Charter School Review Committee - Regular Meeting

Good evening, everybody.

Hi, Bill. So there'll be lots of folks on the call today. Uh-huh.

I'm not getting audio. Let me check and see if it's on my end.

Okay.

Good evening.

Hi, Doctor. Terry. Can you hear me?

Yes. I got an Okay. Thank you.

You're welcome. Hi, Kevin.

Hello, everyone.

Hi,

Linda.

So Linda is, actually running late. She had to staff another meeting. So, she's asked me to get everyone started. So I'm waiting for an additional charter school review committee member and then also Doctor. Baylor who will be presenting the annual report. Okay. I'll take the role once the people get on.

Alright. Hit me back up. I'm getting ready. Get on the plane inside New York. Call me when you're ready.

Okay. We do have a quorum now. I don't see Doctor. Baylor yet, but we'll get started as soon as she logs on.

There she is.

Okay. So we're gonna get the meeting started. It is 05:03PM. Linda is staffing another meeting, and she's running a bit late. So I will do the roll call and then hand it over to Kevin. If you are present, say here. Kevin Ingram, chair.

Present.

Zayneb, I don't believe he will be on. Bill Christensen.

Here.

Okay. Doctor. Terry Bushfire? Here. And lastly, Katina Harwell Young?

Here.

Okay. We can get started, Kevin.

Okay. Good evening, everyone. This is the Monday, 11/03/2026 charter school review committee to discuss the annual reports. Discussion on these items will be solely limited to each school's annual performance report. The vote may be taken on accepting each report.

And we've just did the roll call. We start with review and approval of the August 27 meeting. Based on having a chance to review the minutes, are there any questions or concerns? Hearing none, I'll entertain a motion to accept the August 27 Charter School Review Committee minutes.

This is Bill. I'll make that motion.

I can second.

Okay. Who seconded?

Katrina.

Thank you, Katrina. All in favor, say

aye. Aye.

Aye. Aye. Okay. Item number two, review and approve oh, nope. Nope. Item number three, communicating relate communications relating to the 02/2527 activities of Milwaukee Academy of Science, and, I will turn it over to members of Milwaukee Academy of Science School. So who whoever you would like to have begin, Anthony, shall begin.

Well, actually, fir first, doctor Baylor needs to go through the data, and then they can have this opportunity to speak.

I'm sorry, doctor Baylor.

Okay. Hello, everyone. Do I have ax I need access to share my screen?

Maybe not at this time. Linda Elmer is staffing another meeting, and she's going to be, late little late, so that I don't have the ability to do that. I'm not sure if the other staff from the city can do that.

Okay. Well, I can just share out, then from my slides here. Let's see. So from the annual report, I will just, review some of the brief, important pieces from the report in terms of the requirements from the CSRC and to give you an idea of the demographics of the school from the 2425 school year. The beginning enrollment, on the September 2024, Milwaukee Academy of Science enrolled 1,701 students.

They had 34 enrollments throughout the year and a 160 withdrawals. End of year enrollment was 1,575. In terms of their teacher staff, and return and retention rates, they had 92 teachers who were eligible to return for the school year, 82 returned result resulting in an 89.1% return rate. In terms of retention, they, employed a 132 teachers, six resigned throughout the school year. And at the end of the school year, there were 126 teachers resulting in a 95.5 retention rate.

In terms of the secondary measures, for the elementary school, there was an a goal for the attendance rate of 90%. They did not meet that goal. There was a 87.8% retention rate. Parent teacher conferences, there was a goal for the elementary school of a 100% of students attend I'm sorry, parents attending parent teacher conferences, at least one throughout the year. They did not meet that goal.

91.1% of parents attended a conference throughout the year. All special education records were maintained, and recorded due to down to the requirements required. So they did meet that goal. For the junior academy, attendance rate was 87.2%. The goal was 90%.

For the junior academy, the goal was 95% of parents would attend at least one conference. 63.9% of parents attended a conference. For the high school, the attendance rate goal was 90%, 85.1% rate of attendance of the high school students. In regard to the parent teacher conferences, the goal was that 90% of parents would attend at least one conference. 76.3% of parents attended a conference.

For graduation plans, the requirement is that all students have a graduation plan in place. A 100% of high school students had a graduation plan. In terms of the the grade promotion and graduation rates, for ninth grade, ninety four point nine percent of students were promoted. The goal was 85%. For tenth graders, 89.1% of students were promoted.

The goal was 90%. For eleventh graders, eighty four point six percent of students were promoted where the goal was 95%. A 100% of their seniors graduated at the end of the year. In terms of the scorecard for the year, for the elementary five k through fifth grade, there were a total amount of 94 points possible for this scorecard. And I won't go through all of these indicators.

I'm sure everybody has, the actual document, and you can take a look in the appendix if you wanna see the specifics on the scorecard. Mass, acquired 55.6 percent of the points possible for the fifth five k through, fifth graders resulting in a 59.1% scorecard for that group of students. This year was the first year we sectioned out and had a different scorecard for sixth through eighth grade. There were a 100% of points possible, and these points are around the forward exam, year to year progress, and also engagement such as, we talked already about the attendance and the, the teacher return and retention rates, and all those things are on the scorecard. The sixth through eighth grade students have a 64.8% scorecard.

For the high school. Okay. For the high school, the scorecard, scores how students did on the preACT for the ninth and tenth graders, the ACT for the eleventh graders. We also have scores available here for, how many students, the graduation rate. And the graduation rate on the scorecard is slightly different from what appeared in the previous information that I just read out in terms of a hundred percent of students graduating.

On the scorecard, we use the DPI four year cohort graduation rate, which was at eighty six point nine. Additionally, there are local measures there, that indicate how well students, improve from fall to spring. And would, I'd just like to stop right here and ask the charter school review committee if you would like for me to read out these these scores for the local measures. I know you I'm not sure if everyone has this in front of them at this point. I can share that out if it's needed.

Continue doing what you've done.

Okay. Great. And so for the high school, the high school scorecard, was a 77, two five. In in reference to the contract compliance, The school met all of the contract compliance indicators with the exception of one, and that, this is also in your appendix of your report. And that one, was where the expectation was that at least 50% of tenth graders would, maintain their composite score, their benchmark on the, pre ACT, and the score the school scored a 45.3% of their their students, maintained their composite score on the preACT.

Additionally, they partially met one contract compliance, target, which, is the expectation that all instructional staff members hold a DPI license or permit. Of the 132 teachers, 14 teacher licensure issues were identified at the time of the report. Six teachers had pending licenses. One had an expired license. One had no record of a license, and four, held invalid lifetime licenses.

Additionally, two special education aides were assigned instructional responsibilities in general education classrooms, one in third, one in fourth grade beyond the scope of their licensure. Recommendations that were made for, school improvement with the leadership team at the end of the school year was that the school would provide leadership development with a specific focus on the academic deans. Leadership training will be emphasized for this school year that we're currently in, emphasizing instructional excellence and data informed decision making. Systems for data analysis will be refined to improve consistency in grading practices and ensuring rigorous academic support for all students with particular attention to special education services and student performance data. Additionally, the students the the school is gonna work on building on the established arc of the year professional development training.

The school will continue to enhance classroom environment and academic rigor with a focused emphasis on the feedback arc in the upcoming school year, which is the current school year. These efforts will prioritize improve improvement in foundational academic skills, particularly reading, writing, and math. Also, the director of school culture will play a central role by providing targeted coaching and professional development for educators, implementing proactive strategies, and serving as an additional layer of instructional and cultural support. It is the recommendation of evident change that masks continue consistent annual academic monitoring and reporting for the upcoming school year with a special emphasis on strengthening student outcomes in reading and math. So that's, that's the end of my report for Milwaukee Academy of Science.

I'll hand it back over to you, Kevin.

Any additional comments from members of the Milwaukee Academy of Science?

But I I think there's two things that that that must be said. One, I just appreciate the continued partnership and the ship of of Evident Change in the team. They're great to work with, and we actually appreciate the added layer of accountability and push towards excellence. I also want to remind everyone that last year we opened up a second campus, our 20 campus. I'm super excited to meet fourteen hundredth We were super excited to continue to be super excited about the opportunity.

We also knew that adding almost 400 kids coming from, I think, doctor from 23 or 26 different schools would have a a negative impact on our, year one academic outcomes. But, you know, part of the strength of Walker Academy of Science is being able to serve kids over a long

Did just go did he just go out?

Yeah. I think we lost him. I don't Yeah.

Just to cut just to end that. Just with us opening up that second campus and having kids, we are one school, so I won't share one report card, and our report cards are not so our k through five looks at both our new campus at 24th Street and our existing one that's been around for twenty five years. And so knowing that we had students come from about '26 to 27 different schools, getting them acclimated to the MAS culture, getting them, you know, just all the things. We kind of anticipated, some challenges with that. And then we opened up our middle school another middle school this year too.

So but we can we just to echo what Mr. McHenry said I think someone's talking. Okay. Just to echo what Mr. McHenry said, we appreciate the layer of accountability because despite what, any new students that we have coming in, we know that we have a commitment to providing them the best, education and getting them caught up.

And so, while we anticipate there being some challenges, it's a little taking a little bit more time to get, our students to where they need to be, especially with get bringing in almost, 600 new students in the span of three years. We do know that they'll get to where they need to go, and we're proud to see the continued growth and, appreciate the partnership and, accountability to make sure that we're serving those students well. Sorry, miss McCarr. Are you back?

Yeah. I'm back. I'm just

Nope. You're gone again. Alright. I think that was all.

Yeah. I don't know. Maybe there's some technical difficulties, but we'll keep it rolling.

Questions from the committee members.

Mister chair, this is this is Bill.

Go ahead, Bill.

So I'm I'm looking at, in the report we have on, page 28, it's table 21. It shows the the AIMS web plus percentage of students meeting benchmark from four k through third grade. And you notice the numbers are pretty successful in four ks and then they start trending a little bit downwards as you progress into third grade. I was just wondering if somebody might be able to speak to what some of the the causes for that might be and, what might be done in the future to to kind of address that.

Yeah. I think, one, that's something that we've seen in general. I think with, like, at '20 one is the first time using AIMSweb, and so we're really happy with that platform and that being something that the state is requiring us to use. So we have that in addition to our star. We have seen that trend in general.

Again, we had just a lot of new students, but also knowing that we needed to switch from our old practices of reading to, like, the science of reading aligned approaches and curriculum. And so last year was our first year actually implementing with, UFLY across, all of our elementary, schools and making sure that we provide professional development with it. So that was the first year just introducing it. And then this year, we've been, like, like, really heavily making sure that our students our sorry. Our teachers are doing it with Fidelity so we can see some traction.

But that has been, something that we've seen, and I would argue that, like, we we see that across the board just because we weren't using science aligned, practices in general and best practices for teaching reading and phonics in general. So, just hoping our kids can learn from a picture versus actually teaching them phonics. That was something that we just weren't doing at MAS or across the city in general or in Wisconsin. So now that we have that in place, we hope to see that trend start, going in a different direction.

Great. Thank you so much.

Additional questions?

Oh, also, we started letters training today too as an additional thing, so just wanted to throw that out there for our staff.

You know, I like to go last, so I like to give everybody else a chance. I do have a setup question, though. The setup question is, I wish I could say this is gonna be the last change or switch in a reading test coming from DPI, but it looks like every superintendent that comes on board changes what was previously in place. And you not that anybody mastered any one of them, but once you get used to trying to do professional development around a particular assessment, all of a sudden, it's changed. So we've experienced that a number of times.

With that being said, the one thing well, it has changed too and, prior to, but COVID made it even more, exacerbated. But I think also when people schools are expanding and getting more students as MAS has done. And with school districts across the state trying to figure out how to fill a vacancy or a void in finding teachers that could be licensed. It is a struggle. With that said, what processes are you putting in place such that this coming year, how many teachers do you have on staff that are currently out of compliance, meaning they don't have their license or they're on a license with STIP, to try to make sure that by the close of the school year, those licenses have been approved approved.

And I'll give you one caveat, and that is we are currently there are a number of special ed, program aid apps that are out there. There are, the licenses that take the longest generally to approve are the one year license with stipulations. And some of the out of state applications, from people coming in out of state or people who are completing their teacher licensing through the a b c t e program or the American board. The main reason the main reason it takes a little longer is because the individual applicants do not do not respond to emails sent to them by DPI. And in some cases, those applications have been denied, and then they have to go through an appeal process.

Either they changed the email address or they have just not responded. And so if you leave it up to an individual applicant to follow through with DPI without checking behind them, it's going to ding you, especially if it's around special education because those are funds that have to be sent back to the state. So with that being said, what processes will you put in place to try to make sure you don't have 14 teachers not in compliance with getting their licenses? And that's everybody that's going through this process.

But you Yeah.

That definitely is a a challenge and more of a challenge now than it's been in in our past. So we've actually had two individuals that are primarily responsible for ensuring that not only are individuals licensed properly, but that there's a clear path, for them if they they don't currently have that. And some of the things that, you know, presents a challenge is what you talked about, Kevin, is is people not being as responsive as maybe we would want them to be or, just the the delay in getting things done, has also concerns as well. The other thing that I would highlight is doctor Baylor mentioned earlier that we had a ninety five percent, retention rate. Well, that looks great and actually it is great, but what that means for us at Milwaukee Academy of Science, that's six teachers that that were licensed properly at the end of the year that, left during the course of the year.

And at that point, it's even more challenging, to find a appropriately licensed staff person to fill that void. I think of the 14 individuals that doctor Baylor had, 12 of those 14, there was really a clear path for their licensure that didn't get completed on time. So we'll continue to monitor the way we're doing it, continue to hire people that are appropriately licensed, but being even more aggressive in terms of making sure people are aware of when their license is gonna lapse or what the plan is for them to ensure that it doesn't lapse.

Thank you. Additional questions or comments from committee members? This next question is also pertaining it's gonna be across the board to each of you. The one test right now that has not changed in quite a while is the forward exam. And so my question is, now that we have been around for quite some time as charter schools and working with the DPI Forward Exam.

What are and using I want you to put on your hat of autonomy. What other strategies do you think you might be able to employ to try to do get better test results on the forward exam with respect to, moving students from no. Moving students through the stage of developing, approaching, and trying to put more into the meeting. I'm just gonna say right now, into the meeting, expectation stages of the four FORWARD exam.

Yeah. That's something that we just looked at historically. So, we used to MAH was a school where we had, like, a majority of the students in the in that below basic category at at a point in time. And looking at, even just over the last three or four years, we've moved the most of those students into that basic category. And forgive me because I I since they changed the names of them, I keep I can't remember all of them.

But but, like, we've moved them from that, like, the farthest below it to now where the majority of our students are at least basic or above. And now that focus and that came from us having an employing an intervention program where our students who need that tier two and tier three support are getting it. But the now our focus we kicked off this school year, and what we've been telling our teachers is what's gonna get us our students what they need is this high quality tier one instruction. And that's for that recommendation that doctor Baylor said around the development of our academic deans who are the coaches of our teachers and ensuring that tier one instruction is happening and grade level instruction is happening because that's what's gonna move our students now from that basic category into proficiency or to a meeting, I should say. So what's coming up on Friday, which we've employed now, is our data days where we, as a district, look at our data and and kinda see where we are as a whole, where we've been, where we where we're going, specifically looking at forward data and ACT data.

And then our principals are doing their own state of the schools, looking at their school data. And then by by the afternoon, teachers individually have their data that they're looking at. And if we break down, like, some kids that are on the bubble, there's about three to five kids in every classroom that we could easily if we just make sure that our tier one instruction is good, we're giving feedback, and we're looking at student work, consistently that we can get into that proficient category. And if we look at it that way, our teachers won't feel so overwhelmed, with this big challenge. Right?

So that's the strategy that we're employing this year. But, overall, it's not about just intervention and just the students that are just the below is the below low, but we really have to focus on this high this tier one instruction and making sure that that's, high quality in every single classroom. And we should see those our students moving from that basic or almost at proficient to proficiency over the next three years.

Thank you. My next question is on page is page nine and page 13, graduation. I was looking for my my my special, spot that I always like. Of the 70 seniors that attended that were seniors, I did how many, how many graduated, and what was their post graduation results?

We so all of them graduated. Can you tell me what do you mean by results? Tell me tell me more.

For example, usually, what we what I normally would see is, and it's missing this time, how many students, got accepted to college, how many enrolled, and generally, if anybody receives scholarships, and the question was, did you track how much money, the seniors can earn collectively as a whole?

Gotcha. And

So, yeah, that that is on the, scorecard. A 100% of the seniors had, postsecondary plans, and that includes, high high college acceptances, military, or any occupational training program. Those are all counted into that a 100%. And if you look on page 11, it shows you that

Oh, for four

I apologize. I'm sorry. No.

I'm still holding.

Could everyone ensure that their microphones are turned off? I I'm seeing that there's somebody caller too that their, their microphone is still on.

And I just wanted to point out on page 11, right at the top, that's where you see the amount of money that that group of students, the seniors acquired over $4,000,000 in scholarships. So I'll I'll pass it back over to, doctor Mallett if she want to add more.

Oh, no need. I I I don't know how I missed that in this one. I saw it in the other ones. I don't know where I missed that. Maybe I was going too too quickly. Now the reason why I asked that question is because there's two things. There's two reasons for me asking that question. No. Asking for this information for the high schools. I'm trying to demonstrate that when people look at us and sometimes they think that the scores are not stellar.

How could we be, in the business of chartering schools? I kinda like given the fact that we are now under we have a new managing partner with us as evidence change. Appropriately, it I'm trying to counter some of the negative with here is the positive. If you think that these schools are not doing well, particularly around when it comes to graduation, I don't think universities, I don't think scholarship programs and people who give out money would not give out that amount of money to students if they didn't think they could be successful in going either to college or being put into a apprenticeship program that pays for the entire apprenticeship. And so to me, that's one way of demonstrating that our charter schools are working and that our kids are benefiting and that our kids are going to college.

And not only going to college or going into the workforce, but they are successfully matriculating through college. And that's why I like seeing that piece there. So so forgive me for ove my oversight in that part. The other question I have is on page page 11. And under table four, student enrollment, You had a large number of students that withdraw after 34 students came in, and I'm not imagining that, those that 30 I'm not sure if the the 34 new students came in and then left.

That's a good number of students who have been with the school over a couple of years. What contribute to the large number of students withdrawing? If you know.

Jessica, do you wanna take that?

Yeah. Good evening, everyone. It's a variety of factors, doctor Ingram. There is a lot of transients in the student population that we serve, and so students are moving out of town, out of state, and to just other schools in Milwaukee. We do offer bus transportation to try to combat that as much as we can so that if students move, they could get, still a bus ride to school if they're within our bus zone, which is pretty extensive in the city.

But that's still not always possible. And so families have to make some tough choices about when they can't find transportation to school. And some students were related to discipline issues, but primarily, it's just students who are moving elsewhere and choosing a different school in Milwaukee or moving out of town.

Thank you. Those are only questions I had. Any additional questions or comments from members of the committee? Alright then. Get to my spot.

Alright. In summary then, I will entertain a motion based on a recommendation. Based on a review of past and current contract compliances and available performance data, evidence change recommends that MAS continues consistent annual academic monitoring and reporting with particular with particular emphasis on strengthening students' outcome in reading and math?

This is Bill. I'll make that motion.

We have a motion. Is there a second?

Second, Katina.

Okay. Thank you. All in favor of the summary and recommendation for MSA, say aye.

Aye. Aye.

Any opposed? Any abstentions? The motion carries, and we can go on to the next school, doctor Baylor. Thank you, Milwaukee Academy of Science.

Thank you, doc.

Thank you. Is there a particular order you would like? What school would you like for to go next?

Yes. Hold on. According to the agenda, the next school is communication relating to 02/2527 activities for Duralin Hines Academy. Duralin Hines College Preparatory Academy of Excellence. Okay.

So Darrell Ann Hines Academy, report for the 2425 school year. They begin the school year with 180 students. Eight students were enrolled throughout the school year, 17, withdrew, ending the school year with enrollment of 171 students. In regard to their teacher, return and retention, started the school year off with 13 teachers. I'm sorry.

At the end of the previous school year, 13 teachers were eligible to return. All teachers returned. During the school year, 15 teachers were employed. None resigned. A 100% of the students, sorry, teachers were retained.

In regard to the secondary measures of, attendance, there was a goal of 90% of students would, students would attend 90% of the time. The, rate was 89.6, so they substantially met that goal. They had a goal of a 100% of, parents attending both conferences throughout the school year in the fall and the spring. 100% of their parents attended both conferences. Additionally, the school did may maintain all of their required records in regard to their special education files.

When we take a look at the contract compliance, all compliance, areas were met with the exception of one, and that is in regard to the year to year progress where we looked at fourth and eighth grade students who were meeting in advance the previous year, on the forward exam. And the goal from the CSRC is that at least 50% maintain proficiency. 40% of students met proficiency, so they did not meet that goal. They partially met the, instructional goal in terms of instructional staff holding a DPI license. Three teachers did not hold a license throughout the school year.

In regard to the scorecards, for four k through fifth grade, there were 94 possible points, and these points are in relationship to the AIMS Web plus student, scores for first graders, the ELA and math scores, year to year scores on the forward exam, the local measures for reading, math, writing, and special education, and the engagement percentages of attendance and return rates for teachers and students. So for the k four through fifth grade, the school scored 64.4% of those, those scores. For the sixth through eighth grade students. Similar measures there where we measured, whether or not students maintain proficiency of meeting or advanced on the forward exam in ELA and math. We took a look at their local measures in reading, math, writing, and special education, the actual, meeting or advanced expectations on the forward exam, and, again, engagement scores.

And for this group of students, the score was a 71.3%. The weighted score of, school wide was a 66.1 on the scorecards. In relation to recommendations for improvement that were discussed and came about with the with the discussion with the school leaders at DLHA. We discussed that recommendations for the school year would be the school would focus on strengthening the school community, collaboration and engagement where the school will enhance communication and collaboration with their families and the community by increasing transparency, expanding engagement beyond the school building, and incorporating student voice. Efforts will include improved messaging around the student's school's mission, training and restorative practices, and using disciplinary and attendance data to guide supports.

The second, goal is for them to advance their early literacy through the act 20 implementation. And just as other schools were saying is that they wanted to they want to build capacity to implement the act 20 by providing targeted training and aligning instruction to support reading readiness in the early grades. With that being said, it is the recommendation of evident change that DLH continues annual academic monitoring and reporting with special attention to improve basic skills in math and reading. With that being said, I'll give it back to you, Kevin.

Thanks, Doctor. Labeta. Questions or comments from DHL? DLH. I'm sorry.

First of all, we we're grateful and thankful to have this opportunity to come before you all and to kinda share, you know, where we are in this day and time, academically. And, you know, there are a lot of things that we have been working on as a school in order to ensure that our students are, you know, achieving those academic goals. And so as we go through our report today, we are excited to share some of those initiatives that we have in place, this school year.

Okay. Questions or comments from the committee members? And who would like to lead us off this time? I'll take the lead. This this is a open ended question, but are you guys open for or interested in increasing your enrollment? And if so, what would what would that look like?

I can speak on that. What we have found is that, at the end of the school year, we had a concerted effort to as every year, but, we realized that our numbers, were low. And so we, took on, you know, professional development training and marketing and branding, and, we had a lot of outreach activities that we undertook over the summer, events for our parents towards the second half of the year, you know, to really get engagement from those within our community so that there's word-of-mouth outside our school community of what's taking place in our building. And what I can report is so far this year, we've had a significant increase in our enrollment of about, 50 or so students. So where we ended the year about one seventy, we're probably now at around two two twenty seven, two two thirty, somewhere around there.

So we and they're steady coming. And so we've been tracking our applications to find out what has been the the difference. And what we have found is that most of our parents have said word-of-mouth has been the deciding factor for them. So we know that some of the initiatives that we had with our parents, now they're speaking about the work that they have experienced inside our building, and now it's, you know, taking wind outside the building. So we have seen an increase in our numbers so far.

Second question for me is what strategies are you using to try to help the elementary students kinda move from meeting expectations to trying to get to the next level of exceeding?

Good evening. I'll take that question. So, partly, we are we are also using the strategies related to professional development surrounding meeting the needs outlined in act 20. Our teachers have also taken letters training and may take a refresher training for those who haven't taken that in a while. We also have a reading specialist where we're working through CISA, to provide a reading specialist to support with not only understanding act 20, but working with the intervention plans and intervention strategies and progress monitoring.

In addition, we generally work with small group. And to just kind of echo what doctor Mallett, I think, stated as it relates to making sure that we strengthen that tier one support. We tend to really make sure that students who are in the below basic area are moving out of the below basic areas, but we really do want to work towards strengthening the tier one support and making sure that that those students get what they need also. Make sure they get enough what we term as face time, which is the small group learning or or even some one on one just to make sure that they're moving ahead and that they're being appropriately challenged.

Thank you. Additional questions or comments?

Yeah. Mister chair, this is Bill. I'd just like to, applaud the school for the 100% attendance at parent teacher conferences. I think that's this day and age, that's very difficult, and I think that's outstanding. So congratulations on that. And a question related to the chair's initial question. So if there would be plans to to scale up enrollment, would those plans keep the kind of smaller class size that you currently have relative to to some of your peers?

Our class sizes can tend to be, I guess, smaller is relative because I've heard of classes at in the forties, thirties, twenties, fifteens. For us, a class of 15 is pretty small, and a class of about 25 to 30 is average. What we will do as we scale up is make sure that within those classrooms, every student is seen and heard. We find that that makes a difference. And so our our building uses, not only incentive, but just different classroom rotations where we still implement specials in our buildings.

So, in our building. So the students have drama, music, dance, art, and all these things, fitness. And with within these rotations, students can be in a specials rotation or be in a classroom with a teacher where they are receiving maybe a small group or a tuck in. And so what we do is we manage the rotations in which students can experience a little bit of quality time with their teacher in addition to whole group. And so it's the way we that we would manage the instruction, whole group versus small group, versus one on one or pull outs or push ins would change, according to the number of students within the classroom.

Okay. Thank you.

I have a question.

Great. Yes.

Sorry about that. My camera trying to get my camera on. This is in reference to DPI, the partially met for licenses and for teachers. What strategies are you using now to make sure that that's met totally?

To mister Ingram's point, making sure that we are supporting teachers with tracking their progress towards obtaining and maintaining licensure. We when we receive new teachers, they do need help managing if they're trying to get an emergency one year license as well as managing the managing their progress towards meeting the requirements. And so that, you know, support that is provided through, you know, whatever instructional support they need, whatever support they need to help them get through certain coursework. You know, we schedule and calendar all of their assessment dates on the school calendar as well as their own. We follow-up.

If they need to take reassessments, we schedule that. We may look through CISA or DPI for support with helping to pass a Ford exam, you know, just things that really help them to, you know, not only feel supported but be supported. And then as we look through each calendar year, you know, when we end the year, then we can do another check to see what progress teachers have made in June, again, August, because it is something that we have to stay on top of. Teachers that come in are often new, and they do get a lot of emails in in their inbox and in their new school email and their mailbox, and everything is a whirlwind for them. They're not used to that much communication.

So they do need support, and there is always an administrator checking and back checking at this point to make sure that teachers are getting the emails, understanding the emails, and following through with the course of action so that we don't have a situation of misunderstanding repeated for a teacher.

Thank you.

Any additional questions or comments? K. Hearing none. Then based on the summary recommendation, evidence change recommends that the charter school review committee continue annual monitoring with special attention to improving reading and math scores for DLH. I'll entertain a motion to for that recommendation.

This is Bill. I'll make that motion again.

A second. Brooks Shire.

I've been moved and second. All in favor, say aye. Aye. Aye. Aye. Any abstentions? Any objections? Seeing none, motion carries. And we'll go now to the activities for escarga verte.

Okay. So for the 2425 school year for Escuela Verde, the student enrollment at the beginning of the school year was 123 students. Three students were enrolled throughout the school year. 12 withdrew. At the end of the school year, there were 113 students.

In regard to their, teachers, there were 13 student, teachers eligible to return for the school year, 12 return resulting in a 92.3%, return rate. Throughout the school year, 12 teachers were employed, all stayed throughout the school year with a 100% retention rate. In regard to the secondary measures of student attendance, the goal was 90% of students would attend 90% of the time. The students attended 81.1% of the time. In regard to the parent teacher conferences, the goal was 90% of parents would attend conferences.

88.3 of parents attended conferences. All special education records were maintained throughout the school year. The goal for grad, students with graduation plans was a 100% of students should have a graduation plan. They did meet that goal of a 100%. For, grade promotion and graduation, for their ninth graders, the goal was that at least 60% will be promoted.

80.8% were promoted. The goal for tenth graders was 75% of students would be promoted. 92.5% were promoted. For eleventh graders, the goal was that at least 85% would be promoted. 90.3% were promoted.

And for graduation, the expectation was that at least 90% of students will graduate. A 100% of students were graduated. So they met all of the goals in regard to grade promotion and graduation. For the contract compliance, all compliance issues and topics were met with the exception of one partially met goal, in regard to instructional staff holding DPI licenses. One teacher did not hold a license, and one teacher licensed in science, was teaching math outside of the scope of the licensure.

In regard to the scorecard, the scorecard measures, the number of students who, maintain their performance on the preACT secure, exam in the tenth grade and the eleventh grade. We also took a look at the the, credits moving from ninth grade to tenth and tenth to eleventh grade. And we also, measured the four year cohort graduation rate, which was a ninety five point seven percent. We also took a look at the postsecondary acceptance for graduates, which was eighty eight point nine percent. And, again, we, reported out the growth measures in the reading, math, and writing areas.

Additionally, we took a look at their actual scores and proficiency on the preACT and the in ELA and math. And, again, this scorecard is in the appendix of the report. So there were a 100 points possible on the scorecard, and the school scored a 78.3%. Recommendations for improvement. So there's a recommendation here, that what came about through conversations with the leadership that the school should strengthen their data driven instruction through professional learning communities by enhancing the effectiveness of those learning, professional learning communities by focusing on collaborative analysis of student data to inform instruction and to improve academic outcomes.

Additionally, they should be improving their assessment readiness through targeted test prep by expanding ACT prep to include pre ACT and the Wisconsin Ford exam support and improve English language learner performance on the ACCESS access speaking test through structured practice and coaching. Overall, the evident change, we do recommend that, Escuerle Verde receive another five year contract to operate as a charter school in addition to their annual academic monitoring reporting, with special attention given to to students to help them develop, their competencies in reading and math. Back to you, Kevin.

K. Comments from members of the committee? Questions or comments?

Have a pleasure.

Oh, go ahead. Thank you.

So licensure has come up a few times in our conversations, and it was specifically noted that there were some licensure challenges, this last school year. Are there representatives here that can talk about strategies that they use to kinda remedy that, or what's the ongoing way to address making sure teachers have the right license for what they're teaching?

Laurel, do you want me to take that one? Okay. Hi, everyone. Joey Zucker with Trans Center for Youth and Esquila Verde. Right now, I can say this year, Esquila Verde does have everyone on staff is a licensed staff member, which is wonderful.

So I think our strategies, last year, to one is making sure that everyone was aware of the deadlines. I think so two of the staff, were related to, processing and not understanding that the snapshot on third Friday in September is when the wise even the wise staff is due later, that's the date that they take that from. So that was an important just understanding of our team. And and I knew that, but I didn't necessarily convey that. So I will will own that as now known, and that will not happen again for those who were qualified.

Those were renewal issues, and that just needed to happen. And so that was taken care of. And the science teacher who is teaching out of content with math is in a program working on her math license. And so I think it was hopeful that she would have passed the test to get her math license and then didn't. And so instead of getting her license with stipulations right away, she went for it.

And so I think that was also a a hard lesson learned that I think some of us have been through that where it's just worth it to have the backup to get your license with stipulations while you're in a program. It doesn't hurt. You know, it seems like an additional fee that you don't wanna pay, but it's worth going through that hoop while you're in the programs and then the training to do that. And the last person was just one who had a bunch of flags. I will say one new one new thing that we recognize for, some of our staff at Escuela Verde and some of the other schools that we work with, and I don't know, this might be impacting some of your other schools, is the IRS is now stepping in with the licensing programs.

So anybody who does not has a past taxes, gets flagged, and they cannot get their teaching license, which, is also problematic for a certain demographic of teachers as well. But so a lot of our teachers, but I will say DPI is very aware and frustrated and will work with us. And so we've been helping a lot of our staff understand that they can call up and they can get in into a payment plan. They don't have to pay all their back taxes at once. They could just get into a payment plan, and there's a workaround with it.

But we've had several teachers who are flagged and can't renew their licenses because of that, which is an added frustration because I agree with what everybody's saying. I've helped navigate a lot of people through DPI, and it isn't the easiest thing to navigate. So it is important to work side by side with staff to help them through that and to continually follow-up and say, it's okay. We can sit with you. And so we we do do that, And our HR our team may will go and sit with people and help them through the process as well. Thank you.

Mhmm. And for the continuous improvement on it. Mhmm.

Oh, yeah. And, Jody, to your point too. Yeah. When that is something that when the IRS does that, they just put a designation of DRR on it, and then they let us know. Once that DRR is there, that part is completely out of DPI's hand. So you you are right. Though those the the the tax thing, that is one of those things that kinda creep up, and this is a surprise, to everybody. So when they call us and say, hey. I have this. We say there's nothing we can do until you meet with department of revenue.

And then once Department of Revenue says or sends us a letter saying we've worked something out or we whatever the case may be, once they send that letter to us, then we reinstate the license. So, yeah, that's it it really hits the ones that currently have a license.

Yes.

Then all of a sudden, in midsection, it's like, you don't have a license now. It's been

And we find it something that is sometimes embarrassing for people, and so we've we've started to put that in our step by step checklist to just put it right out there. Like, these are things that you might hit as a hiccup, and we just put it to try to put it out there because, and now just with what everybody's going through, it's, becoming harder and harder for everyone. And so we just wanna really be as open as we can to say we understand, and, there's some workarounds. And if this happens to you, please feel comfortable to reach out because you won't be the first person, and and we can help you navigate this situation.

Additional questions or comments? My question is related to, page 12 and also page 15. You had, out of, let's see, a 100 or so students, half of your let me know if I'm interpreting this correctly. Half of the students are integrating into ESL, And then, you also have 48 students that have some form of listed disability. How has that impacted, or what impact does that have on the ninth and tenth graders when it comes to the preACT score?

Because I see on the report card chart, that came out to be either zero or point five out of 2.5 points.

If I can just interject really quickly. So that number on page 15 of the 48, that's the number of disabilities that, students have, but not the number of students. So you would see right above that, there are 31 students who qualify for special education, and those are the diff so a student could have more than one

Okay.

Disability classification there.

So I

just wanted to clarify that piece.

Thank you.

Thank you, Doctor. Baylor. And, I'm my name is Laurel. I'm one of the two school leaders at the school already, so I could definitely speak to that. I think as as it says in our the recommendations, to we've been really doing focus on focusing on our ACT test prep.

And then we wanted to have a solid ground in in how we work with our students to do that test prep given the numbers you just were looking at with almost half, being English language learners. Preparing for the ACT is really difficult. It's only offered in English. And so we've really tried to ground, you know, doing test prep for our specific group of students on that one test. And now that we feel more confident with our teacher practices, addressing the ACT, we're now scaling that to the preACT and the forward test.

Because you're right. About 25 percent of our students have an IEP and and forty five percent are English language learners, and that, that makes those tests very challenging. So we we're trying to get our our teacher practices at at all of those levels.

Thank you. Because, I mean, because even at the they're I say that I asked that question in relation to this fact that, you still have students graduating. You have students receiving scholarships, and we know there are universities, I e like Whitewater, that work that have specific special education programs working with students who come to the school with needs. And then a number of universities do the same thing so that, students know that even with their disabilities, there is there is post I just call it post secondary opportunities available for them despite their disability. So I just wanted to congratulate you on the work that you're doing in in in conjunction with a combination of students with disability and English language integration.

Thank you. And and I I do wanna, just praise all of the the colleges and other programs that we work with in Milwaukee and then outside just for working with our students. I just spoke with a parent last week whose student who has Down syndrome is taking classes at UWM and getting a's and is very and and he's the first student to be taking those classes for grades instead of just auditing them. And so it's been really wonderful to see and work with the the the colleges and universities that we have.

Additional questions, comments? Then with that, I read the summary recommendation. After reviewing Escrowda Verte's past and current contract compliance status and the school's data evidence change recommends that Escoda Verte receive another five year contract to operate as a charter school to operate as a charter school authorized by the city of Milwaukee with annual academic monitoring and reporting with continuing continued special attention should be given to implementing strategies that enable students to accelerate their development of competencies in reading and in math. May I entertain a motion?

I can make that motion.

Thank you, Katrina.

This is Bill. I'll second.

Thank you. It's been moved and seconded by Bill. All in any additional questions, comments? All in favor, say aye.

Aye. Aye.

Aye. Okay. Any abstentions? Any opposed? Okay. Motion carries. Our next school is thank you very much. Activities of Milwaukee Math and Science.

Okay. So Milwaukee Math and Science Academy for the 02/2425 school year enrolled 247 students at the start of the school year. Additional students enrolled throughout the school year of eleven. They have 44 students, withdraw throughout the school year, ending the school year with 214 students. In regard to their, instructional staff, 16 teachers were eligible to return for the school year, 15 returned, resulting in a 93.8% return rate.

Throughout the school year, 20 teachers were employed. All remained throughout the school year resulting in a 100% retention rate. In regard to their secondary measures of student attendance, there was a goal of 92%. However, 84 the students attended 84.2% of the time. They had a goal of 80% of parents would attend at least two conferences, while 94.2% of of parents attended two conferences throughout the school year.

The school also maintained all necessary records in regards to special education. With the, let's see, the compliance contract. So the school met, most of their compliance, issues. They did not meet the, requirement in regard to year to year expectations for their fourth through eighth grade students, maintaining their meeting or advanced status. The expectation is that at least 60% would maintain proficiency while only 46.2% maintained.

They partially met the requirement of instructional staff, holding a DPI license or a permit to teach. At the time of the report, one teacher did not hold a license. Additionally, during the school year, two teachers were assigned to instructional roles without proper license, one teacher assistant, and one special education paraprofessional led rate reading instruction. In regard to their, scorecards for k five through fifth grade, again, we measured ninety ninety four points were measured on the scorecard for kindergarten through fifth grade, where we measured, the percent of first graders who were at or above the twenty fifth percentile. We, took a look at the, forward exam year to year progress for ELA and math.

And, again, these scorecards are in the appendix of the report. The scorecard also has the scores in which, growth from fall to spring for reading, math, and writing, and also whether or not students met special education goals and and also, the engagement goals. And they, the elementary or the k through fifth grade scorecard score was a 66.6%. In regard to students in the sixth through eighth grade, again, we took a look at progress for students in ELA and math on the forward exam, the local measures in reading, math, and writing from fall to spring, and the actual scores on the fall forward exam, ELA and math. And what we found was that 70 they they scored a 72.4% in that grade level with a weighted score of 68.3% school wide.

For recommendations for improvement, these, recommendations, came about via conversations with the leadership, regarding on how well they did through the school throughout the school year and things they want to focus on, for the 2526 school year. So we made a recommendation that they strengthen the interconnectedness among staff, families, and students by fostering collaborative relationships and consistent communication to support a unified school community, also enhancing their teacher recruitment strategies with a targeted focus on increasing staff diversity to more accurately reflect and represent the cultural and the demographic backgrounds of the student population, and also expand their SEL and digital citizenship initiatives by implementing programming on bystander intervention, digital privacy, and social media de escalation strategies for families in partnership with the PeaceWorks with Marquette University and integrating that related content into their existing SEL curriculum. With that being said, Evident Change does recommend that, Milwaukee Math and Science Academy receive another five year contract to operate as a charter school authorized by the city of Milwaukee along with the annual academic monitoring and reporting. Back to you, Kevin.

Any additional comments from Milwaukee Math and Science Academy?

No. We appreciate being here tonight and wanna we like to share whatever you guys wanna ask.

Yeah. If Paul can address the licensure thing as well and talk about where you are now on that.

Sure. So one of our teachers is currently in a program to get licensed. So she is working through that program right now. And then, we changed our schedule so that, our licensed teachers are available to teach our reading, that they were our para and our teaching assistant were teaching last year. We just didn't have enough teachers to cover all of our reading groups because we, for our SFA reading program, we move our students around so that they're grouped according to their reading levels versus their grade levels. So we changed our schedule around so that we were able to adapt and make sure that each group is covered by a licensed teacher.

Thank you.

Additional questions or comments? I'd like to congratulate you on the progress you've made so far. The you've been through a transition moving from the Harambe community, finding a new building on Sherman And Center, being placed on probation, and going through the process working through that process with evidence change and with the institute for the, transformation of learning. And you are no longer on probation, and you've now demonstrated this progress. So my question is with this improved track record, what plans do you have for trying to address students who are not doing so well on the forward exam?

Yep. So we, met with CISA, a team from CISA this summer, to look at what's been going on, looking at our data, and, how do we move them forward. So we had a reading team and a math team meet with, some representatives from CESA over the summer, and we're still following up with them. We have another professional development this week, with a representative from CISA coming again to follow-up with our math team. And then reading team will be working with me.

So it's just a continuous looking at our data, what's been working, and then what's not working, and how do we how do we change what we're doing, you know, with what our beliefs are. If the beliefs aren't productive, then we need to get rid of what we're doing in the classroom and to move forward with what will work then. We're working on two times per month practicing with test type questions. You know, the DPI puts out a test, a sample test, but our kids have taken that. So now we're using AI to generate other test questions so that they're taking that a couple of times a month to practice.

So it's not as long, but you're still getting that test practice multiple times a month so that we can analyze, okay. Here's the skill they're still not getting. Looking at what do we need to do to reteach that, practice that some more so they're ready for the next time. So it's looking at the skills, looking at our data from last year and previous data. These are the skills that they're still not getting, teaching that, reteaching that, and then giving them a short assessment to say, okay.

How did they do this time? And then going back to the drawing board, what other skills do we need to address? We're also using iExcel to they each have their skill plan based on their NWEA test scores. And so we input those into the NWEs or the IXL system. And based on that, it creates a skill plan for students for how to get better.

Here's what you need. Here's your prerequisites to get to the next level. So that we think also will help them with the forward exam because they're working on the skills they don't currently have, which will help them to understand the math that is being taught at grade level. If you don't ever get caught up, you're never gonna understand grade level math or reading. And so that's that's had I think, you know, if you look at the math from last year, our students had, you know, overall, a 6.4% increase overall on the math.

So we think that had played a little bit of a part into using that I that iExcel skill plan. So those are the types of things that we're doing, with some math walk throughs, just being very specific for what we're looking for based on what we've been talking about with our CISA representatives. And so just really staying focused, really staying looking at our data and being deliberate with what we're teaching in the classroom.

Thank you. Additional questions or comments? Okay. Then looking forward to working with you guys over the next five years. The summary from Evidence Change.

After reviewing past and current contract compliance status and availability data, Evidence Change recommends that Milwaukee Math Milwaukee Math Science Academy receive another five year contract to operate as a charter school authorized by the city of Milwaukee with annual academic monitoring and reporting. It is important that the school continues to make improvements next year in the academic competencies of its students in reading, math, and writing. Entertain a motion.

Bill, I'll make that motion.

I second.

Motion by Bill and second by doctor Brookshire. All in favor, aye. Aye. Aye. Opposed? Extensions? Motion carries. Thank you very much and continued success.

Thank you.

Our next school, downtown

Okay. So for downtown Montessori, for the 02/2425 school year, At the beginning of this school year, they had 218 students enrolled. Three withdrew from throughout the school year with the end of the year enrollment of 215 students. In regard to the teacher return rate, 18 teachers were eligible to return. All teachers returned.

Additionally, throughout the school year, 22 teachers were employed. All maintained their employment throughout the school year to a 100% of a retention rate. The school had a goal of, an attendance rate goal of 93%. The students attended 94.4% of the time. They also had a goal of a 100% of parents attending both conferences in the fall and spring.

A 100% of teachers did attend conferences. The school also maintained all necessary records for special education. In regard to the contract compliance, the school met all contract, compliance goals, and the the compliance chart is in the appendix. They partially met one goal, which was, in relationship to the, DPI licensure. At the time of this report, one teacher had a license application pending, and one long term sub was teaching without the required license.

For the scorecards for kindergarten through fifth grade, again, we measured, the number of students who were in first grade who scored at the twenty fifth percentile or higher. We took a look at year to year progress from the ELA and math on the forward exam. We also took a look at the, local measures from fall to spring growth in reading, math, and writing. Additionally, how many students met special education goals. And, also, the engagement numbers are on the scorecard.

And the k through fifth grade scorecard was at 83.1%. For students in sixth through eighth grade, similar measures here with the progress with the ELA and math forward exams, the local measures in reading, math, writing, the actual scores on the ELA and math, portions of the forward exam and engagement scores, and the sixth through eighth grade score on the scorecard was at 87%. So the school had a weighted score of 83.7 across the board. Recommendations for improvement. Recommendations were made to improve instruction through data driven support.

So using the forward exam data to evaluate ELA and math instruction, identify targeted professional development needs, and address gaps in the classroom materials to support early literacy, also to strengthen school capacity and community engagement, so enhancing staff training and evaluation, implement an emergency succession plan, grow enrollment approximate 315 students, and expand alumni and board engagement to support long term sustainability. There was also a recommendation to strengthen governance through increased board engagement and and diverse free diversity rather, so revitalizing the school board by promoting inclusive representation, integrating parent advisory input, and recruiting new members to ensure diverse perspectives and sustained commitment to the school's mission. With that being said, Evident Change does, recommend that DMA, continue, annual, academic monitoring reporting. Back to you, Kevin.

Questions or comments from committee members?

I'm not a committee member, but I do, want the committee to welcome Mary who is new to downtown Montessori. So, yeah, I just wanted to introduce her to you all.

Well, Pierre.

Tell us a little bit about yourself, Mary. Welcome.

Oh. I've been an educator for over twenty five years. Taught many grades, many different environments, primarily urban, and communities where, they were multilingual. And reading is my passion, and so that impacts everything. And that's one of the initiatives I bring to DMA is to elevate the reading practices, but being mindful to that Montessori practice, but then being very inclusive.

Some of the strategies in Montessori are not for everyone. And so it's getting teachers to think beyond and create other learning opportunities for students so that they are able to have that transfer from their Montessori experiences to, know, things that I've seen in data like the forward exam. You know, students show that they know the math in the Montessori way, but then when it's presented in another format, those students struggle with that transfer. And so I've been providing, since coming, a lot of PD on how we can, prepare our students to be successful in all environments.

Thank you.

Yep. Thank you. And you mentioned the forward exam. Just looking at your scores, we're seeing, you know, that your young people are making that translation. So thank you for the work.

Thank you.

Additional questions or comments from board members committee members.

Yes. I'd like to say that I'd like to see that, I see that the third grade through six is meeting the expectations with performance level on page 21. So good job.

I also like to oh, wait. Oh, okay. I need to plug my computer before I run out on me. I also like to thank you too for continuing not to shy away from engaging parents and engaging and the board engagement around being more involved with the school and working with and accepting input and advice from parents. Yes.

Continue to do that. Don't don't stop doing that because, I mean, I think as a committee, we've worked with you guys to bring that about, and it's good to see that you haven't abandoned that process. So I just wanna commend you commend you guys on doing that.

Thank you.

Kevin, I would like to just kinda point out that that last goal that you just spoke about in regard to, the board and and and getting some parent, advisory representation. So the principal last year and pre previous years, this has been, this has been coming up, and, it it continues to be a struggle for for this board. So I don't know if you want to, share some past, considering, miss it Winman? Wildman? Windman is new is new to new to the school.

I don't know if you wanna share the importance of this particular goal, in regard to, you know, sharing out with her board of that particular expectation.

Yes. What I would share is that what you know, the progress you have made, we wanna see you continue doing it particularly with respect to creating a committee structure so that when parents have a concern, they've because when they when parents have a concern, and when they reach out to the board and if they're feeling that they're not getting the appropriate response, then they turn to the CR, child's school review committee for help and assistance. And we've pointed out a number of schools, public schools that have this committee structure in place, and what we're I'm happy to see that it's not just a board chair making all decisions and determining how things should be and then reporting that to the board. And the fact that you have, hired a consultant in Denise Patton and continue to have that person on board and continue having that person work with you and advise you is a demonstration, at least for me and the transformation Institute for the Transformation of Learning that downtown Montessori has taken not only the parents' concerns into consideration, staff concern into consideration, but also, our concern as a charter school review committee and the, concerns that, the Institute for the Transformation of Learning had.

And I'm just happy that every that the board has been responsive to trying to implementing and reaching out. And as one of our past chair I mean, committee members, Joyce Mallory would say, you know, you need to have parent involvement on your board because, you know, it's it's that insight coming from the parents because the reason the school exists is to serve the students, but you can't serve the students if you're not serving the parents.

Mhmm.

And the school would not exist if it if if parents do not exercise their right to choose to send their kids to Downtown Montessori because there are other Montessori schools in the area, but these particular parents chose Downtown Montessori over those other, Montessori schools. So I'm just glad you guys are doing that and continuing to embrace the parents and the staff.

Yes, sir.

Thank you, doctor Baylor. Any additional questions or comments? I had to I had to move over to the plug. So give me a minute to read off the doctor Baker, do me a favor. I had to change positions. Can you read off the recommendation for me again?

Yes. I can. So the, recommendation, the school has consistently compiled with complied rather with past contract requirements. This year, it has met or partially met all the contract requirements. On the basis of contract compliance as well as the school's trend data, EvidenceChange recommends that DMA continue regular academic academic monitoring and reporting.

I'll a motion to accept the recommendation by evidence change. And if you hand

it back to us, my

thank you. It's my great great grand I mean, my great grandson in the background. So I guess it's appropriate that we he's just back there making all that noise while watching television and having fun doing it. So there's a motion on the floor?

There he is.

This is Bill. I'll second that motion.

Okay. Been moved and second. All in favor, say aye. Aye. Aye.

Aye. Aye opposed? Abstentions? Seeing that the motion carries, thank you very much. And thank you for doing the good job that you've been doing so far on Downtown Montessori.

Thank you. Thank you.

That is the last item on our agenda for tonight. I will entertain a motion to adjourn.

Miss Bill, I will make that motion.

I'll second, Bill.

Alright. We have a motion that's second. And thank you very much. And we are adjourned.

Thank everybody.

Have a good one.

Okay. Have a good one, everybody.