001discussing personnel matters at 6 0 2 p.m so second mr sullivan that was moved by mr julie and that was second by miss king can i roll call please mr juby yeah this king yes this morrison yes miss thomas daniels yes Yes. Morrison and sent in by Miss King. Can I have a roll call please? Miss Morrison. Yes. Miss King. Yes. Miss Juby. Yes. Miss Thomas. Yes. Miss Daniels. Yes. Good evening. I want to thank Maple Leaf Elementary School for hosting our Board of Education meeting tonight. And I'm pleased that we as a public body are going to take meeting locations. So happy to be here with you guys tonight. We deeply desire to be in the community to see the positive work being done and to be accessible to the citizens we serve. Thank
002you, Ms. Ritchie and Ms. Strickland for preparing for tonight's meeting. While the state of Ohio has released results from last year's testing data relative to the state report card, I will rely on Mr. Hankey and his administrative team to interpret that data and have a report for us in the future. With the shortness I can communicate to the families of our Barfield Heights students that you have earned our respect with your hard work and diligence to education despite the pandemic. The remote learning environment in which the Barfield Heights City School remained until springtime last year was not conducive to state-driven and mandated tests. All one needs to do is walk the halls of the Barfield Heights City School. at any level of education to see the quality instruction and learning that is taking place in
003our classrooms. We have set our vision to become a premier educational institution recognized in all of Idaho as fully preparing students to be leaders equipped with real world skills to contribute to a global society. And we have reinstituted our mission. which will be to fully prepare students to pursue their dreams and give back as engaged citizens and future leaders. What we consider to be a portrait of a graduate is firmly in place and the four qualities outlined to be a leader, to be career ready, to have real world skills, and to be socially and emotionally intelligent. With these aspects of our strategic plan firmly in place, we all can be confident that Garfield High students will be positively and meaningfully exposed to a public school that has a very important direction for the future and
004a plan in place to reach our goals. The Garfield High City Schools also maintains a full commitment to diversity, equity, and inclusion. We look forward to building upon our board-approved equity statement and using our DEI committee to make future strides towards actual equity policies. Our hope is that a set of district policies will ensure that access to a quality education will be available to every student regardless of race, creed, ethnicity, or social economic background. We encourage you to participate in the town hall that is coming up this Thursday with a variety of opportunities for next steps for our graduates and high school students. Representatives from colleges and universities, including those that are historically African American colleges and universities, and a variety of job placement agencies will be participating as well. Special thanks to Yolanda Hamilton
005and Gina Wilson for their help in setting up this town hall forum. Please go to our social media platform and website for more information and to RSVP. Thank you all for being here this evening, and this concludes my report. Moving to our committee reports. Do I have any other committee reports this evening? Madam Chair, Ms. Kinney, I have two reports. This came my first report is at city liaison The city of darker heights will be hosting a trunk or tree event this Saturday October 23rd starting at 430 and the parking lot surrounding the Civic Center Children are encouraged to wear their past trick-or-treating will occur on Sunday October 31st from 6 p.m. To 8 p.m The next City Council meeting will be held on Monday, October 25th at 7 p.m. My second report is from
006the Strategic Plan Committee. The Strategic Planning Committee met on October 8th, 2021. We reviewed the document that was created to document the action items of the Lillie Barnes Strategic Plan. Each action item will have a measurable outcome, identify who is the lead, and include time frames and follow-up information. The Board of Education will be provided with a presentation of the document in a meeting to come. That concludes my report. Thank you, Ms. Kennedy. Are there any questions for the audience? Thank you for listening. Trumpetry will be at 430 in the parking lot surrounding the Civic Center. We are relying on the recommendations as it relates to the attendance restrictions. We're going to do that in conjunction. If anything, the task force will discuss this. Our presentation, I'll turn it over to Mr. Enriquez. President Daniels,
007members of the board, we're so thrilled to be back in the school for our board meeting. This is our first one since the beginning of the pandemic. uh in march of 2020 so it's been some time and we really appreciate mrs risney and her team for welcoming us and i'll turn it over to our dean rosen's principal here today okay so welcome to big believe we are so happy to have you been a while and we had some learning going on at home for quite a while so we're just so excited to have you here you know that song i got that joy joy joy joy dad and we're going to get the shot so i would like to highlight this we're going to do it without her maintaining responsibility i'm sorry reagan poindexter amir
008anderson johnson michael dope slovensky so excuse me let me take a picture real quick we're going to get started with what we started in 2017 at maple leaf we have a social emotional curriculum and it's called the zones of regulation so bear with me i'm going to read my slides um first of all we have this curriculum the zones of regulation is designed to foster self-regulation and emotional control and then this year we have social thinking at me and it's a curriculum designed to complement zones and explore social thinking concepts which is designed to broaden emotional intelligence and vocabulary. For example, instead of saying, how do you feel, happy or sad, we try to broaden the vocabulary. So I think our word last week was enraged. And we also have our daily community meetings designed
009to build relationships, a sense of community, and safety. So the shirts that you were given, our staff wears the shirts every Monday. And instead of asking, What's wrong? What's wrong? We always tend to say, what's wrong? We say, how are you feeling today? And then they, well, I'm going to prepare for the horse. Let me just read. Sometimes I talk too much. We do a check every morning in class. And the horse question is, how are you feeling? That helps individuals transfer their feelings into words. And our second question we always ask is, what is your goal for today? And that's, you know, having a daily goal can transform how you feel, think, and act, and it helps you to stay on track. And then our last question is, who can help you with that
010goal? It promotes positive self-worth and a sense of community, and people sometimes forget that they can rely on others. Why zones? Do well if they can. No student wants their reputation as the bad kid. but they may not have an inner skill set to act differently unless they have been taught the correct tools to do so and given numerous opportunities to practice. Numerous opportunities. Success in school depends on the child's ability to control unexpected responses and other maladaptive behaviors. The Zones of Regulation curriculum is designed to help students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving. Who could benefit from Zones? Well, initially, this curriculum was designed for students with neurobiological and mental health disorders, such as autism, attention deficit disorder, Tourette's syndrome, OPD. and conduct
011disorder, selectivism, and anxiety disorders. However, the curriculum can reach a much broader population and research has shown that anyone can benefit from Zones, including students in general education and special education, educators, and parents. So the regulation fits perfectly into the response to intervention framework as it can be implemented at a universal level. We call that Tier 1. That's for all the students. And then small group, we call that Tier 2. And individual, we call that Tier 3. And we have some data at the end of the presentation that will show our past data for Tier 1, Tier 2, and Tier 3. And stop me along the way if you have any questions. Adults who teach the zones have also reported better insight into their own states and become more aware of the tools they can
012use to regulate. We really worked hard, our staff, we worked hard to get the adults to recognize their feelings as well. Sometimes they don't take care of themselves, things like that, and we find ourselves talking using the zones language so it helps the adults as well. But what is Zones of Regulation? The Zones focuses on developing a child's self-regulation, including self-control and impulsive control. The curriculum's learning activities are designed to help students regulate their sensory needs, their emotions, and their impulses to meet the demands of the environment, reach their goals, and behave in a socially appropriate way. Students will learn to recognize when they are in different states called zones, with each of the four zones represented by a different color. And you can see that on your shirt, we have red, blue, yellow, and
013green. To learn how to use strategies or tools to stay in a zone or move from one zone to another. And there's no bad zone, just in case you're wondering. There's no bad zone. Students will learn calming techniques, cognitive strategies, and sensory supports so that they will have a toolbox of methods to use to move between zones. Students will learn how to read others' facial expressions. Students will recognize a broader range of emotions. And students will learn to gain perspective about how others see them and react to their behavior. Students will learn to develop insights into events that trigger their less regulated states. But what is self-regulation? We put three things together. Sensory processing, executive functioning, and emotional regulation. And here is an example of the four colors and their feelings inside the colors. So
014you can see blue is a low state of alertness. You might be sad, tired, sick, or bored. And your brain and your body are moving very slow and sluggish. The yellow zone is a heightened state of alertness. It could be you're stressed, frustrated, anxious, excited. silly, and you're starting to lose some control. The green zone is the regulated state of alertness. You may feel calm, happy, focused, content, ready to learn. You need to be in this zone for schoolwork and social interactions to take place, and it shows you're in control. So obviously, we want people in the green zone. It's okay if you're in the other zones, but we want to eventually get you back to the green zone. And the red zone, that is extreme heightened state of alertness, and you have intense feelings.
015You're angry, you're enraged, you're explosive, you're panicked, you're terrified, you're elated, and you're not in control of your own body. And this slide is just a representation of what's in the book. We have nine lessons that build background knowledge. So I'm not going to read all those to you, but we create a poster that's a bingo game, the zones in Maine, lots of different activities. And then we have some introduction of tools, exploring sensory tools. You've probably seen a lot of kits with the fidgets, those little poppy things that you can get on Amazon. We have many kits and carry those around. We also have these zippers that we have a tool, a toolbox. tools in the toolbox that help self-regulate. And then we practice using the tools. And this is the toolbox. So there
016might be the poppy things in there. There's like a toss ball. And one of them says, how can you tell if someone is feeling sad? Play-Doh. We have yoga cards. We have stretchy. So For example, if a student might be in the yellow zone, feeling a little heightened, the teacher will say, go over to the toolbox and there's an area in your room that they can work on the tools. But they're not allowed to go to it until the teacher has actually taught that and gone through the steps behind it because you can't play with it when you're in a red state. It's not gonna work because you're enraged. So teachers learn about it and students learn about it and it's really been helpful. Another thing that's popular are the coloring books. They're very calming.
017So sometimes a student just needs that. So this is the data that I was talking about. But I think I'd like to play the video first. That might give you a little understanding. And this is an old video. So Mr. Shaw now teaches fourth grade. But he was a fifth grade teacher when we made this. I hope the sound works. Enjoy. I'm a fifth grade teacher and I teach math. One of the start of the day we do is call it a zones meeting. I'll also refer to it as a morning meeting where all my students, we assemble in the classroom. We discuss our feelings, talk about what our goal is for the day. And we refer to them by the color of the zones. So it's a good way to start the day and
018also gives me a kind of an idea of where my class is as far as getting into the day. and it allows me to help them start again. I'm Valerie King from Eagle Lake Elementary and I'm an estate geologist here. I like Zones because I've been able to start speech sessions with a field check around the table and it allows me to start the lessons with a much better understanding of where these students are emotionally when it leads to a more productive speech session. And also having a toolbox available in my room has been really beneficial. It allows students to self-regulate and better participate in the area. My name is Dorinda Williams. I am the Instruction Manager at Maple Leaf. And we use these office for renovation. The sensory room. And students come into the
019sensory room to self-regulate. And when they come in, we do what's called a check. And students are able to identify any motion that coincides with a card. For example, if a student is feeling a loss of control, he may say that he's in the greatest loss. Our ultimate goal is to keep the student back in the greatest loss. Tier 1, Tier 2, and Tier 3. For example, this first kindergarten, they scored their students and 75% were at Tier 1. 19% were at tier 2, and 6% were at tier 3. That's pretty normal numbers because you want tier 1 to be 85%, around 85. You want tier 2 to be smaller. You want it to be about 15%. And then your one-on-one students, the challenge, you want it to be around 5%. Well, that's how we
020teach our zones. We teach all tier one. We teach all students this every Monday morning. They have their morning meeting. We talk about the feeling of the week. And we get started right away with our zones lesson. And our school psychologist, I can't thank her enough, Angela Garba, has put this all together for us and has been an advocate for it and is spreading the word. So I can't thank her enough. I can scroll down a little bit so you can see. Obviously this is fall 2018. We started this a while back. And then I have spring of 2019. So let's just pick that on and see what spring 2019 holds. So the same kindergarten now next year, tier one is 74, tier two is 19, and tier three is 7%. Pretty good. But if
021you look at first grade, Do you see how many were in the red? You see how that went up to 23%? That should only be about 5%. That was 2019. And now fall 2019. Now, first grade, again, the 23% went down to 10%, so that's showing some growth. That's showing good things are happening, and it's moving in the direction we want it to. But like I said, Tier 1, ideally, we want 85%, Tier 2 at 15%, and Tier 3 at 5%. And SIGARS, it stands for Social, Academic, Emotional Behavior Risk Screener, and the teacher does that. It's teacher-based rating scale student risk for social emotional behavior problems for students in grades K through 12. This year, I'm proud to announce we're adopting the DESA, which is the French word, DRO, student strength assessment, and it's
022standardized social emotional competence assessment with additions that support students in grades K through 12. And it's incorporated into our branching minds. And I'm sure you're familiar with branching minds. It's a program that we adopted in Garfield Heights and do a lot of walking over tier one, tier two, and tier three. Not only for social emotional, but for academics. So you can see if a child is in an intervention reading group and it shows up on screen. So we're going to be starting this, as you see on the last line, we're going to be using it this fall. We haven't yet, but we're changing from Savers to DESA. And I think this will give us a better input. That's just my personal opinion. Are there any questions from the board that I would be happy to
023answer? And if I can't answer, I'll get an answer for you. Yes, Ms. Thomas. They are, but that would be comparing apples to apples. So we do have the data from St. Louis, and you can see that from Maple Leaf. The other schools didn't get that started until a little bit later, so we have a little more data. But we're really planning to start fresh this fall with 2021 data. And another reason being, we've been on COVID. That was a hard year. We have seen, all of us as administrators, that behaviors have increased. I don't know if you watch TikTok. But the students have adopted doing what they see on TikTok in the classroom or in the bathroom or in the hallway. And September was throw the soap containers into the toilets. That was the
024September TikTok. So we had a couple incidents of that. And we have to teach, like it says in zones, you know, some don't know how to control their emotions. Some have been out for so long. So that was a difficult one. We've never had that before. I've never had kids throw soap dispensers in the toilet. So we're dealing with some of those challenges of being on COVID, but I think the desk is really going to help us with social emotional work. First comment that stood out for me during this presentation is that I like the fact that the students see the practices being demonstrated by the adults in the building. And so Jeff was very vested up just allowing them to see that some of the challenges of standing in the zone and identifying your
025feelings, us adults have to self-regulate and things like that. I think that it was most definitely... they have a greater impact when they see the adults that they look to be independent of the teacher skills practicing it alongside them. So I do like to thank you and your staff for being that model for our students and supporting their social action. I want to thank you for your support every day. Thank you. That's a compliment. We've been working really hard for five years to try to build a culture of caring and kindness. And we give everybody a fresh chance every morning, no matter what. You might have had the worst day yesterday and knocked over tables, but you know what? Every morning is a fresh start for adults and for children. I get frustrated when teachers
026take off. I'm like, just ruin everything. We need somebody consistent. Don't get sick. And then I have to check myself and say, yeah. So yes, we're all working together. I guess I have one more other question. You kind of mentioned that during COVID-19, were you able to effectively, as much as you could, utilize the zones that you were able to plant just to see COVID-19? this learning and this to me to show the dress the level of impact that was on yes each each teacher still okay so moving back we used to have late start thursdays so our thursdays were used to do the zones and so we continued after covid so every thursday they had their half hour zones on zoom But to be honest, I don't think there was true data on it
027because kids were at home and kids... did things differently. You know, some of them take breaks and not be on the screen and others were demanding of it. So we really don't have any valid data on it. But we did on Thursday still do the half hour lesson. And Ms. Fargo says that the week before, like the Sunday night before the week, and it always tells the word of the week. And it also has a video to show a lot of like Sesame Street videos talk about feelings and she has a really good she does it breaks it down K to two. has a video and then three to five. So yes, those were still shown and talked about during COVID, but I personally don't think we would have good data to compare. So we're
028going to make this our year and start around the year with the DESA data. Ms. Morrison, you know, you could speak about Chloe and Brady. I'm sure they know. They could tell you a few things about what they do. They'll let me know what they were. I do think, you know, especially because Brady, I do think the zones do help them. And, you know, Brady has some control issues with that. So I do think it's good for him to know the zones and he's able to know where he is and how he's doing. Thank you for sharing. Didn't mean to put you on the spot, but they did go here, so. Anything else? Is this just exclusive to Maple Leaf or is this just all school? Elementary school. It's part of our PBIS program. We're
029currently programming in a library classroom. I guess I'm glad you brought that up. It's with them learning strong skills and design. five, we may get to sixth grade, is our PBS work and stuff like this in conjunction so that we continue to be able to have the skills that we hope, you know, that when kids stay in Garfield Heights in the school district, the New York City district, that they stay on Ohio and do a lot there. So we're hoping that as they go through K and get to sixth, through this work. the work in the middle school field have skills that they've been working on? Yes. So we meet collaboratively with all the administrators to review and go over data, as well as to make sure the ideas that are being brought between not
030only the elementary and the middle school, but the middle school and the high school. So that's a carry-through over of the work that we do for our BDIs. Yes. Thank you. Is there any other questions? Thank you so much for taking the time. Thank you. at board meetings i'm really good in front of the kids and the teachers but i'm nervous um so that's one of my feelings today i was very anxious but i'm glad thank you president daniels and members of the board uh garfield high city schools will continue its mass mandate at least through october 29th to continue maximizing the safety and security for our students and staff The COVID-19 task force will be meeting October 26th to determine the district's path forward beyond October 29th. So please stay tuned for more information
031in the very near future. As always, the district's desire is to have students and staff learning in person and masking is one way to do so, while minimizing our school families' exposure to the coronavirus. The Ohio Department of Education released ratings last week for all schools in the state of Ohio. Even though such ratings and rankings look somewhat different due to short-term changes in the evaluation system in the pandemic. Without a doubt, the nuances associated with the public education system and a global pandemic deeply impact a teacher's ability to instruct and a student's ability to learn. Almost all, if not all, 607 school districts in the state of Ohio experienced a decline in the performance index metric. While we know that last year's learning environment was not ideal, we also know that Garfield Heights City
032Schools demonstrated the ability to pivot delivery of education on nearly a moment's notice to keep students safe and learning. While we know that online learning is not optimal, we along with all the school districts had to pivot to an alternative education. was being delivered to some extent while keeping students and staff safe. Accordingly, my administrative team is currently evaluating the truncated data that was presented last week and we anticipate having a full evaluation for the Board of Education in the next month or so. Our highly dedicated and spirited team of Yolanda Hamilton and Gina Wilson, who I believe both are here, will be hosting a town hall meeting to learn to helping Garfield Heights students contemplate their futures. The town hall will be this Thursday, October 21st from 5 45 to 7 pm in a
033virtual format. Representatives from colleges and universities, job placement entities, and even our armed services will be available to help make the tangible connection between our forthcoming graduates and the possibilities of the future. In the Garfield Heights City Schools, we deeply desire our students to become future and career ready and per our strategic plan this opportunity is tailored toward that objective. Please see our posts on the district website and social media to learn more. Our door is always open to the community for their input and inquiries. Thank you for your continued support. President Daniels, members of the board, this is the end of my report. Thank you, Mr. McKinsey. We have a question to the Barnum Center's report. Mr. McKinsey, as a place in the report, I know that remote learning was a barrier last year,
034and it seems this year. um some behaviors received is impacting education maybe equally or close to the same area as remote so um are we working on a plan to kind of work around those barriers or you know is there more community resources more resources i know again um the after school program but my concern is just that These new papers that we see in school district and it's not exclusive school district seems to be near the same area very close to the same areas we had to learn and my concern is how that may impact our outcomes of achievement. There's a lot of loss in new behaviors in our building so far. So just wondering. we have a plan on looking at a plan to start regulating and put our children's brains off so
035they can get their education. Well, one major difference, President Daniels, is children are back. So as our students and our children came back to school, we have seen an increase in some behaviors in the various states. but frankly probably caused by a global pandemic. There's a number of things that can't be done. Taking a two-pronged approach here, as you do see in the board agenda, we're starting off with some after-school programs. Additionally, we're leveraging our agency partners to help with our students in the buildings, especially if they do experience some trouble with behavior. Our goal is to try to... students have something made for that we try to have some secondly part of it the part of that approach is the board recognized that we staffing additional security will be building pretty good safety for
036that cause we're really looking at the agency health with PBIS program with after school program again as I stated in the board last week I'd like to keep you in the work section I may come back to the board in September or and we may have a space for that so that's the approach we're taking very exciting our next order our next panel on the agenda the financials for the senator number 11 that is second by ms thomas can i have a whole call please yes thomas morrison yes yes i have a motion to approve agenda item 13.1 is yes miss thomas yes I have a motion to approve the policy as presented in item number 17. I move to move the weight of the 17. I move to move the weight of item 17
037through 19, number 20 is remarks from the public regarding this language. I'll take that second. Second. Mr. Schueler, that is moved on a strategic. And I'm the second, Ms. Morrison. Can we have a little talk, please? Can I make a quick comment, Ms. President? Yes. Just on item 19.1, the resolution for the attempt to participate in the Office of the Facilities Construction Commission, we have began, as part of our strategic plan, to look at the assessment of the middle school. And part of that assessment is seeing if we could partner with the OFCC. on how we can fund part of that building for the state. Maybe OFCC could give us some money. It also allows us the flexibility to, if we need to, borrow money with that while exceeding our debt limitation by law. So
038this is the first step that OFCC has asked us to take in just joining the DELT, the Expanded Local Partnership. And so that's what this resolution does. It starts that first step of joining the EL program through the OCC and get that ball rolling. Thank you, Mr. President. Mr. Chairman, Mr. President. Mr. President, I have apologies. Two of our providers, Lennart Green, just want to make sure that the board's word of dollar is that they are available for contracts for us. Reading, we're Amazon. We've got 22,000 students. Lennart Green is $30,000 for 30 students. And, you know, it's $30,200 for 30 times. $30,000. And this program will be for 30 students, students in the school year? Yep, twice a week, most likely, until the end of the year. And again, as I've said to the
039board, if things are looking really good, I hope to extend it. Participation in these programs. will be responsible for transportation at this point you have to you know get something uh in terms of like the actual times yeah they're gonna have to verify building so these are targeted for elementary middle school the middle school is where it goes more earlier because the day ends earlier uh and then Mr. To be. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. And I'm asking for the Board of Education to consider us not conducting a work session unless it be necessary. Board meeting, is that okay with everyone? So with that being said, our next Board meeting will be a record board meeting on November 18th. And then Board of Education will also be on the screen. on Saturday,
040November 20th and every week. Are there any other matters or announcements? I'll send out a motion to adjourn. Next meeting. From Mr. Juby and second from Ms. Thomas. Can I roll call, Mr. Scoville? Mr. Juby? Yes. Ms. Thomas? Yes. Ms. Morrison? Yes. Ms. Daniels? Yes. Meeting adjourned. Thank you.