Uh we're not prepared to present on those yet at this point. That's going to be the work, you know, over the next kind of six weeks and then again over the summer. But you could expect that when you're sitting here in the fall and through the next school year, you're going to hear a lot about attendance and metrics and measurables and what we're looking at inside of there. A lot of that based on this presentation that we'll hear from EAB about what are those things that the research indicates you should focus on to move the needle on those. But we also have a wealth of data from what you just saw presented from our own experts on on team what our teachers and our families and our students believe that we should be doing inside of those and those could also lead to measures in the fall.
We'll also need to have a conversation with all of you as to what should next year's survey look like. Should it be as comprehensive as this? Should it be smaller and focus on key measures? Are there certain questions that you believe we should should we do the same thing every year so we can look longitudinally across every question? Or is there certain sets of questions that should be asked every year, every two years, every three years? Uh are there questions that shouldn't be asked at all um that could go by the wayside? These are all things that we need to determine as we determine the next year set. of questions that we're going to ask. We're still going to have CSCI because that's a statemandated requirement in the culture survey. The morale survey, it'll be up to the the board to decide upon the recommendation of that team that leads it of do we do that morale survey more often, less often?
Um are we going to just ask the questions around ownership and input next year as we continue to work on that? These are all things that need to be determined and that's the work inside of and underneath this statement of work. Inside this statement, I see attendance obviously. Yep. But I also see holding students accountable and I also can see staff. No, you see increased accountability and consistences and consequences. That isn't just students. That's all of us. Okay. That's students, that's staff, that's administration. There's a lot of pieces in there. We know that like staff absenteeism is a lead indicator of student absenteeism. We know that we need to prop up some structures and infinite campus is going to h help us in that in taking student attendance, tracking student attendance, uh passes, student passes outside of the class period. There are there are things there at all levels that we need consistency and consequences and accountability around whether that be student behavior or staff behaviors that are connected to improving areas of attendance.
So accountability consistent and consistency and uh qu and consequences also interventions and supports staff that aren't doing what's expected we need to help prop them up. You heard it through staff development like better understanding what those options are, how to use them appropriately, what are the best things to do, you know, what is the best way to create an engaging learning environment. You saw that in the student feedback uh that was up there. So there there's a lot inside of this that will get built out over the next six weeks and over the next year. Yeah. And what I was going to say is that and I also see a morale component of this as well. And and so I guess back to my question, what I was kind of trying to get at is um if we come back a year from now and we don't see a market improvement in our attendance, I don't think that that means it's necessarily a failure because there may be opportunities from these other things that we're we're we we survey our staff.
We survey our families and our students and we see that that that marketked focus on accountability is is bringing up our morale of our staff there. There could be um supplemental or subordinate, you know, improvements along with that. So, I guess I would just say as as as your team is developing this and and assuming we we ultimately approve this and May 19th that this summer as you build it out, I'd like to see your team build out how what kind of goals you want to set for next year and how we're going to measure those and how we're going to define whether or not we were successful in implementing these as our primary statement of work. You will see some of that but the the change in this is the number one measurable is chronic absenteeism right that is the number one measurable that we expect to see move.
You will see other data points underneath that. And what all of the research on high performing schools will tell us is if we move that one and the underlying attendance ones underneath it, the 11 other measures that the board has identified as metrics will all move in a positive direction. uh in Ryan's presentation on slide 89 when it talks about the the list of things that were uh listed out uh top student accountability consistent consequences and then the fourth uh attendance and commons management oversight all kind of encompass the same sort of u lack of accountability to to a certain extent. And on the next slide when it talks about uh addressing um attendance issues and unstructured time u when are the students what is that unstructured like time when are they lingering like and where are they usually in the conversations that I've had in drop in sessions this year and in talking with staff and in the other feedback that we see uh there's great concern about a student being in the building but not being in their assigned location.
right that they're especially with the new uh spaces with uh access resource those kinds of time uh a lunch period uh we have great spaces that kids are drawn to right so how do we make sure that kids are where they're at that's part of what you'll see in that plan with Infinite Campus and uh our attendance software and procedures next year immediately changing and being able to be ramped up because the tools will allow us to do that Our current grade book doesn't allow us great ways to look at attendance, to gather attendance, for families to see attendance. All of those pieces are lacking in our current system. And our next next iteration with a new tool next year, as students come in the front door, they're going to scan in so we know that they've arrived in the building. Then from there, each space that they go into, we're that's why we're buying back Chromebooks from from kids.
And then Phil and his team have put together scanners that'll be in every location throughout the building. So as a student goes into that space, they'll scan into that space. Then the bell will ring and we'll be able to do an audit period by period what kids are where they're supposed to be and what kids aren't. And then we know they're in the building. We know they haven't arrived in their right spot. It's super easy for our security team and our administrative team at that point to make a, you know, this is who we're looking for. You know, go go into the commons, go through the hallways, go looking go, let's go look uh for this group of students that we know are in the building, but we know they aren't where they're supposed to be right now. Or we might know where they are, right?
They went they scanned in into the library, but they're supposed to be in class right now. Well, let's go to the library and get them back to class, right? So, uh we will have better tools next year to help us in this goal as well. It's it's interesting because um on the when it talks about um changes to the hybrid block schedule, that was only 5% of responses. And some of this unstructured time probably occurs during like that access period and then and other things. Uh when it was brought up initially, there was this idea that it was going to promote student executive functioning in this time so that they were going to be able to uh take responsibility and we trusted them enough to not have um in this unstructured time to be productive and do the things. Is there any fear that it's not working?
That that there is some lack of executive functioning that hasn't been developed? I mean, granted, like, you know, we're talking about um attention spans that are that are rough, you know, with social media and other things. Is there any concern that there is too much unstructured time uh in their schedules among some? Absolutely. I also think that there is um different desires of what to do in that unstructured time. Like if you talk to a student about how they're using that unstructured time, I bet you many I'm sure I've talked to them, many students believe that that is exactly what they need it to be. But it's really frustrated frustrating to a teacher that's been working hard with the student on late work or missing work or you know things that they should be getting accomplished and they walk through the commons and see that student socializing or not engaged in their classroom work, right?
That would be frustrating to me as a teacher as well. But then it's also coming to terms with students are making choices of how to use their time. That resource time used to be the late start time on Monday mornings. Students weren't at school during that time. Staff members never saw what students were doing during late start on Monday morning. So it wasn't a point of frustration. It wasn't a a perception that students should be using that time productively. It was just the late start time. Right? So the fact is they're in the building. They have the opportunity to make choices of how to use their time. They also have opportunities to take opportunity of the wealth of resources we have for them at that time where previously during the late starts they had no access they weren't allowed on campus right they had no access to anything.
So there's the ideal desire that students are really absolutely productive in that area, especially students that are struggling and the reality that they might be struggling because they aren't totally using that time productively. And over time, as we grow and continue to grow in this schedule, we'll continue. We're already this year supporting kids a little bit differently, especially struggling kids in that space. And these are things that you continue to grow and evolve into. But um you know the goal at the beginning was just don't have them at home in their pajamas with their Lucky Charms during that block of time. Have them on campus and have access to us and their resources during that time. We've accomplish that first step. Now how do we continue to involve in there to help students make better choices? Um, you know, but at the same time, we're the adults deciding if that's a good choice or a bad choice.
Like you heard tonight about all of our athletes that are super scheduled or kids in activities after school. If that 78 minutes once a week is their like downtime, then that's their choice to make during that time. It's about are they making an intentional choice during that time? Are we helping them make that choice? If it's a a student that uh has a rough time outside of school and they don't have a lot of safe spaces to be in and they don't have a lot of access to food and those resources and for that 78 minute they have a safe warm space where they can get food and socialize with their friends. Well, we have to respect for that kid that might be that right choice for 78 minutes. Me as a teacher that might be really frustrating because I'm really working hard to get that student to succeed.
I think the greater frustration comes from kids that are supposed to be in a space and are choosing to go into that spot instead of that is where the greatest level of frustration I hear is from our our teachers is that they're able to some students at times are able to cut school in school and if we can eliminate that level of frustration that's like lowhanging fruit. If we can get that out, I think you'll see a lot of this take a jump. And then it's just, you know, just keep chipping away at those concerns that you see in there. Make sure the cons consequences are consistent, communication is consistent, that we help teachers understand what strategies they can use uh in the classroom to help reinforce that. These are all things you see in that that feedback that we need to build into our work plan uh as we go into the next school year.
So, is that a big push for the ID scans with the classroom then? Mhm. Um, I know we had talked about it at the parent advisory meeting and I just had some questions around could that be a potential of cell phones back in the hand because we had talked about well how would they scan if they don't have their ID if they're not mandated to wear a lanyard where all of a sudden what we were hoping we could maybe get it out oh well we could have them scan their ID from their phone we're whether through the state or through our own internal plans, then there'll be a step once they get into the classroom to give teachers options for how they handle that device once it comes into their space. Right? And we're waiting to see what happens and I've shared that with the staff as well as to what happens at the state level with leg uh legislative changes in cell phone use and management in the classroom level.
uh once we know what that is or that it's not going to be a thing, then we can determine what our next steps will be internally to help teachers respond to that. But I I imagine whether it's through our own work or the state uh laws that are being proposed, some kind of what they call secure storage in the in the legislative action would be an option for every teacher, right? that kids come in, they scan in with either their ID or their phone. And then if the teacher then chooses, we would provide every classroom a location for to dock that device or to put that device at home base or however whatever language you want to use. So that if a teacher then chooses to have that that we we allow that. We were on pace to announce that as the returning board members know like back in January we worked with the DGA to figure out what some options are that our teachers were looking for but then we kind of called time out while we waited for this to process through at the state level.
We didn't want to roll out a plan that then or a solution that didn't align with whatever the state chooses and they have to back it up and move forward again. So, we kind of called a timeout and then we'll kind of see what comes of that work and then we'll have options for our teachers going into the next school year. So, that's another one though that you in clearly in the concerns there with cell phones, right, and options for that. So, we do have a plan to respond to that feedback as well. Any other questions? I know it's getting late. All right, it's a lot to take in. Like I said, as as questions come up, uh feel free to reach out to me. Uh as board members, uh you have my cell phone number, shoot me a text, tell me you want to talk.
We're happy to talk through any of this with you and and dig in as deep as you want to go. Or if this is enough for you, that's that's fine, too. Um, but really it's setting this uh the statement of work at our next meeting to guide all of the work we'll do as a leadership team and uh all the planning we'll do heading into the next school year. All right. Thank you to everybody on my team for helping present. All right. Uh is the consolidated district plan. Gina, I don't have a survey, sorry, but I do have the consolidated district. And this is our seventh year. So, seven years ago, the state of Illinois um in accordance with uh grant requirements from the federal government started to require school districts to have a consolidated district plan. And what that plan does is it basically asks us a series of questions that we need to respond to around some key areas.
It encompasses title one which is uh low income specifically addressing um student achievement and improving our programming. Only South is a title one school. Title two, which is funds that we receive from the federal government that flow through the Illinois State Board of Education for professional development for for teacher professional development, for staff professional development, mentoring, those kinds of things. Our title three grants, we have two of them, language um they're for EL learners, they're both around language acquisition. Our first one um is one that we receive every year which is our LE grant which is language instruction education program grant. There's another title three grant which we receive some years not every year. It's based on an increase in students um who are under three years in the country and new to our schools. And that's the immigrant education program grant and solid plan also encompasses title four which is my favorite grant of any of these um and one that we don't get a lot of funding u for but we are able to use for all kinds of academic enrichment and then IDA which is our special education grant which um Scott manages.
So, the consolidated district plan focuses on all of the grants I mentioned. It asks a series of questions that focus on these themes. And while we've been doing this for seven years, this is our seventh um consolidated district plan that we will submit, it has changed a little bit over the years, but these main topics have remained pretty much the same. And the first one is student achievement and timely graduation. And a lot of this is not necessarily new. What is new or newer to the plan I put in red font. Please note, it doesn't mean that it's newer to district 99. It means that in the focus groups that we've looked at, the groups of parents we've talked to, teachers we've talked to, staff members we've talked to, new things came out and we decided to include those in the plan. In some cases, they may be brand new, but in some cases, they're not necessarily new, but they're new to the plan.