We're in a we're in a process now of updating that software. And our um also CPT for CIP tracking and with a focus on the outward-facing so so folks can see in school communities more easily like where these projects are. Um otherwise it's a phone call um they can call at FMB branch or work with the DPCs on on in the districts. Is everything that JOC would be a much more expedited here for the for the schools? And you know, what kind of timelines are there? If it is something that could end at least within the next couple of months I get a response that we won't do it. If somebody comes to assess it, whether it's a higher level repair or whether we could send somebody out to do the paint job or whatever. Yeah, and you know, that's the process. If we can get through it really quick with with with JOC, we use that.
I also created a commercial to advertise it. During this project, I used many different skills. I used research skills because in my classroom, I learned about force, motion, and friction in science and I applied that to my shoe design. I also used self-management skills. I had to manage my time and materials and I even changed my design a few times when I realized I could make it better. I used both. I also used communication. I wrote out a plan to organize my ideas and I used persuasive communication when I created my commercial to convince others to buy my shoe. This project showed me how what we learn in school connects to real careers and real world skills. It made it made me feel proud of what I created and excited about what I can do in the future. Thank you for listening and for supporting learning like this at our school.
Then they use that demonstration to override her document her documented verbal disclosure. You cannot say that that type of questioning is inappropriate and then rely on it as a foundation of your findings. Building a case around that kind of method exposes a flawed process. Finally, I am concerned about whether this process was neutral or fair. All of my questions to Mr. Middleton were excluded, including questions about the investigator's own decisions, even though those decisions shaped the outcome. The investigator interviewed the other student twice before law enforcement was involved, and the final report report includes speculation about my daughter's motives from a third-party student rather than focusing on the reported conduct. This is not a neutral or traumainformed process. For these reasons, I am asking the board to take a close look at whether this process actually met the standards required to protect students and ensure an fair investigation.
And most of the time, once we can figure out what that one little thing is and we can teach to that, then they're off and going and we can we can keep that forward momentum. But finding that one little thing, diagnosing the kid to that nth degree, that's the biggest challenge. >> Gotcha. And that's been >> it's why we do the work and we're we're having some success with it. We'll continue to look at it. Um we're we're constantly talking about, you know, what's a different way to come around it. Um looking at it in a hundred different ways to see, you know, if there's an angle that we've missed. Um it it's a lot of time that we spend on it, but um we're seeing rewards from it and um there's nothing better than than fixing something that's not clicking with a kid. >> Good deal.
>> See, we talked about heat. >> We did. And they're and they saved this heat for the last man. Look at this intense gameplay. Look at in Deacon's intense expression while doing so. Oh, man. Like not even blinking. I'm pretty sure I can see a vein popping out of his forehead. Oh boy. All right. And and we're back to this. Oh, he doesn't really know what to do. The Terry doesn't really have a good way to approach it. like pretty much any any attack he does, any attack he does doesn't really work. But but if but if Deacon were to time out the match, it actually would go to Terry since he has more stocks. >> We do have a timer. Oh, okay. I see the timer at the top. >> Yep. The timer is 7 minutes. And before you ask, yes, we have seen the team we have seen a match go on for over seven minutes.
Oh, the first one is goal one. Okay. So we're going to elaborate even more on goal one now. Student well-being and supporting positive behavior. Um, this this video is Lydia Rearen, our behavior coach, and she unfortunately isn't here tonight because she is at training. All right. So, another person who's getting training for our benefit. Um, but she wanted to present this information to you because it means a lot to her. >> Good evening and thank you for the opportunity to share the work we're doing to support students behavioral and emotional needs. My name is Lydia Rearen and I serve as the behavior coach at Anderson Elementary. Even though I'm not there with you tonight, I'm excited to share our hard work from afar and highlight the growth that we've seen through Restart this year as we have continued our work to strengthen a system of support that is proactive, consistent, and centered on student well-being.
I went, like I said, I went back through numerous documents, uh, and even going back to Metro's Daily News in 2011 when we talked about setting up a bills management group and then going to town meetings, there was nothing um, no policies were created. It was just assumed. So, I don't think there's anything we need to vote on in terms of assuming our own school property. I think where the board is going to have to weigh in a lot will be our policy and our rental fee structure because it should change and um partly because it hasn't changed in 10 years. Um, and we want to make sure that if we are Paul, to your point, if we are entering into agreements with our youth organizations, especially who pay for maintenance, we want to make sure they're to the standards that that we want and and that's that is important.
So our why um there were some major areas of focus that we did. Um my task when I came on board was to work with all the stakeholders build and strengthen a sense of hope and joy working together in the following areas. So we had to look at the culture um and there was a and there we also had to work at systems and structures because there were a lot of uh there was a lack of them I would say from dismissal arrival and dismissal to the SST process. Um and so we we started with structures and systems and then it wasn't it was there when I came it was the Newton way is our sort of uh tagline for what we do. Um we everything we talk about is about the Newton way. Our discipline is around the Newton way. Our our culture building activities around the Newton way.
Um so it is my hope and dream that that will continue with the next uh principal who's coming on board. Working conditions are extremely important to me. Um so um I didn't put it up but I'm going to show you. I started with our why. So everything we do in all of our schools starts with our students. Our students are what we are what we are all about. So always keep every decision is like well what's going to be best for the kids. So our why um there were some major areas of focus that we did. Um my task when I came on board was to work with all the stakeholders building in strength and a sense of hope and joy working together in the following areas. So we had to look at the culture um and there was a and then we also had to work at systems and structures because there were a lot of uh there was a lack of them I would say from dismissal arrival and dismissal to the SST process um and so we we started with structures and systems and then it wasn't it was there when I came it was the Newton way is our sort of uh tagline for what we do Um we everything we talk about is about the Newton Way.
But a couple of those include um really researching and providing uh programmatic and budgetary guidance for something like the Cubs program or similar for the 27-28 school year. Um I think at this point we are in a place and we'll talk about this when I share with you where we are in the budget process. Um we're to try to put that in place for next school year. Might be a little premature and we just want to make sure that we engage in the right process and that we are doing it um uh thoughtfully. Uh so, that way when we do engage in the budget cycle for next school year, we can add that and include it in as well as all the parameters around the program and then be able to work toward that. So, I think it'll be a responsible way to move forward.
Well, the um the bid that came in from Digi What is it? Digitech. Digitech. It It doesn't specifically mention a warranty, whereas Yosemite Fire says it has a year warranty. I mean, and if they're about the same cost, I'm just giving you my two cents. I think I And Stephen likes Yosemite Fire, so I think I would tend to lean towards that proposal. I mean, I'll I'll make a pro- I'm going to make a motion that we go with Yosemite Fire. Well, just we have to Now we have to decide which one we want. Right? You want to add to my So, I'm just going to say I'm making a motion that we go with the Yosemite Fire proposal, because we have to choose between the two. Well, I would like to choose them because they're local. I would like to keep the business to our community if we could choose them.
If it's a longer process, you know, we communicate with the schools. Oh, right now in response to the storms, we acting pretty quick on reopening schools and and getting them clean and safe. And that's through the same work order system that we're talking about here. >> But my school needed to have all the mud taken out. I couldn't job a work order or Yeah, some of it is you know, might go through JOC. Some of it might be larger like the Konawaena school is a larger effort which is not through JOC, yeah. Thank you, Janice. Thank you, Donny. Yeah, so what is that threshold as to um cost of a project that they can do it from the school themselves. The principals can order something or it has to come through a contract. Um they have uh the school initiated projects um is a conversation that the school needs to have with our office.
>> Good evening members of the school board. My name is Mason Chapick and I'm a fourth grade student at Anderson. I am here to share how we learn about exploration in our classrooms and in the action lab through guest speakers and design. In class, we studied exploration and history. We learned that long ago people explored new lands for reasons like finding resources, making money, and gaining freedom. I think learning about exploration is important because it helps us understand our past and how our world became what it is today. Through Chandler Unified School District, we also had the opportunity to go to the Chandler Center of the for the Arts and hear from NASA engineer. This connected really well well to what we were learning because he represents the present and future of exploration by exploring Mars. Even though his career is not my uh personal career choice, I still find it very interesting and inspiring.
Thank you. >> Thank you. Okay. Um, is it Kathy McFersonson? Katie McFerson. >> Good evening, esteemed board members, Superintendent White Wyman. My name is Katie McFersonson. I'm here tonight to address the safety of young women on your high school campus. Mrs. Oolina's daughter did everything right. She self- advocated. She reported to trusted adults and asked for help. That's exactly what she was supposed to do. And yet, the adults in the district failed her. When Mr. Hill, Mr. Middleton, Dr. Fountain, and Dr. Wyman became aware of the situation on January 6th, they took no immediate steps to remedy it. Dr. Dr. Wyman directed the family to speak only to Dr. Middleton, removing access to the building principal. The principal even asked in an email why no one had contacted her. There were no written student statements taken by any adults in this situation. Under the guise of Title 9, Dr.
Yes. >> Love it. Thank you. >> Um great presentation. First of all, a couple of things that stood out to me was the community participation. I initially heard you say educating the parents and then it um it appeared that the students were supporting each other. you mentioned, okay, this group of students is experiencing this. So, it wasn't just you facilitating that discussion, but it's like everyone was supporting each other with those goals and then of course sharing the information across the the board with other teachers. So, just that reminder that it takes a village, right? It's a community. It's not many times we hear why you as a teacher, why isn't my child doing this? It's the teacher's fault. but here it sounds as though it's a community um agreement to to help the students get to the next level. So, thank you for that.
>> Yeah, it was pretty crazy. And we ended up winning, too. Oh. Oh, >> so just keep him down there. >> Yeah, >> look at that. >> Terry's recovery is unfortunately not the greatest in terms of vertical distance. Uh when it comes to horizontal, then he does really well. >> Oh. Oh, and he gets the power dunk. Oh my gosh. >> A great move by Terry there. >> That was great sending Deacon all the way over. Oh no. Oh, and he knocks him over. Oh, look at all these attacks. Terry's in the air now. >> And we're back to this. Oh, >> Fire and ice. Oh, and he jumps over and kicks kicks Ice Climbers in the face. Oh my gosh, our viewership is in the double digits right now. Heck yeah. Presumably all here to see the absolute star level of playing right now.
Restart is a restorative relationship centered support system that gives students a chance to pause, reset, and return to the learning. Instead of focusing on punishment, restart has allowed us to redirect, reconnect in a more consistent and supportive way through TBRI and voice practices. So why does restart and behavior coaching still matter? Our work has helped us intervene early before behavior escalates. has given us the opportunity to teach regulation, reflection, and problem solving skills. It has also allowed us to support staff through collaboration and consultation. At the end of the day, it has helped us be able to be there to help the students be successful over time and show them that they're valued. That has helped us lead to stronger academics, behavior, and overall a stronger school climate. When we look at the data, it's amazing to see the hard work in front of us.
>> Yeah. And then if you memorialize that even for their benefit, they turn over. >> Yeah. there's something that says, hey, as the next person that comes in or management group that comes in has an expectation of of what what's going to happen as well. >> I'm sorry, Tina, go ahead. >> No, I was just going to ask in terms of if we were to assume control over the enterprise fund, does that need to happen at town meeting like what's the mechanism for that? >> It's a great question and that's what we're trying to work out, right? So that's on um the last slide and it sort of answers your questions and and Mark's question as well, right? what what really needs to happen to to make this work and to ensure that we get that funding right. One is you know one piece we have to set new rental policy new procedures we have to look at policy KF which is our rental policy.
Um the students uh we recognize students following the Newton way. Um and um my job is to work with students to see if they're not following the Newton way, what they need to do to follow the Newton way. And I've been really proud of the kids. Um we also um PBIS and MTSS, as Kelly said, PBIS is positive behavior intervention and supports. All the systems we're doing in the district are tiered. So they start out with tier one, everybody gets it. Tier two is a little more supportive for the students who need more. And then tier three is sometimes a completely different uh animal, but it's all related to what the student can do and is having trouble doing or is being successful at. So PBIS and MTSS were something that we started to really put together this year. It is not it is a work in progress.
Our discipline is around the Newton Way. Our our culture building activities around the Newton way. Um the students uh we recognize students following the Newton way. Um and um my job is to work with students to see if they're not following the Newton way what they need to do to follow the Newton way. And I've been really proud of the kids. Um, we also, um, PBIS and MTSS, as Kelly said, PBIS is positive behavior intervention and supports. All the systems we're doing in the district are tiered. So, they start out with tier one, everybody gets it. Tier 2 is a little more supportive for the students who need more. And then tier three is sometimes a completely different uh animal, but it's all related to what the student can do and is having trouble doing or is being successful at. So PBIS and MTSS were something that we started to really put together this year.