Does an uptilt and a neutral air and a forward air. Yeah, I expected uh I expected a neutral air into up air cuz he tend to cuz he tends to do that a lot, but he did the forward air instead to mix it up. Mhm. All sorts of mixups. Oh man, he's throwing eggs at him. Throwing eggs. He destroyed the landmine with it and does an up air almost to the top. If Jaden takes this stock, that means we win. >> Oh, and launches him even farther. And an up air. >> Oh, and he does a butt slam right on the right on the landmine. I'm surprised that didn't hurt him even more, but it did. But it didn't. Like if you butt slam on a land mine, I can imagine how painful that WOULD BE. >> OH. OH. Jumps right over there. And Jaden wins a silent a silent nod of approval.
So, you know, I want to give credit where credit's due, right? Jen has done a phenomenal job of of creating a program and processes. And I And again, I think when we talk about in in, you know, Mike's dissertation, dealing social-emotional learning and and and, you know, the the one thing that we've done and and emphasized is that SEL is embedded across the entire district in everything we do, right? It should be embedded in our everyday lesson planning. It should be embedded in how we uh have conversations with parents, with kids, 504 plans, IEPs, counseling staff, etc. Jen has done a good job with that in setting us up for success. The challenge without Jen would be to ensure that the staff at each building continues along and is held accountable for doing the things that are in place. That's on us as leaders. That's on us as building principals.
Uh we looked at again the regular transportation your route metrics for your uh regular transportation. Uh and these are they're metrics that we we we pull out. Uh they'll bore you but uh the uh the bottom line is that right now uh based on your load capacity you're using 61.6% of the seats that are available uh on your regular transportation. Uh typically uh you know you you would like to that to be about the 70% range. Uh you want some excess capacity on your buses so that when a driver is out and and a bus has to do a a double route, you want some capacity to be able to do that. Uh the last thing you want is to have kids sitting at school for an hour for a bus to finish a route and turn around and come back. So you want to be able to spread that load over several buses and have that capacity.
Uh, therefore based on the routes and the data and probably more importantly the conditions under which transportation operates with regard to the bell schedules in particular uh, it's our uh, opinion that the uh, ridership capacity is relatively efficient. Um, uh, and as I said it's considering the current bell schedules and the available tier time that has the greatest effect on on your ridership. Uh, one important uh, is that, uh, you're using between 75% and 82% of the total time available uh, to transport students. Uh, so it's not like you have any extra time that the on these routes for these buses. Uh, when we allocate, uh, 5 minutes, uh, for, uh, drop-offs at the schools. Uh, and, uh, sometimes, uh, uh, it takes a little longer. Sometimes it takes a little longer to load kids in the afternoon. Uh, and so when you're looking at, uh, 75% to 82% of your tier time being used, that's that's a very high factor with regard to looking at the efficiency of what you're doing.
So I do I am a little concerned about the audio. I share your concern with that. But, as long as we have a new system that comes in, I think that would be cuz they right now this the schools only have your kind of stand and deliver mics, the old-fashioned one and that that wouldn't serve the the needs of this group. But, if if a new set comes in, I think that that would be that would be much more helpful. Thanks. So, again, my question is we have to pay a custodian staff, right? Because if the custodian staff leaves at at 5:00 or 5:30 and we go home to to you know, I'm not just dealing with finance, but we also have to pay for interpreter. Because if you going into the area, you need someone to interpret, you know, for the group. You're going to have to pay an interpreter and where does that fall fall up on our budget?
And they kind of all nodded in agreement like, yeah, we do that, right? And and then we also talked about just, you know, I asked them, well, do you now that you don't have them out at lunchtime, like do you find yourselves spending your time differently? Like what does that look like for you? and and they did share like yeah you know we're we're talking with our friends where you know um coming up with new things that we can do and and things like that and so it was good to hear that feedback and we did hear from a student also about a question about how do I do my work if I can't have my Chromebook because I like to use that time to study. So we said that's good feedback for us to know as we figure out you know what these options are going to be uh as we move forward you know with this with this new policy.
It's happening on their own devices. Good question. All right. This was um informational only, so um no need to take any action at this time. Um at this time uh we're moving on to 9A5. Uh this is public hearing discuss discussion action um talking about the extended school year um presented presented by Jennifer Skolnick. Good evening. As you know, we come before you every spring time to talk about extended year. Every summer we offer an extended year program for our students who have um specialized needs in academics to ensure that they don't regress so much that they are spending a bulk of their following school year making up for those lost skills. This summer we are going to offer a little bit of a modified program. So, we're here to talk um an open public hearing for a waiver for extended school year for our preschool, high school, and adult programs.
>> Yeah, I don't think after the comma that's >> I'm getting rid of that part. with the board in writing. >> How about you say formal meeting too? So it's not just a >> staff may request >> A formal meeting >> in writing >> with the board. >> In writing with the board >> request formal >> in writing through the superintendent. >> Yes. I just remember the part about >> that it's noted that we're aware. >> Yeah. It kind of >> it really protects both parties. >> Yeah. >> It's like person one in the meeting. It protects the superintendent. Either one of them can say what I said. >> Yeah. >> Well, I asked for a meeting absolutely writing with the board in writing. So, let me muddy it up a little bit more because maybe maybe they don't actually want to meet with us.
It's going to ask you a few questions. What would you do if somebody sent you a picture? If I sent you a picture right now, of course, for us 18 and over, doesn't matter. 16, 17, 15, 14. Is that a problem? That's a problem. Haley Busby, what happened? Okay, let's just be honest. I have conversations like this all the time with the students, with the staff. We're intermingling. We're talking. I'm trying to get approvals from superintendent, the principles. If we have the students watch this video, like he said, age appropriate. Has to be age appropriate. All right. The problem right now though is parents are just hey go to your room computer you hey go to your room use your phone leave me alone and unfortunately guess who's going to have to pay take pay all of you teachers when you get up here and you're standing in the front trying to tell them do ABC how many of them fall asleep in your class this is where come and I'm walking around talking to people that's how I client Okay.
And there you go. Look at that. That's two matches in a row won by our Cyber Tiger varsity team. >> There it is. >> Yep. There it is. Alrighty. >> And that's a pretty That's a Those were some pretty good games. It had It had a lot of cool things. It had the clips. It had the drama. It had a lot of good time. >> It did. I enjoyed um being able to air on the esports and see all their strategic moves and know a little bit more about it. >> Yeah. Yeah. And I'm glad you were able to come. >> Yeah. Thank you for having me. >> Mhm. >> All right. And I want to thank you guys, the viewers, for joining us this evening. But don't worry, we're going to be back tomorrow at 5:00 p. p.m. for the Rocket League semifinals match, which is the Cyber Tigers versus Scottsburg.
It's on on Mike uh uh when you're dealing with district SEL teams. When you're doing PBIS work. You can Amanda, you know, you can hear Amanda and you hear Warren. Those staffs now have it, for lack of a better term, on lockdown, right? They know what they're doing. They've got the tools to have success making sure our SEL objectives are met. I think where we'll have to be challenged, us, is making sure that that we figure out a way to appropriately collaborate with outside agencies, right? I think Jen has done a good job with that. Where we're going to have to figure that out as a leadership team. Who's going to be responsible for reaching out to hospitals? Is that the counseling staff now? I would tell you some counselors are hesitant to do that. It's not, you know, in their bailiwick, but that it will be required without this position.
That's why we don't recommend that you go to anywhere close to 100% uh scheduling and capacity. Uh you have some relatively long routes already that you're running. Uh the longest route you're running in the morning is 76 minutes. Uh you're running 66-inute routes in the afternoon. uh to do anything any different with those routes uh in terms of the number of buses or the uh reconfiguring routes uh would probably extend those routes even longer uh and that's not uh not a good practice. Typically the benchmark is uh 60 minutes. Uh you want to be under 60 minutes uh with your routes. Uh the PM routes are are much the same. uh capacity is a little better uh uh 64%. Uh your dead head time and your average route time is 40 minutes. Uh again 68 minutes is your longest route in the afternoon. Uh and uh your average number of stops by the way uh is uh 13.7 in the afternoon or 1.2 stops uh per mile traveled, which is not a lot of stops.
Uh, we then went to look at, uh, special ed transportation in particular. We looked at your out placements, uh, and at the time of the study, and believe me, these things change almost daily, uh, on the special ed transportation side. Uh, but you were transporting 21 special ed students and homeless students to 14 outside placements. Uh, and the transportation's provided by both district personnel and six private vendors, uh, that you use, uh, uh, in addition to your own self-operated. Uh, and you currently cost-share three of those routes, uh, with other school districts. Uh, your route metrics, uh, look pretty good. Uh, you're at, uh, you know, on a special ed side, you're at 61% of capacity, uh, which is very high for special ed transportation. Uh, the benchmark that, uh, the DESE uses across the board, and this is a statewide and doesn't necessarily apply apples-to-apples to rural school districts as it does to metropolitan districts in the eastern part of the state.
That was just some questions that I had to ask. That's all. Okay, let's go on to our action items. Gladys, action item A, could you read that for us? Action item A, policy 5123, promotion/acceleration/retention. I move that Board of Education accept for the first reading policy 5123, promotion/acceleration/retention as recommended by the policy committee in accordance with exhibit 26-28. Thank you. Motion made by Gladys. Do I hear a second? I'll second. Seconded by Lauren.
So you know they were pretty in alignment with what we've seen in terms of what was shared here with our principles. >> Thank you for that. Any other comments or questions? >> All right. Thank you all so much for the presentation. All right. So up next we have item 10 C, Beressa home to school transportation plan update for fiscal year 2025 2026. Thank you. And this evening we have uh both Mara and Dan who are our director and assistant director of uh maintenance operations and transportation to provide the update. Good evening board. Um so we have our transportation plan and let's see. Um so this is our plan. I believe you guys should all have a copy and if not then um I can forward that over to Kim and she can get you guys a copy. Um so the state requires us to adopt and update the plan every year by April 1st.
Those programs will run 3 weeks, but longer days. So, the amount of time that students will spend in extended summer program will be the same, just more condensed version. Our elementary campuses, however, are going to run in conjunction with our elementary summer program that is um run by our after school programs, and that will be a full day, and it will be the entire 4 weeks, and it will be optional for our students um who are eligible for extended school year. So, parents will have the ability to um keep their students in program until 4:30 or pick up at 1:00. It's up to them. Um they'll have access to all of the summer activities, all of the fun things that happen. It'll be full inclusion for our elementary kids. And that's simply because we run that after-school program for our elementary year our elementary students.
They just want to make sure that we get information and so are they scheduling a meeting with the superintendent to bring the information to us? Is that the intent >> with the board in writing? Because a meeting might not be appropriate and all >> you know what I mean >> or bring to the attention of them. >> I mean I think that that's what that last part of the sentence is. Who will help bring the process >> matter forward? >> Yeah, I think you're right in there. He's paying extra step. >> Want to leave that in there. get to us like have a meeting with them. >> I'm good either way. >> You know what I mean? Just cuz somebody requests a meeting doesn't mean you have to have a meeting, you know? >> Yeah. I mean, like I >> keep picking on April because she's sitting here.
I talk to my kids. I talk to the staff like I do right now. I don't even know how to put an or just never practice. If kids aren't being taught that, guess who's talking to them about that? That's what we're supposed to do. I armed for yourself. We don't just do armed children. I just believe that that's major down. I'm worried about that's what I'm worried. Okay? And your kids will talk to you. They will talk to you. But you have to be a leader. Step in there. Get in. I've been coaching. I've done all of that for our kids. Get in there. Get your hands dirty. Work with them. You'll see a big difference. I hope that answers. >> Yes. Thank you. >> Suzanne, you go to five school districts. So, in our Clinton County Joint Services, um, Special Education Cooperative, it's Clinton Central, Clinton Prairie, Rosville.
So, thank you for joining us tonight. I have been Jordan and you have been >> Erica. >> That's right. And we're gonna be heading out. So, peace. Love you. Bye-bye. >> Bye.
I think we will continue to have SEL classroom lessons all the way through. It's embedded now. It's expected now. Um and and I think because Jen has put us in a good position to move forward, our team will be able to to absorb a lot of that work. Not going to say 100% because it I don't think there's any one of us that could could do what she does in certain things. Jim, since this is going to be an obvious transition and pick up of work for you and your team and the principals, it may be, you know, as we move into setting goals for next year, a good opportunity to set that as a key goal because as we saw in the list you just went through, you have a lot going on. >> Yeah. And in a time of transition, like, you know, managing expectations and accountability is important.