These are our proficiency levels. This is also reflected on our report cards. The reason highly proficient is 98 to 100% is that in general most students are more proficient than highly proficient. So unless our assessments go really deep into the standard above what the state requires or have assess have questions that are for the next grade level, we wouldn't know if that student is just meeting the standard or if they're highly proficient. So it's pretty high. Um proficiency at 70 up, that's technically a C and higher um in the old grading scale to be proficient, partially proficient, then proficient. But once again that's also what is reflected on our report cards. Let's see which are standards based. Then we move to the family and community engagement. All right. So family and community engagement not only includes getting input but it is also the rights of parents in the community.
I am particularly proud to report and I know that it can be seconded here that we have unanimous support from the diverse stakeholder group that was in attendance and the timeline now is to present the full draft for board review and approval as we head into the summer. Um hopefully allowing us to launch the 202627 school year with a clearly defined board adopted uh roadmap that's already in motion. And then of course we are all looking forward to tomorrow's celebration of excellence lunchon. Uh this event is one of the highlights of the year where we will get to celebrate our employee of the year award winners and 2340 scholarship recipients alongside our community partners that make our work possible. This is a true reflection of the great things that are happening throughout our school district and community. And finally, I just want to wish our students, our staff, and our families a restful and rejuvenating spring break.
These laws limit our ability to respond publicly to certain questions or situations, particularly those involving specific students or staff members. At times, this limitation can understandably feel like a lack of response or lack of transparency. Please know that is not our intention. Our goal is to always communicate thoughtfully and transparently while honoring the legal protections in place for students and staff. When we are able to share information, we strive to do through to do so through appropriate channels, including public meetings and official communications. Jennings County Schools offers several ways for family and community members to communicate with us or share concerns, including direct communication with school administrators or district staff, email or phone contact, Parent Square messaging, anonymous reporting through the Say Something reporting portal, family and community surveys, and information shared on our website and FAQ documents. We hear the community's request for continued transparency and communication, and we are committed to strengthening those efforts.
>> Finisher, showoff, striker, and executioner. >> That's actually a pretty solid bracket of uh titles. >> Yeah. >> Carter leading with over 400 points in that. That was crazy. Points is the overall score, by the way. >> So, like if there's goals, assists, >> shots on goal, >> blocks, all that stuff. >> Yeah. saves and epic saves. >> So, this is a best out of five. So, there shall be three rounds. We We won round one. Now, we are moving on to round two, as you can see by our lovely little title that our coach made. >> I'll spam it. >> It's very awesome. It's very beautiful. >> We love my dad. >> If you didn't know, JMO is my father. >> Oo, that was a very strong win for them. >> Yeah, that was a very strong kickoff. They had the Fenick going, so that might be why they won cuz it was Octane versus Fenick.
>> Okie do. We will. All right. I am looking for hands. Megan, can you see hands raised? >> There are no hands raised yet. Oh, now there is one. >> Okay. >> Are I see her? >> Yeah. Are you Are you doing Sorry. I just want to clarify and make sure I'm doing what you need me to do properly. Was Shannon going to present first or question? >> Oh, I'm sorry. Thank you. Yes, I got a little discombobulated there. >> Um Okay. Yes. >> Um Shannon, how would you go ahead please with your presentation? >> Yes. I'm going to share my screen. Um can you see that? Okay. Could be a little bit bigger maybe if you can do that. >> Okay, that's better. Um, so I'm not going to be presenting anything new from what we saw on Monday. Um, but if there were, um, community members, parents, um, staff that were not able to watch on Monday, I was going to do a a quick recap of that and then, um, we could move to questions and things of that sort.
And then on the left um this tree ended up being almost completely hollow like a straw. Uh was really something. And what was very um interesting for me as an arborist was that this uh tree did not have any of the swelling that we normally look for um with trees that have a lot of rot in the stem. So um you know I walk I I've gone up and down street looking for what I think um are good hazard trees. Um but there um there's a lot out there. Uh there's just a lot out there with um where we are in the forest life cycle. So this is a the map of the circuit. Um I have highlighted in yellow how and cross which are the scenic roads um where there are proposed removals today. Um and I wanted to show this because to sort of explain like how electricity flows through circuits.
Um, and then number two is if you're a category 2 school, 70 to 84.9, and so forth. At the bottom are category four and five schools that are often identified as focus and turnaround schools. This is how um it shook out for um Danbury public schools for the 2425 school year. So um we had one category one school, we had several category 2 and and category 3 schools. So when we're looking at these, there was um a miss uh there was a mistake on uh one of the category three I think uh list that had shelter rock under both there. It has been corrected on this deck. They are actually a category 2 school. They were a category three school the year before. So they did move up and were a category 2 school. From the 2425 school year, we had um an addition of AIS as a category 1.
This allows ASDB staff to go to a site and provide services to students more frequently and in groups since the students are at a single location based on their grade levels. This is also this also gives us the opportunity to give more training and support to a single site location and over the years the the site um uh will become adept at providing instruction to our student population. >> They can't they can't hear you on the stream. >> So you have to get as close as possible to the stream than what it is here. >> Okay. Thank you. Wow, that's a lot louder. Uh next slide. As we continue to realign our programs, Greer Martin Parish will work with ASB supervising teachers across our state to provide outreach services to students who are blind, low vision, or deafb blind. This includes the newly named TUSD cooperative sites at Morgan Maxwell K8 and PBLO High School.
So the right to know if their students are or their teachers student their teachers sorry their teachers are appropriately certified. We have to send out letters during the first four weeks of the school year if a teacher is not appropriately certified for what we have been teaching and that goes out to all parents of students in that classroom. Teacher certification. Parents can ask what a teacher certification is and we have to give them that. Um they can look it up online but um they can also ask us for that. Um Jen, do you have a next slide for this one? Not for this one. Okay, sorry. Um assessments. Uh they do have the right to know what our assessment schedule is. So, I will be working with Lance to get our um state assessment out to parents, but they also have the right to know how to opt out, which is interesting in Arizona because parents of students in a public school are not allowed to opt out of state testing.
Uh we have had a fantastic school year so far, and I look forward to everyone returning with the energy uh needed for a strong finish to our fourth quarter. And this concludes my report. >> Thank you, Dr. Strereer. Can I get a motion for the consent agenda, please? >> I move the governing board approve the consent agenda as presented. >> Second. >> All those in favor? I >> I >> motion carries. Unfinished business. None. New business. Uh number J1 is uh Mr. Bogart. >> Thank you, President Micronis, governing board members, Superintendent Streer, and guests. In accordance with Arizona Revised Statute 15901, a governing board may adopt an instructional time model to appropriately capture average daily membership for students who may not fit within MUSD's academic schedule. By statute, the district is required to hold two public hearings before adoption. This is the first of such meetings.
In that spirit, we would like to provide an update on several topics that have recently been discussed. While we cannot comment on any pending litigation, we hope the information below provides helpful context about resources and ongoing efforts. Bullying and student mental health. Jennings County Schools takes all reports of bullying seriously. When a concern is reported, our schools follow an investigation process that aligns with both school board policy and Indiana law. When a report is received, the school investigation team reviews the concern promptly, within one instructional day. Parents or guardians of both the alleged aggressor and the alleged victim are notified. If the investigation confirms bullying behavior, an action plan is implemented and appropriate discipline is applied. If not confirmed, a safety plan to closely monitor can be implemented. Parents or guardians of both parties are informed of the outcome of the investigation. Disciplinary responses vary based on the severity of the situation and may include consequences up to and including expulsion in accordance with school policy.
>> Yep. That's why they won. Fenick is only car. >> Oh, >> no. Octane is only car. >> So like say my hand was the Finnick. It's hit box goes all around it. >> No, not Finnick. Octane. The Finnick would make a pretty clear box around it. >> OH, JORDAN. YES. >> Let's go. Good assist from Carter, too. >> Yeah. >> 22 miles. That was even slower than the overtime score. >> Oh, they ended up hitting it in. >> Oh, you already know they're mad. >> It was already going to go in. They ended up hitting it into the wall, which just made it. >> Oh, they won the kickoff again. >> It's because they keep sending out. >> They have two Fenix and one Octane. >> Yeah, >> but we have one Fenick, two Octane. Mhm. No. Two Fenick, one Octane because Jordan's also playing Fenick.
Um, so posted to the meeting and to Monday's meeting was the, uh, first draft of the budget book. Um, so this is a highle view. All of the budget account lines roll up into either the salaries category or the expense accounts. Um, and down here we have a total budget for FY27 of 2.8 million. So I'm not going to go through the detail of here because the next page has more information to speak to that I think would be more helpful. Um, so in the left column here we have the FY26 budget, the current budget for this fiscal year and on the right is the proposed budget for FY27. And the column here you can see the differences if there's an increase or a decrease and and then I have labeled what the what the increases relate to. So, in the payroll accounts, it's mainly because of the increases in steps and colas for staff.
Uh the substation is somewhere up north. Um and generally the electrical flow for the circuit goes north to south. Um so what that means is anywhere where there is a treecaused outage or any any outage for that matter um everywhere downstream or in this case south of that location loses power. Um who al who also loses power is anybody upstream or in this case north um from where the outage event occurred until we hit until the uh until we hit um isolating equipment um that can um basically shut the power off and keep the rest of the circuit energized. So um anything upstream of that switching equipment does not have an outage. Everything downstream does have an outage. Uh, and the nearest switching equipment I found on the GI on the Eversource GIS I marked in red. Uh, so everything to the left, uh, so that's that section of Cordavville.
We had none the year before in 2324. There were no category 1 schools. We went from six category 2 schools to seven. and we went from 11 to 10 category 3 schools. So, we want to reduce obviously the amount of category three schools we have and have folks moving up. So, you'll see how that broke out. Our schools of distinction, which we're very proud to say, um we had four um as we did the year before. Um this year, King Street Primary was again a school of distinction. Um Great Plains School uh was a school of distinction. South um South Street and AIS and AIS was also the year before. So AIS and King Street Primary were both schools of distinction in the prior year. There's several ways you can become a school of distinction. So it's always you have to be in the top 10 percentage points um of you have to be in the top 10% of the statewide accountability index results.
Next slide. the um blind to low vision cooperative will focus on access to the curriculum concept development and the blind low vision ECC's. The cooperative site model is built on partnerships with districts and ASB where students can get access to both sets of resources as well as have social emotional benefits since students will gain access to other students with a visual impairment in addition to their same age peers. Next slide. Examples of SDI that ASDB will provide at a single location are orientation and mobility, braille instruction, neoth instruction, and instruction on how to use specific assisted technology devices. Next slide. Um, these are all of the ASDB services students will be able to access at a cooperative site. This does not include the services that the students will be able to access from the district. So all of these services are that are on the screen are the ones that they'll be able to access to include teachers of the visually impaired, orientation mobility specialist, assist of technology specialist, low vision specialist, braille production, um accessible media producers, American printing house materials, assist of technology, low vision equipment and consultation and training services.
Now, other states they can, but in Arizona, students in a public school are not allowed to opt out. Um, and then of course participating in discussions and things at school, but charter schools can don't have to worry about if they're a public charter, like if they're, you know, like milk, they do, but if they're a private school, they're home school. Yeah, home school. All right. So, family engagement funding. So any student that receives title one, which we do because we have a higher um percentage of free and reduced lunch um in our schools and if we receive more than $500,000 in that grant, which we do, we receive about $1.3 million from that grant are required to set 1% aside. Okay? And that has to be set aside for family engagement. of that another 10% can be districts and then the rest needs to be allocated to title and schools.
As a reminder, currently in order for MUSD to generate funding for students, the student must be enrolled in an approved course of study taught by an appropriately certified instructor at a given time and place in the year. The district is also running an Arizona online instruction model that is limited to 85% of revenue for allowable funding. The purpose the proposed instructional time model leverages the added flexibility found in statute to collect revenue for services that is already being delivered while allowing MUSD to offer rigorous instruction to students when and where it is most appropriate. To be clear, this is not a change in our instructional or curricular models. This is a model that will be offered on a case-byase basis to students who require additional flexibility. Examples of these situations include homebased students, long-term illnesses and suspension, disengaged and transient students, and high school credit recovery efforts.
Reports to law enforcement and DCS are made by the school when applicable. Families are also encouraged to contact law enforcement when appropriate. Beyond responding to individual reports, we have worked to strengthen our proactive efforts to support student mental health and prevent bullying. Actions in 2025 include the following. Student education and prevention. Continued annual student lessons on bullying prevention and how to report concerns to a trusted adult. K-12 instruction on child abuse awareness and prevention through Aaron's Law. Digital well-being and online safety lessons for all students including social media awareness through Common Sense Media. Staff training. Continued annual staff training on bullying prevention and recognizing warning signs. Continued suicide prevention training for staff. In 2025, additional QPR, question, persuade, refer, suicide prevention training and mental health first aid training for school counselors. Community partnerships. Collaboration with Jennings County Health Department and Purdue Extension to provide suicide prevention training for parents and community members.
>> Oh, I thought it was just Bartalo. >> Nope. It's just Carter likes Octane more because it's better for Ariel's. >> Yeah, it precision. >> Ariel's calls for it, so he knows exactly where the ball's going to go. >> There's also a certain car that he uses for >> Oh, that's why Jordan's doesn't look like a typical Finnick. He has a skin on it. >> Yep. shot on goal though, so an extra 10 points. >> Oh, >> keeping it up in the air. >> Across that. >> I mean, this hit box must have hit it because the top of his car did. >> So, he must have skid across it perfectly. >> Hit it with a bumper. >> Oh, Jordan's taking over the air. >> Carter's watching him like a hawk, though. >> Carter's making sure he does it right. He's like judging you. Oh, Carter with one boost tried to go in the air and then forgot that he had no boost.