apples to apples to me that's that's the more reasonable snapshot so I didn't go through all of them there's a thousand ways to look at academic scores but I took State

087assessments and different criteria to show you a quick snapshot so you can see here this is from 2324 the most recent report card for ELA forward exam okay that's a third through six exam for students at Hoover 3 through five plus sixth grade sixth grade is FLW you can see it's very obvious that students in that grade band are not scoring as high as students at Orchard land right 43% proficient in advance of Hoover and FW versus 65% of Orchard Lane if you compare the new berin students at Hoover you can see it's very it's it looks very very similar to students in Orchard Lane again how are students living in New Berlin that attend our schools scoring not a major difference there to me seventh and eighth grade ELA wwm FLW seventh and eighth

088grade okay you can see 40% proficient Advance again if you look at this at a 360 View and go let's just look at just that and step away yeah it's very obvious that students at F compared to students at Newland West this is just two examples are not scoring as high but if you go how are students that are in New Berlin that go to FW scoring I would agree not as high as students New berland West in seventh and eighth grade but much more comparable and again that's the point act Ela ACT Aspire this is for nth and 10th graders um who are currently in 10th and 11th grade again if you compare Nathan hail high school again 41% proficient in advanced but if you look at New Berlin students attending hail in those

089grade bands 63% compared to 66% again this is just comparing the actual groups of students how are students in New Berlin scoring versus students in New Berlin that to me is the comparison again s similar story here act math Aspire um again I won't go it's redundant but 69% of students students at new berin uh at hail who are from New Berlin are scoring at 69% versus 71% so again much more closer Apples to Apples this would not be a conversation if this was the comparison District to district and the last thing I want to point out here is is when you look at the economically disadvantaged percentage here the school district in 2324 West Dallas School District had 65% of students economically disadvantaged when you look at the students in New Berlin who are

090attending our schools about a third of those students living in New Berlin attending our schools are economically disadvantaged if you compare that to the new brillin school distric is 15% the facts are that a student in west Dallas schools is almost four times as likely four and a half times as likely to be economically disadvantaged so when you start to ask yourself well why why is West Dallas this report card much worse than new brulin this is a evident reason why move on criteria three if the if the territories proposed to be attached one school another and attached to the joying school district whether the propos attachment will have an adverse effect in the program currently off by the school district both uh from a programming and curricular aspect so I do want to talk

091about briefly here The Snowball Effect so we have received a uh increase in these petitions since the60 was approved by the DPI uh boundary appeal board and in in in a glance you might argue or might say well one property isn't going to move the needle here and I I would likely agree with that but the reality is the more of these that are approved that once you open the door the more you're going to get and the truth is if all of new berin was annexed that would have a significant impact on our school district you know uh 161 properties 160 plus this one would be over $40.5 million in property value that's nothing to sneeze over now I know compared to our whole District um uh total equal uh equal as value that

092isn't a large percentage but the reality is um you know people in this community shouldn't have to bear that burden for uh people to to leave the school district so um that would have an adverse impact I just showed the class sizes here uh pretty comparable from wwm to New Berlin about 22 for an elementary on average um criteria four is testimony of written testimony and written statements about by the residents of the affected School District so the P petitioner uh on his presentation 10 cited a few different testimony he stated um in summary here uh he lives in New brillin thus his property should be attached to brillin school district I'm paraphrasing okay he referenced conversation with prior board member and their opinion the matter inability to sell his home given the schools of

093residents referenced students who live in the neighborhood associate with other kids but are unable to attend the same school district and lastly uh stated that School uh nearly all owners in trying to get out of the school district those are kind of a summary I may if I may have missed some I can certainly clarify if there's any follow from the board on that so number one the petitioner's property is located new Brin um the petitioner argu that since their property resides in the city of New brilland that it should be attached to the new brilland school district additionally just want to make a note that his property resides in wer County and the West Dale school districts in MO County and the argument is that that's suitable enough evidence to the have the prop

094detach but the facts are there are over 100 school districts in the state of Wisconsin where they serve multiple counties the petitioners experiences shared with thousands of residents all across the state of Wisconsin to give you a few Union Grove Services kosan reine Mugo Norway walkon rine okok Roa Jefferson Dodge kosum Washington fond Shaban Random Lake oaki Shaban Campbell sport fond Shaban Lamyra Dodge fondak I can keep going there's over 75 more I'm not listing here that's the county argument that wasn't his argument well the reality is the city of New Brin also Services three different school districts they service new Brin they service elbrook they service West Dallas West Milwaukee West Dallas West Milwaukee so when we talk about why don't all people living in New Berlin get to go to grow in schools

095why doesn't El Brook give the property back too I don't know that's a good question right I don't know that's not the reality it's not the current situation so to me this isn't that's not a reasonable argument uh conversation with a prior board member um I would just add to that that all constituents have the ability to provide public comment on the matter we'd welcome and provide them an opportunity to be heard no different than any Resident I mean I think that's a a thing that we'd offer anyone uh the P stays unable to sell his home due to the schools their residence um to me the the only thing to consider here is that all the people that are petitioning to leave bought their homes in the school district that has not changed it

096shouldn't it to me it shouldn't be the the government that steps in to move people's properties this is up to them to decide this is their school district of residents and they like anyone else could choose to move if they wanted to that's just the reality students who live in new Brin attend the school district score nearly the same as any student in new berland that's what uh we presented as well um the last one the petitioner made remarks in students living in the neighborhood get to know and play with students who unen aable to go um one of the things I'd say here is that this is one of the key intents behind open enrollment is that students can pick and choose we heard that from a a public comment tonight that a lot

097of families pick and choose which this they want to go to that's that's that's an option from the state the other thing I would note is that when you live on the edge of a School boundary just in essence if you live on the boundary of a school district which is the case because all school districts have boundaries in the whole state by and large you're going to have students who I guess associate with a neighborhoods of school students who live down the street who might live in Greenfield or if you live on the edge of Shorewood Milwaukee you might have or Box Point base I mean this this exists everywhere so by the board considering a reorganization you're just moving the line so to me you would just extend that problem or that conversation

098to someone else so I don't see how that to me is a reasonable argument and then the final one uh the petition say that all residents living want to leave the school district so to me I find this is an interesting one so again I know you've heard this before uh in 23 the school district lost 160 Parcels from small territory to the ne brillan school district of That 160 Parcels at that time this was in the spring right there were 25 students living at 12 Parcels so let me just back up 160 Parcels 148 didn't have kids okay 12 had students the following year we lost two students because they graduated so now down to 23 of the 23 students if this is really about kids why didn't all 23 enroll into brillin schools

099in in fact 14 of the 23 enrolled in west Dallas schools so you look at those numbers 148 people had homes without school without kids and 12 didn't and of that the four 14 students came back you can't look at that and tell me this is about kids it's not of out of the 160 only 10 uh they had 103 signatures on that petition so the the reality is based on this petition that isn't the case not all amilies want out of new Brin okay that's out of our school district from new Bruin fiscal impact of the pre proposed reorganization so this is just a quick overview of how the four municipalities that break make up our school district how those properties attribute to the total equalized value of the district let me just break

100this chart down a bit so the average home value um for West Dallas about 235,000 but if you multiply that over all the parcels the largest portion of our school is West a so it makes up 80 roughly 86 and a half% of the equalized property value right West Milwaukee you can see um property value a little bit lower um and total there's less Parcels there so it's less of a total EPV about 7% a small portion of Greenfield less than a percent and New Berlin um average home value is that total equalized value about 5 and a half% so my point here is is this really paints a nice picture is the further east you go in our district the more property poor we are the further you go west the more property Rich

101we are so it's just the truth it's just a fact okay if the board under the fiscal criteria was to consider allowing people in the furthest west region of our district who also happen to be the most property Rich portion of our district to leave it would simply stick the tax bill as big or small as it is to the people in this community that have the least so I want you to think about that was that the intent of this law to me it's not I want to go back when the petition of 2023 was filed it is a fact the West Dallas School District's mill rate was less than new Berlin's 655 to 689 at the time the new berin portion of the property value was almost 7% now it's down to 5

102and a half okay now if you look at 23 24 and 202 25 you might wonder well I wonder why West Dallas's Pro mill rate went higher it's higher than new burin now well it has everything to do with $40 million of property being pulled from the school district and reattach new burin so new brand does have a a a cheaper mill rate um by the difference of today from 661 to 589 but the reality is if the entire portion was to go that would be $393 million of property value what do you think's going to happen in this slide that happens new berans mill rate of plumet and ours will go up and the people that will have to pay in our district can afford the least and the people in New berin that

103will get a tax break can afford the most it's just the truth you can see here our mill rate had 2% increase in new berlins the following year had a 14.8% decrease um with the property addition to their District so again The Snowball Effect is the issue here it's not about the one property to me it's about the larger scope you open the door you leave it open you're going to get more request you guys mind thank you criteria six it's the discussion about if the territory is considered non-contiguous um you can see here this is a quick snapshot of the petitioner's property um hard to see I know but in red there's a little dot there with an arrow and I want to show you too there's an interesting Island that was created in

10423 because of the reorg because the like this aren't we aren't able to edit those territories so it is possible and it did happen where petition comster that isn't inclusive of all the properties and now you have a island territory in our school district that's completely isolated from the whole school district but yet is required to go to our school district and if you read the statute it references that Island Pro properties are not excluded from this process so that's also something to consider too um because if this were to be um approved you would have a hole in that region you see what I'm saying here okay um socioeconomic level we won't spend too much time on this this is kind of a quick snapshot I reference the 33% of the um 172 students

105who live in new Brin attender schools 33% uh you can see here the economic disadvantage percentage from West Dallas new Brin this is kind of the racial breakdown here so um new new brand students that attend our school district about 68% are white versus the whole school district 43 and a half% and new brand of 77.5 and the you can see the the corollary different uh demographic groups there students disabilities uh we have more students in the school district with disabilities versus New Berlin and then that portion of new berin students say our schools is is kind of in the middle represented just kind of District some District facts here this is a table that shows this so in summary again this goes back to the the snowball petition the petitioner that presented certainly doesn't

106have students in school but again this is this is about the larger picture to me and this is my argument here is if this were approved and all were approved it would mean that the school district of West LS West Milwaukee would have a higher percentage of students from disadvantage socioeconomic backgrounds on a percentage basis would become less white have a higher percentage of student disabilities and become more property poor that's just the truth and the opposite would be true in new Brill criteria eight results of referendum something else to consider so from 2019 to 2023 the nein School District in west Dallas School District both had the same amount of referendums posed both were denied I referenced the years there now in 2024 the West Dallas School District did go to community support for

107operating Capital both were supported by the community um some people might argue that that wasn't the wish of the voters in New Brand and um when the school district taxpayers voted over in overwhelming support for both questions this includes in brill residents so I want to show you that vote of what that looks like so you can see here in New Berlin how did those votes shake out I think it's interesting so for staff compensation the referendum would not have passed if it was just in new brillin but we're looking at um you know it was really really tight the facility one did actually pass to new brillin so again this goes back to our people living in New Berlin who are in our school district supportive of our schools this paints a very different

108picture than you've heard here tonight if people in New Bruin really want it out this should be whatever percent you could dream up for certainly a no but it's not so I want you to consider that in your decision other factors here just kind of other things to consider fund balance the school district of West Dallas and New Berlin um both have really healthy fund balances certainly no argument here about the management of funds in NE broland they do a great job I think we do too the the total you know again the snowball here should the petition be approved and The Snowball Effect continue to happen like what would that mean for us you know we have 172 kids now uh that's those are resident students who attend our schools if you take our

109per pupil multiply that out it's about $2 million in total revenue and then there are students who are living in New Berlin as reference tonight who open and roll out now that's not a net 100% loss for every dollar that a student opener rules out we retain about 20% of that roughly and so you can see it's about $90,000 there so if you add those together you get to about 2.1 million that number will change as students you get new students or students age out but today that's what that looks like and then again about 390 million of property value you know both significant figures um that would be if the whole territory new was annexed out okay open enrollment we've discussed this this is really an option for um school districts to participate um

110there's also the parental Choice program the voucher program home school me there's a lot of options here things that families can consider um I did want to show the Open Enrollment num so New Berlin this is the years in the far left column the middle column is the number of seats approved by the N bran school district and you can see outside of 2021 which was likely a response to the field referendum I'm not positive on that I have to rewatch some board meetings that's my guess uh they open 30 seats in the ancillary years it's been zero and I say that because there has been families that have applied that live in new bone to go to leave right and to go to to to new brand but when there's no seats open there's

111not an option right so that's unfortunate but I I would have to um you know push the new Brin to consider something like that because that that is an option that other districts do uh in the area so Wisconsin statute um you know the the question here and this is just an opinion I suppose but in in my opinion this Wisconsin statute which is written by legislative body is administered by certain departments and this was given to the Department of Public Instruction because it's about students so to me when you look at the previous petition which was 160 properties and 140 didn't have kids and the two you're hearing about say don't have kids I I'm just questioning the basis for these petitions if it's about students so to me this is really more about

112taxes and people being displeased with that you know or selling our home right all decisions that were made at the time of purchase it's really should not be the intent of of of a government body to make it to make an adverse decision for someone who made a decision and we talk about accountability of a school district what about the accountability of the person who bought the home so again not to go through these again I kind of created a chart to me um all of the criteria support denial the only one you could maybe argue is non-contiguous because the property in definition is is not is considered non-contiguous but would create a uh hole in our our attendance area so that's that so my recommendation along with Dr Robinson is the board consider approving

113a resolution denying a petition to detach approximately one land parcel from the West Dallas West moey School District at all and attached the property to the new school for the reasons presented so with that I will pause for questions questions from the board can we go back to the distance because I thought I saw three miles for the school and I took a quick glance from Mr Ming's address looked like it was a mile and a half to the middle school and high school but I think it makes the point even stronger because it's three miles to the elementary school and I'd take a show of hands anybody who's going to walk their fouryear old three miles to school versus the half mile to Ho which which um which one's inaccurate I can check that

114thanks for catching that did that Eisenhower Eisenhower I thought was a mile and a half I think it may have been a round trip there so from the property of question to Eisenhower is a mile and a half that's that's the question okay that's what I can't I just again I pulled up as add one way or round trip I saw one way was it round trip so one way is a mile and a half is this round trip or one way I believe I'd have to double check I didn't prepare all of this but I have to check yeah you believe it's one way or are I believe it's round trip oh you round trip round it's probably close so I thought hail was further but you know again bottom line I think that

115elementary school is the one that's the makes the big difference yeah yeah other questions so just so we're all clear um a is to deny the petition that so I look for a motion move to approve second seconded any last minute discussion yeah I just I just have a couple of things that I just have to ask about so um Erin you said that New Berlin doesn't have open enrollment seats is that correct so in Pre in the most recent years yes outside of that one year yeah so my my thinking on this when I listen to you and I see that you know your recommendation there was only one that might have some legs and I I listen to it I say oh in good conscience I'm not going to be able to vote

116Yes to a Detachment I mean that's obvious to me but what isn't obvious to me is when you have people that are part of our community and they are they are wanting us to work with them how can we make that happen so have you thought about or as Dr Robinson have you guys thought about any way that um we might work with them to um to help them in any way before the meeting what did we talk about was there anything that you thought that um maybe we could do to help them or to be yeah I mean not to get down the road but I don't yeah this is a little bit outside of the purview of this agenda item Jane we're looking at specifically this petition and this particular decision so I

117understand what you're getting at but think I don't know if it's if there's anything in particular with Mr mauling that you felt that that we needed to so it's just that particular but again it's just that petition we're considering right now yes we can maybe speak broadly at the end like yeah but I I can't speak to the the open enroll question um during a previous uh petition with DP appeal at DPI last year I made a point to to the uh to make to the panel and I asked the uh the gentleman from new burlin did they have open enrollment he said confidence no so the the the point of me asking that particular question is because if it's really about educational opportunities and you want these kids to attend then why don't you

118open the Roby so these kids can attend right and uh I wanted that for the record and so they so that pan could could understand what we're talking about we're really not talking about education or opportunity right now we're talking about something different and that was the point I was trying to make and and I guess I I understand that we're really not talking about the you know the other petition but in my mind when I'm looking at this and I think the beef isn't with us I think the beef should be with new BR I mean I think that they should open those seats for them if that's what you know but they're not and you know I just feel like we're not going to change and I don't think the be should be

119with us then we do have a motion in a second is there any other discussion all those in favor opposed right passes couple other points to make here we'll kind of go through this quickly and then um maybe you can address your question this car if it's appropriate um so Mr Mr Lan's petition again similar format here just kind of go through property where it's located the assess value number of own collectors geographical information here um so this is kind of the same snapshot amount of miles annualized and then the amount of miles over the career kind of a similar story I can double check that if it's if it's a sticking point I can check that as well uh with the finance team uh for an eror there criteria two is same content we

120provided before on the educational programming that's really the argument or the disposition of how students who live in New Berlin it's uh score academically versus students in New Berlin uh number three is is the same content rationals provided before regarding um the extracurriculars and curriculum that's going to be the class sizes we showed testimony so a couple things here I want to show you so the petitioner cited a few things higher academic performances he talked about facilities which I want to talk about a minute and then taxes so testimony one we've addressed that students in new brillin who attend our schools versus students attending new Brin School District it's you know very comparable um in academic uh nature number two this is interesting so the petitioner had said that you know one of the reasons

121he thought it would be the reorg might make sense it's because the facilities and I think that is a probably a fair comment that new brillin likely has nicer facilities than us you know that's was one of the reasons we want to referendum and 24 is to put some money into some of the schools likely it's not or it will not rebuild them into to be these state of art facilities but you know we're going to take care of a lot of facility needs but I do want to point something out is that New Berlin received received this past year um $1,325 per kit and we received 11,42 now you might not you might say well that's a little bit less than a thousand bucks Aon what are we talking about but if you look

122at this just in a silo you're going to get just a silo response and this is not facilities aren't you know rebuilt in one year now they could be with a lot of money but you know this is ongoing you know us receiving less funding than new berin an area District which is part of the campaign of the refer was ongoing for years so I said well what does that look like if you go back to 2,000 and you know you take inflation into consideration you know $7 million this year would be the difference we would receive seven of roughly $7 million more this year had we received that same level of funding but but if you look back over 23 years get 2000 that's 275 million looking at the um the number of students

123we've had from there to then roughly right and that's an amount of money that you look at facilities what would that have gotten you in 2000 2001 2002 I mean the these are the reasons it's nothing else so when the state system is not set up to support all schools this is what happens this is what happens and this has been the case since really Governor Thompson left office because this is what happened and so this is the truth you know you could point to other reasons but hard to ignore $275 million of of loss Revenue there we talked about the fiscal impact from a tax perspective before criteria five is the fiscal um the fiscal effect on the proposed reorganization contiguous it's kind of the same situation uh the petitioner's property is not directly

124on the border so so you could argue it is non-contiguous but will also create a a hole in the map and then criteria 7even is the same um um content we showed with racial and socioeconomic disposition and then results the refer same um same presentation um really the the analysis is the same as well for the second petition and then the recommendation is the exact same so questions from the board i' look for a motion Mo approve second moved and seconded any last minute discussion all those in favor opposed that passes right that concludes the business uh for this evening before we go into our Workshop we're going to take a f minute recess all right we are back from our recess thank you everyone so we're going to move into our first Workshop this

125evening on AGR data review and we have our AGR data experts here with us this evening so uh any Grand you Dr AR don't we're gonna get right into it sure absolutely evening board uh I'm Keith R I'm the coordinator of Elementary instruction with me Cory sack our data specialist and manager of student supports can you hold on just a moment I'm sorry like I I I can't hear what's going on that's that's what he said I can't do it anymore I sh I broken yeah oh sure thank you like I said I'm Keith rle the coordinator of Elementary instruction uh and then with me is Cory scker data specialist and manager of student supports Dr Becky G um I'll kind of lead the presentation and if any any questions or things because they kind

126of own some of the work too but they can be directed to that as well okay all right uh so I want to do our annual report of our uh g c production Grant and just show you some midyear data around that and then along with some recommendations um I I reviewed last year's presentation so I want to give you updates on where some of the strategies and things are that and then some next steps as well uh quick quick review about what the Chim gab production Grant is um which AGR I'll use that language like um replace the sage program at the end of 2017 uh school year and the goal of it is to you know reduce that achievement gap between our low-income students across our system as relates um to their peers

127so just one strategy for that and then here's the timeline just a quick review um of the process throughout the year to keep uh to have us awarded the grant uh we're on bullets like or bullet points two and three um updating with our fast bridge data now and so we report to the board before March 1st and then how AGR funds are allocated this is a quick snapshot of that um so about $2,500 per pupil which leads to about three just under three million uh for for the grant total and it's uh funded based on selected strategies we can use that for instructional coaching um maintaining 18 to1 or 30-2 classroom size or class ratios or one:1 tutoring uh currently West Dallas West Milwaukee we use all three strategies uh to impact student learning

128grades k23 and this is just a quick snapshot of a per school and how what grade levels and how many a classrooms um that our service and then um this is what I was talking about before I I like I said I watch kind of like the updates you were given last year so want to give you the current state of that so current steps um was ref one of them that was referenced was our year one implementation of hmh into math at the elementary level um and so I wanted to like give you an update like continuing that work in year two uh as coordinator I was able to I had was tasked with putting together a year two uh professional learning plan that's a snip of like what you see here to for

129professional development how connect to AGR and coaching um as our coaches like receive that training as part of that um but ultimately so they can give good like feedback um coaching and feedback support to our teachers um and some of the things that we focus on are instructional framework um instructional planning and then uh use of our technology tool wagle that's like a personalized learning tool within hmh year to I'll talk more about that later but I just want to give you a quick update um that we're contining that then also uh another step as that impacts our coaches who are are part of our AGR uh funding is our state or state administ administrator organization alsoa um previous coaches and and principles are trained in at the Assa impactful coaching Academy we continue that

130every time we onboard a new coach um so some new coaches and even myself got to participate in this training this year uh really great um to be a part of that to just keep working on deepening knowledge of coaching practice so we can move the practice of our teachers to get to kids and then uh another thing that was brought up last year was um there were you guys were like in the planning phase of the early literacy act 20 requirements and so um we've come to like like play that out this year and all the like instructional coaches and reading specialist were trained in in under the letters program um or and then that training was built out for this school year and next school year uh on our professional development days to

131build the capacity of our teachers so like train the trainer model um and that's just a quick blur of like what the early literacy strategies that they're learning about that they can use with our and then our goal was fast we use fast bridge to determine this but our goal was to decrease the number of students in that high risk category by 10% as measured by fast reading a reading and a math and we give that assessment three times a year um in the fall winter and spring so this is just like midyear first two data points um for that so here linked is in the presentation is like a full data chart of our district data break down by kindergarten first second third because like where the grant goes um but for the purposes

132of tonight I kind of summarize the summarize the data for the mid year for this part so ultimately in a reading um we did a change in percentage of 3% we want to get to 10% and so we're working towards that and then in math we want to hit 10% and we've already that decrease and it already exceeded that I want to keep that going so the next couple slides talk about like okay so what are some like immediate steps we're going to take moving forward in reading and math to like increase that and continue so for reading uh the immediate step is that implementation of um we did like a screening plan to like determine students below the 29 percentile as was like as part of the ACT 20 requirements uh and AMS web

133for K3 and fast Bridge 45 and those students would have if they tested below that a personal reading plan where they target a skill and then like proactively teach that skill and progress monitor to make improvements so that's one strategy like immediate step second is around math talked about like I developed a like a professional learning plan and we just wrapped up that series or those rounds of professional learning with staff so we started instructional framework then moved on to assessment planning and use and then wagle integration so that's kind of where we just left off last um the other week and February 10th and 11th so the vision moving for the rest of the year is continue to build leader capacity leadership and Coach capacity with our hmh coach um some virtual sessions we

134have part of our contract and then um for staff training using teacher success Pathways which are like um self-directed learning modules as part of the HH curriculum with coaching followup from their coaches um in their collaborative team meetings focus on now and then a little longer term um steps that we want to start to implement systemwide um a lot of these things are happening in Pockets but we really want to systemize this to make sure that the coaches and our Specialists as like part of this grant are really like targeted use and and support So implementing our districtwide structures for Equitable multi-level Systems Support or your your you will hear em LSS and there's the the dpi's visual of what that model is and ultimately what it is is a way to create the conditions

135in a school day where when students need more time and support or they need extension they're learning that we have that built into the school day um and so the next couple slides talk about some like little longer term planing we're doing as leadership and learning team to ensure that happens for all kids so number one master schedule updates so as we look to 24 25 I'm sorry 25 26 um we'll build in uh what I need or wind blocks in time Wind Block times to Elementary and secondary Master schedules um and in the Wind Block time that's where uh students can receive more time and support if the dad is telling them that or extension in their learning as well if they've already like mastered content so I this is an elementary example of

136that um where I've highlighted like the wind blocks for ELA and for maap and then also like the the universal blocks around that so how they kind of build on each other so that's one one longer term strategy second is teacher collaboration time so to make those wind blocks and Universal instruction blocks highly effective we need to ensure that like there's grade level Team Planning time every day built into the school date so teachers aren't going outside their contractual hours to figure out things and they're collaborating that they're instructional planning reviewing assessment data uh planning instructional delivery for students and then that job embedded professional development and what you'll see here I mean whether they need Universal targeted or intensive support and the connection I'm trying to make here with the arrows is like from

137collaborate you'll see a direct connection from the collaboration time that happens here to the wind blocks and to our Universal instruction uh for all kids um so you'll see a direct correlation between that so we're going to do some learning around that to like make those collaboration times a at the elementary level they'd have a collaboration time around Ela math and ideally and and like Behavior as well to solve problems as a grade level um so that they can be really intentional with that um another foreshadow is for some leadership capacity building so our principles and coaches um around so how do we make those two things uh teacher collaboration and like that responsive time in the school day um really impactful is we will do some uh professional like a learning Leadership Institute for

138four days in June um and that will be focused on um the books uh learning by doing and taking action learning by doing is like professional Learning Community work how do you structure collaborative teams and highly effective ways to ensure that all students are getting what they need um and then taking action is that creating those schoolwide and team-wide systems that we know how to respond when students are learning or they're not learning and so that's some work we'll do um later this spring I'm sorry in the summer with our coaches and Leadership so kind of back to who is like part of AGR it's our coaches and our reading Specialists but they're all part of a bigger picture that like help like support all kids so and then we will give you I'll give

139you I will give you an update to July did we meet our 10% goal or not right now I said like we're working towards that with eight reading and then we've already kind of got there with math we want to keep that going yeah happy to answer any questions so Miss Kaiser um I'm seeing significant concerns uh like Jefferson of like number of kids that are not moving out of higher risk and actually it's being added into higher risk um is that I'm with our special ed numbers being what they are um when it comes to support staff and EAS is that an issue happening at Jefferson I think that's a different issue I think U what he tried to to is that we really have to do a lot of work around interventions and

140how are we supporting kids who are not performing on grade level at the particular time or not performing at a certain level that we expect that's the work that we really uh having to invest in and how we are intervening in kids that's where the win time is going to come in at where um that there there's no doubt if you go from Persian and get in your car and go to Walker we're using the same system yeah and it's not that this school is doing it this way and not doing something but we're doing some things districtwide I think that's what we're lacking right now and that's what we're having to build I think um you go to some schools are doing a very good job of creating those interventions and some Pockets not

141so well and not effective enough I think that's more of the problem to be honest with you um and and it's been of concern of mine I I'll be honest with you since November I've been on this this this this this kick and I think uh came out when I was talking to the hub this car in our 101 that's a concern um that you know if we have kids who are uh identified as tier three doesn't necessarily mean mean that they're they're going to special education we have to put things in place to make sure they don't and what are those things and that's that's been the what we're trying to address right now as to how to reduce our two three numbers and so they they we don't have to go to a

142referral process so that's what we're trying to strengthen to be honest with you okay and that's that's that's that's the bu of the work that's why that Leadership Institute that we're we're doing uh in June is it's targeted so it's going to be two sections of it it's going to be the first two days it's going to be structured around PLC work and the last two days is going to be around RTI work um some of you may who've been around in the district say well that's nothing new some reason it kind of went away I know Miss Carr picking on her she told me a while back we've already done this before we've done this for years some reason for the last it's it's it's kind of gone away from a into a different

143direction so we have to bring it back to what works I would add to that too so part of thing I didn't say with the master schedule work is like that using the master schedule as a tool for instruction and planning with like case managers in mind or MLL teachers or reading Specialists how do we use them at the highest level at the right time at the school date and building a schedule that allows them to do that and so our case managers can like co- plan to co- serve with our with our classroom teachers and really make that c to address I guess I'm just confusing how I'm my school does because we have a dedicated 30 minute block of intervention where we have kids who go see interventionists and then the rest stay

144with us and those of us in who stay with the kids in the classroom we were at tier two identified and hire we do our P like we I wrote my PLC goal for cycle tour right today so I mean I just kind of in my head so something similar yeah um you know you're talking about a 30 minute time doesn't necessarily mean that those kids would be leaving yeah uh it could be a lot of pushing it could also be uh a 30 minute time where the teachers are having the opportunity to work on small groups with the students who are struggling the most but I I will say this too because we call it win time we don't call it intervention time sure it's win time because we're also focusing on those kids

145who already understand and how do we expand their learning that's where the Project based learning is really going to gonna going to get a boost because they're those kids are have the opportunity for GT as well to expand on their thinking and to be and to do the projects more creative stuff um that's that that's the thinking but very similar yeah but fortunately we we're not systemwide and having that that embedded time okay and one of the things we're trying to do is we're building these schedules is make sure that Cross grade level teams they have the same so that they can make decisions together as a team collaboratively but the specialist can then push in during that time so we're not pulling out PE and kids you know for the most part with their

146peers um back to that will we don't want to pull kids out make them feel any kind of way it's just giving them what they need depending on whether it's a some sort of targeted instruction or some sort of stretch or other questions Mr Burns could you br back couple of the slides to the feedback which one um I think one more no one more still still going back sorry sorry right there yep okay so with the AGR there's is there there's specialized training to become a coach for doing AGR is that what I'm understanding or is like what what training is going into doing the like as you're coaching as you're doing these things to help build these supports up because it sounds like it's a almost a separate group of instruction compared to

147what we do for other interventions and other kinds of things that we're doing is it is it actually separate do you mean like what training coaches get to like deliver this so yeah part of it does go back to um impactful coaching um like this training but then addition Dr Greece works with our instructional coaches like once a months once a month on to like continue to build out buing practices with that and so to answer that like what does that mean as we move forward like to design their collaborative team meetings in a way that they like can address all learning all Learners needs is that yeah I guess I guess kind of but it there is some specialized piece that that's helping focus on the Gap reduction right that's kind of the point

148of this is we have this Focus for doing that is that am my understand no yeah and that's actually like the training on like the the response to intervention RTI like Drilling down what do kids needs and like in addition to like the reading plans and like all those supports I guess the the The Bu of the work for in in an A in the AGR situation is you have smaller class sizes where you are working on the specific needs of kids in the smallest setting possible and so that's what we're talking about we're talking about the the uh the different strategies we're we're implementing going forward we're looking at not only the the AG or class sizes but also what types of interventions are we providing so we can be prescriptive in the supports

149that we provide for every kid and sort of some of the prescriptive things that we're doing are these plans so the reading plan really digs down for any kid who scores I think it's 29 is that right 29 and our number actually is a little higher than what the state requirement State requirement is 25 so we we've kind of know so we can get more kids involved in it so that that that those are all the efforts but the coaching I think he he put that in there to talk about the types of supports that we're providing so to train these people so they can work with teachers to become better teachers that's that's where yeah no and and that's that's kind of what I got but the other part is that for putting in

150the extra time to coach our coaches to train them to be able to train our teachers um one of the things that we have in here is focus feedback from building principles are the principles being trained in the same consistency as our coaches so so that they can provide feedback that is actually focused on correct the AGR component because otherwise if you look at if you're not getting that you look at well this class is normally I would say these things and these things versus if you have that smaller class size we have different interventions that you're using you have that prescriptive component and so is the feedback as valuable if they're not necessarily giving feedback from the AGR standpoint versus the U standard classroom so so I think the feedback generally is what what's

151going to be what's the how can we provide the best instruction for teachers for for our kids and then how can we provide the best feedback that's going to get the best results for kids regardless of what type of class you're in you're G to give the same background or same Target of people that doesn't change whether it's a non AGR or HR class that that's the same I think when you when you the HR component though it's really focused on more those kids in a smaller class and then how can we make this as prescriptive as possible individualize as possible for those kids that's the that's some of the efforts that we're looking at and that's with compliance with the U act 20 that that's required and also now with the H ofh stuff

152we're doing really just trying to really dig down and dig a Little Deeper to support the individual needs of kids we you know it's almost like all of our kids who are scoring at a certain level that's not high enough are basically getting sort of like a an IEP of sorts but we're individualizing what they're so identify what they are and then we're identifying what the supports are needed for those kids that's where the HR component comes in not necessarily I don't want you to get really conflate the coaching necessarily that do a big difference it's really not a big difference with that component but the difference is is how we address and supps that's the difference listen I need you to buy a microphone sorry our continuous improvement work through S as a district

153leaders is getting at what you're speaking to which is building Collective capacity and collaboration between coaches and principles and APS but we talk a lot especially the elementary level of like everyone who needs to step into their instructional leadership so that coaches are getting targeted feedback from their principles and it's useful and helpful grows their practice while also knowing that our coaches do tend to bring in instruction expertise into this space so it's like they often build up our principles but another way that we build up the whole system is through instructional routes so this morning we're at Irving again I know Joe you've joined us for some anyone is welcome to join those Amy been Jam so those provide an opportunity to like kind of level up the whole system where we're seeing like

154what are the strong practices and every time we're stepping outside classroom everyone can point to like this is the move I would make to coach that teacher and there's an intense level of collaboration happening across our system so I think those are some ways that everyone is being um is able to provide that feedback like I'm seeing similar things to what Joanna with Coach a principal or a a HEB learning coach around and and just just to expound on that like today the first question I ask is you know of the team what do you see what what are you seeing and I'm talking to the the team at that particular school what do you see and the last thing I ask is what do you need from us like we told you everything that

155we that give us feedback what do you need from us to make you more successful as a school so it's almost we both identify basically what the current state is what you're doing here how can we make it better how can we support the work that so those those are kind of just walking you through sort of like the feedback that we give to our our principles in our in our DC yeah I mean and I'm I'm asking because I get that feedback can be feedback but you know if you're giving feedback to someone who's socioeconomically disadvantaged compared to somebody who's not they hear it differently and so just kind of as a as an example so a principle that doesn't isn't necessarily trained the same way as the coach isn't seeing that thing things

156the same way they may give feedback with a different angle or perception because of what they're seeing so they see a smaller class sizes why aren't my other classes using this piece versus the together and so it's just kind of seeing how things are transitioning and moving through and so it's just the reason I wanted to know is to make sure that they are giving that feedback um because as much as the coaches are great you know when you're coming to as a teacher that information that you get from your principal can be um quite powerful right and so we want to make sure that that's you know consistent and it is from the from the right lens I guess um so because they'll hear it differently based on what they're doing um but that

157was why I was asking that feedback and then how we're talking about the training but I do appreciate that we're building that structure as well on the sales side so that makes sense yeah and I think it's exciting right because we talk about like with students we have them collaborating and we talk about with coaches we want them collaborating but we need a collective advocacy on our lead full leadership team including our district team to be able to all speak to um yeah the work that we're doing and I would say also to Dr Robinson's Point like we're defining right now like across our entire system what we would say is high quality instruction so that it doesn't matter right who you're serving and I mean um across our schools we serve a similar population

158but that you're ensuring that you're holding like really high expectations that teachers are getting really strong feedback specific to them but also it's based in research based practices um so those are some of the things that we are working for that calibration consistency that you bring out I appreciate that thank you correct me if I'm wrong so the AGR dollars so our classrooms are all the same regardless of they're AGR classroom or not for how many students are in the classroom the AGR dollars are used to basically keep s keep the the the total class size or the average class sizes at the level that we have set them at correct it sound like well this classroom no so there are design teachers that are assigned to classrooms are identified as AGR and if you

159could go to that table that shows the number of AGR classrooms right right so for example at IR there's two ADR classrooms so those classrooms have a guaranteed 18 to1 or less in them which means sometimes across the first grade then you might have another class that has 22 which is still within our like um normal bands for first grade so it doesn't mean that all the classrooms are going to have necessarily A reduced number but we work really hard to to balance that and that's where it's a whole puzzle figuring out Staffing with AGR um and ensuring my teacher collaboration as well so are you putting specific students in those smaller classrooms yes yes and no I mean we don't also want to we want to make sure that classes are distributed uhuh um

160equitably so we're not putting like all multilingual students in one classroom together or all students with disabilities in one classroom together because research says that that is also not it has the reverse impact on student outcomes and um so it's strategically spread out yeah you wouldn't have an HR class that has all way the kids who are at high risk that would that would not happen so so how do you let's look at like Irving I know Irving doesn't have have just one first grader C like I guess how do you determine like how many how many they get like each school gets or like like how many classrooms do you choose for like I mean obviously I I would I would guess based on some income stuff obviously because course man's got more classrooms

161versus like you go back although Walker is rather large and it's you know like so this this slide right here so DPI allocates $2,571 per pupil that is economically disadvantaged so those buildings that have those higher percentages get more of that funding and that's why certain buildings have more of those classrooms then we work with the principls and like the principal coaches to determine that makes sense not only because of their enrollment but where it makes sense instructionally but if you look at the in the past I know we had a conversation with DPI about two weeks ago Walker with the closing of Madison their numbers increase significantly for example so so now Walker's now at the same level with the number of students than other schools that would be this an example of how

162he Shi population shs so the scheduling piece is that only for the AGR classrooms that's not for all classrooms it's for all classrooms so I'm I'm I guess I'm failing this inter lineation here as far as so some classrooms are 18 or lower all ones might be higher but still within the 22 or I thought I was it's 20 for 18 to one what's that right is to like meet this that's for AGR yeah for AGR have different thresholds 20 for up to it kindergarten 4K in kindergarten Y and then 224 and then 2 for Upper Elementary but AGR doesn't pertain to C third so then our other classrooms stay within those bands and that's why we are really strategic with if you have two classrooms you need to make sure we've been working really

163hard to make sure our teachers still have collaboration with their peers um during the day right as well as for the collaborative planning time um and that we're keeping true to those numbers as required by the GR so the schedule if you're getting caught up on the scheduling it's not just an HR strategy okay it's a strategy to get uh to create a professional learning communities within our school that when we have uh time specific teachers uh administrators as well as coaches to sit down and develop some high quality lessons um look at data there there's just more collaboration time that's being built with that but we're also creating it sort of like backwards where you build it around the um your special education population your MLL population you build it that way strategically first

164when you build a master schedule you need to start with your most troubled our our our significant population when it comes to Le so that's the way we're we're looking at building our schedules and no I think I can answer like building the master schedules it's like we can use so part of the strategy is co instructional coaching and onetoone tutoring so how we can like more even more effectively use our coaches and like reading Specialists to Target those wind blocks or the universal blocks of instruction but they can also attend collaboration time with their teams so like the coach will be in the collaborative team meeting with the with the grade level team teachers the reading specialist and like having a master schedule that lays it out there like oh like yep we need

165to like Target first grade at Jefferson or whatever it may be in this area let's like flood the support there so let's like connection but like just more intentional use of our coaches and our reading Specialists as relates this now if they have 18 to one that's part of it too but like I said just more intentional with the staff that we have and how do we use them in the most effective way so do you move students at any time during the year based on these these testing results for students who e more or when they're in that class they're that class because I have to be frank like AGR for me was money that was used to keep class sizes down not that there was specific classes that were 18 or lower for

166sure and then the other classes were higher because of that so that was that was never clearly explained to me and I'm in year eight so I think that um from from me from my perspective you know that's why I'm asking what students are going to put in that spot what students are what students aren't because conceivably the students in the 18 or lower are getting an advantage over the students who are not in the 18 or lower and so how are you picking those students yeah how is that detered question how is that figured out say you're going here you're not what is the criteria yeah I I don't think there's any any particular criteria because in telling you can put you can put 18 kids in one class you can have a smaller

167class but if you have 18 kids who are all struggling saying that's how it should be yeah what I'm saying is though how is this effective if there's not a there's not a process to do this how is it more effective if it's randomly putting kids and some are 18 and some aren't how is that more effective how is this how is this doing what it's supposed to do it was it was always my understanding that we shifted our thinking with if when we went AGR in that we weren't really um putting the monies towards the um 18 to1 but it was put we put the monies in instructional coaching so we're about instructional coaches and everybody's getting that instruction and so what the the model the big overview is is that what's shifted is

168that every single adult wraps around and hears the same thing and so if you're the reading specialist if you're the seal if you're whatever you do you meet and you say okay we're going to focus on these kids because according to these test scores they've got a weak area so you flood that room with lots and lots of support because everybody's hearing they're saying these kids so it doesn't matter if you're there aren't any AGR classrooms per se it's my understanding they what they what it what it basically is now and the model will be we would we give and correct me if I'm wrong because I'm trying to wrap my head around it too everyone gets Universal tier one instruction good quality instruction grade level instruction everyone and then after that then you look

169and see what kids might need a little bit and then that's why they're in you're instilling the wind because then you're looking during that time to hone in and every adult in the building including the principal which is lovely because they're that that leader they're there not just watching they're there in the trenches to give feedback and so they all wrap around and they all help during that wind time and then they go back and then they say how do we do and then that's that you know the plan do model right I mean so that's what's happening and I don't think they ever ever s say oh this is an AGR classroom with 181 I don't think that's even an issue so yes to clarify as part of the grant that is one of

170the strategies so there are classrooms that have to remain at e long right but as you've noticed the strategies we're using another core strategy from the state that we choose is to focus on instructional coaching and AGR allows us to have instructional coaches in every single one of our elementary schools and that is not the case for all districts that they have instructional coaches dedicated in every thing so that is how we are choosing to use those funds and if you notice then all of our strategies that Keith has laid out and this team and we work on are to improve instructions across our K GRE system so Jane is correct and that an AGR class we're not doing different in those classrooms we are building the collective capacity across K3 through all of our

171instructional coaches getting training and support collaborating with our readers and then directly coaching and supporting our teachers so it's a systemwide approach and one of the strategies that we do use because it does reduce class sizes you're correct it does reduce class sizes overall across the system to have a gr R because it increases the number of teachers we have allowed to us so it it's having that effect but that's as research would say like having a smaller class size is not the greatest indicator of success for students it is the efficacy the collective efficacy of teachers and that's what we're trying to build through all the strategies that we we've named so the exra cult makes sense to me because that is systemwide the the 18 to1 13 to2 makes less sense to me

172thank you um so the 18 to1 my understanding was we could pick one or all of these strategies with the grant it wasn't an all or nothing you didn't have to do everything you could say I want some money to go to instructional coaching only I want the money to go to maintaining 18132 only or I'm going to do it for tutoring only or we can do all of them right so if you're telling me so 181 is not a requirement of the grant only if we choose it to be a requirement of the grant we pick and say this is what we want to do if instructional coaching is the best way to do it why don't we just put it all to that or that and tutoring instead of saying oh we want

173to M we have to maintain 181 because what I'm hearing is that instructional coaching seems to be the St the bell of the ball the 18 to1 is something we're doing just because we picked at one time that we wanted to do that and I don't know how often is it a fiveyear grant how often that we have to do it so okay yeah I'm not clear on that um I would say I think the the argument for why we would want that 18 to one or a combination of that with instructional coaching and tutoring is we are seeing nationally and locally the challenges we're having with students in early literacy and so it is a strategy to be able to provide more personalized instruction and support for students in the early years knowing that

174if they are not proficient in Reading they reach third grade their trajectory for being for graduation is is less right so that's like what the national Studies have shown us like third grade for reading is such a critical time and so I would argue keeping that as a strategy does allow us to have more adults in our classrooms directly supporting students around those early literacy skills as an example as well as math obviously um but I think it is a combination strategy I mean we can look right and see is is that working but I would argue that it it is to have a multi faet approach um I'm not saying I'm not here telling you it's wrong yeah what I'm what I'm trying to understand and comprehend is um what is it doing and

175what I'm hearing majority of is the the coaching is doing most of the doing the 1801 is doing I will never sit and argue against lower class sizes what I was sit here and say is they all should be 18 to1 and we're doing the coaching that's what I would argue I don't like the pick and choose that's what I don't like because then because there doesn't seem to be a real process for the pick and choose and if you're getting the coaching and you're getting 18 to one I think those students then would have a leg up to the classes that don't and um that's I guess where that's where I'm that's where I'm stuck on at so I'm not saying you're doing it wrong I'm just I need to understand the process for

176why this is done the way it's being done and if if it's really instructional coaching let's just do that and and try to find the funds to be able to do at1 for everybody because I agree that that's better I think it' be better no one's going to argue against that but I know the money is the problem right because more teachers I know and we got have the space for it yes if we have extra classrooms now SPL out any other questions was there more good all right we'll move on to 12.2 she has a number are you just going all through these one after the other Aon the 12.21 22 and 23 and 24 doing follow individually are all the parts in theay they're all together okay so we're gonna we're going to

177hear all four of these at once is in order yeah take question yeah just trying to wait for this to dock up here oh here we go oh thank you so running on e a little bit here so I apologize you guys have questions feel free to ask them as we go here get so I'll just kind of give the Preamble as gets this set up so the this is the first meeting of the budget cycle budget calendar that's board approved every year in December this this really you know it changes every year because every other year we flip between a binal budget cycle and not this is Year we're entering a b a budget cycle with revenues unknown so a lot of what we'll talk about tonight is is advocacy and kind of what

178everyone's asking for and why uh we'll hit on some projected enrollment pieces here and and some staffing as well um so while that's going around maybe I'll pass these out just take one and hand one down kind of pass out a a draft advocacy resolution you can feel free to look at it as we go but I just wanted to get a space to formalize kind of what I think we should be asking for as an organization as an Administration school board and here we go now we're up online so I'll get to this at the end feel free to look at it now but I'll speak to it directly at the end here so a couple things I want to hit on here this again this is the first meeting of the budget calendar

179uh we'll go through this quick because a lot of some of this you guys have seen before so we'll talk about membership and enrollment talk about the f impact and we'll just kind of jump through each of these aspects here so enrollment and membership two different numbers two different definitions but two different things so um membership is the students we're actually paid for those are resident kids that both go to our schools and live in our boundaries but may open enroll out right that's a member that's a member of organization enrollment is what we staff on right we staff on kids in schools here yeah so you kind of heard about through the AGR presentation the fiveyear projection we we discussed this at the last um fiscal Workshop we had related to open enrollment so

180I won't go through this but again we're we're kind of in the outskirts of of declining enrollment here and so you can see here on this slide this shows that our enrollment from this year third Friday to next year projected third Friday is a reduction of 155 students and of that 117 is is really our high schools that's because if you go back to this slide in yellow you can see we have three grades currently 10th 11th and 12th all in the 600s are ninth grade at 500 right every grade below that is in the high fours mid fours so the new Norm at high school is likely going to be around 49500 and you have grades exiting at 600 so you'll see that for a few more years two more years and then you'll

181will likely have pretty flat enrollment maybe plus 10 minus 20 it'll just range like that so the the fluctuation in staff is just like some years some schools have you know the 4K numbers are coming in higher at this and so you might see a a bad teacher here and a lose teacher you kind of might see that the the big the years of big you know fiscal reductions are gone and I say reductions I mean reallocations we don't we haven't reduced teachers in a long time we' reallocated meaning we we need you we just don't need you here right so important to note that this is kind of a nice slide to show that if you look at the this table here it shows you the 600s are a little bit of than anomaly

182now right so as those phase out that that that regression line looks pretty good so people say well how do you know you're not going to lose more kids we have eight years of data to show we're going to live in the 400s that's real data not projection so we've been pretty good on projecting enrollment it works really well with our budget we've talked about that with the audit so it's been successful um this is a head count this shows how enrollment membership play so again districts as they decline in enrollment receive a three-year average of the prior year of for funding so if you decline an enrollment you actually get paid for more kids than you have right the coral are is true too if you have 7,000 then 8,000 then 9,000 three your

183average is 8,000 but that year you had nine you get paid for Aid right so in when you increase in enrollment there's a lag in getting funded too so um as we flatten out an enrollment it's important to right siiz staff because when you right siiz staff with Revenue that's how you can maintain balance budgets so this kind of shows that picture you can see here over you know four to five years the loss of 400 students so you might say where all the revenue go well we've offset it with reducing expenses slowly and that's what the idea of declining enrollment exemptions are we're going to give you more money in the short term to help you reduce your expenses long term right if you do that slowly you can kind of manage that and

184not have that be a huge shock to the organization that's kind of what we tried to do along with trying to make commitments from instructional perspectives as well about how can you do that and maintain the an adquate level of programming which is uh sufficient for our kids so the member the the the revenue formula again you guys know this membership times your per pupil equals Revenue limit Authority that's why our per pupil count is so important and then the millennial budget is what sets the amount you get per kid the increase to that number so you kind of see here that was our membership this past year that's the three-year average that's the 11403 is what we got this past year assuming we'll get the 325 which is the governor's required increase plus the

185transfer of service that gets you to 11763 with a total revenue limit thority of 87 billion roughly this is kind of the Open Enrollment numbers you guys know these we approved these end of January 156 new new open enrollment seats of that about 35 are current students on waivers in our schools so 121 real really new seats and we usually get an acceptance right in the 50% so we might get you know another 80 90 kids this is kind of what we've been trending at um to the districts here so again we we we use projected enrollment the section size to determine how many staff we need by school we use the class siiz Matrix which we just talked about um both presentations and then really we align our our staffing with projections and what

186do we use we we forecast enrollment Count's working through course request the high school so our enrollments and Elementary the Staffing is pretty much done she's working through shared staff art music fad that's getting worked out right now um certainly the that Keith and Becky and Alyssa discuss is getting worked out that by as implications there then the work really now count is working on hail Central docy how many kids are taking requesting classes of foods and CTE and how does that map work you got to add a CTE teacher you got to reduce the Spanish like how does that work so that's being done now and then that'll be communicated to the principles and the the teams here in a few weeks so I'm looking at that tomorrow with her and then you know

187you start looking at you might run AP Euro at 30 but you're not running a bio classic running that at 23 and then you got to go well how many kids typically drop honors bio typically it's one or two so there's a lot of considerations that go into that because we certainly don't want Algebra 1 showing up with 31 kids that's a really difficult you know we want that to be the lower size so the high school average is 27 but your APS might run at you know 30 your fieds probably at 30 but you might run your art at 24 I mean there's just considerations Labs things like that so we look at that um and then we try to make reasonable predictions BAS based on prior your data to make sure that the

188schools the kids show up it works right so the whole picture looks at me this is a big screen but across all the schools it's a it's a a reallocation of 16 staff you can kind of see by building um a lot of our elementaries are pretty consistent um the two elementaries are Jefferson and really that's because Jefferson's enrollment projected this year was 436 we actually only had about 400 kids come this year so it's you know that was one that we were a little off on and then their projection with a high fifth grade low 4K is 371 so the net difference 436 and 371 is about 60 kids two staff right you gotta get that idea Walker is another one that reducing a teacher their 4K numbers came in real low this year

189so um you can see they're averaged at 20 next year because we're I'm not sure it's going to hold true that 27 kids is an anomaly and Walker so we're not sure it's going to happen that might come in a little higher so we certainly don't want to reallocate a teacher that wants to be there if that happens so that's that's there's some considerations so you can see kind of to the the AGR comment is is the building average a lot of these elementaries are nowhere near 22 but then if you attribute the AGR in yellow you can see most are in the you know the the low 21s some are a little bit lower depending on some of those considerations that are made H but the bulk of the reduction at the high school

190FLW is going to lose a few because remember the Jefferson students last year of the Jefferson kids phasing out of FLW now going to West so a lot of those teachers are going to shift this this is the last year of that and beyond that the the high schools represent that because they're the bulk of the enrollment loss so any questions on that's a lot at once any questions that make sense though I'll keep going you come back to it if you have questions so okay state budget we'll shift to this now so we're in year one going into year one of the of the of the millennial we really don't know a ton I know you guys are hearing a lot too I'm hearing a lot unknowns we really find out some I would

191say we have a decent idea of what stuff's going to look like d h a dart part mid April early May of kind of what like what are the other side of the branch let us willing to do that's kind of where you go what's worst case what's best case to start working your way back so that's really that so I thought I'd go what what are the different agencies asking for so DPI will start with that Epi is asking for $425 per kid in fiscal year 26 and then they want to index that in future years a part of the budget so you know I think 425 might realistic indexing the inflation would be great I don't know how practical that is um the low Revenue ceiling one's interesting to me because it's kind

192of an irrelevant point because the low Revenue ceiling was at 11,000 two years ago so now take the 325 now you're at 11, 325 is the new low Revenue ceiling so when DPI ask for 425 add them together here 11,000 plus 325 IS 11,325 plus 425 now you're at 11 11,750 so they say move the low Revenue sing to 11,700 you're already above it it does it's a I don't know it's it's kind of an odd request in my opinion now the second year maybe that's the point of moving it to 12,4 because that would be some significant movement for us that'd be great um special ed that's been a continued Echo chamber I think from every group you know I would really hope there's more support this this bilen for doing that because you

193know similar to the conversation you just had special education numbers are going up across the state at unprecedented rates and um what where that's from not sure um I'm sure you could draw a line to different things categorically and then fully funding meals that seems to be a pretty unilateral ask across all the groups uh the governor's asked his P at a per pupil increases about three 334 so he's not looking to ask for more than already guaranteed think that's probably a strategy on his end not to bring that you know a sour wound maybe there um but he is asking for the low Revenue sing to get a bump that would provide some significant revenue for us because again we're low Revenue right and our our referendum recurring is an exemption next year so

194after that it gets added to our per pupil so it's important to note that should they not increase the leue ceiling and then do it the following year that chews up some of the recurring referendum it's not like on top of that okay the first year it's an exemption the second year gets added to your per pupil you follow that so so some districts like kettle Marine ask the recurring refm two years ago or four years ago they raised the little Revenue ceiling St Locker's like it's gone because is the ref of the community pass we would have gotten it anyway now so when you ask non-recurring the the rub is nonre recurring you only get it for a few years got to go back but it's an exemption the whole time the recurring the

195the the good is you get it forever but the bad is they raise low Revenue ceiling it eats up into it so what would be best for us if they do the low Revenue ceiling in year one then in year two it's on top of that for us which would be good news for us so a part of your ask you'll see is we are really advocating for that because significant and I think it's very bipartisan because what pushed that last Millennial was a lot of the Republican legisl members that sat well the conversation sat well of limit the disparities between districts it's ridiculous there's districts 18 19,000 per kid and you're at 10 I mean that sits well with people I think it's a reasonable ask so I'm hoping that is reasonable the governor

196is asking for 60% special Edge funding with a plan to get to 90 so that may be more reasonable um and then categorical AIDS consistent with DPI fully funding meals wasda W wda and wasbo and wasb a lot of acronyms there they formalize their ask at day of the capital which a lot of you are going to so you guys will hear that coming up and we'll know what that looks like as well and I'm hoping they all fall close to each other because that's that's helpful and then our ask I think being consistent with some of these groups so we would really like the low Revenue ceiling get getting bumped to 12,500 year one I I I really don't think that that's unreasonable I think they they there might be some partisan support for

197that certainly getting per people increases I think 325 is probably were at lands but I mean being out front of like spendable revenue is going to help everybody um the low Revenue ceiling you might think might not help a lot of people but 80 80% of districts or 80 plus percents in the the advocacy thing here are are are within an eardrop of that I think it's 70 plus perc so when they when they increase low Revenue it's like you're helping 70% of districts you're doing this so um the the the rub with that is always well how how does that impact the community taxpayer that's typically where that comes from you know not completely but a lot of that and then we we really like to advocate for uh specialized funding at 90% that's

198be a huge ask for us this is a nice little table that shows you kind of like what what each ask means so DPI ask results in about eight million eight and a half million for us next year okay the governors about 7.1 and then you can see the big one there ours is 15 why the low Revenue ceing is huge okay and special ed funny make up 13 million like if that happened just one of those happen we would I would say significantly for our school district uh to catch up to a lot of are you guys saw when I presented on the petition like what even a thousand dollars can do over time so it's a significant deal for our district to to try to push for that and I do I really

199do feel like people on the other side you know special ated funding low Revenue I mean I think the per people might be off the books now because of people feeling like govern reers maybe did something that they didn't support with the b a white veto um you got a question BR I did I lost my stuff we can come back to it if you want okay so getting into what do we know about the budget Revenue side we know we have the operating Revenue coming in for the referendum we pretty much can book the 325 I think there's uh some legal contests there but I haven't heard anything with merits yet a lot of the groups are booking that the 325 IS in statute now for for as long as we'll be here so

200that's that again this is interesting it's 33% special education reimbursement but it's some apportioned or appropriated so again they say 33% but it's based off the prior years's bucket of money so if last year's dollar well all the sped teachers got increases in salaries right all that happens all this Transportation so what ends up happening is the bucket of money is from the prior year your current year expenses are reimbursement so what percent you actually get 30% is what districts actually get that 3% is a big deal so part of the ask is to make it wholesome you said 33 it should be 33 the year you get it not based off the prior year right so that's a big deal that that little bit adds up a lot so that's that and like really

201no changes that's really it that's what we're going to like build a budget on real conservative because I I really I really have no clue what's going to happen in this cycle I really don't a lot of things going on up there uh some ex expense assumptions um early really early too early to tell projections on health insurance couple ons here is that our loss ratio has slightly declined so nine or 10% seems reasonable for that but really early to tell they say there's a lag in Insurance markets where like you're changing the plan people run to the doctor before you change it right so like unknown how that's going to play out so I'm interested to see that dental insurance we really haven't had an increase previously the transportation that's the second year and

202that levels off this is the last year having to eat that then we're at you know really low premiums for a long time so I think he did a pretty good job with that um and then wrs that's the employee contribution right El 8% in utilities we were pretty high the last two years and in utilities outside of personal which have gone up a lot I think a lot of you guys could test that your personal homes but in in more commercial it hasn't as much which is surprising so that's good news so there's that um CPI and referendum I'm currently building it off of 9.25 CPI is 2.95 so part of the conversation that we haven't got to yet we will come which this can change is the question I have is what's the

203region going to do on an average because if we give CPI 2.95 but everyone gives 3.4 you could just multiply until we're back in the same conversation about people being underpaid so the conversation should be what's the average of what everyone does if everyone gives 3.0 we should just give that because that's consistent and then we're going to pick up and gain on the referendum increase so I think that might be a small shift not a big one but I think it's something we should consider so um we'll we'll we'll have to stay in tune on what that looks like that's typically you know we typically don't seek approval for that's April or May based on what that looks like so and then Insurance that's going to be like property liability uh workman comp that's

204been seven to 10 every year that's that so at this point we're balanced but again this is using pretty conservative uh I think revenues we we will likely get one bucket of money from some other place I don't know what it's going to be at so when that happens that's where conversations start around like what are district priorities look like is it 46 is it some staffing is it you're talking about a CT per like some of the Strategic plan stuff may be coming into play about like what are what we want that to look like so that's a conversation we'll certainly have um this is kind of a a snapch to show that some assumptions um and and one thing I want to note is the prior year budget dictates the following Year's budget

205so like it's based off of our current budget that is not actuals yet right so like when we get actuals we usually are very we usually have some money at the end of the year okay so when we roll that over that's what the new budget's based on so if there's like a million dollar Surplus it's really a million dollars in the green you follow what I'm saying unless it's onetime uh offsets so that's that so Pathways you know we're going to keep reviewing the reallocation May 1 is when teachers get reallocated so the reason we do it late is because people resign and retire so if I don't got to tell someone you're getting to get moved because someone already retired that's a good conversation not to have right so um historically experienced doing

206it late um is actually helpful so um in very very seldom have we had to actually move I think it was two people last year Terrence out of 18 so it kind of shows you how it really plays out so that's good um we'll continue advocacy we'll get into that in a second maximize open enrollment seats Connie and her team are are been working through those that's not closed yet April 15th is the Clos date and then you know to me it's like hot off the press the earlyer you are more seats you get call call call letter you just got to get on you got to get people in right um and then I know Dr Robinson and we're working on the Strategic plan that'll certainly outline some of the budget pieces in the

207future years and then we you know we always look at the budgets for departments schools and things like that so we'll continue to do that and then really we're just going to keep uh keep working on developing the budget we have steps we take to start doing that um I I think that's probably all I'll say for that um any questions before I get to the advocacy piece that's work uh I had a question for well both communication and just kind of seeing that that difference of thousand do um and what it does over time that was communicated in our piece but then also um with this and kind of as we are requesting and putting stuff forward do we can we expand on that table that you did and also show that because you

208know the 275 million showing that deficit compared to a district next door because that's really what it is um I think is kind of powerful if we could get something with that and even if there are other districts around us that have a little bit more in showing that deficit that we face because of that low Revenue cap you know because like 75 million that was our referendum two years ago it was you know more our referendum now so like where would we be and where would our constituents be if we had had that over the long term no it's a good point we could talk with Caroline and Dr Robin how we could format that but I would agree because that was something that when I we were going through the refer cycle I

209think resonated with people about like you get we get less I it's hard to argue with that I felt like that really resonated with people off you had com I all and I would add maybe even projecting you know because things in education turn slow if we were project out another 10 years what does that look like to um you know for even just one of them how far do we continue to fall behind sure because I do five years yeah just do five years that's that's the life cycle of a legislator sure so in five years time this is how much less we can be and if we don't we can work something into this too sometimes boards will issue like a press release yeah you know something like that we could do something

210like that along with anything else we could still yeah for people yeah okay any other questions we talk about the advocacy peace good so I guess shifting you want to do something know close the workshop do have to do anything shift into this or well we have to we have to motion to go into a whole Committee of a whole to do all that I didn't want to talk say talk anything about before that sure yeah so I guess in conjunction with the the I guess the different groups advocating for their things that they think are most important given that we get we're heading to the day at the capital soon for those of you who are attending I thought this might be one a nice one pager to bring with like formalize here not

211that it's all encompassing certainly there other things you you can advocate for legislators you go but also I was thinking we could also uh the full board could sign this I have a one document I'll ask for and then we could officially mailed us to our local legislators to provide some advocacy that way if you do see them you can go hey did you get my letter I mean it might be a nice followup to a conversation or advocacy has been an area of conversation at the board about how can we do things so I was trying to provide a space to do that um but that was kind of the thinking here I know Noah brought it up I think Posta did something similar yeah so I was sent in email from tosa at

212like saying this we passed this we would like be nice if you guys would pass something similar to try to have like a you know a lot of different school districts advocating kind of rowing in the in the same direction if you will and so if we all if a lot of districts in the area are asking for similar things you know it provides I think holds more weight um when legislators are considering what they're going to kind of stand toe-to-toe with other people and say no I need this this is something that my constituency that shown me that we need and covers multiple districts and and so that's kind of where we're where we're here so um so why don't we move into Community Hall and then we can have the resolution read and

213then we can vot it okay so I I need a motion in a second to convene many of a whole second I mean you do roll call for that Mr Burns yes Miss Kaiser yes Mr sigit yes Miss deal yes Miss Lee Mr K yes Mr Becker yes Miss car yes president wait yes all right so we're here to consider a resolution that was drafted by Mr Norris are you going to read that the resolution for us I can yeah I can pull that up after he reads it we can have any discussion for questions and then I would look for a motion after that is confed okay I don't have the last page so I'll get to that when it comes back around but um the resolution reads and I quote whereas the Wisconsin

214Department of administration DOA estimates the state of Wisconsin will have a gross uh general fund balance approximately $4 billion end the current fiscal year and this figure does not include the $ 1.9 billion fund balance in the state's budget stabilization rainy day in quote fund which contines to be at record level highs and whereas the school property tax levy as a percentage of personal income tax burden is at 1.5 % record low level down from the peak of 2.81% in 1993 and whereas according to the Wisconsin public policy formal States ranking for spending K12 schools total 3.8% of personal income in 2022 which is down from 3.9% in 2021 in 5.2% 2000 and whereas the stage ranking in special education spending is in 2022 is 31st down from 24th highest in 2021 eth highest in

2152000 representing a major shift in the single largest area of state and local spending and whereas approximately 1,93 students of our school of of the 600 or 6,654 total student population roughly 19.4% in the west Dallas West Milwaukee school district is identified need of special education services and whereas the school district school districts in high poty areas are hit the hardest by special education costs and state government has reimbursed districts for less than onethird of their total special education costs over the last decade and whereas students receiving special education services in West Sal West Milwaukee school districts should not be treated differently than students who attend private school choice programs in relation to reimbursement services for services received and whereas the West Sals West milwauke School distri needs adequate resources support student disabilities to reduce

216the amount of currently transfer from the general funds to cover the Gap by Ma between mandated special education cross the state funding and whereas increases in special education funding provide more predictable State funding that supports all students due to less of a transfer of the general education District's fund whereas inreasing the low low Revenue sing will provide more sustainable and fair distribution of State funds addressing disparities in per people funding across districts and whereas nearly 73% of all school districts Wisconsin receive funding below the state average revenue per member and whereas spendable dollar schools are crucial for ensuring Equitable access to to Quality education enabling districts to meet the diverse diverse needs of their students let it be resolved that the West Dallas West School District Board of Education strongly endorsed and advocates for the

217Wisconsin State legisl to do the following increase special education funding 90% raise the revenue sing to 12,500 and provide all public schools with spendable dollars in form 4 per student in the first year of the 2526 State b b this resolution intending the approval commits reflects the board's commitment to securing Equitable and sustainable funding to support the needs of all students and ensure the continued success of public education Wisconsin that's resolution any questions or comments thank you if no questions or comments I'd look for a motion approv second moved in second and any last minute discussion all those in favor opposed right that passes um and that's the end of our so I'd look for a motion to adjourn second second all those in favor we areed thank you very much everyone