001I uh I reconvene the regular meeting at what are we at 6:50. Um we're board is returning from executive session where matters leading to the employment of particular people and the employment history of particular person were discussed. Um very please rise for the pledge of >> allegiance of the United States of America and to the stands one indivisibley and justice for all. >> You please remain um standing for a moment of silence. We want to remember Jeannie Bunks during this who was a long-term employee received the school that passed away. Thank you. Um an emergency evacuation announcement. Uh may I have your attention for a brief announcement? Upon fire alarm activation, immediate evacuation to the closest emergency exit is required. The emergency exits are located back there. Um, please exit away from the building as
002so as not to interfere with the fire department and proceed to the evacuation areas. Please follow the school officials direction. Once assembled outside the building, everyone must wait till the school gives the all clear before re-entering the building. Um, will the clerk please call the role? >> Robert Zachary Eckley. >> Yes. >> Lucy Pearson, >> here. >> Sony Proctor >> Sun Sherwood Dudley >> here. >> Germaine L. Smith >> here. >> Laura White >> here. Ruth B. London. >> Does the clerk have any additions or deletions to the agenda? >> There have been no additions or deletions to the agenda. >> Thank you. Um on president's comments here, the board of education will hold a regularly scheduled meeting Tuesday, August 19th, immediate following a public hearing of the districtwide safety plan at 6:30 in the
003intermediate school. Um, I also want to announce that um, fall sports are starting soon. So, please get out and get everybody registered if you're uh, playing a sport. They're doing physicals. Um, let's see. I want to talk. So, we're all wearing the um, the gray ribbon tonight because um, we have a first grader who's going into second grader, six-year-old, Scarlett Perry, who was diagnosed with uh, brain cancer um, a few months ago. So, she had surgery to remove most of the tumor. Um, she actually goes to the city on yesterday to start her chemo and radiation. So, stand strong. Um, we had a car wash this weekend where I think you guys were able to raise over $10,000 for um, just in the one day, which is great. Um, um, you know, principal was there.
004Um, Ally Hobson was there. Tonnie Cruz was a a mad man out there with the hose and her kids. Um, Joanne was there. Um, am I missing anybody else? Sorry, >> kids. >> Lot of kids. Lot of kids out there and it's great. And um, there's also a GoFundMe that's been going around. Um, because the family's going to be renting an apartment cuz they have to stay in the city during the time for her treatment and stuff. So, any support we can give them, the Perry family is too. So, um, yeah. >> It's online. And yeah, I'm sure we could share the GoFundMe for parents wear for everybody. Um, which would be great. So, I just want to thank the community. We raised a lot of money and you know, John went to Southampton and
005kids and she has a brother Eastston and sister Maddie and they're they're great family. Um, so that's all I got. Um, we're going to move on to the swearing in of our student board members. Um so will the clerk please administer the oath of oath of office for Noah Kent Mata. Um, I speak >> of the Constitution. Sorry. I don't expect Welcome aboard. We're very excited to have you guys. Um, so we're going to go on to program presentations. We got the Yale University study which is first of all over Dr. Morell here. >> Thank you, Mr. President. Uh, good evening community. It is my great honor and pleasure to introduce uh two Yale University scholars Dr. Batal and Dr. Cutter who has done a year'slong study of indigenous uh practices uh education um outcomes
006and um promise for future in our district um with our staff members um and um our community members and our Shinakok nation. Um that has also been done um um led co collaboratively with our director of um education um Miss Denise Williams uh who's also here um for this presentation and I know um we have another contract uh this year and we're looking for a contract in year three but for this year the board um would like had questions um wanted to know about some of the findings of your report um and also um what are the next steps for your work here um under our contract. I don't know if Denise would like to add or ask some. No. So at this so at this time um without further ado I would like to
007present um Dr. Cutter and Dr. Battel from Yell University. Thank you. >> Power's on, but not sure. That's okay. Sounds good. All right. And usually we kind of go with an introduction just so you know who we are. um in a bit about what we do over at the university. So my name's uh Dr. Chris Per. Good to know you all. Thank you for having us here. Um and my colleague, a close colleague Dr. Mark Fel. U so um my u my initial training um is a counseling psychologist. I was trained out of the Harvard Medical System and my Yeah. Oh, sorry. >> Yeah. Okay. Sorry about that. I'll do the introduction again. Um so my uh just so you know who we are uh my initial so I'm a counseling psychologist by training and
008uh my training start is kind of finalized over at the Harvard Medical School system uh mainly through the hospital system MLAN hospital um and then my jun uh my post-doal fellowship in faculty um over at the Yale school of medicine um both in internal medicine um division of substance abuse and now the child study center where I'm um senior teaching training faculty. Um a little while ago um Dr. Bel and I uh designed and started Yale's first Native American mental health um program which is essentially a community mental health program. Um I was a dean over at Yale, the assistant dean of Yale College and director and the one of the founders of the Native American Cultural Center over there, which we're quite proud of. But what we have taken on um for close to
009these we're going close to like at this point over a decade specifically focusing on community mental health um in indigenous country in indigenous populations whether it's rural or urban. So we're really around the country doing this work quite often. Um and then we're teaching on this. We're trying to increase a pipeline in the university of having folks do this style of work. Um first and foremost we're behavioral scientists. We do um appreciate the counseling process, the mental health teaching and training component of it. I run uh four residential adolescent treatment facilities in addition to 7,000 other things. All right. Um all joking aside, for this main project, we do take one large project every 3 to 5 years to put all of our attention and focus on. So whether takes us different parts of uh
010United States, uh we got approached by Denise for this particular project of taking a look at is there anything we can do to assist the indigenous community over um in the Southampton school district and we wanted to take a closer look. So, we did we did start our process after uh speaking with the previous superintendent. Um and we did get a green light to take a look at help. First, before you see if you can do any improvements, uh you have to do a needs assessment and find out from the community what do they want and what do they see? And it's usually the first step of any very good clinical trial that you would do. Take a look at who is doing the work first before you even decide to start doing any additional
011work. Um, otherwise you just kind of add some unnecessary intervention that might not fit. Uh, so we're going to start off part of this presentation. By the way, do I have 15 20 minutes? I just want to make sure we don't want to go over on time. 15. Done and done. Um, we're going to start off on what are the key findings we found and what are the next steps moving forward to actually design a very strong lasting intervention that's not too intrusive to teachers. Um, but that's also quite helpful for the community for community health. Uh, I want to reinforce that that this not just indigenous health. This is for community health. Um, so I'm going to take it away give it to Dr. Bto going to kind of walk you through our initial
012findings of some of the questions we asked. Thanks, Chris. Hi, I'm Mark Bell. I'm a clinical psychologist. Uh I've been on the faculty at Yale for more than 20 years and uh I essentially measure things. Uh and um I'm very interested in measuring uh programs and processes. Uh and we're here uh in your remarkable district uh because uh Dr. Dino thought um that we could make a contribution. Uh it seems that you've got a lot of strengths. We've gotten to know you all over the past year. We did 31 interviews with school staff members. We did 31 interviews with Shinik uh nation members and uh which is a tremendous amount of interviewing to do. So, we're we're starting to get a sense uh that there are a lot of strengths and uh and there is
013some interesting texture in this district and so Dr. Dino thought we ought to be looking at that texture and looking to optimize things and so that that is the reason why we're standing before you today. Um, thank you very much and I will direct your attention to the slide. >> It might be a little hard to see. So, we'll walk you through as best we can. I'm sorry it's not a little larger. >> To summarize, these are key informant interviews. that is we wanted to talk with stakeholders in the community all kinds of people at all different levels to get their sense of what uh the strength and the growth edges might be uh and I'll begin with school climate um and I should say u across the the district interviews and the nation interviews
014uh there was a lot am I not moving there was a lot of uh a lot of agreement and consistency which I think is super interesting. Uh district folks characterize the school climate as uh generally positive but they noticed there were there are some negative uh issues and some people had kind of a mixed assessment. uh nation members had a more negative uh appraisal then positive and then mixed. Uh and so um one of the issues becomes well how do we improve the communication between the nation and the district and what the district people said was increase meeting frequency right it's hard to make changes unless people are talking to one another more open and honest communication and increased professional development on the nation side they said increase improve communication, increase transparency, and increase response
015time. And so, what are the steps? How do we get there? What are the shortterm goals, medium-term goals, and long-term goals to make sure that this very good district is functioning optimally. short-term goals on the district side, improve communication, make changes to the curriculum. And then there was a small subset of people who said make no changes at all. Things are just going well. On the nation side, they said increase cultural awareness, increase uh shikok inclusion and representation, recognize different learning styles, increase parent involvement, all short-term goals. What do we do in the medium term from the district members point of view? Improve communication, make changes to the curriculum. On the nation side, increase inclusion and representation, increase academic support, increase post-secondary planning, increase cultural awareness, increase culture uh professional development. Then what do we
016do in the long term? On the district side, improve communication, make changes to the curriculum, increase professional development. On the nation side, increase academic support, increase post-secondary planning, increase teacher diversity. And if we were to be able to work some of these things out and get to optimization, it's very likely that this could two things could happen. One, we could uh really create a national model for how to work with an ethnorially complex district and thrive. And critically how do we provide teacher training and training to all the way throughout the whole school at all levels uh clinicians pair professionals how do we include the kind of training that sophisticates everyone so that all votes rise that's essentially the goal so those are the findings uh Dr. Ker can tell us a little bit about
017what this coming year uh will bring. >> Thank you. Thank you, Mark. Okay. Um, so usually when we're we're taking a look um thoroughly at a community and the community's uh perspective on what needs to be done when we start designing an intervention, let's say for example, you're going to design a new therapy. We're not saying that here because there's going to be um realistic uh simple, elegant teaching training modules and they're going to differ between teacher staff all the way down to mental health training staff. Remember we do have elementary, we have intermediate and we have high. So those will be different. So the the planning on these is quite thorough and we have been doing this for quite a while but the best way it does work for community um based research perspective
018is you get the community's input on every step of the way. So uh there's a lot of genius and intelligence in this room and we have to capitalize it because you know your community better than we do. we could just add on what we think is the right like one of the um better ways to implement this um and how we also consider depth of design for our our um student population. So typ so typically what it looks like here um for for one year for year one we'll go to key deliverables on year one is um instead of going the second year the second year I'll kind of give you a broad brushstroke when we get toward the end is there's quite a bit of planning but there also has to be oversight oversight
019sorry and accountability so that means um a lot of close contact with our superintendent Dr. morale um and also with um board of education members as well. So there has to be a lot of good dialogue because if we're operating in a vacuum, it's going to seem confusing um or that you have no input in this and but it doesn't really help us design the intervention. So um we're finishing up um our final community needs assessment when we found first part of it is a lot of the elder members of of tribal community would like to talk more about their experience and I think that's just a good service to do. After that's wrapped up we go right into um designing and planning the intervention. Sorry, let me go a little slower here. Um so
020as we design there's going to be a lot of back and forth. So we starting late September October on that that uh that part of the uh the study design. Um this when it says series of um intervention construction meetings this is quite a quite a bit. Um these can be either in person or via Zoom. Um we want to make sure that we're very helpful and conservative with the budget. So we tend not to do a lot of overnight stay here. Southampton's quite expensive. It'll meet the travel budget in 2 seconds. So, uh, we tend to drive overnight and leave the same night, which is fun. I didn't realize coming here this summer is going to be that thing. All right. Jeez Louise. All right. So, then, uh, all sprinkled throughout there is monthly
021and bimonthly meetings between the um, Shinikok um, and the South Hampton board and also with our, uh, superintendent. Um now as we go through the design to design the design we're hoping by um getting approval by the uh winter months and then we go right into that we have to go as soon as we get approval we go right to training. Now training is uh typically a difficult process. We do a lot of mentoring near us with a lot of clinicians and a lot of teachers. So this is um not the um kind of like hey let's just do a seminar and good congratulations you're certified. Um to do an intervention quite well there has to be sustainability on it and but the training has to feel that it was uh interesting important and that
022it will be woven into what has been done. So as we do that um we have to do consistent supervision meetings. As we go into that um that's going to be basically the end of year 1. Hence by the end of year two there has to be something to avoid something called drift and we talk about that in the scientific community even you might have it in the education community as well is if we drift from the original source that we've designed and created together um we start having an intervention that doesn't look like it's supposed to look and people are kind of just willy-nilly doing what they want. We have a big problem with this in therapy. Some people say they do a certain intervention and it's not and I'm not sure if anybody
023has ever done therapy in here but there's some very good therapists out there and there's some really lousy ones too. Um so we kind of don't want that to go. So year two is a lot of not only keeping drift but teaching the trainers to train so you don't need us anymore that you are kind of existing with this model this national hopefully this national model that not only can we spread to um Indian country but the greater good is like if you have an ethnoracial diverse community this would be a nice model to implement and this would be a Southampton model. So that's kind of a the broad brush strokes for year one and two. So u that's our we want to leave some time for questions. >> Yeah. So at this time um
024if there are any questions regarding the um work of y um our uh district community um you can have those questions now. Hopefully it makes sense. I was making sure it was clear that it wasn't uh any jargon here. We can open up to anybody in the audience that has a question as well. around. Um, >> just briefly, um, as a parent in the community for a number of years, my eldest graduated 5 years ago, and I presently have a daughter who's a rising junior. Um, one of the things I'm curious about, communication is really important. We nailed it. Uh, and that said, over the years, I think communication has happened with a number of people within the community not actually feeling heard. And so, I'm wondering about how that actually gets implemented with the
025model. >> So, that's a fantastically good question and I don't have an a quick easy answer for that. the I think the the community will teach us as we as we dig in and we get to know you all better. We'll have a better sense of the history and we'll figure out how do we avoid the repetitions in the past that have plagued uh the district. It's similar being both psychologists. It's similar to what happens in a good psychotherapy or a good consultation where you start to figure out what okay if there's communication but something went wrong what exactly was it? We don't know yet but we will hope to figure that out. So thank you for the question. >> I'll I'll I'll jump on that as well. So part of like the job I
026had to do when I was being mentored by Dr. B a while ago but I had the dirty job of running every one of the studies. So I had to do all the logistics. Um so part of it is uh we have to kind of plug and play in connection with the community exactly where does it fit in logistically um when communication touch points have to be built in. So the the model hasn't been created because that's part of the fun of this is creating it together. Um we will give a blueprint what we think is really really strong and I I actually like getting feedback oh that's not going to work and here's why and that's those are discussions that are quite important to have to designing a really good one that matches this
027community. But thank you for the question. your questions or comments. >> Yeah. So, so year one you studied, year two, um you guys are going to kind of have the models and stuff by the fall and then start implement in design and then year three it's kind of like a train the trainers is that >> yeah so um so by the end of year two right now we should start the training already cuz we have to get the feedback what people like and don't like as well and then by year three we we should have like a really finely tuned model that we all really like and that we believe in and then it's trained the trainer then I think it's depending on the community who they want to be trained. >> And I know
028with like group supervision stuff like how many trainers are do you think are necessary? Like are you looking at like one per five staff member, one per 10? Like what's your you still weighing that out a little bit? >> Ratio is a good question. So if so like for example when I have like um like an easy one I think Dr. I touch should talk Mark should talk about the school one for for therapy. Um I do need one to five depending on the intervention like if it's really intensive. So like say for I'm adapting um a trauma-informed intervention for the Port Mojave reservation very very uh um highly resourced reservation but they just want to help the work that they do. Um but to get somebody refining such a really intense intervention I need
029more facetime with them. I need weekly supervision. Um but if it's something um more along the lines of like if it's brief intervention um and just kind of um going over things like important touch points, I could do one to 10 or there might be just one person per school if we really get um good at going that and that's somebody's um portion of their salary support goes toward that. >> Okay. And then um I figure it's it's a three-year plan um and we get going and the one thing I feel like as districts is we don't want to set it all up, train, get it going and then after like a year or two it kind of dies out. Is there there's ongoing like supervision for our trainers that we'll go to I think
030as things change. Is that something that you guys continue to do? Is that something they would go like once every two months for training or I >> uh yes absolutely I mean we do not want to come in and commit the sin of spending little time and then just completely disappearing. >> So we are happy to be around even in a much more limited way uh for this foreseeable future. We're really committing to this district uh primarily because uh we think it's fantastically interesting and we think you have all kinds of opportunities here. >> Great. >> Yeah. Anything else? Oh, sorry. Go ahead. Yeah. >> Oh, that's okay. Um I just have a question. You guys mentioned the word drifting. >> Yeah. >> Um so if there were to be a drift, um well, number
031one, what do we have in place to prevent a drift? And then if there were to be one, how what would be the plan to >> Yeah, it's an excellent question and actually it's become it's actually very similar to um LB >> EP. So it's kind of like a historically what universities have done is just said hey look what I can do and they publish it and they leap. Um and it's happened constantly in Indian country. happened a ton in a lot of other of our minoritized communities or just folks that have like a really tough time. We same things happen especially rural Appalachia as well. So the the key importance is that that year three is what I love that year three and we really have a big importance of like investing in high
032quality supervision but spending a hell of a lot of time mentoring people. Apologies for the word. Um and so we spend uh a lot of time mentoring the trainer to be just as good as us if we can get it there. Now say for them similar to other interventions that we do we we do have to be a touchstone. So we just we'd love to say you don't need us anymore because we don't want people to have to spend tax dollars on uh an ongoing project which is you know we hope you find it quite worthwhile because we we put in a lot of effort into this. Um but we will be touchstones that we can keep coming back in of how how do we avoid drip and that means a lot of individualized or
033group supervision and sometimes the supervision is a little tough. It's not that easy to get through. Um so it's when we ever take a mentee or mentor on or whole group on um it's it's our names it's our reputations um as well as your reputation. So it has to be quite good. Hopefully that answers your question, but it's a it's a lot of coming back and it if the drift is really not so great, it's worthwhile that we stay in touch quite often and then after the end of year three or two and a half we meet together and saying it's it's really drift everybody's doing their own thing and then we have to really pull the reinss but we don't we hope it doesn't get to that point. Um, in reading your report, I
034read the nar the narrations of the various community members and I was quite alarmed at some of the trauma um that was discussed in that report. And I'm I'm wondering how big of a lift is this? I mean, what I read coming from our community and the work that you're saying you're going to do, um, how do we address some of the trauma that I clearly read in that report? >> Couple local first. Sure. >> Yeah. There is uh significant trauma history here and just a history of things not going well in the communication. Uh and so this is a lift uh and we will all do it together. Uh and uh I I think we can get somewhere. >> And just to add on to that um it's multi level, right? So anytime we
035do go in with a community in a style of intervention, it's not a panacea. It's not going to, you know, it's not snake oil. This is just one one layer that we have to attack uh that will actually help um with community more community help. And we we'd like to say for indigenous community, but we we're just thinking we kind of all all boats rise on this one since it's not just completely generalized just to indigenous communities. Um if we were to speak to specifically just indigenous communities and historical trauma, um we would love to keep that conversation going on what else we can do to heal that because there's many other wonderful interventions specifically focused on just that. Um but that does take some time. Um there's some really excellent work being done on
036that. Um uh we're doing some of it. Our some of our colleagues um in different universities are doing the same thing. we're all kind of connected um to see who's doing what in Indian country but um that one we do need to do something a little bit separate just for historical trauma. Thank you. It's not it's quite complex. Do we have any more questions? >> I I just want to thank you guys for coming here. Um I know it's not an easy trip to end the summer. I hope you got to enjoy the Southampton a little bit kind of day. Um, so we're we're looking forward to to working with you guys over the next few years here and implementing this stuff and um hitting the ground running with it. So I'm I'm excited. Um,
037and thank you guys for coming out and doing this in an August day. Sure thing. Thank you for your time. >> Um, we have one more presentation here. All right. Think Darren time back there. There he is. Um let's come in and talk about video sponsorship proposal with our um scoreboard that we have on the um the field. So Darren, it's all you. >> Okay. So obviously the video board has been a great addition to our turf field out there. It's really been amazing. Um Sean Z has been phenomenal. The kids have been great designing everything and u we get so many comments when other schools come and see the board. So one of the ideas I have is to take advantage of the school board by as by reaching out to the community for
038sponsors. Um the money that we would get from the sponsors would be used to feed our athletes starting with our varsity kids this year. Uh we have many teams that play double headers. Field hockey, volleyball, basketball. There's probably a few more. And as you know, some of our kids eat lunch at 11, 11:30. They get on the bus. So the idea is we raise money using the video board. Uh we create an account in the business office with Jean. the coach the day before the game with the the Google sheet to Rean how many bag lunches or protein bars or whatever we need to give the