Uh so what you'll notice here uh is that the recidivism or the repetition of these Bcodes which is uh essentially the things that would get you uh suspended right um so we have about an 80 well we have an exact 80% success rate um so this year there were 20 students who met the threshold of receiving a 3-day inschool suspension. Uh and then those three days are used to help those students um work with that behavior and think about how it's impacting others. And then the overall goal is that they don't make the same mistake, right? So like we we accept you and you make mistakes. This is a high school. That's what it's here for. So uh the the goal is just not to repeat. But of those 20 students, uh two of them did repeat that. So overall very effective. And similarly at South we uh had an 80% uh success rate with PATH this year as well.
>> Yeah. Because if you if you get uniforms for the next three years, you could customize them together for the fourth year, save that money for your sixth year, seventh, and keep rolling. >> Yeah. hopefully that they last long enough that you're able to get more than five years would be the plan. I would be excellent. I think, you know, I'll make a note. We we talked a lot here about spend 20 years. I guess I would ask the band to be a little more proactive and showing up and saying something of, "Hey, we need $70,000 to buy uniforms." Um where where do you guys accept some responsibility moving forward and saying hey what do you know we're going to need something what are we doing start having that conversation for more you know uh looking forward into it and and how how are you guys also helping if you want more you know what what's being done there say you know we're we're going to chip in you know I guess you know we're providing all of it you know is the band boosters is the and going to do anything.
You'll notice kind of a downward trend both at North and South over the years which helps us recognize that PATH is working um by and large, right? Um, but also I think what really helped limit or or con reduce the number of referrals for a B-code violation is the fact that we had strong tier one attendance interventions in place. Right? When students are in class and learning, they're not in the hallway engaging in misbehavior. They're not meeting up with a friend in the bathroom to do naughty things. Um and um so when we as educators think about the tiered processes is it's just a really strong reminder to us of how important tier one is. Um and will continue to be. But we continue to be really proud of our path program and grateful that um that the board supports it, the district supports it.
If you want more, have you provided any opportunities to look at how do we do that? If you want to have the extras, you want the extra bling bing, what are you doing to to prepare? And so I think moving forward hopefully can have more heads up, more of the things so we can have these conversations and not be like we need they're done, right? You know, putting everyone in that spot to make a decision and then we're at the mercy of vendors not getting information back in time and and trying to tweak that stuff. So I just I think moving forward that that needs to be done. So >> and I think that's going to be important for many extracurricular activities because I think there were a lot of items that for various reasons in the past were cut out as line items on the budget leaving a lot of different extracurricular activities such as the band and some of the athletic programs as well scrambling to figure out how they're going to pay for various things.
Um our students are much more connected. There are many students who go into that program not able to identify a trusted adult in the district. And by the end of the three days, either they're naming the path coordinator as that trusted adult or through their conversations with the path coordinator, they're like, "You know what? Actually, I really do go to fill-in- thelank person if I need to." So, um, just even helping students to identify those connections um has been really, really helpful. >> So, next is academic integrity. You'll notice at DGN there was 94 distinct students um that met or were made the mistake of um cheating on one of their assessments. Uh this approach this year has shifted from being like reactive discipline to learning centered. Uh and these lessons actually take place in the inschool intervention room. So, uh, the academic integrity committee partnered with our path coordinators to find a home for that work, which of course that's like a perfect place for it as we've talked about the in school interventions and the path programs.
And that makes it very difficult if you don't know, you know, what money you have available, how to plan for your future. And I think the band got caught in that because my understanding was there was a line item for the band at one time that was eliminated and the band had no idea, you know, how necessarily to go about trying to regain that financing. So I think this is a very this was a complicated situation for all of us and I think our intentions on the part of all of us were good and we got caught a little bit in you know various things not being turned in things not being done the band having concerns about what do we do now you know but I think you know that we need to look at that for lots of different things going forward because if you know what finances you have available it makes planning a whole lot easier.
Uh, so that's been continuing to develop. I know our AI committee right now is doing a lot of work to identify what that challenge is going to be like uh, and how that's going to complement the acade academic integrity lessons. Um also here you'll see that DGS had 62 uh distinct students. Uh and then you can see that the recidivism rate of that is less too uh as the students are getting accustomed to learning about this. So on the next slide you'll kind of see some of the things that I was touching on. >> Yep. The beep. Sorry. >> Yep. You're all good. Uh so a lot of education at the onset of this uh as the the system itself has four different steps. So our staff needed to understand how they're working cooperatively with the deans. Our path coordinators needed to learn how they were going to support that in the room and how all the scheduling took place.
Right. >> Right. And that in the spirit of that, you know, was mentioned like you know certain um you know funds that come in that are used for like for instance athletic uniforms, the gate fees and things like that. You know when you have some some stability and in knowing that you have other income. I mean they like we said they have no line item. They have no guaranteed funds coming in from the school corporation. And so it makes it hard to just plan on ribeye sandwiches and things like that when you're, you know, paying, you know, for >> $30,000, $35,000 to put on a show and, you know, so many other expenses. Um, so perhaps there is a lot of room for discussion for that, giving some more, you know, financial security there, um, to be able to plan and look forward with. As long, you know, as long as everybody understands too that certain funds are only can be used for certain things like the scoreboard, that money couldn't have been used for ban uniforms or or the leftover money from construction.
Uh so this developed uh a few times throughout the year. Uh and then this summer with the AI academic work uh that's going to improve that as well. Um, but you'll see here at the bottom key takeaway. Uh, this is a skill and we want to make sure that people are accountable and we want to make sure that we're teaching our kids when they make mistakes, uh, that there are ways to avoid that and that there are better ways for them to, uh, be original in their work. >> Can I ask real quick? Yes. >> When you talk about academic integrity and what infractions you saw, are we to assume that it's a lot? It's uh it can't be all AI or is it all like do you have what those most common infractions were by students? >> So I mean we have details of those students.
Certain things are only certain used certain funds. So budgets are going to get tighter going forward. There's every reason to believe that there's going to be less money available. All of us involved in various programs need to be more creative in how we're funding our activities and not just anticipate that you know the the school is always going to be able to give this much money and if they can't how do we proactively prepare for that? >> Uh how many uniforms will that $7,000 buy? >> Um >> this year this year 7,000 will more than fund everything that we need. um you know projected uh we grew we grew by 15 kids this year from last year um approximately 15 kids uh going into the marching band and the middle school numbers are all back at pre-COVID levels so as those kids filter up the high school will get larger um so you know hopefully plus you know with everything's more expensive right now so you know three years from now who knows as of right now um it should fully fund everything we Three years from now, everything will be more expensive.
It would be a combination of them using other people's work um which is not going to be AIdriven but it is usually technologydriven. uh they have a document that they're sharing or someone sends something uh so that they can look at it or you know there is still like the old school like I wrote this on my arm or I have this card at the back of my uh calculator and things of that nature. Um but the the AI portion uh is interesting and that hasn't been something that we looked into specifically what portion of this is AI. Uh but that is definitely something that people have been focused on as it's impacting the classroom in the in the students ability to or wish to be original in their work. I'm just wondering, I know we talked before about AI and how there's really we don't have a lot of parameters on what can and can't be copy and pasted because we don't know yet, right, with with our system.
>> I I just have one more thing. So, you know, it it is very um it's it's very hard to when it's, you know, when so ticket sales for a game, you know, like they say, oh, the football team gets the ticket sales, but there's also like the cheerleaders, you know, they don't get any of that. And I think that they have to rent their uniforms. And so it it's it's very hard, you know, and I know it's a it's complicated. I'm not saying because, you know, the football team may get the ticket sales, but they also have the expenses for everything that, you know, the the the referees, the the work, you know, anything that has to do with that. So, and then the band gets the the profits from the concession stands. And again, I'm not saying yes. I'm just saying like there's there's more to it.
Um, but like when when students come into an English classroom, there might be a time where they're going to use that time to create a writing piece. Mhm. >> Do we have lock down ability when they're in that English classroom like a parara or some type of a thing where you're going to say, "Okay, you're there's no way for them to cheat because they are writing in a lockown setting on their computer." >> Yeah, we have exactly that the the HAR program uh with the teachers and you know they can limit what you have available to you. they can also freeze so that they are dictating what you're able to use uh and you know put the guardrails on so that they're not going to AI machines to create their original thoughts >> and is a part of training something that is part of what will be happening with AI training is that something that the committee is looking at >> I would have to ask about the AI committee and the work that they're specifically looking at >> it it isn't related to HPA we've had for a number of years so that that the the use of that tool that you're talking about we've been using and we have that that functionality of it.
And it's it's very complicated to say, you know, like this everyone should get a piece of the pie when it's not really fair like all all of you know everyone involved of because like I said the the cheerleaders don't get either. So I don't know it's it's complicated but >> I agree with that completely. Um I if we're if we're having I mean I I don't I think that every organization every activity that is a school activity does deserve a piece of a pie does deserve to be supported and have their needs met. Now again going above and beyond extras and things like that you know those are those are become wants but every every activity every organization that is a school provided. So, and then uniforms for an activity are necessity. That's that's not a that's not a want. That's a need. And so, cheerleaders.
We do have another tool that we're going to be uh rolling out and there will be professional learning that will be associated. >> We can have it but if teachers aren't trained in it. >> No, they're trained. >> We have Yeah, we have had uh professional development sessions where teachers can elect to go if they want to use HPA. they've been they can go through their like our teachers or our instructional coaches are leading that um and leading sessions on HPAR about the different features that they can use how they can lock it down how they can you know use it throughout class how they can use it mentally um so we do offer that for sure >> okay >> we also have drop in support and those kinds of things that as teachers need it they can get the help they need >> because this the AI thing is a new new committee right if I'm remembering correctly >> and who's on like how is how is who's on >> there's a representative of teachers and administrators from across the district >> and then they've even broken into subgroups by content area.
Absolutely. I wasn't aware of that either. So, thank you for bringing that up. You know, and let's face it, the we were very blessed the last few years with the football team success is ticket sales were obviously phenomenal, which helps the van boosters, helps everybody helps the community, but the all the other sports, you know, as as teams success is good, but we've seen it all in all attendance has dropped off. It doesn't matter if it's attending a choir concert, a band concert, a middle school football game, a baseball game, whatever. The attendance isn't what it used to be in in the day and age. And that that hurts ticket sales that hurts the whole big thing. And that's one thing nobody can control, right? You know that we know the cost of all those things go up. But you know, if you raise the ticket prices of can a family come watch something.
>> So there's been like a CS subgroup, there's been a English teacher subgroup >> so that we're hearing voices from all the different wonderful >> very much so. I would just say the last thing on that partnering with that AI committee is really trying to create like a common language for both students, teachers, and families to understand when you're allowed to use what and to what extent. Uh because, you know, AI has kind of uh happened so quickly that we know like we're still trying to figure out exactly how we can dictate what the students should be using, when they should be using it, so it's predictable just like a rubric would be in like in the classroom. And it and it's a tool we want our students to develop their in their understanding and their use of it. Right? It it is a life a life skill tool that um we want our students to be prepared when they when they leave 99.
>> Well, there's a lot of things that there are no ticket sales for, you know. So it's just >> so it has to spread out a little bit because >> Yeah. >> So do I have if the discussion is over, I'll make a motion to approve the band proposal. >> Any further discussion? >> Did you get that? I'm sorry. Does everybody Everyone second it. Yes. >> Any other discussion? >> All in favor say I. I c questions from administrators in the board. >> Oh, no. You're right. I'm sorry. Sorry. Um um one other elephant in the room. Um, is there a target date um for when you would expect to have a recommendation for the basketball program? >> Yes. Uh, we don't have a letter of resignation as of right now. Um, so we can't start that process until until that occurs. Uh, number one.
and our path coordinators in working with students through the modules to kind of retach expected behaviors around academic integrity identified this year that we've we've got a gap in kind of how we're able to differentiate that learning for students especially with like our EL students who are coming from a whole different educational system and not even just the vocabulary academic integrity is a lot to chew on for them. Um but so not understanding even that what they did was a violation of our academic integrity policy. And so um looking at how we're going to push into EL classes next year to proactively teach some of those things. Um so I mean this was the first year under this new framework with academic integrity and you know we we saw very very low recidivism. Um, and I anticipate it will only get lower as we get better about knowing what we need to teach to whom, how, and when.
Um, but we would love to be able to bring, you know, a candidate to you if we can put everything together by that first board meeting. Was it July 6 maybe? Um, board meeting. If we can put it together that quickly, uh, that would be a target. >> July 6 would be your target date. >> Yeah. I would like to have a shout out to all the seniors that are graduating. The best of luck to whatever they're going forward to going forward. Um, I think our athletic teams uh deserved a shout out, too. not because of their necessarily their successes but because of the um dedication and hard work they put in to their programs this year. Um and I think um this discussion is regards um the ban situation has been while difficult for the board and complicated um I think it's um perhaps put us in a direction that will be helpful to go in the future to foster discussion and to take consideration of thoughts and opinions.