001Good evening, everyone. I call the May 20, 2026 special board meeting to order. The time is 6:00 p.m. We are in conference room C of the Fisher Administration Building located at 12121 West North Avenue. Ms. Summers, please call the roll. >> Ms. Bock. Mr. Bauer. >> Yes. Here. >> Ms. Brzezinski. >> Here. >> Ms. Kammer Rolland. >> Excused. >> Ms. Leimers. >> Here. >> Mr. Wautier. Dr. Burley. >> Here. >> Okay. We go on to item two, action to approve a letter of intent for the purpose of before-school after-school summer programming for 4-year-old kindergarten wrap-around services for students enrolled in the school district with Boys & Girls Club of Greater Milwaukee. Is there There's a presentation. So, we'll start with a presentation, then we'll put the motion on the table, and then we can ask
002questions. Welcome. Thank you so much for being here. >> Good afternoon. Thank you for having me. So, my name is Tanisha Grimes, and I'm here with the Blue Door Academy. So, we are our latest growth initiative with Boys & Girls Clubs of America, and we're partnering with Boys & Girls Clubs of Milwaukee in order to provide the service. So, what I'll do today is I'll just give you a little bit of a walk-through and a snapshot of our our programming that would happen at our Blue Door Academies, and you'll get a sense of some of the the programming, our background, and the experience that a young person would have coming. >> One second. I don't think it's showing up on the Zoom. Okay. All right. Perfect. Thank you. Okay, you can proceed. Thank you. >>
003So, one Okay, just want to introduce you briefly to the team. That we are a team of five of of us and combined we have over 100 years of experiences in the after school time. And so each of us are over component of the academy really to make this work as well. So I'm over programming which is why I'm here and you'll see I also have my colleagues who are over marketing as well as over talent development and business development. So there are all of us here here to support and work with you. And so again just grateful for this opportunity to present in front of all everyone. So a little bit just a high level overview of the Blue Door Academy program model. So we exist differently than a traditional Boys & Girls Clubs
004that really is about local adaptation. So each local Boys & Girls Club they'll do programming just depending on what what they want to do what their needs are. You know there is sort of they look at what they need locally and then design programming there. The difference with the Blue Door Academy is that we at the national Blue Door Academy office we're actually designing program schedules giving them to our clubs and we're actually selecting the programming and the experience. So it looks a little different and we're really in those elementary schools and so providing that primary core service of after school time but then that that before school summer school and so on. And so we're really aligned more with like the school year rhythm. So instead of having year round sort of general academic
005enrichment and opportunities we're really looking at four different nine week sessions that are more aligned to like the school year rhythm and learning for young person. So I'll talk about that in a minute. And then after each one of those sessions so every quarter there's also a culminating experience where young people really get to showcase what they've been learning like in a fun fun way. And so a little bit just about again how we differ slightly from our Boys & Girls Clubs of America. And so we really have four priority outcome areas so we're focused in that whole child and really looking at elements like health and well-being, character and leadership, academic success, and life and workforce readiness. And so again, the Blue Door Academy, we really double down on that academic success. So I
006like to think of like a young person, a kindergartner. They are just beginning their academic journey. And so what are some of those behaviors that we can really help cultivate to get them on that journey? How can we get them excited? How can we help them regulate their emotions? So if they are learning along the way and frustrated, like how can they help, you know, manage that stress so they can be engaged learners? And so you'll see on the right, those are really some of those key behaviors that we're really focused on shaping and building for young And we've chose those behaviors as well because for sure for some in the literature, we've seen that like young people who are able to regulate emotions down the road like in middle school and high school, like
007they're at higher standardized achievement and testing cuz they can focus more or when people are motivated and engaged and excited about learning, you see like higher GPAs. So really wanted to cultivate that early. And so um what we also are using is our existing Boys & Girls Club programming. So before taking on this role, we we started um the Blue Door Academy in November and I've been at Boys & Girls Clubs of America for it'll be 10 years next month. And so before here, I was the National Vice President of the Youth Development overall of our national programming and also um staff training and capacity. But what we did is really double down and looked at all of our programming and said, "Hey, what do we want a young person to, you know, walk out
008of our doors and what is our vision for what we want for them?" And so we doubled down on our programming to make it really focused, strategic, and aligned and really use evidence-informed practices. So all of our programming is standardized. We have practices embedded that are aligned to national standards as well as just good youth development practices. And then about 2 months ago, um all of our programming was actually included now on the North Carolina Child Care Commission. So, it was approved um on their list of out-of-school time with their licensed centers. So, definitely really a lot of thoughtfulness and intentionality in our programming. And so, for the Blue Door Academy, we're really taking our programming, particularly those programs that focus on building those learning behaviors, and curating it for our our program model here.
009And so, then how this looks a little bit, um that's some of the evidence and some of the thinking and intentionality and skill building behind it. And so, we're really grounded by the five key elements of youth development. And so, that's really just our positive like out-of-school time, like how to really think about like a young person like having fun and shaping them so they're still having great experiences. And so, really that first key is building that safe and positive environment. So, not just that physical safety, but that emotional safety. So, when a young person walks into the room, do they feel like they belong? Do they feel like they're seen? Do they feel like they're supported? And they're surrounded by supportive adults and peers? And then, do they know what the routines and expectations
010are? And then as well as grounded in that is always recognizing a young person, especially when they're trying to do something. And then that last key element, of course, fun. That's the foundation of our programming because if the young person does not feel like they're having fun, then it it just it doesn't matter, doesn't make a difference. And so, within those five key elements, they really drive what we call a high-quality experience. So, again, having that safe and inclusive environment where everyone feels like they can meaningfully participate in programming, and also be surrounded by supportive relationships. So, that's like the bedrock and the foundation of our programming. And then if you think about some of that real skill building and intentionality. Uh So, then with our program is how this actually looks is so, we
011have a standardized template and curriculum where like where we really build our programming. So, when our targeted programming, this is like our sort of scaffolded like 10-session programming that really builds on skills. So, those are our targeted programming. And then our high-yield learning experiences, and so those are sort of one-off individual activities, but they're all built with these different components, cuz that's where we really try to work on driving those behaviors. So, every time, whether it's one whether a young person walks into the club or into that program space, they're receiving a warm welcome. So, again, they feel like they belong. And then a community builder. So, especially as they're transitioning throughout the day, this is a fun, interactive movement way that really that brings that trust, brings the group together, and it's somehow really
012aligned with what they're learning for their main activity in that um in that um session of session as well. And then our group agreements, that's how we create that emotional safety. So, a young person will determine like how they want to feel when they're together, what would happen like if, you know, somebody goes against that. All young people contribute to that and have the option of doing that. So, that's up every time in that room or program space so they can refer back to it but also add to it. And then that main activity, that's really where they're doing that active or hands-on learning, that skill-building in there. And reflection is an important component cuz that's where they're really reflecting back on like, "Hey, how do they know about the skills that they learned?" And
013so, we use a method that's called what, so what, now what. So, it's like, what happened, what did you learn, um why was it important, and then how you can take that and bring that back into other areas of your life. And then as well as in all of our programming as well as our just general um I think club programs, just like recognition. So, whether that's informal or formal ways as well. And then finally, just that transition. So, I'm going to show you just a two video clips so you can kind of see this really happening in action. So, the first one is a community builder set up for one of our programs. You'll see um it's healthy habits. You'll see a little bit around that. You can watch for the interaction with young
014people and how they engage with the facilitator. Oh, but I got excited. So, what what other thing I wanted to add before then uh before the video is that one of the other things because we are in a after school time space and in particular at a club we'll have, you know, youth from all over who have different needs, whether it's learning needs, physical needs. And so, really all of our programming also have like a standardized approach to adaptation. So, again, when I talked about those meaningful um engagement and experiences and programming, like wanted to make sure they're involved. So, we do that in a couple different ways. For some of our um programming, we'll have an alternative main activity. So, it still builds those same skills, but maybe it's something different because sort of
015that that group wants something else. So, maybe they want more movement or or small group discussions. So, there's also again an alternative way in order to adjust meet different learning needs. And then, there's also different activity variations. So, some where you might move more or read more or do different things or have someone draw. So, again, you can fit sort of different interests and learning abilities. And then, we specifically have like a call out box in different spaces, especially when there's a lot of different movement, that's in it for inclusion. So, here's how you can adapt the activity. So, again, a young person, maybe they can't engage physically, but can they be the timekeeper? Can they be the recognition champion? So, again, all of them have a role in that programming. Okay. And then, um
016lastly, this is just a snapshot. So, just thinking about how we prepare our our staff to really be able to engage and implement our programming. And so, our my colleague, Dr. Kelly Drummond, she's really over our head of talent development, but really like having that onboarding that has like some key components when we think about the programming for them to implement. So, one is just around engaging with our partners and how to provide good customer service. Other components are that program quality. So, really how do you maintain and implement that structured programming with quality and standards? And then the next bucket area is around foundational youth development practices. So, how do you um sort of lean in and be a facilitator and more of a guide on the side and then you know, coach and
017a mentor to a young person, but still be able to manage sort of different behavioral needs and as well as group management. And then that last piece particularly for some of our leaders more around that talent development. So, how do you continue to train, coach, and mentor staff as well? All right. So, now uh here's a little bit of the programming in action. So, I love this little video. This is this is um picture over here. It's a snapshot of one of our programs and this is going to be one of the first ones that we do in that first 9 weeks. So, this is Smart Moves Emotional Wellness. So, this is a feeling face session. And so, in Smart Moves Emotional Wellness, young people are really learning how to identify their emotions, how they
018look in themselves, how they look in others, sort of how they feel when they feel different emotions, and then learning different ways to help them feel better. So, they leave and walk away with a little backpack of coping strategies for them to deal with. So, in here they're sort of doing an activity where they're showing each other like, "Hey, here's an emotion. What does this look like or what do I look like?" and sharing that with each other. All right. So, now I will show you that first video clip I talked about of that the community builder. >> In this video, you will see our Boys & Girls Club staff person, Ms. Divine, conducting a community builder activity with her group. Community builders are fun, engaging activities that develop trust amongst youth and staff at
019the Boys and Girls Club and often set up youth for the learning experience they'll have in their main activity. In this example, Ms. Divine uses a game called "What Are You Doing?" fostering collaboration and creativity amongst the youth. Notice how Ms. Divine asked the youth to reflect on the game, the skills they practice, and how it ultimately builds community. >> So, we're moving to our community builder. It is called "What Are You Doing?" And in order to play, you have to come and stand in a circle. Now, how to play this game is we stand and we do a simple movement. It could be cooking, cleaning, reading, etc. So, I will do a movement. I'll start first. And then the person on my right will say, "What are you doing?" And I will say a
020a different movement than what I'm doing, but you have to do exactly as I say. If it's confusing, we can ask questions along as we do the game. Are there any questions now? All right, let's go. All right, so are you ready? >> Yes. >> All right, let's start. >> What are you doing? >> I'm reading a book. >> What are you doing? >> I'm throwing a football. >> What are you doing? >> I'm surfing. >> What are you doing? >> Uh I'm dancing. >> What What are you What are you doing, Ange? >> I'm cooking a pot. >> You're cooking a pot. >> What are you doing, Destiny? >> I'm cooking mashed potatoes. >> Yeah. >> What are you doing? >> I'm eating. >> I actually need to tell my sister. >> What are
021you doing? >> I was eating. >> What are you doing? >> I'm boxing. >> What are you doing? >> I'm doing the he he. >> The hee hee? >> What you doing? >> I'm riding a bike. >> Oh. >> You do this. >> I'm doing my steps in. >> Um I'm running. >> Um what are you doing? >> Um I'm going to the store. >> I'm shopping with you. >> Is that car? >> All right, so now that we understand the game, how do you feel about the activity? Good? Awesome. So, what skills have you practiced during this activity? Caden. >> We practiced how to listen to each other because if we did it, we would have got it wrong. >> Yes, we're listening and comprehending, making sure we know what's the next move, right?
022All right, and Kylie. >> We learned how to do simple movements and do and work together and then do do and listen cuz if like Caden said, if we didn't listen, we would have got the steps wrong. >> Awesome, good way to bring it all together. Yes, we're listening and we're comprehending and we're doing simple movements so we're not all over the place. And we're doing teamwork, understanding each other, right? >> Yes. >> All right, so with the skills we practiced, how does this help build community? Caden. >> Seeing people's creative side. >> Yes, we're seeing people's creativity sides, seeing we have similarities or common things we like to do, right? And Aubrey. >> We also learned how to express ourselves through movement and also we would have got the movement wrong, we wouldn't have
023understood what was going on. >> Right, we're self-expressing ourselves, showing our creativity, we're listening while we're also doing simple movements, right? We're all in the end having fun, correct? >> Yes. >> Awesome. something I wanted to let that play all the way through because as well, you can see like after the community builder, like they're engaged and listening to each other, but then that reflection came in. And so with the activity that their main activity they're doing later, it's like putting together their dinner plate, but they have to sort of think about how foods come together. And so this was one way just to think about all the systems that come together, but then also listening and coming together. So, this next example is from our DIY STEM program, and this one is really DIY
024STEM is a a place where really that facilitator really is a guide on the side, and you'll see a lot of like curiosity, answering questions, like figuring out experiments. And so I'll let this play just a little bit so you can see what's happening. It's about 5 minutes total, but I'll I'll play a couple minutes just so you get a sense of what's happening, and then our our narrator narrates some of what's happening, too, and you'll see some of the kids in their experiment. All right. Okay. All right. I'll move on past that, but again there they're doing this sort of he flips the cup upside down and it's flat there. And so they're wondering like how does the water not spill out? But again, it's more than being hands-on, creative, being able to answer
025questions and participate. And so some of the things that we have seen again when we have actually implemented our targeted programming is that particularly when we really went through and audited and updated like our health and wellness and our education and STEM programming. So we've seen some positive outcomes throughout. So we've seen some of that essential skill building such as perseverance and emotional wellness and healthy decision-making increasing young people the more they engage in our health and wellness programming. And then with our education and STEM programming we've seen increased value in school again some of those character and skill building and then some of that empathy as well and that character. And then you'll see some of those circles on the side. Um one of the way we collect information and data from young people
026is that we have what's called the NYOI. So our national youth outcomes initiative. And so every year we'll ask young people from nine and up sort of their overall club experience and we'll also ask them different sort of questions about like how they're doing academically, how they're doing in health and wellness or with friends and peers. And so in our latest data about 93% of our our club members said they try to do their best at school and then about 84% said they understand how their feelings affect what they do. So again really helping to build those skills with that. So now I'll I'll pivot a little bit and just talk about like how we bring all of that in and what the the Blue Door Academy experience looks like. So again that foundation being
027that safe and inclusive environment, those meaningful experiences, and that supportive relationships as well. So our program sequence as I mentioned earlier is that we have these four nine-week sessions and we really were thoughtful about thinking about how that rhythm of learning in the young person the thinking about when a young person first starts school like yeah it's transition summer transition new school figured out routines and teachers and friends and peer relationships so really want to start with programming and activities that build those self-regulations. So again as they're building those at the beginning of the school year they can continue to use those in different aspects of their life in school and after school and continue to strengthen those throughout the year. And then you'll see in the middle really thinking about like once a young
028person is more engaged and transition more into school see themselves as a learner more now focusing on continuing to elevate like that motivation and engagement and particularly that perseverance when things might be getting harder or they might be testing more figuring things out. And then that last end of the school year especially after they may have been testing more but really diving into like that curiosity interest and really doing like more like project base and just like more sharing and learning. And then again after each of one of these sessions is that culminating event where they get to showcase their learning and really um this is a sequence but knowing that calendars look different with school years so that's the ability to be able to customize that. And then there's when they walk in the
029door there's four different daily time blocks that they're doing and so first is that arrival and again it's that transition time so really that time to be able just to deregulate from the day so whether it's going outside whether it's going to maybe sit in a chill zone for a minute or you know do some sort of low energy games like cards or you know playing blocks with friends and then being able to have that snack as well so they can prepare for the rest of after school. And then really having that community builder where they're moving and engaging with each other but then assembly to then transition like hey we're transitioning from school day now we're going into the Blue Door Academy for our after school. And that first block of time is that
030academic support so if they have homework help being able to have them, but also rotate through different things. So, really having different academic enrichment activities. So, one we've partnered with um Discovery Education, and so they have like an adaptive like digital almost like gaming program where young people are learning. Particularly, we partnered to use their literacy program. And so, even within like 15 15 minutes a couple of days a week that they can also start to see gains in literacy and reading. And then as well as participate, as they rotate through like a high-yield learning but academic success um activities. Like we have a a game in one of our academic programs called um Vocabulary Swap. So, like they're figuring out like who can use the most word in a sentence. So, those kind of
031activities. And then being able to transition after that to their targeted programming time. So, that's that core programming time. So, really like in order to have enough dosage during that like 2 days a week, and then the other days a week having sort of a different high-yield activity that builds those skills. And then that last block of day, so now deregulating again to get them ready for pick up and to be able to go home. And so, really just having different activity stations that they can rotate through that they can choose themselves to go through. And those can look different depending sort on local needs in the clubs. So, if you look at these four time blocks, if you look at the two in the middle, that's where there's more that structured sequence programming when
032we um give out those program schedules. And then there's a little bit more flexibility like in the book ends like community builders. So, perhaps the Luder Academy will provide a a bank of 10 community builders, but each site will pick from that when they build their schedules. And then the um activity stations are really dependent on local needs and interests. And so, here is what a schedule would look like when they walk into the day. So, this is just an example um of what it could look like. And again, times vary cuz schools might start so varied. So, what we do is provide like a suggested time frame for these. So, you'll see, you know, at 3:00 it's 3:20, we've got that arrival and community. Again, it's there to transition and so there's some outdoor
033time, there's snack, there's a community builder, and they're doing the zip, zap, zoom community community builder. And then in that academic support time, like they're rotating depending if they have homework, if they don't, there's other options they can do as well, whether it's the that adapted digital learning, um as well as some of those interactive like literacy activities there. And then you'll see the breaks throughout, so it really after each time block there's also movement break, water, restroom. That of course even looks a little differently in that pre-K as well. And then you'll see that targeted programming that's really happening um after that academic academic support and after that break. And so and then the end of the day you'll see the different locations as well um between different activities. So, that's sort of what
034that day would look like when they walked in. And then really quickly I'll show you a more detailed one just so you can get a glance. This is a week. So, um if you look at that targeted program, you see just on Tuesdays and Thursdays they're doing that smart move emotional wellness targeted program. But those other days of the week like they're doing an activity that sort of builds those skills. So, if session one is about emotional regulation, like on Wednesday that summer brain game reads even superheroes have a bad day, that's really about a superhero who's they're not feeling their best that day and they're trying to figure out how they can feel like a superhero again and so they're really learning how to regulate their emotions. And then you'll see again arrival community.
035It's kind of that same format, but there's a different community builder each day, the choice and pick up like, you know, what does this rotate with those stations look like, and then that academic support. So, some days are that different digital learning, always a homework help and different activities. And then so those are the more structured, but then you'll see on that Friday during that targeted program block that that that's where again that's another point where others can be flexible per site and really depend on the programming based on like the needs and interests. And then I'm just going to wrap up just a little bit around that how we really are thinking around measurement as well. And so really we're looking at three key measures. So one is about access. So are you consistently
036showing up? So one is just the attendance and the tracking and the retention piece. And then the other is around that experience. So one and how are you used staff and families finding value? And then our partners children and are they finding value as well? So looking at that satisfaction and engagement. And then in that group so some of those behaviors those learning behaviors I talked about. So one of the things that we typically as I said we get data from nine and up. So really thinking about like how to get some of that data from that younger populations. So using pulse checks and look like different emojis just that asking one or two questions to get a gauge on how they're learning. So one is how are you feeling today but also being able
037to say hey like do you enjoy learning or asking questions? And so we also have um surveys that we can program into tablets for the moment. And as well speak to young people as well so they don't have to read that. And then from those adapted assessments the digital programming those will also give assessments on how a young person is progressing along other different literacy milestones such as their silent reading sort of phonemes and sounding out words. And then from adult observation. And then just to wrap up when you think a little bit about others who you know are really doing this in this space. Here are like four different ways that Blue Door Academy we're really have been thinking about this and elevating really after school. And one is that intentional school to skill
038development that I talked about and really thinking about like what are those behaviors that follow the lifelong academic success. And then that intentional sequence like four session like nine week design as well. And then having those visible experiences. So again, a young person can change and contain to showcase what they're learning. And then in that measurement framework, um others will track like attendance, it tracks satisfaction, but really including that behavior. Okay. Then I'll definitely wrap up and just again want to thank you for this uh time and opportunity and open it up for questions. Uh Heidi, since I know you're going to have to go, do you want to put it on the table and then ask any questions you have? >> Sure. Um it is recommended that the school board approve a letter of
039intent for the purpose of before-school, after-school, summer programming, and 4-year-old kindergarten wrap-around services for students enrolled in the Wauwatosa School District with the Boys & Girls Club of Greater Milwaukee and I so move. >> I will second. >> Second. >> Thank you, Mr. Bauer. Okay. Mr. Buck. >> Sure. Do you want to ask? It's It sounds like a really structured program, which I think in some ways is good. And then in other ways, I I wonder if we're at we're asking a lot of kids. It sound like there's a lot of academics included in the program, which of course I think is good, but I don't want to expect too much from students. So I'm kind of wondering how how you motivate kids to continue doing some of that academic work into um those like
0402 hours after school. Um and then also you talked a little bit about it with like special needs students. Um But like different age groups, you know, like you've got fifth graders and you've got kindergarteners, and how does that work? >> So a couple of things. One with the academic piece. So we are focused on sort of those behaviors that um are are aligned with academic success, but like self-regulation and perseverance. That doesn't necessarily look like, "Hey, let's do homework and worksheets." So, I think that biggest most academic time is that first block where there's homework help, but everything else, like even the activities in the curriculum they're doing, they're really game-based, they're really hands-on, they're figuring out things and puzzles. So, it it it doesn't feel like they're they're in school cuz they're not
041being taught at. It's more like, "Hey, here are some instructions or some questions. Now, go do this or fill this out." And there's a lot of different movement. And so, what we do that is in one program it scaffolded by age as well. So, particularly like for younger, like they want more movement, they have more shorter time bursts, so they're doing even more movement and activities. And so, typically in a club we'll group them like sort of similar age bands. So, like a kindergarten and first grader might be together or a rising and a sort of more like a fifth grader or a month and with others. And there's well as some leadership opportunities for these young people as well. So, usually used are with you. There's definitely like a lot of movement and learning.
042So, what I said earlier about like that fun is that that key element like got to be feel like fun and not like they're, you know, just again spending a school day. And then with the special needs, so I talked about different learning needs as well. So, every time a child enrolls like there there's a long sort of list of enrollment to see what kind of needs are are needed from that young person. And so, like if that site, if they can accommodate that, then they'll they'll talk with their parent. And then if not, then that's a different story. But so, some of the lots that you see is more like their learning needs, reading, physical ability. And so, that I think there's one special advice clubs that deal with young you know, special education
043And then also our staff is included in working with young people who are neurodivergent and have autism. So, even some of those spaces like hobby spaces or lighting and maybe you want to have regulation zones or like clubs as well. But some of those more specific needs like so. >> And? >> I had some um similar questions along those lines, uh, in how how would you be about working and adapting to, um, a district where, um, parents are not necessarily inclined towards screen time, especially for 40 minutes after school. In fact, people feel like many people feel that there's already too much Chromebook time in our district. Um, and related to that, um, homework is not something that's really common, um, until maybe fifth grade. So, I I mean, I would love to see some
044planning that isn't related to that. I come from a long line of free play after school is important and um, I guess you know, I know academic um, motivation is a big seller or something like this, and there would be some parents that would appreciate that, but I think that in general, um, also as a parent of a neurodiverse couple neurodiverse children, the one thing they're not ready to do when they get home from school is focus. >> So, couple with that. So, definitely mixed needs, which is why we started to have those blocks with different, um, sort abilities, different different selections within that. So, one with the screen time, even with that digital gaming, like really there what's nice is that it's really you can start to see gains in like up to 15
045minutes. So, that's not even, really even when we have our best practices in training, but we're like, you can't have just like prolonged screen time, but that's not what we're about. So, these are really quick bursts that are sort of implemented within the program week, but not like an everyday thing. And it's really a short time period and where a young person can rotate through. So, like sort of talking about like that is not the whole time. It's the up to 15 minutes, especially if they're younger, and it's a rotation. So, also within that academic support block, which is why we have homework help if assigned, because some will have homework and want that. We know for some parents that that is important and they the ability to do that. But those sort of enrichment
046activities that are in there, those high yield activities, those are the interactive activities that can be done inside or outside, but they're really that interactive, more game-like, that they're still academics, right? The the powerhouse vocabulary words where I'm like, they're competing to see who can use the most words in a in a relay battle to use words. So, there's still academics in there, but like they're playful. They're they're running, they're moving, like they're thinking, they're having critical thinking. So, they're not sitting and doing worksheets, but they're actually talking to each other, they're exploring, they're building things, they're making things. And so, I think our programs are really focused on being hands-on because of that as well, because we don't want a young person to feel like it's an extended school day. And that's a hard
047that's a hard time, like thinking about like even for adults to do, which is why also we have sort of that reset and movement and community builder and and deregulation in the beginning. >> If you had um a program participant who um did not want to participate that day, what is and and what's there what is your approach? I'm just asking because I have had an experience a while back with a parent where the answer of the um leader of that program was, "Well, then you're just going to have to come sit by me." >> Oh. >> Um it was not a it was not a productive way to handle the situation. >> Well, I think that's why too, and I love that we have like different So, even from like, "Hey, there are different
048rotating activity stations." So, even within a block, there's different things that they can choose. It's really about sitting talking with that child to figure out what's happening with them, and then figure out is it the space like they're too stimulated and they just want to go journal or color or do something else. I think the that option doesn't even That doesn't feel fun to be like, "Just sit by me all day." Like, I sometimes got called out in school. So, it's really about talking to that child, figuring out what's going on, and what they need for that day. But, there's so many different activity options to be able to do that they Maybe they don't want to participate in that program today. Maybe they were upset with a friend in there, and they just need
049some time away from them. So, I think that's first, and then directing them to a different activity they can do. And there was >> So, I know we're just tonight we're a lot of intent. We probably don't have the details, but I'm just curious uh as far as the affordability uh of the program for district families um for Dr. Means I've seen him know Are we Are we talking on par with what was currently available or a little better or a little little higher? Just better? I know I know negotiations probably haven't been finalized yet, but what >> One One of our goals here was to make this at least net neutral for families that are participating as well as net neutral to our budget. So, those are the things we have to work out
050with the final contract. Um but, obviously they were evaluated in the proposal process, so we're confident we'll get there. >> Okay. Thank you. >> Um yes, uh I would love to hear a little bit more from uh the administration as well uh about the decision matrix, how we got to working with the Boys & Girls Club as opposed to some of the other uh groups that we investigated. >> Um Ted, do you want to take this? Mr. Ryan, if you would like to come up, you it would be You're cordially >> Ted can kick it off, and then um Dr. Means and I were involved, too. Uh I want to give Ted credit again uh because the the speed with which we were able to get here is in large part due to Ted being
051able to um put work into this effort way before we knew we'd even need to get here this quickly. So, throughout the fall and winter he was already researching um for some date in the future. Uh we didn't know when that would be. We didn't think it'd be this quickly. Uh but the work that he's put in way prior to the spring has I mean, we couldn't be here without him and so we were able to hit the ground running. >> Yeah. Um if anything just to add to that as well is uh when we were talking to families and just hearing families, affordability piece came into that. Uh one of the things that we've learned with the Boys & Girls Club uh and the Blue Door Academy is that they all they will be
052offering the Wisconsin shares, which is an expectation that we have, right? This school currently provides that. And then the other uh part that we considered with the affordability aspect uh is their scholarships that they have. Um the uh Boys & Girls Club and Jeff, please feel free to correct me if I get this wrong. Uh they turn no kid they turn no kid away. Uh and so one of the things that we've talked about is if a family can only afford a certain amount, they're in this program. Uh and then because that matters. Uh when we looked at the um uh matrix of what we were looking at, we were looking at dependability. We're looking at are you training your staff? How are you doing that? How was their relationship with the principal going to
053be? Uh we're also looking at how does that commute How is communication with families? Uh one of the things that I've heard continuously over the last month or so uh is that a lot of families don't hear from our current provider. And that's challenging, right? And so when we were looking at our providers, we were looking at who was going to be um that communication outlet for each community. So, right now, uh one of the things that we're even thinking about is that like I'll use um Lincoln as an example. Lincoln Blue Door Academy, like that's what we're going to be really making sure that they communicate with the things that are happening with their families. Not just a general right at school communication of Blue Door communication, but specifically for like that neighborhood. The
054other thing that we've been looking at is when you look at the enrollment of our current provider over the last couple years, it's been declining slowly but surely. Even this year, you could see the decline in enrollment that was happening. And so, one of the things that we were having conversations about as well is that the quality of the program. What are kids getting out of this? And so, when we thought about, at least personally when I was thinking about the mission, the vision, the core values of our district, we wanted to find a program that we felt aligned with that as well. Uh in the conversations that we had, there was a couple that really felt comfortable with that. In the end, we felt Blue Door Academy really aligned with that goal that we
055have as a mission vision core values as a district. Um we did Dr. Means, myself, and Mr. Eckert did get together to have a nice risk analysis rubric for it and everything like that, and had just some really good conversations as well. Did that answer your question? >> Absolutely. >> Perfect. >> Mr. Bowers, I may ask the board members um in Mr. Eckert's statement of all Mr. Martin's work is is is true. Um we we were aware that we needed to do our due diligence and we started to research potential vendors around before and after school care. Uh early in the school year, and I was all but working with Mr. Martin. >> Starting October. >> We used a uh decision analysis uh matrix, Mr. Bowers, where we had two items that were mandatory. Of
056all four of the the vendors that we interviewed, we interviewed a total of four. The first was compliance with all federal and state regulations and requirements. The second was the ability to maximize a safe environment for students. So, those were mandatory requirements. Then, we also had ability to minimize cost increase for families. Mr. Waddy here said that was a that was weighted very heavily along with program evaluation and reporting. You heard Dr. Grimes talk about the program, and that that was just very impressive to us. Um positive prior experience with within a public K-12 educational system was another factor along with strength of family engagement and communication practices. That's what Mr. Martin was speaking to. We have to have the ability to have the vendor communicate with families directly and not come to the school
057system. Um capacity to minimize labor and employment-related challenges. Partnership and collaboration with school principals and district program supervisor. That was a criteria that we looked at along with and I think this is what really differentiated Blue Door as well, access to Wisconsin shares and scholarship opportunities. During the the finalists interviews, again, we interviewed a total of four vendors. Um in their final interviews, and we have the CEO of the Boys & Girls Club of Greater Milwaukee here, Mr. Snell, who's also a Tulsa resident. Uh they emphasized that they don't turn any student away. So, when we get to a point where a family says we can only afford so much, they have a track record of working with families. So, that was the criteria that we utilized, and we ran again a decision analysis and
058that's how we came to this point this evening. I hope that's more detail >> Absolutely. >> that you were looking for as well before you. >> So, um did I understand that the specifically the Blue Door Academy was established in November? >> Yes. >> Okay. So, from evaluation material that you had was that for all of the Boys & Girls Club or was it the Blue Door Academy specifically? >> We actually did two virtual tours of the Blue Door Academy itself. Um it was uh they have established Blue Door Academies in South Carolina. Uh and so we literally had um virtual visits, tours. >> Okay. I just want to clarify so while Boys & Girls Club has been here for a long time, the Blue Door Academy and I just >> This function that you
059have you were presented this evening is fairly um new to their their enterprise. >> That's right. And then the what the the site that they toured in South Carolina has been around for years and they have 150 sites in South Carolina. >> Anyone else? So, I I just want to reiterate um that there's I hope that there's still plenty of space for free play, creative play, student like natural interaction among among children where um because these are children who have been at school all day and they're not getting a chance to play outside at home. So, they're playing outside after school or what time? >> That is a yes, which would I mean even with the inclusion of a community builder in every one of our programs. So, they're already starting with play and before
060they even get to the main activity. And then certain activities and we have outdoor programming, we have indoor, but it's a lot of hands-on. It is more creative play, especially you know, it looks different in different age groups and cuz our our teens like to discuss more, but like it is more sort of interaction, small group interaction, which is why we focus a lot on those supportive relationships so they can sort of go in with each other. And then even the intentional breaks cuz we either indoor outdoor play because some sites like they might not have access to outdoor, unfortunately. So can they run around in the multiple space and even those um sort of rotating activities at the end, there's also option for spaces for different movement, but also making it easier. So that's
061that's important as well for sure. >> What's your process for staff review? How often do do staff get reviewed and what are some of your criteria? >> So with there's our our head of I'm sorry, talent development who has a whole structure sort of out where they're going to recommend and do best practices. So one, I think it's just starting with that and she has the more comprehensive plan and she knows more. But when it's starting out definitely it was like onboarding so it's like 15 hours the like required onboarding training, but then you know, we train those leaders to do like on-the-job support, coaching and mentoring. So there's a couple I think checkpoints she has within it every quarter as well as sort of certain more of those how our staff are doing, how
062they're being coached and then sort of a monthly just overall staff experience. A couple of things there with the staff experience too. It's definitely important too, but it's not just like a value of staff or how they're doing, but how their experience is. So one of the things that we also have that we do at was in North America, but we're doing here is in that national youth outcome initiative survey, we have also the staff experience survey. So our staff is and they're having an optimal staff experience. So that's another way to review it sort of speak that overall experience with staff, but then really having those quarterly check-in questions with staff and training again, training those leaders and supervisors how to coach and mentor staff and do observations as well. >> Thank you for
063adding that in because I I think that right after school may be one of the most challenging times of the day, um other than maybe bedtime. Um you know, so it's not always a super, you know, pleasant experience multiplied by how many kids you have. Um I guess the one other thing I'd say is as a challenge that I've seen, um because we have so many sites within our district, is just that it really has varied um by school a lot. And so, what is the mechanism that you would envision using to, you know, do the best to to even that out where possible? >> So, I think we're we have a couple of different mechanisms in place. So, one again, that that training with staff, particularly those who are going to be able to
064observe staff is important. A couple of different stronger quality training as well for some of that leadership. So, we have like this program quality assessment where we go, we train them to be able to look at that and what does that quality look like? That includes just like the interaction. That includes like, how are you addressing behavior issues as well? Because really, um that's why that self-regulation piece is so important to us and embedding trauma-informed practices because it's really how you respond to the young person because behaviors are a form of communication. So, training staff to do that as well as then our leadership staff being able to observe them. So, we have different program quality assessments trained with that. We offer at the Loder Academy and our different spaces. So, my colleague Dr. Drummond
065in that talent development space and new programming also a monthly sort of community of practice so we can talk about some of those key issues. People can talk about across sites like, what's happening, what they're doing, what challenges they have as well, and then we'll be doing site visits um too. And then what's also nice is that it's a part of our regular Boys & Girls Club movement. So, when we talk about safety, like we have a whole safety team at Boys & Girls Clubs of America who partners with our different clubs and be able to have we have regular assessments for safety, but also to be able to visit and review and help them. We have one assigned for the Blue Door Academy that's just working specifically with us to also be able to
066cultivate that and do that with staff. So, I think between some of the different training, some of the tools, some of the check-ins, some of the peer sort of interactions and assessments, really looking at that helping with that. But, that trauma-informed practice, that is a bedrock to of our training and staff. >> I would also add that with the my role as the liaison for before and after school care, that is also part of my use checking sites out, seeing if there is consistency that's happening, and if there's not, having those difficult conversations that needs to happen. We do not want somebody to have a wildly different experience based off where they live. That's not That's not equitable. And so, those are all That's also on me to have those conversations and do site visits
067when I'm available to do so. >> Last question for me, and that is a And just reflecting what we're hearing from community members and parents, which is about the willingness to at least review and consider existing staff in the process moving forward. >> So, I can I can speak on that as well. I've had conversations with the Boys & Girls Club HR team, and I've also had conversations with the Right at School team. Tomorrow, I will be sending an email out to all Right at School staff letting them know that pending board approval, that this happened, and that the Boys & Girls Club and Blue Door Academy will be will be taking applications. We've also had conversations about the fact that some of our sites are just beloved. Ms. Bonnie at Washington, Oh my gosh,
068uh, she's so loved over there. Uh, and uh, and I'll say Ms. Rhea McKinley, again, loved. Uh, we don't want to disrupt those things, right? Our families really have expected those people as their people, the people that they trust with their babies. Uh, one of the things that we've had this conversation about is what can we do to maintain those staff so the families have those familiar faces. Uh, and the hope is that they will be able to be on boarded to Boys & Girls Club. Uh, Right At School is also given me a list of staff that is, uh, been approved, uh, that they have given the thumbs up on uh, to continue the process as well. >> Really, I if I may, while we arrived here because of some unfortunate situations, I do
069want to also give credit to Right At School. Um, they recognize that their valued employees are people that we do want to keep for our kids. Um, and have been very cooperative with us around this issue. >> They they have been absolutely wonderful in helping. Uh, I have daily conversations with, uh, their and just checking to make sure everything is going to be okay. >> Okay, my questions. >> All right. >> Ms. Wozuski, if I may, I I think you're and I think a few of you raised the question of this seems a little too tight. Um, and we we will be careful. I I think the only thing I would add, and I want to thank again, in the evening of thanking people, uh, Jordan Stein was our principal, uh, on the interview team
070and process. And what was significant that I didn't even realize, so it was good to hear a principal say, "This is what I see." His response was, "While this may be a shift for our kids, what they're currently receiving is nothing close to what this past, right? So, we have to be careful about the pendulum swing that it can't swing and not make it too significant, but at the same time he's really excited about some level of structure. Um, that they right now and again knowing Dighton not trying to speak ill of of the current vendor but I think your council is really wise. Thank you and and the team from Good Doors hearing it. We we don't want to make it too tight but we also recognize when there is no structure that's also
071not healthy for for our students as well and unfortunately I think depending on the site there isn't a lot of structure. I would agree. >> Okay, thank you. >> Okay, so we have a motion on the table. Um, Um, board members are you ready to call the vote? Okay, Ms. Summers please call the roll. >> Ms. Tamara Rowland? >> Uh, uh, excused. >> Mr. Rodier? >> Yes. >> Ms. Lamers? >> Yes. >> Dr. Really? >> Yes. >> Mr. Bauer? >> Yes. >> Ms. Brzezinski? >> Yes. >> Ms. Bock? >> Excused. >> And the motion carries. Okay, congratulations. Welcome to the district. Thank you for your time. Thank you for being here. >> Thank you everybody. >> We appreciate it. >> Would it be all right if we had I'm sorry. >> Oh, yeah. And we
072appreciate the questions. The next step is that we'll sign the letter of intent and then Mr. Ecker will bring a formalized contract to the board later this summer. >> Sounds >> And we've also scheduled a kickoff meeting to to get the ball rolling and I was wondering if maybe the other representatives from the Boys and Girls Club might want to introduce themselves too. They've been sitting here and we did I don't think we did that so. >> You may have thought my blue gave me I really thank you for the next show. It's going to be a tough one. Um, and I thought I would love to I love this system. I was spending the uh going to do I've asked the alumni committee to help us really adding to make it successful. Thank you
073again um today. That the sustainability of the organization last time. Um, that's what we were trying to find so um what I have plenary is this one and It's 14 years uh serving in the camp at Camp of the Mason. Most of the lot and she's now presiding over all the member experience area. So the 20,000 kids at the city 70 primarily um and and I mean like for the by the end of the next season. That's serious stuff. So uh 14 years so Jen ran you've been in the club for >> 11 11 years in June. >> I'm the newbie. I'm only a decade. I'm the rookie. Um but Jen ran the program's side of the house for us for three That's a wonderful obviously pure passion in the machine which is vital experience.
074Um and I I would offer up to the question um this it's interesting because part of the attention we get from some of the funders in the Boys and Girls Club's model is they have more structure more outcomes. I say, "Well, that's not really our model. We We're not having the kids pay tuition to come to the city of Boston." It's not a function safe safe safe safe safe fun and belonging and the relationships peer-to-peer but also with the adults opportunities like what's on the video that they would otherwise probably never not going to experience and then the recognition from the staff. All that brings you everything that is five steps that is the Boys and Girls Club staff blessing and our kids have them I mean it's a lot. So um we are evolving
075and learning how to thank you for the necessary technical and >> I'll I'll just I'm going to share that Jen is going to be our executive director for Break It Down. So, she will be Break It Down's point person. Um Jen and Ashton will be I would support absolutely she had a lot of support of staff members in our in our ranks as well, but that's going to be Jen's primary role because we can also And I do have Jen in charge. >> And I'll just say a little bit. So, um I was a teacher also for 12 years before my 11 years with the club. So, I have sort of like the perfect mix. My kids went to Long Story School. So, I can't Long Story School as I'm on the board of our
076community school. Um so, that's what I'm bringing to you. I'm super excited. Um I was so happy to hear that there are some beloved staff that you would like to keep and that makes my heart happy. I would be more than happy to, you know, retain them. So, I'll definitely be working with you very closely and uh working with you. >> Thanks. Thank you. Thank you. >> Um what what you're seeing tonight is our commitment to deploy our best. We're we're picking veterans. This is is going to be successful and we to answer one of the other questions, we feel in the summer program starting to build culture boy, you started shortlisting that even earlier today on the spot. Uh what was the shortlist? All right, thinking about maybe that three or four. They're all
077good options. Uh but we want to start best foot forward, better experience and then build around that including the onboard of the talent that uh provide us with the most talented. But but for the sake of timing, June 21st means best fit. Uh for that reason as well, meet that deadline, start with the best foot forward and not be scattershot. Skip the evening of the 21st. What do you >> And they said >> And then lastly, I just want to also echo thank you to the admin team. It's been a fun year. Awesome. You're gracious listening. A lot of you may seem like gracious and smart, but when he needs to get it done, he'll lean on you and get it done, so. Um And the superintendent, I had to wear my glasses. >> Done.
078>> I thought that slide read not superheroes, but even superintendents have a bad day. >> They never know. Superintendents never have a bad day. No. >> And it's not today. Not today. >> Not today for sure. >> Thank you all for being Thank you. >> Thank you. Uh seeing no other business, um the time is 7:00 p.m. I'd cordially like to invite a motion to adjourn. >> So moved. >> Thank you, Mr. Bauer. May I have a second? >> Second. >> Thank you, Mr. Brzezinski. You got in there just under the line there. Um Ms. Summers, please call the roll. >> Ms. Bach Mr. Bauer >> Yes. >> Ms. Brzezinski >> Yes. >> Ms. Hammer-Roland Ms. Lamers >> Yes. >> Mr. Wadier >> Yes. >> Dr. Wylie >> Yes, and the motion carries. >> Thank
079you all for being here extra this week, board members.