001You said no again. >> Yeah, he's got >> Okay, we're good. Okay, we'll call the meeting to order at 601. Everyone can rise for the pledge. Allegian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We have it's tiny but consent agenda for minutes and tonight's agenda 23. Can I get a motion? >> Thanks Tim. Thank you Lori. Any discussion? All those in favor? >> I >> oppose. Motion is carried. Moving into business operations, we have a consent agenda for 31 through 36. Uh general fund warrant from January 15th in the amount of $542,24341. General fund warrant from January 30th in the amount of $40,46148. School lunch warrant January 15th in the amount of $9,51444. School
002lunch fund warrant from January 30th in the amount of $1,040. The listed treasurer reports CSE CPSC recommendations as listed. Can I get a motion for consent agenda? So, >> thank you Tim. Second. >> Thank you, Kate. Any discussion? Okay. All those in favor? >> I >> oppose. Motion is carried and we're moving into reports. I'll turn it over to Superintendent Abby. So Cynthia and I our reports this evening are actually the the first look at a section of our budget for the 2627 school year. And that's the administrative section of the budget. So first to get started on that just wanted to look at some historical for our overall budget from 2017 on. You can see that in that time span we've gone from a budget of 18 million up to over 23 million and
003you know different years different level of percentage of increase for for a variety of factors. But just so you can see historically how the budget has increased over these past 10 years. But specifically tonight, we're going to be talking about the administrative portion of the budget. And this is a smaller section. So tonight won't be as elaborate as as we look at as we go on further in this process. But this first one, if we look at at a glance projected for the 2627 school year, that opening slide there is it skews your mindset a little bit. And I'm going to explain where these numbers come from and why it says it's a percent increase of 11.1%. But in reality, when we we look at a few key items, you'll see some strategic changes and
004some other changes that occurred that led to that increase where it isn't really looking to be an increase like it shows in that particular section. So, first area on that and those of you on the board, you have you have the full line item. You have the full spreadsheet. And as we work through with the budgeting committee, we went in much more detail with all these. And at this point, Cynthy and I are literally going line by line through the entire thing and talking about what that entails and what are all of our costs that make up that section. But the first one that we wanted to highlight that shows an increase and we wanted to explain that increase is actually our recent shift from a private contractor for the general ledger service. So we've
005been paying an individual privately and approximately $18,000 a year for them to run the general ledger for us. So we recently just shifted back to that Boseies service central business office through Boseies. So upfront it looks like that's going to cause an increase here of $26,000. But the reality is that amount of money is now aidable. And so when we talk about paying $26,000, we're looking at that increase. But the reality is in the following year we get 79% of that in return through aid. So we're getting arguably a better service for significantly less money in the long run through there. So right now obviously that shows as an increase that shows as a 12.6% increase but the reality is that's actually going to be a service that is getting us consistency and being able
006to work with them on a regular basis. They are extremely attentive is what Cynthia has informed me in her interaction with them so far and that will actually be a cost savings even though it shows as an increase on this particular line item. Running two computers here. I'm sorry. The the next line item that we wanted to focus in on just to showcase is our public information services. So this is part of our switch from cap region Boseies to OM Boseis and the reason that this shows as an increase is because it was previously allocated in 1680 and that's no longer the case. So what we're getting from both now is they're grouping this under the 1480 code. So it looks like an increase. It's an increase in this section, but reality we're going to
007have a decrease in another section later in our conversations. The services are actually very comparable in price. And I have that on the slide there listed. The actual cost for a 2425 was 91,000 and change and our proposed for 2627 is 95,000 and change. So these services are very comparable. Um we have not seen any issues in our transition to cap region and we've been very pleased with the transition to Ombosis and we're talking about the exact same cost essentially minus as years go on cost goes up and that's true for all services >> looks like about 5% increase. >> Yeah, pretty standard. >> Yeah. >> Yep. >> Pretty normal. But obviously shows is an increase of 229%. So something we want to make sure that you know that's the rationale behind it. That's why
008it's showing as such a high dollar amount in that particular area. And then the next area was another strategic move that we've made. So this is looking at legal services. So you see that what we had budgeted for 2526 for legal services was $60,000. So we for 2627 we're going to be dropping that by 20,000 because we brought in ONC Bosey's labor relations service. Once again aidable service allows us to have access to labor relations specialists and attorneys while being able to be aided through Boseis. So that service we've been utilizing since October and has really worked out really well for us. We still use Ferrara for some things for sure. There's times where that is the best way to go, but labor relations specifically, we're able to tie into their service and that's aidable
009for us. Once again, that looks it's a dollar fordoll change rate at this point in time. We dropped our legal services 20,000. We increased 21,000 and change to tie into that service, but then in the following year, we get aid back on that. So the what that is going forward instead of a $21,000 cost, what we're really paying is around $6,000. So we're getting very good service or less money long term. So even though it shows as an increase, a significant increase, when you look at the percentage breakdown, those items aren't actually going into the overall budget as an increase. And then the next item to get into is our tax cap calculation because that's a big conversation for tonight. And that's something that we have to be prepared to put a vote on at
010our next meeting which is later in February. So going through the calculation this year and if anyone has any questions on the calculation, Cynthia's happy happy to answer that. But we essentially we're filling in the information that it tells us we have to fill in. We plug in what our levy was in the previous year and other information that they require out of us and once it goes through the calculation it gives us that tax cap. So based on the information entered into the formula the tax cap came out at 3.09%. So 3.09% to look at a comparison of where we've been over the last 10 years for that as well. Our 10-year average leading up to this year was 2.58%. So, right in line with that, a little bit higher than the average. Now,
011us as a school district, when you compare different school districts, they have different reliance on both their tax base and on foundation aid and what aid they're receiving. Our particular community is very heavy heavily reliant on the foundation aid because we're a rural area with not a lot of large businesses in our school district. So right now we're looking at a 1% increase in foundation aid. That's what we've been told. That's what we've been told to create our budgets with. So that's around 105,000. Just under $105,000 increase from last year. And so if we're looking at a 3.09% tax increase, that is around 191,000 increase. So each percentage is just a little bit over $60,000. So, we talk about those two things, which as those increase, that brings in additional revenue for us, but we're
012talking about what costs are looking at. And the one number that like really stands out to me the most is our projected health insurance increase for the coming year. Last year, we were over 12% increase on health insurance. This year, we've been told projections are looking at 10.5%. 10 and a half% increase in health insurance costs the district around $415,000. So just health insurance alone, not even the other additional increases that we have to take into account as as things cost more money over time, those two items, that tax cap increase and simultaneously that foundation aid, that doesn't even cover the health insurance cost, which is why we have to be very diligent throughout this entire process. And as I said before, as Cynthia and I are going line by line, we really have to
013be paying attention to all of those items. And if there are anything that's not a necessity, programming is not an option for us right now. We want to make sure we're offering our things for kids. But if we have other things where maybe we can take a break from or we can not utilize going forward, those are important things for us to consider. questions regarding all that information. >> Questions? I think this is a conversation that we knew we were going to this year to the foundation. >> They're not final yet. No, >> these are these are the projections at this point in time. U we shouldn't have final numbers until April. >> Yeah. So there's there's lots of conversations. It depends on who you ask. I was just recently um with our Morazza group,
014which is our three regions, our our Mobosis, Herkimemer Boseis, and a Night of Oceis, all the superintendents get together. And we had one of the attorneys from Niscus come and give us some legal updates. And in talking with him, we asked him like, "What what are you seeing? What are you hearing in Albany? What do you expect?" He's hopeful that it'll go up to 2%. everyone's really has been wanting and is lobbying and we plan on going to Albany on February 25th as my first day in Albany with our local superintendents and we're going to be lobbying for a higher percentage than that because as we see these increased costs like 1% just it just isn't enough. >> No. >> And and talking with local districts, everyone not a single district I've talked to has
015said this is a great financial year for us. Everyone says the same thing. A lot of people are talking at cuts that they need to make. A lot of people are talking about deficits and luckily the district has been very diligent throughout the past and there has been downsizing of staff as the enrollment has gone down and that has put us in a position where we're not having that conversation right now luckily, but it's something that we have to be aware of and we have to make sure that we're being very smart in our spending over the next few years. And there's there's definitely some uncertainty politically as far as what that's going to mean. A lot of talks about how it could impact both federally and coming down into the state. So there's a
016lot of uncertainty which just means we need to be smart and we need to be diligent making sure that we're spending wisely. So we are very reliant on our tax cap and and that is that would be my initial recommendation. Obviously it's something we have to discuss and go further would be to go at that 3.09% you know, 9%. Because otherwise we're dropping down even that much more in a time where I'm not sure that we could afford that to be able to offer what we truly are and what we truly want to be offering in this community. >> Has there been any discussion about health insurance like how to improve that situation? Know over the years like that. >> There's a ton of conversations about that. Um so we are we are involved in
017a health health insurance consortium. So what that means is that we and other districts that have have come together within this consortium and we operate on like as a group. So the purpose is the fluctuations and to try to minimize those because as you increase your numbers, if it's a really bad year, if you have high dollar claimments, they won't impact you as much because you have a larger population. So it doesn't necessarily always get you a lower rate, but in those years that were a little bit tough, it won't be as tough. And and in those years, the downside then in a year where maybe you would have saved more, you don't. So it's it's a lot more even keeled, but in the climate we've had in the last few years, even within that,
018even having larger populations, it wasn't enough. Like those those waves were still pretty extreme and unfortunately going at the high side for us. Um so the conversations within the consortium are do we need to be looking outside of that, which is obviously a diligent choice to make. Simultaneously, you've got contractual obligations to certain plans and depending on what different districts within that consortium, what their contracts say, whether it has to be the specific plan that they're in now or if there's the flexibility of that or a comparable plan, like these are all factors that have to take into place. Uh we have someone that works for the consortium that works with the insurance companies. So, that's another conversation that's being had. Is this do we need to look for someone different? Could they get us
019better rates? And then would that allow us to also shop for other health insurance companies? So, there's a lot of factors. There's a lot of conversations. Being part of the consortium means that you all have to vote for it then. So, we as waterful within that consortium, we can't just say we're looking outside. Now, you can leave the consortium, but there's fines that you have to pay. there's certain amount of money that you owe for those costs as far as conducting business within that consortium. So, we'd for us to even have that conversation, there'd be a lot of work to decide if that was even beneficial. And right now, I don't think it would be because I think everyone's in the same boat and really trying to look what's the best way to go. And
020there's in our area, all of the smaller schools, they're not necessarily in our consortium, but they are in a consortium. The larger schools tend to be able to function outside of that and they were able to operate a little more independence. Uh for us that would be pretty risky I would imagine. So probably not a good move. More I could learn about it for sure and dive into it deeper. But as of right now I think we as a consortium need to make what decision would be best going forward. And I have another meeting coming at the end of February and I expect some more of those conversations to come out at that time. Just a couple of key thoughts. I I know we'll discuss the tax cap and we discussed the 10-year average 2.58%.
021Only four times in 10 years have we had the tax cap at or slightly above 3%. Um so it's rare. Uh on the whole we're typically right around the two and a half mark. Uh sometimes lower. But, you know, it'll be important for us to make clear, which we've tried to do every year, to the public, that every dollar is scrutinized and that how the formula is calculated, which we'll discuss that further as we work through the budget process. If we don't go to the tax cap, it hurts us in future years. And there's no scenario where we think the picture is going to magically be amazing for us in future years. So, we always want to keep the formula steady like it has been most these years. And only once since I've been on
022the board have we had to override the cap with a 60% or greater supermajority to pass the budget. So, we've always been very disciplined. Um, and credit to everybody who's been in the process. Uh, you know, Zach mentioned it, but other schools around us, we won't name names here. You can read them in the papers. they're not in the same situation we're in. And we were very intentional and diligent, especially when we got the co money to not just add people because the biggest cost, you know, we're talking about health insurance, wages and benefits are the biggest cost for running our district. And it would have been great to add lots of people. We had lots of really great and sometimes tough conversations around that coming out of the pandemic, but if we had added
023lots of people, we would be in the same position that many of these other districts are in. So it I wish I had been wrong and we had lots of extra money infinitely, but you know, the discipline we've had is putting us in a better position. So there's a lot of of tough things that we have to consider. So we know we'll we'll look closely at everything as we work through the process and do the right thing. Um, I would add too, I did send an email to Zach and the next meeting we're going to have some interesting discussion on how we're starting to train and utilize artificial intelligence in our schools for educational reasons, but also for efficiencies and we're going to look at every possible avenue we can on how we can be
024more efficient and potentially save money using technology. So, you know, we just want the community to know we're not, we understand it's tough out there. 3% on another, you know, bill is is not what anybody loves, but this is going to be money well spent and invested in our kids. So, appreciate the work so far. >> I wish my other increase is >> Oh, I know. Like, let's talk nice, right? Yeah. Yeah. That that is the scary part. The 3% is significantly >> beneath what everything else is going up for sure. >> Reason. >> Yeah. Well, any other questions on the administrative budget? Is >> there anything you wanted to add? Is that something I think? >> No, I think that covered everything. Yeah. >> Yeah. I would say I appreciate the work that both
025of you have put in and that we're doing, you know, and that I think we merged the audit finance committee into a repurposing budget committee. So that in previous years we might have had to ask some of these questions, right? >> And that you're able to anticipate ahead of time like, hey, let's just show like why it's moving from here to here. Makes it much easier >> easier to understand. And I appreciate it right next year going forward. That will be 100%. So great. What's next? Sure. I think that that brings us to uh principles and hours. >> Awesome. >> I haven't anything. So I guess I can start. Um I guess you can talk back. Um, so if I just bring your attention to the fourth page, um, I just put the number of
026students with disabilities that we have broken down um, by disability. One of the things that we're seeing is an increase in autism. Um, a lot of that increase is students that have transferred in. Um, we've been very intentional too about, you know, making sure that everyone is in our district. um other health impaired has gone up quite a bit and Crystal and Andre can also we have been seeing new diagnoses such as um mood dysregulation disorder I don't that's there um just some new things in the DSM6 that that typically but particularly some of those things that um anxiety is is very large as Well, um along with ADHD, which which we typically have too, um preschool is still fairly high. Preschool is diagnosed um usually they go from early intervention to H3 and then
027they transfer into many um preschool special education. So, and sometimes people purchase out for that. happy to actually do that in house at the county. Um, we work very closely with the county for those services until kids become school age and kindergarten. Um, services are difficult to secure at times. Just so I could throw that out there. Um, and those numbers have increased. Those evaluations are done by the of state caring partners and children's therapy network, but the district definitely does sit in on those. Um, speech has also increased and that's a lot of times when our preschoolers transitioning from CPSC to kindergarten. um most of the time they go from preschooler with a disability to speech and language impairment because that is typically the one area where students really really need support. So the
028the state is aware in Albany that counties are really struggling with providers. We are pretty lucky with some of our related service providers that we have in district though because they'll stay beyond their contractual day and work for building blocks for UCP and that way they go they will send us our children. So I have to say a huge thank you to them for that. Um our placements as you will see um the number of students at MPS and secondary our numbers are up a little bit from last year. Um ohm we currently have 21 students Madison on we have one student that student um CP it should stay at state caring partners I apologize for that. Um we do have one at house of good sheeperd that we're hoping that um will be in
029a different placement soon. 14 preschoolers um homebound that's actually two students that are awaiting placement that we cannot bring into the building for various reasons. Uh referrals pending I do have zero for school age but I have five coming from the instructional support team um referrals at MPS. So those those will be coming in the coming days. And I've just started getting referrals from early intervention that will transition to CPSC. And that process is just explaining to parents a lot of going from early intervention. Yeah, I call it to CPSC to school age special education. So that's a lot of working with parents and then just a lot of um different agencies. And then I put um just some trend data in there for you. And also I'll bring the playbook next time too that
030we had to do last year when we were on a list for least restrictive environment. Um so we did a lot of work there. This year we are on a list for disproportionality and I believe correct me if I'm wrong we suspended nine students um with disabilities that on that list um and that also becomes a challenge because there are kids on that list that have been suspended by other placements um not not necessarily here in Waterville but they even if students are at Om um medicine on 9. State caring partners, they're always water students, so they fall under under our data as well. >> I appreciate everything you pulled together and I don't I would suspect you don't have this now. I'd be curious to understand when we look at the number of students
031in our trend data from 20145 to 2526 I can see the numbers here and I can see we've increased 40% um you know in 11 years or whatever but I'd be interested if we could just pull together and you could send it to us what the total district population was so you know in 2014 1415 we had 105 students identified how many kids were in school >> versus like today I know we're 740ish >> around there. So it >> you can see the jump 144 versus 105 but I think it's bigger than that. So I think our school population is smaller. I don't remember how much smaller but it would just be good to see that correlation to help us understand you know the percentage of our student population now versus over a decade ago
032is X and what are the potential implications for support that you would need and you know i.e. budget like resources etc. So, I think that would be good and helpful. And I'd be interested if you have any, again, we're not well, Lori is, but we're not professionals in this area necessarily by any means in terms of diagnosis, but if you have any recommended like reading that would be helpful to understand the trends. You know, you mentioned there's new things being diagnosed. I would just like to know a little bit more about you know what is going on potentially that might not be unique to us but this would be informative. So >> just off the top of my head I think there more children in less needing services than there are services. >> So I
033think that in of itself it's a huge >> um concern. the schools actually picked up a lot of the preliminary services, right? But some people some families need outside services and there's just >> it's such a lack. >> Yeah. and and and I realize we're not here to solve the world's problems, so to speak, but I am just very interested in trying to make educated connections too with, you know, the rise of social media and technology, the changes in the trends like how it's flowing together because I think some of that if we want to really be leading from the front when we talk about AI, and we talk about where we go next, we need to think a little further ahead. than maybe the guidance is going to give us because the world is
034is changing even more rapidly now than it was a decade ago with technology. Um, you know, again, we're not scientists that are going to solve all the problems of, you know, children, but I think we need we can be very thoughtful and intentional and and then ask you all the right questions and provide the right support when you come up with answers. So >> we had about 120 more students in district in 2014 2015. >> Yeah. So it's it's a big increase. >> So 40 more special ed students >> with 20 >> 20 less students overall. >> Yeah. It's a big shift. >> Yeah. >> And then if you look at, you know, back to where she was showcasing those different locations that some of these students are housed, as we're talking budget, we're talking
035finances. That's like some of those are very high dollar costs. >> Yeah. >> So, and to Lor's point, a lot of things have come into a school. And it's funny you said that that's actually part of our presentation for Albany and our lobbying is it's we have this image of the schoolhouse and it's all like the foundation of it and surrounding it is all the different things that a school in this day and age is expected to do. And they're different. They're colorcoded because so many of them are not actually academically focused anymore. So when we talk about these rising costs, like it's not just on a whim. Like it's it's to service these kids >> that are coming in with higher needs. And Katie, does anyone move in that doesn't have an IEP? It
036doesn't seem like it this year. >> No, I mean I was thinking as Steve was asking those question tomorrow. I'd love to go through 144 and come back and tell you how many kids have transferred in over the past two years because >> it's pretty and and high needs as well. >> Um have transferred in and from all over the place. I mean I I can think of 10 kids right off the top of my head where they've come in and I've gone to administrative and said, "Okay, Laura understand this too. There aren replacement. So, if we're going to educate kids, we have to do what we can in the building. Not ideal at all, and I understand that. Um, but there there's out there. So, if we hadn't housed at least two children in
037the building, they would not have had an education since September. So, um, do I have some kids on waiting list? Absolutely. But they've been on those waiting lists for six months. We have two kids in person. >> And that's not just Waterville like that. No, that this transient population that is moving to districts, there's a correlation between they're moving and that they happen to be high needs. Like there there's a strong correlation there. So it's not it's not only Waterville that's seeing that same thing because everyone's saying same thing. everyone that seems to be moving into district is high needs >> and to >> it's hard to plan too right >> to your points there this it all comes back to unifying concepts of sharing resources regionalization how do we make our money go the
038furthest how do we do that sensibly you know none of this stuff is separate you know being able to service our special needs population impacts everything else we offer. And so if we can share services, you know, for example, if we could share our a program with other schools and then if we could share a program other schools have and we don't have to pay for it, then we have the resources we need and the special ed that we need to house here. You know, like we have to think collaboratively. We have to think more globally and then leverage all resources including technology the best we can uh for our kids because we only have so much money. >> Are we seeing any correlation with where students are coming from prior districts or truly just
039a transient population? Are they leaving? >> I haven't noticed. Have any of you noticed >> from Madison Mount Mara that moved back to Arizona? You and I picked up a couple kids from just now. There's no like stat friend but you know we have kid from Addison, a kid from Mark um two kids in from Udica. You know there's really no >> I got two from Florida, one from Alabama. So, and a lot of times students coming to mobile families. Um, Steve, when you talk about sharing services, the superintendent, I'm sure Zach can talk more about their conversation, but the superintendent um when Clinton that comes to our director's meetings, we were asked to fill out a very detailed spreadsheet because everybody's having the same issues with not having services. So every special education director
040under the direction of their superintendent had to fill out the spreadsheet. So O and Boseies could compile all of that data so that we could begin the conversation of working together. So if Waterville does offer this, but Sequo offers this, but Clinton offers this, we can all begin to share. But that's in the beginning stages. But I don't know, Zach, if you have anything you'd like to >> Yeah, it's definitely in its infancy. Like everyone has has shared the data and we've had some initial follow-up conversations. What you see the majority of is everyone's offering the same program. So to the point we need to unite and divide and conquer like we need to come up with a plan where water offers a different program than Sequoite does so that we can then share those
041programs amongst our students and that's just an example of using Sequo I was just going with someone nearby but for any of the districts the hard part that we're trying and I brought this up to Cynthia and there's a lot of things to figure out because that's where our conversation really went then how Because how does the money aspect happen? Cuz then if you're if you're buying essentially a slot in someone else's program, is it Adidable? Is it not? How much does it cost? Does it end up even though it's a smaller fee than what it would be to be in a Boseies program, does it actually end up costing more? It's the same idea where we're utilizing Boseis to save money going away in this sense, but we're almost getting forced to just because
042there's not enough of those classrooms available through Boseies. So, it is forcing our hand to look outside, but then we have to be conscientious of how much is that going to cost because there's that balance like this would be great for these kids to be in that program. But then even though it was lesser than what we were thinking, it's still a large amount of money, significantly more than it is to educate here in house. But can we do right by them? And that that's always the balance of can we appropriately handle the needs of a child in district or does it become too much for us to be able just through accommodations and modifications for them. Yeah, it's it's a very interesting conversation and but there are a lot of variables that we need
043to work out and it's and it's going to take some time. >> Seems like it's part of it too because the kids students are a product of the trans mental health whatever is. So we're doing our best kids school day what supports I think there's it's a huge >> issue >> but the conversations are happening and I don't think they've ever happened before. So that's good in its own right and that hopefully can grow and lead into other areas of sharing because we we need to at this point that collaboration turns into sharing of classes from the standpoint of if one district is offering AP chemistry then we don't necessarily have to we Right. >> All right. And those are the things that are going to be very important to maintain programs. >> And Steve
044and I have talked about that a little bit in some different conversations that we've had. >> Not every district offer every >> the biggest barrier, and it's sad to say, but the biggest barrier is the period structure in different buildings. and the idea of having that course running at the same time that aligns with a period in another district because so often they don't align. It's actually very rare that they are on the same page. Start times are all different, length of periods are different, number of periods are different. That would be the number one thing which would be a huge undertaking was if regionally everyone operated on the exact same period schedule. our start time is significantly different than of the majority of the districts around us. >> Yeah. >> So, >> yeah. And
045we we have a shared spreadsheet of that, too, of when do all of the elementary start, when do the high schools, and it's it's all over the map. >> Like, it's it's not consistent anywhere. >> Yeah. It's good that we're having the combos we need to >> and I mean ultimately long term you know the the fundamental issue that we all face is declining population >> limited resources and so everybody we have the same challenges and we all want the same thing. We want to offer high quality education for the kids in our community. So, I would hope we would gain momentum here as things start to happen, you know, and get progress each year and, you know, 10 years from now, hopefully we'll be in a better place. That's that's what we should be
046working towards. So, see, I'll be very old. Any other questions for Katie? >> Thank you. >> Just a couple of quick highlights. Um, at the last meeting, congratulations again to our Brothertown Optimus Club students or students that were recognized by Optimus Club, Gwen Odin and Lash. we hit on the or actually I'll continue to hit on the major benchmark scores in a moment. So we'll be all scheduled for that for right now. But um instructional support team meets at least once a month, sometimes twice a month on student need and that is a just forformational purposes. That is a committee that includes myself. um in addition to special education teachers, math specialists, reading specialists, classroom teachers and we targeting on specific data sets with students um prior to in the hope of providing interventions but
047in case of not before a referral to CS and our last faculty meeting focused on artificial intelligence and we're able to give a couple of tools sets and think it applies to their cross. It really was meant to be just a preliminary shared of tools. Just as a couple of other additions, at our last matter meeting, Mr. came and needed a buildingwide student photo. So, all of our students at NPS were able to get our picture done. So, I can't wait to see what I uh we do have for the March 20th superintendent conference day. 44 MPS staff members will be attending an OM program at Whitesboro Middle School focusing on emotional dysregulation and that is I'm excited about the support. It's actually a book study that I was starting with staff and the author
048is going speaking. So transitioned uh beautifully to be able to support one of the real components of the initiatives at um our CT simulations are completed three through six and we did also have a preliminary meeting for mileers and just to some ideas around strategize and organize looking into the numbers movements and some of the pieces feedback that we had discussed previously. I did share and just again rethinking about how we coordinate, organize and structure the program. Um, so that is going to be continuing to be done. >> Looking specifically, so Steve, I'm going to try to partner some of the questions that you had with the data sets and if I missed something, took good notes, but >> I was full of questions this time. So looking for set attendance um the first question
049was why is it well and I'm generalizing I don't want to speak please feel free to interject um overall I did go through attendance with with faculty at our vets meeting also today a lot of illness recently um from B to ear infections lots of high fevers lately um that are susceptive operating isn't right now so overall the illness is definitely been the illness rate has been substantially increased. Um but overall I'm so pretty pleased and it's not uncommon with especially the early primary they're building their immune systems to the petri dish that we attended. So going to the next page um on discipline there were a lot of specific questions to referrals and I'm going to kind of preface this entire segment with I am still building understanding of students building understanding of just
050the behavioral needs and staff strengths in the building and I think that all of these components I don't want to say I it makes it difficult to be like this increased too because of this. I think that there are a lot of variables at play and to even just looking at the offenses and violations. Those are those are pieces of learning like some of it just comes down to interpretation is does an inappropriate cont inappropriate comment does it cause a minor classroom disturbance possible. So it's still just creating the system so there's consistency in even just how those are labeled we can stream on on books and that's something honestly by the end of the year I'll hopefully have a little bit more familiarity with this system so I can wrap my head around how
051this is actually laid out because I think some of them I'm like well it could do this. So to answer that, I not that I wouldn't hone in on one single one. I think overall the first few months of school, again, just learning students expectations and more importantly, students understanding my expectations and developing relationships with the kids has been my priority and hopefully that will continue to to blossom and show progress. Um, in regard to the January rate, a lot of it was, um, just the number of days that we were actually in session increases the probability of more referrals. Um, but with all of that said, could the outdoor recess be a component of that? Quite possibly, because I would much rather have kids outside. I would much rather have kids moving. And obviously,
052when recesses transitions to a classroom, that limit space can most importantly move. And that's something that I'm definitely paying attention to. Um because I like kids to be able to move and when they can't everyone is a little less happy. So with all of that something and it could be a barrier um with with outdoor recess. I don't know that I would be like that's exactly it because recess can be the only time of day in which kids can actually let their guards down, have fun, and stop holding it together. So, I I I like the ability for them to be able to go outside, but the weather needs to participate and collaborate with um the in regard to supporting teachers with behaviors. I think one thing that is critical with this is just continuing
053to work on the relationships that I have with staff. Um and this comes into play with attendance as well. Teachers come in and just say, "Crystal, so and so hasn't been here in three days. Have you heard any parent? We'll just pick up the phone and call and in a lot of cases I've had I I've had some great conversations with parents and re realistically it just takes a few minutes to make a phone call. So I'm just continuing to work with staff to make those connections with families whether it be for for attendance purposes or behavioral purposes and just checking in um with with families. So, my first way of support is developing that relationship and trust with staff. Um, but it's also creating and and tweaking the system because I think that overall
054we're still learning about how the building needs to work and the less show that I I can certainly say with confidence. I'm not there yet, but it's a progress keeps on or we're making progress. Um, in regard to the data pieces, just one kind of disclaimer, these are just snapshots of one data set. So, and and I think immediately to our instructional support team needs, I am not just looking at DEL's data to determine a student's need. I'm certainly not just looking at scores to determine a student's educational needs. I'm looking at teacher observations, conversations about teachers, discipline records, behaviors, structures of management within the classroom, overall assessments. There are so many ingredients that these are just a glimpse, not even to mention the other variables like include cohort size, special education population. So there's
055so many components that are impacting what you're seeing these scores. So obviously even when I'm speaking to staff about that it's a snapshot. It's one glimpse into student performance. Now with some of them what I'd like to see rates progress be better always. That's what we're here for. And I but I will say with confidence that the staff is extremely dedicated and passionate about continuing C progress. In regard to academic intervention services, our interventionists meet at least every six weeks or couple of months to discuss groupings, interventions that are provided to students. We're constantly progress monitoring and evaluating progress that students are making so we can appreciate groups um doing the best through the resources that we have. And ultimately um I am excited to learn more about how people are doing what they're doing
056in regard to maybe what else we do. >> No, it's good. Um so just a couple follow-ups. One, I think the attendance is good. Yeah. And I'm just curious and you saw that you know for both buildings. We'll hear from Andre and Curt in a minute. Like if we learn any best practices, positive things as we continue to see, you know, positive trends. That's what I'm always interested in. I mean, I honestly would have expected January attendance rates to go down because there's so much sickness. It's been so cold and it's increased from November and December. So, I think that's a win. And you know, we saw the same, you know, in Andre's report for staff attendance pretty much in the junior senior high where it's holding steady big improvements year-over-year. So, as you move
057forward and you get more comfortable, if you if you have focus groups or however you collect feedback, if you come upon some themes, would definitely be interested to hear that. Um, as far as the referrals, I remember when we started the year and you have the data here, we were seeing a really nice decrease in referrals and we're still seeing that. Uh, which again, from what I know, I've never been a teacher, but from what I know, that tends to indicate stronger classroom management. I think better trust with administration because when they do refer them to you, that's when they really need support and they want help versus they're frustrated and they're just referring everybody to you. So, I think that looks good. And again, just trying to look at, okay, is January going to
058be like a one month spike thing? What do we see in February? We'll have a break. It's kind of hard to tell. You know, >> I think one immediate thought for January, >> especially with older students, >> now you know what I expect. >> Mhm. >> So, part of that is leveraging expectations and whereas we were building relationships and expectations for the first few months and with younger students, they're still developing those things. Now the threshold and expectations for for example fifth and sixth graders >> now you know what the expectation is and I mean obviously I can go to mentor and counsel but now we're beyond the this is what I would like to >> perfect yeah and and you know again over the years listening to teachers and reflecting on what we can
059do better as a board I think a few years ago we didn't understand the signals they were sort of sending to us that they weren't feeling supported uh and they were frustrated. And so just watching that closely and making sure like, hey, do they need something else? Do they need more resources? Do they need again listening sessions? Do they need more communication? Just being aware of that. So that's part of why I was asking those questions. And then the last piece does still concern me if we're going to have, you know, screening and we're we're anytime we're saying at grade level below. We've been talking for a few years now about certain cohorts. It's easy to forget at this point because the world's so crazy sometimes, but a lot of this is still COVID related.
060And the learning gap for some grades seems to not have closed ever. Like we're still seeing that. I I'll speak to my 11th grader who does really well in school, but I know that grade we've watched very closely in this district because they moved buildings in the height of CO and that grade had a lot of issues in seventh and eighth grade with behavior, with academics, with all of it. I mean, they had no stability. So, just making sure we're really looking at these upper grades and if we're if we're seeing legitimate issues with being able to achieve grade level performance, like what do we need? That's what we want to hear as a board. Like, what do you need from us? What do the teachers need from us going into budget season? where do
061we need to allocate resources potentially so that we make sure these kids are back on track and that they're not coming up here in seventh grade behind. So I am concerned about that. >> Yeah. And and I mean just add on top of that not only academic pro progress but resilience, ability to focus, self control, so many of the skills. I've worked I don't want to say more closely with fifth grade and sixth grade just depending upon the cohort's needs, but we redesigned classroom and student structure to move particular class assignments. we're looking at in one with one teacher embedding more SEAL lessons weekly for that particular cohort because again concerns with behavior in general um social skill development uh self-control again is is huge. So that impulsivity piece and just having resilience to be
062able to sit focus and attend >> is is definitely a struggle. >> Yeah. and and you know we the solutions may exist but this like I said this could be an area where we could learn things and try things and innovate. I've read some interesting things recently on uses of artificial intelligence in education and like a couple that stuck with me was teachers learning how to take you know the same word problem in math and change the content of it. It's still the same problem that requires the same answer, but tailor it to the exact student's need. Like this student's interested in baseball, so now this question is about baseball. And this student is interested in music, so the question is about music. Exact same numbers, exact same question, but because it's tailored to the
063individual student needs, they're interested in it and they're learning more. or even using AI as a teaching and training assistant for the teacher to help students in class like this one needs to move faster, this one needs to move slower, this one needs more repetition. Like it's really great at learning and adjusting those things. And uh you know I I I think the resources could really be there now or very soon that could help us bend the curve with students in a different way than we've been able to do before. and it empowers the teachers more to then like every kid's intent and like now I'm working with the kids individually. So I just if we're struggling still with these grades, we want to lean into it. >> I just wanted to thank you for
064the midyear data. Um and just kind of echoing what Steve said. We've already talked about this earlier in the year where we had Lisa and some of the elementary teachers come to the consultation on education. Well, maybe me and just I mean I think we have some bright spots in some of the grades as far as showing progress and I know it's a snapshot. Um, I don't know if that's something that we can focus on kind of trying to bring to maybe I don't know if it's just the different grade levels, different cohorts, looking at that data over maybe like a three-year trend of cohorts would be helpful too. And then just um I mean even just looking at some of the data where we have 50% of the grade below grade level and well
065below grade level is just so concerning in their future success even in math with I mean 56% of all of the students are below grade level. is just what else can we do as the secure um our budget season fire. So just back on that during special season is so important but these data are shared with staff. So there all of the staff gets all of the following information. An interesting conversation that's being taught and getting just one perspective is that by the time students are in some of the upper upper elementary grades and they're using devices so much speaking to the technology exposure piece has the level of focus and dedication completing this screener as dedicated is it truly accurate or have they kind of like gone through that like that game mentality. You
066click click click and there you go. So that's that was one thing too because as we transition even to CBT assessments or New York State assessments is that just kind of comfort with technology he proves through the test not really not understanding what it does to the overall picture of performance. Um, and I definitely speak to that too because with are they really like, "Oh my gosh, this is going to show what my brain can really do mathematically. I'm going to try my hardest." I don't I don't know that that's necessarily the motivation going in. So that's something else to work on that this truly is not just a snapshot of our ability but putting that investment back on the students to want to invest in their own >> and circle back to what you
067said to like to begin with >> this is one snapshot right and I agree with you like I have I have always found that screeners one time assessments >> they give you some great data >> but they don't necessarily always give you the whole picture and I think I think it's important to balance that verse off what the teacher are seeing daytoday with their actual performance. >> That gets really hard though to put into a presentation. So that's that's the complicated part of that. How do you how do you showcase to the community to the board that I know this is what it says, but in reality we've got all these other kids that are actually doing better than that test says or simultaneously those are doing worse because all those things could could be
068true. Mhm. >> So, it's really about that whole child education that's so important, but it's definitely valuable to look at and to utilize to make sure that we're assessing and making sure that we are then intervening appropriately. >> I did think of one thing. It's not not another question, but you mentioned the mileers. I was plugging that specifically today with at indoor track practice with our state qualifier athletes. I put them all on the spot and warned them that we're going to be expecting them to take a leadership role in outdoor track this spring and set a great example for all the kids on modified and I didn't mention the mileers but the younger kids and they were very excited about it. They were eager about it. So I I I believe if we really
069set the expectations and encourage our student athletes at the varsity level to be involved, I think we can build some really strong, you know, support systems and get even more students excited about trying a sport and being involved in doing something. So I'm looking forward to it. This came out SST today. Give me a chance to tell Crystal thank collaboration. >> So let's figure it out. Well, um, you know, like we're talking with schools, Glad because you know, through that, you know, with Jesse, they're going to bring talk about bringing some FFA kids down and talk about leadership during like one of the Wednesday's presentations and stuff to kids and talking about how like like we want to do some of that like mentoring stuff like and how do we pull that in from the
070high school and stuff. So, it started with the Milers Club, you know, sending kids down and let's really focus on what can community schools do for us, not necessarily about having a family fun night. you know, our kids aren't going to show up for it. But if we can pull those kids into the activities that you are doing for the elementary school, that's where it's really going to, you know, pay off. And one of the things that we did at Proctor was we had a Raider day. >> So, our top varsity athletes went to the elementary school >> and represented each of the sports to tell them about their sports. >> I love it. and to talk about the high school and talk about it in a more than just an athletic and uh I'd
071rather do like almost like a eagle leadership day where we take some of our leaders from FFA from student council from the musical some athletes we bring it down we can do an interview with a class in the gym or do something this spring where we're bridging the gaps the two things and showcase so kids are looking forward to what they do in the high school we have our kids to show their leadership and what doing I think and that's something we do on like a regular basis and it'll help recruit for all of our clubs and activities and stuff that we want we want to grow. So that's why I pitch that in great I love it >> like that just came out of our meeting this morning. Well, if we could add academics
072to that, >> prioritize prioritizing school and >> right and that that's at part of their presentation, you know, like stuff. If you you want to be an athlete in a musical, you better be passing your grades because we'll look at the chart in a minute. >> Honor Society, >> right? >> Even representatives from AP classes. >> Yeah. >> Going down to a science experiment, something like that, >> right? There's a lot of potential there. >> I'm pointing at Oscar over there. I'm looking at him. >> We're all looking to create some form of an oral business. >> I know he's >> Yeah. No, that'd be great. Anything else for Crystal Ms? >> All right. So, I'll start and then I'll sprinkle in some of your questions. Uh just like you, you're moving on to next
073year. We are living in both years too at the high school which is hard to believe. >> Y >> that we are already planning and schedules and doing course requests and getting oursel ready for the next school year. Um so with that counselors are meeting with classes. So um each counselor going in pushing into like social studies class or grade level class and then going through the program of studies. I can give you the exact link. The link is on the website. It has been sent home a couple times. It's given to the kids when they go through and do it. We did not do the paper once. Uh you know, we did go electronic this year. Um and save on the color inking. Um but we are still thorough in everything we did. We
074actually streamlined the promote study organized a little bit better in there was something that's new that also got sent home to parents is um course request request sheets. We streamline that so it's very clear like what's in ninth grade these are your options and so forth through like that. So right now they're meeting with classes like it was a bunch of people pulling kids out of his head. They come in they sit oneon-one with her uh in the hallway they go through the course selections stuff and then that gets entered in the computer. Uh this is not the final time they look at course selections and stuff. So what's going to ultimately happen from here is all our course selection should be in by mid-March, end of March at the very latest. So they'll give
075us the initial thing. It's very important when we go to start doing the master schedule around April, May that we have it accurate as much as possible. So most likely it's going to be the third market period report card or selections will be mailed home to families. So parents will get a copy of what they discuss. They can have a discussion with their child. they call in. We're more than willing to meet with parents and kids or just have a conversation or change things and go through and do that. Uh you know, we take course changes through November, you know, ultimately of next year when we go through do it. But the most important thing for kids to remember that once we build the master schedule, it's really important to get your first choice and
076stuff in there because that's where we make our selections. I may only have one section of DP and if you're not in there on that initial selection or we go through there, you're gonna have to wait for a spot to open, you know, because it is going to be tidy on certain things. So, very important to be as accurate as possible as we send those out and have those things because scheduling decisions will be made on it. You know, if we have one section, it's going to be prioritized to seniors, be prioritized to kids who need it for graduation, you know, and then and going through sort of stuff. Um so that's that. So our program study again we streamlined it. New course lecture lead some new courses for next year. The first three there
077all are actually linked together in the district. We actually offer in the m middle school too much language and not enough CTE in compliance with the part 100s. All right. So we are going to put it in line with what we're supposed to do according to the part 100. All right. So in doing so we are missing extra. We need more CTE in the middle schools. We're going to bring back seventh grade technology. You know the old shop class that the old build. >> Yeah. >> You know we're going to help build our technology program. That's one of the things that are lacking. So in CTE or in the middle schools you have the option to do family consumer science. You can do a life skills things. You can do an ad, you can do
078like a business, you can do technology, you can variety which you can choose whatever you're you know you're building. So it's right now where they get their egg and their backs from we are going to add technology to that um to expose them that do the steam stuff and that sort of stuff. In doing so it's it's a half a unit. We don't call them credits in middle school but half a unit. So with that currently Spanish has always been run Spanish one for a year 1A 1B. So it's a full year full year. You cannot technically earn high school credit at seventh grade. And so in the past if you finish 1b you got a credit because we need more room for the technology. We're going to go to a half unit intro to
079Spanish um for seventh grade. So the kids will have the exposure doing the thing and then in eighth grade they can enter Spanish one and it's really important on why we're doing this in calling it Spanish one and offering in one year is because now I open up in eighth, ninth or 10th grade. The way the system was set up before a a ninth grader could not take Spanish one because it spread out over seventh and eighth grade. We never had that option by offering into one year in a Spanish one and opening up to eight and nine. It also freezes us from the checkpoint A exam, right? Because in order checkpoint a exam is in there to help get credit for the eighth graders taking advanced thing. But if you offer it to all
080grade levels, you know, then they get the credit by passing the course, you know. So, so it is a little change in things like that, but I do think it's going to be better. The language department's on board. They get it. They think it's going to work. you know, it is unique. You know, there are no requirements to give language in seventh grade. You know, that it's not a mandatory thing. It is, you know, one of the elective things that we often end up having to do. So, trying to balance those things, make sure we're in compliance, give kids what they need to give. So, that's kind of where we are on that. Any questions on that part? I think that's like the bar. Yeah. I'm sure you've probably thought this through or you will,
081but how will that impact this year's seventh graders when they're in eighth grade from a curriculum standpoint? Will it be redundant because it'll be Spanish one, they just did one A this year? >> It's most of them are all going to be those kids coming from seventh grade. So, it will be review similar to what they've already done. You know, it's basically going to be phase in, but we're just going to call it Spanish one. they're going to roll in Spanish one and get their full credit. Cuz here one of the problems too is if you didn't pass seventh grade, you couldn't get your credit in eighth grade because you didn't make it through seventh grade. We had all these kids on hold. We had eighth graders going when I got here, eighth graders going
082back to the seventh grade class because they never passed Spanish 1A in no place. So this actually if a kid struggles in introduction, they can still go into Spanish one and another year they may be mature enough to be able to do it. you know, they will be maybe we'll get to their course and that sort of stuff them. So, the first year it'll kind of be like a hybrid course type of thing or what do you be phased in >> in the full okay >> the full way that we do things. >> Um, couple new home and career courses we're offering changes chemistry and physics are changing to the new standards in the new exam next year. So, it's the last phase in that for us for the science. So, that'll be going through.
083Uh we did put a new graphic in there that I love. Um in lie of taking three credits for language, you can do a five credit sequence. But we laid it all out on a one pager. So if somebody wants a sequence and you know u family consumer science, it lays out exactly what you need to do. You want a technology one and you want an egg sequence, everything's right there. There are no surprising. Kids can clearly see what they need to take to meet all those requirements. uh 7A we completed the New York State simulation that was done on the six uh answered question we had no issues that we've seen technology and I think you know we've done full CBT in the building last year and all the issues were not our issues
084um the issues crash and the shutdown would be because of the state in next so we are in good shape you know our technolog is ready our kids are prepared they know the systems comes, you know, they stuff like that. So, we are in good shape to go through to do, you know, CBT as long as the state doesn't fall apart. Okay. Uh, January regions, we took January regions. I have to say that every kid in the building is now done with US history. I don't have to worry about that one. Um, again, yo, I give specific ones. We just got all the stuff together. Uh, one of the big things in January is kind of catching up is kids who are meeting the graduation requirements. You know, a lot of them have gotten the
085requirements that they need, but we also have a plan with four plus what's the step. You know, one of the big things that we did this year, as you know, is that we put in more formal AIS. You know, we have AIS for the five core reach exams and we also offered living environment prep because we know that course is going away at the end of this year. And so, the kids are utilizing that stuff. One of the things about AIS I think is really important is that AIS is supposed to be a fluid model. Kids should be able to come in and out of it. You know, if you're doing really well in the course, fine. If you know, you can come out of it. We need an AIS. You know, your kid needs
086to go into you put it at the secondary level. It is very very difficult to have a fluid model because you're locked in at different times and stuff. But I will tell you one of the things that we did is that uh after going through the readish exams after going through we sit down and go through every grade below 70 in the building and every course for every kid at our SST meeting and stuff like that we are recreating we actually did it over the half day um our AIS our learning centers and reconfiguring way things the point where I'm physically moving sections of teachers all right now this is the population of kids that I paid for full. So now we've created ninth period global and I've moved it from a different time in
087the day that we had in fall. So we're being very diligent to make sure that we can cover as many kids and things like because typically you don't really see that at a sec second year, >> you know, where you're really being able to do those types of things. So it interesting to go one of the athletic kids came to me and said struggling global he had to fill out his card for me and walking down the hall. He's like, you know, he goes, I finally I passed the Olympic environment. Um, you know, I really need help in global, you know, is there anything I said? Yeah. I said, you know, we can look at, you know, doing AIS for global and we went through this. We start talking perfect for buying. You're going to
088you're going to be he's like, I'm in Earth 9's AIS. You know, you I said, you don't need it now because you've already got your regions and you're actually good standing. I can move you to the new global one. He goes, would you do that? and it's happy as can be in actually asking for help for things and that's ultimately what our goal is for kids. I love the great conversation, >> you know, like and those are the conversations that mean like you know like every kid who's on the eligibility list meets one with me and has to go through the grades. >> So but kids are actually advocating for themselves. Um talking about the uh I told you FFA the go short for you. All right. So let's go through um eligibility. One of
089the biggest things on eligibility gets the biggest struggle there was for modified basketball you know and I think for other sports they've already started they got used to it you know they've been field football they do a fall sport and that sort of stuff the big hit came with modified basketball because their season doesn't start till January and most of these kids are kids who haven't done a sport yet because they were all our top order kids they didn't do modified football you you know, so they're not necessarily used to the system and stuff like that where they'll you'll pop more checks to report cards and stuff, but that accountability of you're not it, you know, and stuff is there. Um, with our eligibility, I think the biggest issue is kids not turning their work
090in. That is the number one reason why they're on it. If I and I tell the kids here, there's nothing I can do for you. If you have not turned in four of your assignments, there's nothing. But if a kid turns in all their assignments and they're struggling on test, I will sign the way, you know, I would, you know, I'll move you to eligible because you're you're doing your part and doing the best that you can and that sort of stuff, you know, and I think that's where we're really struggling, you know, like what is the coach's responsibility? I mean, kids look up to the coaches and they're going to want to do this, you know, what they want for a coach, you know, and be successful. Like we have one um like for
091the musical, if they're on structure study hall, she makes it with their work done before they can rehearse. She has access to that sheet because she's the teacher in the building, not coaches do. And I don't expect coaches to say you're going to sit here and do that work. You know, one of the things that we discussed and this goes into the budgetary time is we don't have it budgetary this year, but next year do we do two days a week in athletic study fund that if you are on that eligibility to 10 or half hour after school, >> you know, is that something that we can go through and do you know um right now the kids are I thought study hall but most again it's kids not getting the work in the modified
092kids. They all came back in the first ones to run to get the card, you know, get off the thing and now that they know, you know, is kind of like where we are at with that. Um, let me see all that. Um, and again, I think it just goes back to awareness stuff on that that's going to get better stuff as we go. That's where we got our biggest hit. Uh, student attendance great up until 12th grade. So my senior there they are that group Steve that you just talked about that co group. These are the same ones that were sitting on top of the soda machine in eighth and seventh grade hanging out in like the stories I hear. Um some of it is a small population of kids that are really driving
093the attendance. One example I talked about I've been hanging on to a kid because I didn't want the dropout. You know it was an impact. There's now a plan for that kid. you're going to see that attendance come off our roles. You know, where we've been getting hit in our attendance think we're no longer get hit for them. There's been this notion that people keep not believing what I said. You have to be in class to do your work and you can get your grade. You you can't just call up the teacher and say, "I need all my work for the semester and get it done." So, we had a bunch of seniors that felt that you can just do it online afterwards, be held accountable. if you're not in class, you're not doing the
094work, you're not going to pass. And so we reenrolled them in the same courses their spring semester. You know, you're not going to go to Edmantown and do, you know, credit recovery. You are going to retake economics. You are going to retake your government. You know, we are not just passing down. So that lesson has gotten out there. And I think we've seen those attendance kids start to go because they know they trying to get past that old mindset. And I think it's going to get better each year because people know, you know, where we are standing on that. Um, but we're working otherwise. I think for the improve things, we've really been proactive from the very beginning. Like I said, we sent out monthly attendance letters. We are aware of things. We call families
095in. We we've upped our IRTs, especially with our younger grades for attendance issues and stuff like that with working with Mr. Fister. So, um staff, um I've been very proud of the staff, you know, I think we're in the right direction and stuff like that. And you asked me what I think it is, you know, um when I first started, you know, I told staff, I told you guys and stuff to I look at my staff as my classroom. And I was in the classroom for over 25 years before I transitioned to administration. You know, they are my pupils of my thing that I have to take care of. You know, the same strategy that work well in a classroom are the same same strategies you use as a principal. When you respect a teacher,
096you like a teacher, you feel value, you are going to produce more for that person. You ever think about your favorite teacher wasn't necessarily your favorite course. You know, you may not have liked it, but you like the teacher like that and your goal is to go through and try and do more. If we value teachers, if we value things, you know, they're going to end up producing a good part of the thing and it snowballs and they start feeling it. They do better and stuff with the kids. The exact same thing I model for my teachers is because that's what I want them to do in their classroom. So I expect them to show respect, build relationships, you know, be there. I told them, you know, I tell all the time, I said, "For
097some of these kids, you are their only representative what it means to be a valued employee, showing up to work all the time, maintaining a job, being on time. They may not have those role models outside and and you are the role model for those kids and what it's going to be like once you go out into the real world, you know, and it makes a big difference. Um, so I'm very appreciative of my staff feel like I've been very excited. Hard to believe my one year anniversary is coming up this month. >> It is. I know. I remember break. >> Yeah. >> I started Monday after February break. Sometimes I feel like I've been here six years. Not not a bad way, but like how far we've come and you know in some of
098the stuff we're doing and our next phase now you know my first you know build relationships doing that sort of stuff and now we'll leverage that stuff into you know higher academic achievement more opportunities that sort of stuff. One last thing I want to go back on academics going back to the math and stuff Katie you're talking about interesting conversations coming out on Boseies. Boseies are starting to really push back on the types of skills they want from kids to enroll in their CTE programs. For example, nursing. In order to be in the nursing program, you have to have an 85 of the living environment regions and no more than 10 absences in the school. >> I love it. It's great.