001we will please stand and join in the pledge of allegiance to the states of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. First item on our agenda today is the approval of minutes reference number one for the regular 2026 workshop meeting held May 26, 2026. So moved. Support. Motion and support. Any discussion? All in favor? Aye. Opposed? Hearing none, the motion carries. Communications, letters of resignation, and retirement will be discussed in the personnel report. So now we will move on to our administrative report, MTSS, with Ms. Casey Krull. And Ms. Ann Bauer. And Ms. Ann Bauer. Welcome. Sorry, that was late edition. So Ann was on maternity leave, so we weren't sure if she was going to make it or not. So I'm
002afraid to say no. Oh, okay. So it might get nice and easy because we're real artists. So as you know, I am Casey Krull. I'm principal at North Florida Early Childhood, soon to be Alley Inn Early Childhood Center at the Dufferin Building, as well as MTSS Young Fives through 8th grade. And I am Anne Bowers. I'm the MTSS support. So we really just wanted to take an opportunity to first support MTSS, whether it be a nice cheat sheet, so to speak, of things that we're doing at our district level and at some of the elementary, high school. So what is MTSS? It's different tiers of intervention support, meaning we're looking at different ways we can support students. Tier one is our universal support. Those are things that we do in the classroom for all students.
003And that's going to hit a majority of our students, about 90% of the nation. Those things will be supported. And so those are things that happen on a daily basis. Sometimes those things don't work, so then we look at tier two strategies. So those are things that are just a little bit more specific that target just a smaller group of students. check-ins, providing teachers with additional strategies in the classroom, or at the teacher or instruction, giving them that little extra support. And then Tier 3 is our more intensive group, and that's usually between 3 to 5 percent of our population, and those are students that have not responded to those additional tiers that might need a plan or just additional support. And so that's really the purpose of MTSS and so our goal has been
004for the last really two years is really developing tier one universal strategies as well as structures for those tier two. So we've been working at each level as well as some district processes. So this is our visual for our district teams. Andrea Wood, when she was doing MPSS, when I had created this, we did a little bit of editing to adjust to that and represent it. teams that we went ahead and had here in the district. So if you look at those different levels, it's really true to try to explain to you that everything is layered on top of one another within our teams and each one of those things support one another. So we have our student support team as well as our academic and behavioral pieces. So our PLC's, we also go ahead
005and talk about our PBIS systems or Positive Behavior Intervention Support. look at your cheat sheet all the acronyms are there yeah with some very very um brief descriptions we also have our building implementation teams which are at each building level that go ahead and help to facilitate some decision making that specific things that come from administration and overall just help to go ahead and support what's happening in each building Like this is a making peace. It's really nice for them. I'm even as well Which is the early morning intervention team and so that is the team where we call our tier one team? We want to go ahead and support teachers as much as we can around behaviors academics and attendance And so if we can go ahead and intervene early and catch them before
006things become That's where we really want to go with you wet so the teachers are able to go ahead and recommend or refer students that need that support and then the team will go ahead and review that and provide your strategies back to the teachers in order to go ahead and help support based on the things that they've tried. We also have our tiered support team, TST, which looks a little bit different at the high school level versus in middle school level than the elementary level. And so for the high school and middle school level, that is our built-in white data. At the elementary, they use TST to go out and assign different interventions for students, their trainers and school. Then we have also on there your DIT team, which is our cabinet team, and
007we talked about our MTSS, I'm sorry, our MICIP team, which is what everything really revolves around is bringing us back to our MICIP goals, and MTSS is a huge piece. So we are building that framework to go ahead and support. So we wanted to go out and highlight just a few things from each building we did. We could go on for hours and we know that. And once we get started, we don't stop. So we decided to go ahead and pick a few things. I did reach out to Andrea to say, hey, there's a few things that I've pulled out already. Is there anything else you'd like me to highlight? And there's a list about 15 items long. So I wound up saying, well, let me go ahead and just kind of pick the top
008three. So the team has been working diligently with their social workers and BIs at a voluntary work sessions in order to go ahead and create all of the MTSS PBIS type work that they need to do as well as frameworks and systems for the merger at the new elementary school. So specifically we talk about tier one universal support and you'll see there it says tiered fidelity inventory. That's basically your fidelity check to make sure that all your PBIS systems are in place. So they're really focusing right now on that Tier 1, making sure that all of that is in place when they get to the elementary, and then they will continue to build their Tier 2 and their Tier 3, which we talked about the tiers earlier. But really their main focus right now is
009on that Tier 1. We use something, and this is probably two minutes ago and finite of a detail, but we're using the TFI 2.1. And so what happens is that's what we've been doing for years, been going ahead and doing our fidelity check with. They have created a new one and it's called the 3.0 and it's much more complex. So instead of going to the 2.1 which we've been using, we'll be moving to the 3.0. The elementary team has been focusing on line fares with the 3.0, which has a little bit more detail to it and scored just a little bit differently. So they've been working hard around that. Another piece is the PBIS handbook and all of our schools have PBIS handbooks, positive behavior intervention supports. And so what we want to really focus
010on here is you have a tier one section that outlines everything tier one within every building. Tier 2 section, which will outline everything that's Tier 2 in terms of teams, strategies, and that's available to all of your staff to review. So you have your teachers that are able to go ahead and use that to review. You also have that available for onboarding, which is really important when you get new teachers because we want to make sure that there is an opportunity to build capacity and so things don't leave because they're only in Casey Crowell's brain and I didn't put them out on paper. Then everybody says, how do we do this? So the PBIS handbook is extremely helpful. It also helps us to make sure that we are staying on track and doing the same
011things every single time. And it helps us to be part of that fidelity piece. The next piece I want to talk about is their SEV work or social emotional behavioral work and it's linked to our CASEL. And so you have the picture there of the CASA standards, and I've defined it there for you as well in your cheat sheet. So that SEB work is really important, the social, emotional, behavioral piece. It's our responsibility to go ahead and teach those school-wide expectations using our PBIS. However, at the same time, we have kids that that might not be enough, right? 80% of our students will go ahead and respond historically to Tier 1, but then you have 10 to 15%. that needs some extra support at that tier two level, and then you have three to five
012percent that need intensive support at that tier three level. So when we are looking at the social-emotional piece, we have to figure out how do we help those students specifically outside of that tier one or tier two and tier three student receive the supports that they need in order to help them, whether it be a behavioral situation or an emotional issue that they have, mental health. How do we go ahead and we support them? So there's a variety of things that we do, but the main tool that they use is called the SRSS, which is also defined in there for you. And that is a tool that teachers will use, and they review the students, and they will score them. And based on those scores, they will go ahead and tell us which kiddos are
013at risk for specific behaviors. And then those groups, those social and emotional behavioral groups, can be built at Tier 2 and Tier 3 based on those scores. there's other data as well. You have your behavior, you have additional attendance, just a variety of things, like academic pieces will come into play, but usually that's only around the fact that, oh, well, Johnny is having meltdowns every single day, right? He's doing math, so how does that affect what do we do? But it may be that. So they're working on all of those things. work on top of a million other pieces and meeting this week at a to go ahead and really hammer out and show a lot of pieces. This is the roar expectations and behavior matrix. This was a really hard thing to go ahead
014and decide. So we have tigers for our middle school and our high school and so tigers just didn't fit. for the elementary principals and their team. They're like, this is really hard to go ahead and do tires for our elementary kids. And we really wanted to be. meaningful and want everyone to be able to have that believe in not necessarily the buy-in right but that believe in and what we're doing so they chose for as their acronym instead and so what this does it shows you that this is the expected behavior in specific areas within the school every single one of our schools has one of these okay and we post it and we teach these expectations students consistently. We start at the beginning of the year. We have lessons that are throughout the year
015after. We make sure that we are doubling that and making sure because it's like we lose them and they have to start all over again. So they did an amazing job of working with their social workers and DIs to determine what this would be and what this would look like. So Ellie White, Ellie White Middle School. I have to say that The Ellie White team has been so open to MTSS framework and structures and things that they didn't necessarily have before. I've heard Abby say, at first I thought it was just more meetings, but then I realized it was really meaningful work. And Laura just said the same thing. It feels like we're doing the right work. So what Ann and I did was we tried to make sure that we were collaborating and having
016a consistent flow from sixth grade to twelfth grade. We wanted to make sure the systems looked the same so they were reproducible. And though each school is a little bit different in terms of their need, and we do a few things differently, we really worked together to make sure. that everything so i will let ann talk about the training because i talked forever yeah so you do that and then i'll go for systems yeah sure so at the beginning of the year and even before the beginning of the year we met in august with the advocacy the uh planning around training that we wanted to provide all based on data and needs that were being expressed not just with the staff but also with the average behavior and just We met with them in August,
017created a bunch of trainings for them and a lot of it was focused on how do we build expectations in the classroom, how do we build relationships so we can leverage those relationships to get that we need in the classroom so that students are able to perform academically very well. We spent two different trainings going over the staff. So the first training we did, we went through all the different strategies. role play, we gave all kinds of data around it, and then that was in August and October we actually were able to pull behavior data from each level, have the team review it, and then we were kind of able to do a collaborative thing with the staff, where they did some working, helping negate behavior, and then we were able to collect some additional
018data points to strengthen that narrative, which we'll talk about in a minute. But it was very beneficial, and it's going to help students too, because they're going to kind of see some universal strategies. We had two of them that were kind of our main focus. And so the parent contacts were, you know, we just want you to go ahead and make sure that you're contacting parents. You're that first person that's making that contact as the teacher. And then they would record that in PowerSchool Learning. So then we could consistently, every trimester or any time they would want to, go ahead and pull that report to see, are my teachers contacting parents? And I will tell you just based on the things that Abby just said to me, she's like, it is amazing how many parent
019contacts we have. I'll tell you right now how many it is. last time I looked it was almost 300 and maybe more but there was just so many and so that was really reassuring that teachers are making those contacts with the parents they're emailing they're texting they're calling they're making those that first step right because you don't want it to get super bad and then all of a sudden it's like oh well Laura Pepper called because this happened and now we're on this business we could have gone ahead and just hit the road right away and have the support for the student and have the parents So we can go ahead and build that relationship. It's just really helpful to go ahead with this because the foundation are always like, oh, how do we do
020better at that? Because I think family, that that has really increased. Because teachers can be really afraid. How do I say what I'm going to say? So Ann went ahead and she was like, parent, what do I say? What if I say the wrong thing? So that was really. Then the responsible thinking process, which is referred to as the RTP. So we introduced that to them, and it's a series of questions. We'll ask a student when a student starts to have. problem in terms of our behavior in the classroom and so it's kind of like a what are you doing so much go ahead and fix it and so they will go through this and it would provide a variety and if the behavior continued then we would go on them then know that they're
021being here to do their behavior and they would make a recall that then go in our e-wit and our ss pieces we were able to really continue the work of sst which is our student support e-wit as we already talked about is our early warning it looked a little different from high school to middle school but the premise is the same trying to hit kids early in terms of their equal data for behavior. That was like the big area that they wanted to focus. Versus the high school, they really wanted to look at academics. So they wanted to look at how students were performing in the classroom and trying to, you know, we were able to do a lot of refining and processing here to really fit the needs of each building. And I will
022have to say the high school staff is very flexible in that. Our admin team is very collaborative with that. Both Mel and Dwayne can tell you how many times we've sat in meetings and they've gone over and they've adjusted their schedules to really dig in and have those conversations on data to hide the support. And our staff also do a really great job of letting us know when behaviors are popping up. They're often looking at the data on their own. We see that Jimmy's been asking a lot. We have that data. Thank you so much for letting us know. We're going to make sure we talk about it. I had to give credit to the high school staff because they really did start diving in and really had the data on their own and letting
023us know when they thought things were happening. And so that EWIC process then informed us that students were successful on EWIC over the course of a couple of years. It's been a very fun year of collaboration and solving a lot of the problems. Well, and I feel like what we've had to do often is say to ourselves, let's stop because this isn't working right now or there is some type of barrier that's getting in the way. And then meeting with our... teams in those buildings. What else do we need to do? Or we're not closing a feedback. We need to close a feedback. We have to have a better plan around how we're going to do that because we can't have stakeholders not feel informed because if that happened and we don't want that to
024happen. We want to make sure that you understand too that it's a very full child. We are looking at their social emotional. There's a variety. that we have of the school year and thank you to Hillary when Ann had her baby on me like two days before we were supposed to start Dadawalks. Hillary accompanied me to the middle school and high school to do... our data walks and so they are really called learning walks but we were trying to collect data around our evidence-based practices as well as student engagement and pedagogy overall and what you know what are barriers we might see but what are successes that we're seeing in the classrooms as well with students and with teachers and so we created a document where we collected all of that information in 10 minute
025bursts so it's just like a snapshot right a moment in time So I might go into a classroom one day and they're taking a test. Well, that's what they're doing. They're taking a test, right? So what does that look like when they're taking a test? What can we look for in terms of our look for to kind of see what's happening? Or they may be doing a project or doing a presentation or they might be doing a package. Who knows? Each class is a little bit different. But we were able to go ahead and see every single teacher at least, I want to say like. We did it three times, but I want to say we probably saw every teacher at least twice, and not more than that. We were trying to do 100% of
026teachers every single time so that we could just make sure that we had as much data as we could. And then what we chose to do after that is we took that data, we went ahead and we put it into a Google form so that we could go ahead and process that and really disaggregate things for ourselves. And we didn't want to do it in there with the teachers when we're doing it. We really wanted to handwrite it. Sometimes it feels really evaluative when you have a computer in front of you as an administrator in a classroom, even though I'm not their administrator. It's like, ah, she's in here with a computer. What is she doing? And it was really helpful for us, too. But we were able to, I skipped this part, which is
027really important. We made sure that we were. We were alone. So we would go between like every three observations and we would sit together and then we would go through and say, okay, this is what I saw. This is what I saw. Do we agree that this was present or if it wasn't present? So it wasn't just like, this is my idea and this is her idea, right? We were really collaborative about that. And then we provided each building principal with a data log. document that went ahead and really just gave them a report about what we saw. We connected those things to evidence-based practices, to things like Marzahn, and DeFore, and Archer, right? All of these people that have done a variety of research and we know to be very solid in practice. and
028then gave some next step suggestions and then the team i'm sorry then the principals would take that and give that to their team so not their whole teams necessarily but like in the school we did the vetting so the vet team would go through it and then they would look at it and they would analyze that and then they would come up with our goals based on the data that they're saying what do we need to do What are we doing really well or what do we need to do? And so I think that that was really helpful. And in between, we would have had him do math with the principals and we went page by page, right? It was a clear understanding or if there was any questions. The other thing we really felt,
029in addition, we kept it an eye on. No teacher needs to be evaluative. This is the group. And then how can we get hands in here to observe me? But she's not putting my name down. It's all anonymous. And I think it just creates that little bit of comfort. And the staff at both the middle school and the high school were there. The first time we came around, there was a little bit of an arc. Then the third time, like, oh, they're here. Hey, how are you? We just do our thing, and there was no movement at all. And the kids got their calls on. Well, and we think it's really important. We want to be able to take care of the environment, right? We want them to keep doing what they do and showing
030us all of the great things that they're learning. We don't want people to be like, oh, there's another person in here that I don't know, and slam off, and everybody stops doing really awesome things. The only other piece we did with this was we looked at the data trends. We looked at the collective at the middle. We said non-directed. And we saw that as an end. A teacher didn't need to say, hey, go turn your paper. Then we could just use it. They knew the expectations. They knew the product, which was amazing. And so they really leveraged those things. We saw relationships being built with students. We saw them sort of being utilized. A lot of times we didn't even see it because it didn't need to happen. But what it did highlight is some
031opportunities for us to grow in instruction and helping to look at leverage some more engagement pieces in the classroom as well as looking at like direct instruction and that we're going to talk about around that but so next we'll probably be looking at some instructional pieces. If you're along with that idea it won't feel so overwhelming when we're really doing it. Make it as easy. Well and the TST is up there too if you want to talk about that. Yeah at the high school level and I was in the middle school level we used the TST as the temperature gauge of kind of the big picture of the building. So what's happening? How are things going? And so we will get enrollment, attendance, behavior and academic data, as well as any other data that wants
032to, you know, be reported. They make three times a year with their BIT team and discuss that data, create a report, all that work. It's also shared with central office as well. And then we just use that as a problem solving document. Here are the things that we're seeing. Here are the celebrations. Things are going really well that we can really, you know, pat our staff on the back. a great job here's some areas that we might grow in um and just continue to problem solve and through that tsp work even last year that's what led to like our ssc team and led to our ebit team it's led to some of the processes that you see in the packet in terms of how we provide attention even district so it's a really crucial part
033collecting that data analyzing it and collaborating with teams to figure out like what's going on and that gets trickled down attention from the staff so they're able to kind of tell what they see what they know is and for students At the end of the year, Ann wasn't there to do it, so I heard at the secondary level. We did what we called it. We just want to know what is clunky, what is not working, what is working well, what are your suggestions for things to make this better? Is there something that is a feedback loop piece? Is there something that we're missing that we're not seeing and how we make this more usable for your purposes in your building while going ahead and maintaining the structure and the fidelity of the process as much
034as possible? And that was really helpful. Each team Was really honest and I think it was one of the biggest pieces I said I don't want you guys to like what you really think I need you to be completely honest because I'm just going to take everything you say because this brain dump is going to help us go ahead and make things better in the end and so she and I will go ahead and look at those pieces collaborate around those and then take those changes that were suggested or that were referenced and we will make those changes and present those to the building staff and do the same thing until they're like yep this looks great that's true so I really appreciate it. go past this because we talked about it together. We talked
035about the data walks already. See how we did that, Anne? Yeah, I know. So the district work, I think, is also one of the pieces for the last two years that we have really taken a lot of our pride in as well. There is a lot of framework that needs to be completed around assessments and just how do we represent that? You might have it in your drive, and you might have it in your drive, and she might have it in hers, but where is everything? And is everything the same? So we worked on specifically making a document that went ahead and defined what are the teams that are here at Alley Public Schools? What is that organization of those teams? What are those responsibilities? The definitions of being part of those teams. We worked
036on job descriptions for things that didn't exist. We had a sort of proof PBIS. Agenda that we use for our PIS team meetings, which is used from young 5s all the way up to 12th grade We are working on about I think 70% done of the MTS handbook draft in so all of those things will also be in the MTSS handbook and as the elementary teams go ahead and start finishing a lot of their work for ELE Allegan Elementary School will be able to put those in there as well so that those will all be linked. So anyone can do the same thing they could do with the PBIS thing. I need to know about a system, I need to know about a process. It's all right there in terms of structure and framework for
037anybody to go ahead and do. So I started this last year and my goal is to finish it this summer as we've started an MTSS webpage which will go ahead and be in to our Allegan Public Schools. pages and so Cassidy did this last year I believe it was with their special education portion and I was like that's so smart we have to do that too Ann. Yeah. So thank you Cassidy for being a pioneer in that we really appreciate you. We are really proud of the professional development that we've gone ahead and put together for the secondary teams that's been really helpful. We spent a lot of time I think we have like 70 hours or something put into that beginning of maybe the beginning of the year stuff. And the other piece that's
038super exciting is our attendance blueprint. And so I know that we've been talking about different codes and different processes and different policies around attendance. And so we're really trying to make sure that we're doing. justice to our students by making sure that if you're an athlete, it's a very welcoming environment to come back into and how do we get kids to come back to school, to stay in school, and how do we not push them away by the way that we go out and interact with students. So we're really gonna be focusing on that tier one. And that is, again, universal for all. And that's not just as administrators, but with our teachers too, right? What can we do in order to go ahead and support positive attendance and relationships so we can get our
039kids to come to school? The communication plan, the barrier log, those are two of our DCA pieces, which is our district capacity assessment. So we use that as a DIC team, so I'm kind of saying as a district. What are we able to do? What do we have the capacity to do? What are we missing or what are we need? And so we met with AESA after we completed that and decided there were specific items, six items that we wanted to work on and some were very, very large because it's been just logging through. These are big things that are going to go ahead and make huge changes in terms of our framework and the way that we kind of do business, right? So we wanted to make sure that that communication plan was front
040and center. So we did a lot of work on that in a micro team and everything was vetted over a phased feedback plan for our administrators so that they could go out and provide feedback. And then Anna and I went through it and we addressed every feedback that they provided. We made sure to respond to every single one and if there were questions and a lot of things for James, right, they'll come back and say, okay, James, what do you think about this? And we're actually meeting this week to go ahead and kind of put the finishing touches on that. So it will then be able to... to be approved and pushed through. You want to talk about the barrier log a little bit? Yeah, so we wanted to have a way for staff and
041administrators to lift barriers. Not just at the building level, but then also way up. And so we were able to, as a micro team, we were able to come up with a draft of a log. And so what we landed on was Google sheet assignments in each building. So we helped out with your log with your different... And so when the teams meet, the heads of those teams will have access to that document. So when they encounter something and they're like, oh, I don't know how we're going to address that, that might need to go to the BIT team. So they can document what it is, the BIT team in each building, and then look at that barrier log and go, okay, yeah, these are some low-hanging fruit that we can solve as a team
042or that the administrators can help solve as a team. But sometimes there's things that get brought up that are really big picture district level. So it just allows an avenue for those things to get pushed up. to wherever they need to go so that eventually they can discuss those big processes if they can. And so we were able to give that as a draft this year and I believe some of the building administrators were kind of highlighting it, seeing how it was working. And so I believe it went very well. And so we're planning on just taking a few touches on that and rolling that out as well so that there's a common way that everybody's gonna be able to say, oh, well, I had this on my meeting and it never made it to
043the appropriate. you're like wait a minute what about this right don't want that and then lastly this is the APS TFI aggregate so you will learn a little bit about the tiered fidelity in Victoria initially and this is our Alley and Public Schools tiered fidelity aggregate so this is each one of our schools scores are on tier one so that's universal for PBIS and then on tier two original support and so we went ahead and do that fidelity check with each of our buildings and every building And I did not zero out West Dawson and Pine Trails because they didn't do a TFI this year because they're doing the transfer over to Alleyne and Electra at the center. So we kind of wanted them to start at a phase level. So you can see kind
044of where the scores are for each one of those in each one of our buildings. Attached, you'll see up there, there's an underline. There is an underline there, and that has our action plan. this document but you can click that into the action plan and we can see for years how what our scores were what we have is evidence to go ahead and demonstrate that we have achieved what we need to at each one of those and then we will go ahead and then say we have a one or a zero and we really need to go ahead and address that so you'll notice that anything that was a one or a zero will be ultimately at the end of the day this is really attached to my kit and it's one of our my
045hip goals and that we would go ahead and already measure up in tiers two across all buildings and we are well on our way yes no doubt in my mind um and so that kind of gives you a look at that and then here is our tier two as well and so um those greens are in the 90s and that's really big we want them we'd like them to be all of that but we know that that's not uh we also do the voting ourselves right so we get with our teams and then we do the second influence me in terms of the voting and then if we have a disagreement we say okay well explain a little bit why you chose one and then that person will go ahead and give that information to
046us and it might be like oh I didn't think about it that way because of boarding us and so that kind of gives us that holding us accountable the fidelity check but really like one of these honest last thing we want to do is rate ourselves higher than we really are because it doesn't do our school or students any service This is a really great process, but for me, I feel like this is a huge celebration. The high school will be doing it next school year, and so they will have... Yes, I have to give credit to the high school team. They worked really hard this year to be there. There was a lot of hard work and a lot of support from our administrative staff, supporting initiatives, getting water buckets dumped on them on
047the last day of school, and all kinds of things. So very, very hard working. And I want to really... year, year and a half, two years really. They were invested in expanding a little bit more. We thought we had a system for this. We thought this was a program, but that's just a sheet somewhere that somebody wrote a paragraph about. There's all the pieces and dissected them too. And right now what that team is working on is their menu or list of all tier two interventions that we put into place academically and behaviorally in their PDA. They mapped that out this year. They built a check-in, check-out program. Roundup. And so they have that ready to go. But they did some really good work. And then a question. Yeah, maybe a question. I learned you
048last time. I left that little supplemental sheet that we got from you. Super helpful. Yes, exactly. Throughout the year, our staff is a sheet. There's a lot of reference. We're like, of course we can. So we've been trying really hard to. And that's a nice tool that you guys are going to continue supporting that with you. Because I want to shout an acronym. Thank you for your time. So it's good to see that since the last presentation on this another step forward sort of in all directions. And I think you did say that the plan for next year with the elementary building to do another TFI with the whole building. Correct. And then even though it's three buildings and not one building, it seems like there'd be a way to sort of compare where things
049were. We will be able to do that. And I think ultimately everything that they have completed and I have to go ahead and do the work that they've been doing in each other. They got to make sure that they're on board. So you're not starting zero, transferring it all to the same point. So we just want them to have legitimate support for themselves because we know that frauds and frauds, right? Like we know that that is, but we want to make sure when you have that combination, there are those little tweak things that each of us as individuals do differently or they're really working together right now to remind those of the merger and they're doing that. I see a lot of emphasis on tier one. and then tier two, because you're impacting the most
050number of students. At that time, we're about tier three. What's the plan for tier three? Actually, tonight, one of our topics, small number of students, the sooner we can now get into tier three, those are the individuals. You want to go ahead and get at least the next one. So we got to that point in the building, so we actually talked to every one of us because we want to go ahead and actually have a club going into the next school year at both buildings. We now we've done for a year or two and now we've got part of our development in the fall. Sort of the tier two and then the tier three planning are the parents brought into this because you really need some very specific plans. I mean, I know that the
051parents are involved in the IEPs. If there is an IEP, the staff is obviously communicating with parents. Once you get to tier two and tier three, it's more than just calling home. It's like they need to be part of that. We like to go ahead and make sure that we do that. And so the thing I think that's really nice about technology. But at the same time, there's always a little mate that you can go ahead and have a meeting with and providing feedback. What are you saying? What works for your kiddo? What doesn't work for your kiddo? So they can provide feedback on what they see. But also, once we get to that, we need to make sure we'll enter much more so at tier three. That student needs to be part of that.
052We're not doing something to them. We're doing something for them. And they need to have a say in the behavior of the learning situation. We want them to have a voice at the table to feel like over. they're doing this to me because of what they're doing to go ahead and improve. So having that parent at the table. And even before that, before the meeting, so we want to learn a little bit more about kind of telling them what's going on at school and just getting their voice. And so we've developed some more like back-end things where we're able to ask some very specific questions around that way. We have time to get their voice. We do student voice, teacher voice. We can take all that information. picture that when we sit down to have
053a meeting about Jimmy and you know what you've got all the voices are already represented at the table and like sometimes when you come to those meetings what can happen is you're digging you're digging for data after meeting and the point of the meeting is right so we want to come prepared with as much data and information as possible that way and people have had time to maybe review some of that data so when they go to sit down and have a conversation with Jimmy with their parent you can come prepared and try to do some dialogue about And so that's been a really big part of it, not just with the Tier 3, but even with Tier 1, is having all that data ready to go and pulled ahead of time so that we
054can film. We don't want to. We do. We have a special recognition. And yeah, this person's not here, though. So we're going to talk about this person, and then we're going to go physically and talk to them. So this is an administrator and this administrator was very apprehensive about all things MTSS. When we first went ahead and started working with her, she was very vulnerable and would tell us what she didn't know a lot about and what made her nervous and what she needed to learn about. And she really just really opened her heart to the process and dove right in. And once she was able to understand those structures and what we were putting together as systems, she really became a champion, I would say, of the system specifically at the middle school. Do
055you have anything you want to say about it? She yeah, she's just amazing. I mean we went to the MTSS conference last year together and it could be very overwhelming to go to a conference and hear all these acronyms and all this data and I remember sitting with her and she was just like, there's so much. I'm like, don't worry you're gonna get there and she has really dug in, done the collaboration. I would say drink the Kool-Aid so to speak. I'm just gonna immerse myself in this work and it has paid off dividends with the data that we have. And so, you know, it was a very easy choice for me when we talked about this. Yeah, we did. We did. And she also, she's kind of like the all-knowing of all things when
056it comes to that, right? Because we know assistant principals, they do a lot of things with disciplines, specifically with operations as well. And so she has an insight on that. somebody else might not have, right? And so if you ask her a kid's name, she can go ahead and tell you all the things that are happening with the kid, the kid's attendance, what's going on at home, what their grades are, what their behaviors are, where they spike in terms of their behaviors, right? Oh, that kid, that kid has problems in the hallway, right? I'm just saying that kid, because I don't want to say names, but you know, has problems in the hallway, and she'll be able to give us all of those pieces, and that is so helpful when you're talking about the whole
057child. So we just really want to honor everybody for being a champion of them together. And so we'll make her next time maybe Shakespearean. Thank you. Thank you. Next item on the agenda tonight is citizens comments. If anybody in the audience is here to make a comment to the board, this is the time to do so. Seeing none, we will close public comment and move on to our action and discussion items. Reference number two, personnel report. I'm going to mess up several of these names. So I apologize. There's even one I have not learned yet. Well, we're just going to do it like they do it at graduation and say I'm lucky enough. So does the board approve the personnel report for being the hire of Tanya Bonnick-Well, Melissa DeGood, Jenna Fenweber, Megan LaRue, Kelly
058Pelt. Anna Rumick, Megan Schor, and Avery Tuller, and the resignation of Kelly Nugent as presented. Motion and support. Any discussion? All in favor? Aye. Opposed? Hearing none, the motion carries. Payment of bills reference number three, May 2026, accounts payable check register. I move that the board approve the payments from May 2026, including payroll vouchers from May 8th. the 22nd of 2026 and accounts payable checks is presented. Motion in support. Any discussion? All in favor? Aye. Opposed? Hearing none, the motion carries. A couple informational items this evening, pupil count with reference number four as well as the annual discipline report reference number five. Any discussion on those two items? We could talk about the report from just a standpoint or make some comments first. Dr. Issela already made one of the points that I intended to
059make was some of the discipline numbers are disproportionately impacted by a very small number of students. That's good because we don't have a high volume of students committing many, many infractions, but it does speak to the fact that faction of students that needs more intensive support which was addressed. As you can see the if you remember legally the point of this report is to comply with the state law that we have to report bullying numbers to the board annually and as you can see those numbers for us again are very low. Zero at the high school, three at the middle school, zero at Dawson, six at Pine and zero at West. If you couple those with harassment, since sometimes those can be a little bit confused or intertwined, zero at the high school, one at
060the middle school, zero at Austin. And we know that that doesn't always tell, as you've mentioned before, in the community you hear that some behaviors and some bullying can be a problem and a concern for the community, and I think rightfully so. And that's why we include other data on the report as you go building by building, because the incidences of what we would call disrespect, or severe disrespect, which aren't as many but they're included in that number, the disrespect numbers are significantly higher than the bullying numbers. And that has to do with pretty much how we define bullying. We have to have a power differential, a repetitiveness in nature. So a lot of the disrespects, when they're dealt with by the administration, we do not have recidivism, we do not have repeat offenders, we
061sometimes do not have that power differential. So our behaviors in some areas are higher, but we do not classify them under the label of bullying or harassment, which is why you can sometimes hear these things in the community that things are higher than maybe the report would show. And I just want to be transparent about that. There are behaviors that are disrespectful and coded as such, but they would not be technically coded as bullying in our handbook. So that's another point I wanted to make sure that the board understood. why that discrepancy between community perception and data might be there. Of course each building's sort of overtime data for things like disrespect, physical aggression, fighting, threat, or jeopardizing safety are overtime from 2022-23 school year till now. Another point is the difference between secondary and
062elementary. Elementary numbers are much lower, even proportionally would be considered much lower, and that is because a high number of their behaviors are coded in the system as staff managed. That's typically something that the teacher, the social worker would have responded to and collected data on, but it wouldn't be something that would have gotten maybe a traditional disciplinary consequence. So the numbers, if we included staff managed in elementary, you would see them be much higher. But those are dealt with from the teaching staff level as opposed to, in some cases, administratively, it would have made the label admin managed, which is what we call those, and those would have ended up in power school as more of a formal discipline as opposed to more of a teachable moment type of behavior. That would be true
063in high school and middle school, though, too. No, and that's a great question. So high school and middle school do not code many, sometimes any things staff managed because it's more of a traditional referral process where the teacher does a referral, that referral goes to the assistant principal, and the assistant principal responds. They may respond with their parent contact. They may respond with a conversation, but that data would show up as a formal discipline as opposed to elementary. It wouldn't even make PowerSchool be coded on our Swiss program, kind of under our PBIS umbrella. I'm just saying that at the middle school and high school level, the staff is managing discipline. Yeah. They're just not coding it at all. that gas, right? They're not asked to put in... That's a good point. There could be
064many classroom management type of things, hallway conversations, plans and systems that teachers have to manage behavior. That just happens. And they're not coded... At the elementary level, there are staff managed coding in the system, not putting in the... Yes. And they're tracking those in order to keep up on their PBIS goals for trying to measure if our PBIS systems are effective or not effective and making adjustments to those. I wanted to highlight that to call out. So you see some of the why the reasons for some of these are. I also put in there the types of behaviors, referrals by behavior. You can see things like parties would be really, really high and things like physical aggression are very, very low. Location is something that we track. You see that classroom behaviors are in all
065buildings higher than the hallway behaviors. You can see, as we talked about earlier, referrals by student. Like Dr. Issela said, sometimes five to 10 students in a building are accounting for 20 to 25, sometimes 30% of the total discipline, which means that the vast majority of the school is responding to what the administrators are using as techniques to manage that discipline, and a few students aren't, which tells them mostly they're reaching the student population in terms of helping them manage that behavior. We also put in there being in grade level, probably more predictable in high school. As you can see, freshmen would have more behaviors than in grade level. It kind of goes down from there. In middle school, it varies year to year. This year it happened to be second graders that struggled a
066little bit more than for us. Elementary seems to be... all over as well, second and fourth graders. And I guess we could see over the years if that trends to next year's third and fifth graders as they age, that continues to be an issue. But this helps the principals design programming. It helps them work with those teachers to know what grade levels might be struggling with them. So those are the highlights, why we include the graphs that we do, so you can see some of that data framed a little bit differently. And then follow some of that trend data. There must be a story here. I'm looking at the middle school trend data for the spike past year, which is good to see. Is there a story behind that in terms of data collection and
067how things are like that? I did speak briefly with the middle school administration about that. They seem to think maybe more anecdotally than obviously the data supports it, but in terms of the causative nature of some of their restorative approaches, some of their counselor interventions, some of their PIS being a little clearer to the kids, doing a little more reteaching of behaviors when they come back from breaks. They did have some more assemblies this year. I think parent contacts have increased at the middle school. They would attribute that reduction in discipline to that list of actions that they took, even the responsible thinking process that you learned about earlier from the MTSS. staff sort of a systematic approach to how we handle discipline in the classroom. And the high school had some, quite a few
068numbers go down as well, and I think they would attribute it to some of those same things. So you've seen a decline in discipline in both the middle school and high school. I think we feel like we can authentically connect to some of our MTSS PBIS work. Yeah, definitely a big reduction. I don't think it's enough to severely skew the data, but the middle school also admitted to me that they did have a couple more disciplines to enter. after June 1st, which is when I had to pull the data to get ready for today, even though the school year wasn't quite over. Is there something different about the way, like, Pine Trails is reporting their data than the other three elementaries? Is it pretty different? Yeah, I think it, in principles, I'd welcome for them
069to share. I think this goes to one area that we need to tighten up, and really by default will tighten up, the merger will force that, is the principals don't have a lot of time to coordinate which types of behaviors that they would in their building encourage to be coded staff managed versus admin managed. And because of that I believe Pine Trails probably had, they have more students for one, but I think they had pretty similar behaviors that might have been more apt to code those admin managed if Ms. Marriott intervened some as opposed to the other buildings which might have coded similar behavior staff managed. And that really, I think, told the difference. And welcome to China, I see nods, but is that fairly accurate? I agree. The composition of our staff, which we've
070discussed in the past, leads us to some of those differences because I am one of a very small amount of people in my building that can respond. Tammy has additional people in her building that can respond. And so me being involved can sometimes just be the staff member who is available. it wouldn't have necessarily needed to be me as the principal. Whereas maybe in her building, there's other people who would respond to staff versus admins. That's good. Words of the mouth, Ms. Carl. Does that mean sometimes you might deal with something, and if it was historically staff-managed, you would code it as such, even though you're an admin managing that behavior? Correct. Yeah, okay. So I think one of the, having to sort of align as we merge together with how we're going to manage
071discipline and code our discipline in the system. And then, of course, the data will change entirely because instead of tracking this by school, it'll be tracked all in Allegan Elementary School as a whole. And it'll kind of change then next year, acting more of a baseline year, I think, and then comparing future years to what next year will hold. I think it'll lend itself to that kind of analysis. in the future. We can of course compare it to the schools individually by adding them up but I have a feeling that might be a little bit different next year. Oh yeah because when they're three separate buildings there's just too many as try as you might there's just too many inconsistencies across the building and how things can be handled in their reporting but in the
072single elementary building. Other questions or noticings that the board was hoping to talk about or? Informational items for the good of the board. Or student rep. Oh, last time you asked me to ask my fellow students what they want to see for PBIS. I heard food and gas money, so I don't know what we do. I thought some of our local gas stations might donate a gas card, and then that can be earned with PBIS. I was thinking that might be a good idea for next year. I love it. I like it too. I never thought about it. And I like food too, and I think even some of our local fast food restaurants might donate gift cards. We've worked with them in the past and they've done so. So I think you might be
073onto something. I like it. Good. Thanks. Where did the seniors go after graduation? I heard they went to Rubble and Roll. Is that accurate, Mrs. Kisar? That's right. To do there? I think that was through the bowling alley over there by... I think they have access. Throwing mini golf in there. It's been table tennis. Food. Food. Lots and lots of different activities. A lot of students do that. I think around 90-ish students. Anything else? That's for me. I will entertain a motion for adjournment then. So moved. Support motion support all in favor opposed we are adjourned