001How are you? >> Distract my head down. >> Good evening everybody and welcome to tonight's committee. The whole meeting like to call this meeting to order at this time. We have met official. We have met compliance with all notifications. Roll call, please. Sarah Sher Mcome here. >> Shelley Mowen here. Kathan here. Glorski >> is excused. Melson >> here. Mc Schumacher here. President Steven Wilson >> here. >> This meeting is a meeting of the board of education held in public for the purpose of conducting the school district's business and is not to be considered a public community meeting. There is a time for comments by members of the public during the meeting as indicated on the agenda. Members of the public wishing to address the board on any of the topics included on tonight's agenda may
002do so by signing up on the public comment signup sheet by the entrance prior to the start of the meeting. The board requests refraining from making any comments involving personally identifiable information about students, staff or administration. Comment should be respectful focused on the items being considered by the board and will be restricted to 3 minutes in length. Action taken at today's meeting is to forward the recommendation for final approval at the next regular schoolboard meeting on Monday, August 11, 2025. Are there any comments by members of the public? And thank you. Then we'll move on to our superintendent report. >> Good evening. I have threeformational items. Every August, I bring forward a draft of my annual goals and action plan connected to my annual goals. Um, as I drafted this in preparation for tonight's meeting,
003I was thinking about the conversations we had about nine months ago when we were drafting our strategic plan and some of the priorities that the board talked about um during those conversations. And so I wanted to focus on a couple areas of uh strategic planning as part of my annual goals and action plan. The first one being um a very intentional effort to move that strategic plan forward with the four priority areas when it comes to facilities and staff excellence and budgeting and all those different things that comprise the the strategic plan and it means putting together a robust continuous performance report. Um that really outlines our internal uh action plan as administrators to move that along. So, my work is really helping to facilitate that CPR card and bring the data points to you
004guys twice a year. And then my second goal that I'd like to focus on is really being more intentional as a superintendent, uh, not just next year, not just this year, but probably in the months beyond that, focused on improving our reading and our math proficiencies across all of our schools and all of our grades. So, we've worked really hard to move the needle on graduation, but we need to now talk about once our students graduate, do they have the reading and the math skills that they need um for whatever path they want to have. And so, really supporting principles and directors with that instructional leadership um piece, monitoring PLC's, monitoring classroom instruction, supporting staff, providing professional development, and all the things that go along with instructional leadership. So really looking specifically at that literacy
005and math piece. Does that sound okay? >> In a draft form. So if you have any suggestions, I certainly can. But to me, those are the things that kind of rose to the top is we did a lot of that planning last winter in our strategic planning process. So >> I liked in each one of the areas how you listed your action steps and then the indicators, you know, what we are going to look at and really with your whole group of >> directors and with the principles and stuff. So it made a lot of sense to me, >> right? So we just met with our admin team for kind of our welcome back to school meeting and um we have plans to monitor and work through that work at every one of our admin
006meetings and keep it front and center and what we do. So and it'll be part of performance evaluations that I do with administrators and such too. >> So are you going to have incremental goals for like each school as far as getting your math and reading >> or progressive? Next week, next week we have all of our teacher leadership uh teams coming into Cooper for two and a half full days of data review and action planning. So I'll be with our teams um as part of that work. And it was it'll be was Kate. There she is. Um so between Kate, Crystal, Dina, Jen, we've been kind of planning that agenda and looking at um what do those action steps need to look like in our continuous improvement plans at each school. So that'll be
007the outcome of our meetings next week. Well, each school will have an action plan that'll be connected to the strategic plan. Are you going to talk more about that later? No. >> Okay, then. There you go. >> No, I couldn't remember what was on the agenda later. Okay. >> Curiosity question, not necessarily related to this, but I've been wondering. So, I understand reading and math is like the national push. What when do you all look at other disciplines or what when does that show up? Does it show up? >> Well, I don't know. Do you want to answer that question? I she looked eager. Yeah. >> Use science as an example. >> Yeah. >> Typically the thing that sparks content area work like that outside of reading and math is when the state either releases
008new standards or revises the standards. We don't always wait that long, but typically that's on a seven to 10 year rotation. And then we do a needs kind of a needs assessment with that content area. And remember those content those other content areas aren't assessed at as many grade levels as reading and math are. And then we do unpacking of the standards and then some bigger scope and sequence work. So for example um sixth through 9th grade social studies civics specifically that has a new set of standards and scope and sequence from the state level a year ago. So we've revamped our sixth through 9th grade civics. We're just starting the science conversation. I met with this middle school science teachers the last week of May and then on August 26th they are starting their
009needs assessment and unpacking. So I would say we typically do it based on when the state says they're going to do more revised standards. >> Okay. >> And I think I mean literacy and math tend to be foundational skills that kids need for really anything that they want to do after high school. So those tend to be high priorities because we know those are two >> Yeah. foundations. >> You have social studies data in fourth, eighth, and tth grades. So the kids are assessed at the state level uh and signed levels too. So that is a little more intermittent. >> Yeah. >> Um and I'll share that information usually in the October report. >> Um our state report card is has a number of factors that are built in but the primary data sources in
010terms of achieving that are reading in there. >> Thanks. Okay. Uh my secondformational item as I think is is exciting. Uh I'm very intentional about calling it a pilot program. However, for a couple reasons. So I was introduced to cartwheel this uh winter. It is a teaalth taotherapy product that is available to support students with mental health um needs providing teleaalth taotherapy. uh I have sort of personally I have shied away from tella health thinking that in-person supports are probably you know um ideal when we're talking in general tella health however recognizing the ongoing challenges that we have in superior specifically we've talked about Medicaid reimbursement we talked about lack of agencies in superior we've also heard loud and clear from our staff and our principles the number one issue they face in our schools
011tends to be mental health challenges and so I thought to myself, we've got to do something differently than we've done before because we just aren't seeing we're actually seeing a reduction in in services service providers in Superior. We just lost another provider last spring. So, uh we are piloting what is called cartwheel. It is a program to support uh mental health. They provide taotherapy to students grades uh K through 12. Um, when it comes to the younger grades, they do more of a family uh therapy setting as opposed to individual one-on-one sessions with small children. Um, it is intended to supplement the already existing partnerships that we have in our schools like HDC or Lake um um Lake Superior Community Health Center, Soore Encouragement Clinic, those types of services that students have access to. It's
012not intended to replace them, but it's intended to add to the um agency offerings that are out there. Um it's not necessarily a free service to parents. It's it is a cost that we are incurring. So, there is an investment on the district's part to be able to provide this service to students. However, the cost is kept down through billing, private insurance, or Medicaid. So, it's similar to how we currently provide those mental health services in our schools, but we're um providing an additional investment to provide more wrap services for students who might need um might need this type of service. And so, the pilot program one because we want to make sure they're going to live up to the promises. So, for example, they said there's virtually no waiting list for students who need
013this service. They have it available within a week or two of the referral. Um but the other reason it's really a pilot is I don't know if in the next two to three years given federal funding cuts as well as um state budget if we're going to be able to maintain investing in services like this. And we also want to see the data um that's connected to this to see if it's worth the investment. So, we're piloting it this school year to see what our staff thinks, what our families think, what the impact is on student outcomes, and we'll have data and reports available that we'll be able to answer all of those questions as to whether it's been a good investment. It's something we want to do beyond this year. So, I'm I'm cautiously
014optimistic this will be a great resource for our families. and come uh before school starts. We'll be advertis not advertising it but getting the word out that this is available to families and so staff can make referrals for students as well as families can make referrals for their students as well. >> Did you get like monthly reports on how many users and all that stuff? >> Exactly. They'll tell us exactly what the referral rate is. So when a referral was made, what the turnaround was for getting that student services. Um they also collect outcome data uh on a regular basis. So, we'll be able to see if it's making a difference. Uh, so I'm optimistic about it for sure. We've talked Oaklair recently. Oaklair was one district that recently um invested in this resource and
015when we reached out to them, they said it made a huge difference last spring. They they piloted also last spring. So, see how this goes. D I'm looking at Dena because Dena's helping. Carrie Hennessy is helping to kind of coordinate this effort. So, we have training with our social workers and our counselors set up for back to school week and then we'll hopefully have available for kids. So, excited about it. >> Yeah, great question. >> Yeah, for our students that do not have medical insurance, we would be providing payment for those. >> Um, the fee that we are paying would incorporate students who are underinsured or not insured. We'd be able to provide those services based on the the fee that we pay. Yep. Okay. And the last update I want to share is anotherformational
016item, something that we've been working on since last spring. Um, looking for the board to help model and support our initiative that we've been working hard to plan for this summer. Ella's not here tonight because she is probably going to be setting up for the parent fall sports meeting that's happening here in the next hour. Um, but we've been working hard. David Ko has been a part of it. um Ella um social media uh we're looking at really getting out positive messages about what sportsman sportsman like sportsmanship looks like in the superior community and positive behavior we need to see at all of our games and when our Spartans are away from superior we want our families and our students to be good models for um who we are as Spartans in other communities as
017well and so we're going to be um pushing a lot of messaging pushing a lot positive um reinforcement for those who are exhibiting positive school sportsmanship. Working closely with officials and refs to make sure they feel supported, working closely with coaches to make sure they feel supported, but ultimately really trying to get at any sort of negative um messaging might be that's out there and kind of reverse what that looks like and being really positive for our student athletes. So you'll see that kind of that push start come out right before school starts right before the football season starts. You're going to see new signage, social media videos. We're going to we've incorporated students to help us with this messaging. So that has been fun to engage with them this summer and getting out. So
018as you see it, please help reinforce those positive messages that we've got coming out. >> That is all I have. >> All right. Thank you. First up on our agenda, budget insurance committee with Katherine. >> We have um one action item, gifts, grants, and requests. Administration recommends approval of accept gifts, grants, and requests received in July 2025. >> Motion to approve second. >> I have a motion, a second. Is there any discussion? >> Thank you. >> Okay. Hearing none. All those in favor, please signify by saying I. >> I. >> All opposed. Motion carries. Uh I do not have any discussion items. And we have oneformational item or two our fund 10 revenue and expenditure preliminary reports. >> David doesn't have a voice tonight. So >> yeah, doesn't have a lot of activity either. It's
019been a month. We're going to get inspection. >> Are these columns labeled properly? It says 2425 and then it says 23 24 fiscal year to date activity on the top of the expense report. Did you say no? David, >> he said no. So, we'll get the fix reports next week. >> It looks like >> okay, >> the number like we need a different report. >> Numbers are correct. It's just the headers because this is the poll before when you use your fiscal year. >> So would column 2 plus column 3 equal to column four? Is that what or how does that work? >> So the first is what our budget is for this year. Yep. The second one is um how much we spent in the month of July last year. appeal and encumbrances is
020there's the appeals that are out there that we we have uh approved but haven't paid and total expenses. >> Gotcha. Okay. So, we're able to reference like we had talked about reference last year's. >> Yep. So, if you see last year 23 24 we paid $2.7 million and this year we paid 1.5. That's all tracked down to computer payments and bus payments that I paid last fiscal because we had >> uh I believe that ends my report. >> Thank you. Operations Committee Sarah >> have no action items. No discussion. Oneformational item from Steve about the updated long range facility plan. Welcome again this month. Um so like to uh share with you the long range facilities plan. Um these are kind of your more high ticket items with the focus on uh items that will
021disrupt uh students capabilities of learning. Um what's not included on here like sidewalks, flooring, minor equipment, regular maintenance equipment, biker, bobcats, mowers, that kind of stuff. So um our 0 to5 obviously those are the the ones that are going to impact us the most. Um the biggest one, middle school roof. Um like seven sections on that, but it's very expensive and it continues going up as inflation goes up. Investment from last year this year went up a quarter million dollars. Um, so you know, we wait another four years, it's probably going to be another million or so. Um, some of the other big ticket items that we're we're researching further is uh a drainage issue on the baseball field. Uh, can't figure that out. And obviously, it's going to uh cost a lot of money
022to potentially tear up the field, fix the drainage. It all seems to be draining out the backside and washing out the bank and sloughing off into that creek that's back there. Um the football field, we got a report back on it. Um you can do so much maintenance, but sometimes stuff comes to a point where the more maintenance you do on it, the more damage you're going to cause to it. And that's what's happening with our football field. UV rays is hitting the artificial turf, making the the turf fibers brittle. And the more we rake it and kind of fluff up that infill, it's damaging it more. Eventually, you won't have any more of that those fibers and it will impact tracks. U we also did a hardness test on it um around the center
023field and then the goal lines are are the hardest parts of the field right now. Um with that test, we also did uh the baseball field and softball field. Softball field looked amazing. Um baseball field, a couple of areas of hardness, the pitching mound, obviously the catcher mound, >> home plate, >> and then >> the catcher mound. Home plate. Yes. Thanks. Um and then first base. Those are like your your three areas. >> Steve, can I just stop just for a sec? So on that baseball thing, are are we in contact with Rettler then um at all? And I can't remember who our >> project man project manager was at the time, but um I I know what the problem is and and where it's happening and stuff. So I'm wondering if they're involved at
024all of helping you find solutions or >> I haven't reached out to that company that put that in or project manager. Okay. Right now, my my next step for that is we're find a company to scope the uh storm water drain just to make sure it's not plugged. This issue's kind of happened ever since it started. If you look back on the GIS maps, you can carry kind of leads to believe that something wasn't done right to begin with, but that was a long time ago and now we got to try figure out what how to fix it. So yeah, and then the farther out you get the 5 to 10 year mark, um, you know, those can kind of eb and flow either way depending on the maintenance, depending on weathers that we have.
025Um, one kind of a maybe a more nice nice to have I think it'd be benefit that district is that school forest building is just to do it turn into like a lodge and I go out to the school forest. It's not a rundown cabin. It's a something nice that you have pride in. Uh and then, you know, the the boilers. Um that's just something once those quit, if they quit in the winter time, you just double triple that price to fix it. Questions? Thanks for the fabulous news. Thank you. Yeah. Thank you. >> Believe that completes my report. >> Thank you. >> All I got >> all you got. >> All I got is going to go to Shelley with the policies and rules committee because Nick first can provide you. >> Yeah. >>
026Let's go to the first negotiations committee. >> I have one action item. Administration recommends approval of the August new hires and separations report. >> Motion to approve. >> Second. >> Should have a second. Is there any discussion? >> I will say that we're in a good position right now for hiring. So that feels fairly good. Molly's not here tonight. She'll be here next week if you have any questions. But >> any open spots? >> Zero. >> I think we've hired every There was one last position at the middle school. Has that been hired? You know? Yeah, since >> it's a new Yeah. Yeah. So, I think we're in the middle of now looking at support staff positions. So, awesome. >> Wow. >> Right. >> That's good. >> Yeah. Fingers crossed. >> Any other discussion? Hearing
027none. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. No discussion items, noformational items. And that concludes my report. >> Thank you, Mr. Olsson. Now we'll go to Shel. >> Great. >> She's going to take a big breath because she has a lot for the policy and rules committee. >> Hey, administration proposes the approval of changes to the following policies based on NEOA recommendations in order to be in compliance with federal law updates. >> We have to take them separately. >> Steve is here. >> Yeah. First first reading of policy 1120 organizational chart. This policy is being updated to reflect the most current organizational chart. >> Motion to approve. >> Second. >> I have a motion and a second. Is there any discussion? Hearing none. Are all those in favor
028signify by saying I. I. >> All opposed. and motion carries. Next is the reading of policy 5113 enrollment program interd district. This policy is revised to incorporate verbiage regarding requirements to review a special education students IEP to determine both space and availability. >> Should approve. >> I'll second. >> Is there any further discussion? Right. Hearing none. All those in favor, please signify by saying I. I. >> All those opposed. Motion carries. Recent policy 5341, emergency medical authorization. This policy is rescended because its contents are fully incorporated in policy 5330, administration of medication emergency use. >> Motion to approve. >> Second. >> Is there any further discussion? Hearing none. All those in favor, please signify by saying I. I. >> I. >> All opposed. Motion carries. Rescend policy 5611 due process rights. This policy is rescended
029because its contents are included in the more applicable policy 5610 suspension and expulsion. Motion to approve. Second. Is there any further discussion? Just want to reiterate all these changes are pretty minimal and just come from Neola recommendations to clean up some of our existing policies. So, >> and they're in other places >> and yeah, there's a lot there's some duplication. You're going to see some cleanup work, too, when we get to theformational items. And uh so minor changes, any other discussion hearing? None. All those in favor, please signify by saying I. >> I. >> All opposed. >> Motion carries. Recend policy 5710, student complaints. This policy is rescended to avoid confusion regarding sources of student opportunities to raise concerns or complaints through appropriate channels. Motion to approve. >> Second. >> This one is specific to
030we have a complaint process. So following that complaint process in a different policy, that's what they're referring to in that explanation there that they would follow the same policy as any other stakeholder. >> Okay. Any other discussion >> like in a student handbook or where is it? >> Well, it's in a random policy. So, you've got conflicting policies that sort of give students one process and everybody else. So, we're just saying everybody follows the same process. >> Okay. Thank you. >> Yeah. Other discussion, right? Hearing none. All those in favor, please signify by saying I. >> All opposed. Motion carries. Okay, we'll move intoformational items. Should I just read through each of them all at once or >> Yes, you can read all the way through them. >> Okay. Recent administrative guidelines 2464B, identification of
031academically gifted talented students. This guideline is being removed because its content does not align with the most current ELMs handbook. recent administrative guideline 2260.02 English language proficiency. This guideline is being removed because its content was moved into policy 2260.02 approved July 14th, 2025. The newly approved EL handbook has the most current guidelines available. Recend administrative guideline 5200A truency flowchart. This guideline is being removed because its content does not align with the most current attendance expectations in student handbook. Resend the following guidelines listed below to make sure we are in compliance by directly adhering to the relevant legal statutes rather than internal guidelines. Resend administrative guideline 1111A, revising job descriptions for compliance with ADA504. Rescend administrative guideline 1111B, verification of employment eligibility. Rescend administrative guideline 1400, revising job descriptions for compliance with ADA504. Lastly, resend administrative
032guideline 5710 truency flowchart rescended due to deletion of policy 5710 above. Moving into discussion items. Um, review board operating principles for the 202526 school year. So, we have that document in front of us and then we had a copy of it last week. as you look that over or have time right now to look it over. Is there anything that you wish to discuss on it? Is this something that we can generally as a group agree to on how we will proceed and operate? I >> think it's important to note I think you guys put this together was it a year ago at a board retreat or was it two years ago? Years ago was seems good to me. >> It made it makes a lot of sense. >> Yeah. Just be respectful and professional.
033>> That's it. >> All right. Um, next discussion item is the WASBY resolution. Submissions are due by September 15, 2025. >> I personally don't have any thing for you guys to be thinking about unless you guys have talked about having any legislative items. I mean, there's typical budget stuff, but we're not in a binding budget. We may not, you know, I I don't have anything else. You guys have to talk about items. >> Nothing's come up that that I'm aware of. >> Okay. We just This is something we put on annually because sometimes we get caught like the cow before the 15th. People are like, "Oh, we want to put a resolution together." And then we get caught like with a short period of time drafting that. So if anything comes up, we can add
034it to next week or we can always add it to the cow for September, too. But like I said, the turnaround just gets hard. >> That's my report. >> Thank you. Teaching and learning, Mr. Schumacher. >> All right. No action. No discussion items. Informational items. Crystal director Mson on staff development days. New teach orientation. >> Okay. Um, I thought I'd just tell you a little bit about what's coming up this month. It is one of the busiest months, if not the busiest month for our department and getting ready for the school year. And one of those things is planning for our staff development days. Early next week, Amy is going to be sending out her welcome back email to all staff. That will include um details and time and location about when the welcome back
035for all staff will happen, which will be on Monday, August 25th. Following up from that email, I will then email the teachers with a schedule of what their staff development will look like anytime they're gathering with like their teacher colleague groups or PLC's or grade levels between the 25th and the 28th during our four staff development days. So, they'll know what to expect and where to go. And that's all very routine. We used the feedback from our teachers who filled out the survey last April to plan our days and how we want to use them. So, we're listening to their voices about how much grade level time versus building time, etc. Um, we will on August 26th during that grade level and subject area time do a lot of, for example, what Katherine asked about
036earlier, unpacking standards, looking at data for the content areas that we'll be digging into that. So, that's a little bit about the 25th through the 28th. Um, what's happening for staff development and then I did put a link there because the schedule is ready to go to our new teacher orientation week. We have five days with our new teachers. It's a lot. >> It's a lot. >> One and a half, one and three/arters of those days they get to spend in their school and their classrooms getting things ready. Um but we um have a lot of things planned for them. Some training things, some learning, some meeting their mentors. We'll have a welcome breakfast with the principles. They'll learn about all the schools in the district. There's a lot of topics on the orientation schedule.
037So, I thought you might like to see what we do to onboard our teachers. We're planning uh for 20 people to be attending that. We have a few long-term subs um in who've been in the district and some of the things they would come to are a little redundant. So, they don't have to come to all the parts or if there's been a teacher who maybe left our district and only has been gone a year and now is returning. Sometimes we don't have them come to all of the parts, it would be really redundant. So about 20 is what what we'll plan for at most of our orientation week. Do you have any questions >> for staff development days? You said you're listening to what teachers are saying or what are some of the themes?
038>> Uh teachers continue to say that at some point during the school year, they want some element of choice in what they do. So we're planning for choice sessions on our February staff development days. they definitely uh value very much having PLC time with their smallest group of teachers that they work with. So there's always PLC time built into building time or during the morning of the 26th, especially for the secondary level. Um we will spend the 26th in the morning for elementary teachers on more literacy training for our new resource. So those are a few of the themes. >> Yeah. Thanks. >> Yep. is the new teacher orientation. Is that for subs you said or just are you saying long-term stuff that are on the teaching session? >> So, um our dayto-day subs that
039Molly hires, they have separate training and PD sessions that we offer throughout the school year. Um, but we sometimes have people who served in a long-term sub role maybe for a whole school year and they were part of all of our PD in one school year that would be redundant to then come to all of five days again. Yeah. >> So maybe like on our restorative practices or PBIS if they've been a long-term subur sometimes they know those things. Um, and I think we we have two of those this fall where we've hired long-term subs that will now be contracted teachers with us. And we have a few people returning who've been gone just a year or two and >> missed our district so much they came back. >> Good. >> Thank you. >> All
040right. Gina Hagen, director of student services presentation of 2024 by seclusion and restraint data. Um before I start, I think there was a little technical glitch with the um paper you had in the packet. Did you want to explain or what do I need to do just to make sure? >> I think the biggest thing is this is the current report that they printed for you today and Ann will put this attached to the regular agenda for next week. So the one that was attached to the cow, there was a couple errors in it. This is the accurate one. and it'll be attached also next next week as well. >> Okay, perfect. I just want to make sure you were looking at the right information. >> Um, so yes, I'm going to talk about a
041rate and support in schools. And before I talk about the data from last school year, I'm just going to talk about some of the key points when it comes to this. Um, because there are and there are many laws that, you know, guide us in this. It's a very kind of serious uh thing that we that we have and it um physical restraint and seclusion are are tools that we have in the the very few crisis emergency situations we might have with students to intervene when it's kind of the last resort when other things have been tried as far as like verbal deescalation and you know moving other kids away and things. Sometimes we just have some kiddos that need a physical restraint as see an intervention. I'll just kind of read to you um
042what the law says because it kind of really explains it well. It permits the use of physical restraint or seclusion only in circumstances where a student's behavior presents a clear, present, and imminent risk to the physical safety of the student or others. and physical restrain or seclusion is the least restrictive intervention feasible. That's just kind of the definition there. Just to kind of get into the individual definitions, just so you know, um a seclusion is when it's it's an involuntary confinement of a student apart from other kids um in a room or in an area where the students physically prevented from being able to leave that area. It can't be like a locked room or anything like that. their staff with them. Um, but they're they're being secluded in a way that they're not allowed
043to run and, you know, hurt themselves, which is is the goal. Um, the physical restraint, um, definition is where that's, you know, where a staff member is restricting them from being able to freely move. Um, and only again, you know, used in those emergency situations. Um, so this um these rules um apply also to our 4K um programs all the way up to 12th grade. So I just wanted to make sure you knew that. Um and then what else did I want to say about this? Um okay. So then when there is a situation where this happens, there are um very specific timelines and documentation that we have to follow as far as like every time there's this situation, there needs to be a debriefing among staff and that has to be documented. And then
044um with students that have IEPs, if there's um two times in a school year that they have an incident happen, the IEP meeting, the IEP team has to meet. That's a requirement as well to figure out, you know, what to do differently or um what planning needs to happen. Um there also needs to be um so anyone that does a physical restraint has to be trained. And so we have a trainer in our district that um and each year we figure out who in each building needs to be trained um based on you know the past year or years before. Technically only one person in a school needs to be trained but we train a group of people because it's always it's best practice to have more than one person um in a situation like
045that. So that um you know you have um several eyes watching the situation. Uh we use a company called Crisis Prevention Institute CPI to train our people. And so then um there's also in statute of laws around like you get you as a board have to get a report every year by October 1st. So this is what's going to happen tonight. Um, and then I also have to report the data to DPI by December 1st every year. So those are all kind of the big rocks around this topic. Is there any questions on that before we look at the >> an example physical restraint? >> Um, yeah. So, one that I've seen a little more often is like a twoperson um kind of maneuver where you know there's a child that's you know maybe here
046and then you have one person on each side of the child to kind of you know it's still a movement situation but you're really restricting them from running away and then it usually that's used to like transport them to a different location. It's kind of a situation where the you know you have your body up against the the student to really brace um you know so arms aren't flailing and things like that. That's one example. >> Sure. >> Like we might have young students who might run want to run out the door. There might be a street out there. We don't want them running out the door. So guiding them away from that front door or what wherever. That's just an example of guiding them away from that danger. >> Yeah. Um so if you
047look at our our district data um the data continue the numbers continue to go down. I mean I I am al all all of a sudden using the word almost non-existent um when it comes to the numbers that we had last year. Um we didn't have any physical restraints or seclusions of any students that that um don't have an IEP. There were none of those. And then we only had 15 total incidents across our 4K through high school um between the seclusions and restraints um within the eight students involved across the district. So and only you know a couple incidents at most um with those students. So the numbers continue to significantly decline and I think that's because um just there's been a more focused look at you know the training scenarios making sure there's
048good teams in place at the schools. But the most important piece around this crisis intervention is verbal deescalation and the strategies because when they're trained um it's you know it's a day to a day and a half of training. It's mostly focused on that verbal deescalation and how to interact with kids so you can bring them down instead of ramp up the the emotions and get to the point of the emergency. So, when you look at that data, uh it's it's accurate to say that um we do continue to have a higher proportion of students identified on the autism spectrum disorder at Cooper. >> So, you that might be um because there might be some non-verbal struggles there, right? So that might be why that data looks a little different. Yep. >> Well, that's interesting
049coming out of CO though too >> and just readjustment. >> Yeah. Yeah, for sure. >> Would a physical restraint would that automatically um push the sec exclusion number up? Are they not separate separate incidents? Yep. Any other questions? >> The two incidences that involved the police officers, were those one student or two students? Two students. Yeah. We didn't actually start tracking the police department until last year. So that's why there isn't numbers on those other years. >> Is that required by DPI or did we just choose to do that? It's required in the Okay. in the law. Yeah. >> Okay. >> That's awesome to see the numbers go down though. >> And they've done a lot of work in their department that are on the second page there. So, you guys have done a nice
050job intentionally working through that. >> Yeah. Yep. >> Okay. >> Thank you. Thank you. Thank you, >> Jennifer Willoughby, director of early childhood and the education summer school. Good evening everybody. Um, summer school is officially done for the year. Uh, and I think it was a great success. We had about 1,17 students um, enrolled for summer school this year, which is about 200 more than we've had in the past. So, we saw a nice increase. Um, this summer we offered geometry at the high school for a handful of students about 15 I believe participated in that. 14 15 um and then we had uh 55 students participate in Spartan manufacturing. Um that is that would I think 45 was the number of middle school age kids and then we had a handful of high school
051students who were there working on um volunteer hours and senior project things like that. So that was great. Let's wrap that up. Um and we had great success, great interest in positive place, families and students. Um planning for this year, we're already kind of looking into some different things. I met with WS this morning to talk about how we can collaborate services and programs so that we can continue to support our families who are problems. Uh the hopes would be that we could offer some programming at the same time so that we can have them in the morning, feed them breakfast and lunch uh and bust them to WS to participate in camps or programming offering over there. So they are going to start thinking about some things. They already had some great ideas. So
052that was a nice conversation. Um YMCA continue to coordinate with them. Um we're looking at uh hopefully being able to offer wrap care next year on Fridays. Um even though we don't hold summer school on Fridays. Uh again, just looking for ways we can support our families. So the YMCA offers wrap care during the four weeks of summer school right now and we bust them to uh the school site that they're at to hold that programming. Um however, they've been offering it just Monday through Thursday, the same programming as the school. So, uh, Fridays we heard from families was a bit of a barrier in having them attend section. So, again, just looking at different ways we can remove those barriers for families. Um, we're planning to start enrollment early uh earlier next year. So,
053we we'll be ready to push out information at conference time in the winter. Um, principal shared that information with me and said that that sounded like a good plan. So, we'll be ready to do that. Um all of our enrollment we're going to try and get through power school. So transportation, wrap care, um summer school, roommate you're looking for, everything will be in one-stop shop uh for families. So trying to help um that piece and then really just looking at times of programming and working with transportation and food service so that we have some nice coordination with with what we're offering. So, I'm excited, but we're already we're done with base year and already starting to plan for next year. So, that's what I have. Any questions about summer school? >> How was enrollment versus
054actual numbers? Like, is it pretty >> good? Yeah. So, attendance, we don't have great like historical data to track um attendance trends. This year I would say on average 44% of the students are absent any given day which is pretty significant amount when you look at it but that's prek through 12th grade and including credit recovery and drama camps and all the things. So um >> so yeah I don't have great data on if we tapered off near the end of the year. I was really hoping to kind of see if this year offering four weeks straight versus previous years with a gap week uh with the Fourth of July being in the middle of the week made a difference, but it was really hard to capture that that data. So Casey's working on it,
055but I don't know that she said once summer school's done, she might be able to capture better data, but leading up to this meeting, there wasn't really great information. >> Okay. >> Did you all work with Northwood Tech for Smart Manufacturing in the summer? They um Spike and Adam uh planned the whole boot camp um experience and they worked with they went on a field trip and I don't remember where. >> Yeah. So they went to Northwood. >> Yes. >> Northwood Tech and they went to Exales. >> Yes. >> Epicurion. >> Epicurian. >> Yes. >> Cool. Super fun. So my middle schooler did it. Yeah. On Monday, they did some metal work in the metal shop. And then Tuesday, they made um like a deck of cards size travel uh crib boards. Super cute. Has
056Spartan Manufacturing on it. And then um Wednesday they made uh flowers and welded them all together with bolts and stuff. Super cute. And painted them. And then and then Thursday they did their >> full day field trip. >> Those are great. >> Yeah, the field trip. They had to wear pants. That was the big That was a big problem. >> Close to literally go by pants just to go on field trip. >> But yeah, >> that's right. >> For leadership. >> Yeah. Yeah. >> That's awesome. >> Any other questions? >> Well, what elementary wise down to two schools again then? Or >> Yep. We held it at um and Great Lakes this year. Next year the plan will be Northern Lights and Bryant. alternate the schools just to help with the custodial staff and cleaning
057and things like that. Um, but we're going to continue to offer it at both schools. >> We had a debrief with elementary principles and they felt pretty strongly that more consolidation would not be beneficial and the two sites were >> we would see more decline in numbers if we consolidated. >> Thanks. >> Thank you. >> That's it, Steve. >> That's it. Motion to >> the show. This is just a question. Um, so next week I I'm going to be out of town for the entire week. And in the event that our vice president is not here again, am I able to just um assign I'm going to try to >> Yes, you're in charge. >> Virtually, you're in charge. >> Fine. >> I'll get ready to read then. Okay. >> Well, let's clar let's clarify
058with Laura if she's going to be here. >> Exactly. And then if we'll talk through what uh options could be. Yeah. >> And I'm I am going to do my best to join virtually. Um but I think it's better that somebody be physically here to take the agenda. Shall we? >> All right. Motion to adjurnn. >> I'll make that motion. >> Second. >> Favor signify by saying I. >> I. Motion carries. See next Monday. light aged. >> I did too. I told my son I was like, "You got to come pick me up now." >> That's like, "Oh my go." >> See, our new neighbors are in. >> They move in. Mary said they have kids. >> Yeah. Middle school. >> Yeah. They're like they're usually said, "Mary, I know you're not questioned the Great
059Lakes." >> A place down a lake somewhere. Even older