School Board Meeting July 11, 2022 p1

001our July official school board meeting. So, Mr. Martin, I'm gonna turn it over to you. Oh, good call. See you guys. Still new. All right, we'll start with pledge. I pledge aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And now we'll start with a a moment of silence. [Music] Amen. Okay, now it's your turn, Mr. Martin. Give me just a second. Okay. Um, welcome to the July U board meeting. We always start out with our consent agenda. Are there any questions regarding the consent agenda? All right. With that, I'd like to make a recommendation that the consent agenda, financial report, and board minutes of the regular board meeting held on June 6, 2022 be

002approved as submitted. All right. So, we have a recommendation. Do we have a motion? A motion. Okay. So, we have a motion. Do we have a second? Second. Same people. All right. All in favor? Any opposed? All right. All right. Next on the agenda is configuration of schoolboard officers. Now that is a spot where I do not make recommendations and everything comes from you. So all right. So we're going to elect to vote uh for a board president. Do we have any recommendations for a board president? I I'll make a motion for John. Uh just on seniority. I'm fine with either John or Mindy, but I strongly support either one. I support Mindy. All right, so we have two recommendations. I think it does make sense and obviously between the two of us having been

003here and I appreciate both everybody kind of seeing that. I think that's probably probably makes the sense. All right. So, okay, you've got you've got two recommendations. You probably need to start with one. Okay. So, all in favor? What do we have? A You got to have a second. Okay. And then you have to have a vote. Sorry. This is the first time we've ever had two people thrown in for this. So, that's right. Usually, it's all right. All right. So, um for John, do we have a second? I'll second it. Okay. Then, all in favor? Do I vote for this one? If you voted no. Okay. Wait, hold on. Hold on. Okay. I don't know. Please explain. So, you're voting for John. Um I y'all may want to have some discussion or whatnot. Do

004we want to have discussion? Well, that's up to y'all. Um I think we might need to since we're voting on all of the things, but I don't because what we just had was a vote and I don't know how the other vote would have went. I don't know if we should take that. Okay. Does that make sense? Because I think y'all are feeling that you have two recommendations on the table at the same time. Yes. And what we need to do is we need to work through one recommendation at a time. So y'all may want to have Now your discussion cannot be in close session. This it has to be out here. This is an open session thing, right? So you all probably need to talk a little bit amongst yourselves. So do we talk

005about John first and then we talk about Mindy? That's up to you. Okay. How do you guys want to do this? Cuz I'm all, you know, like I said, three years on the board and this is the first time we've had this issue. So, do we want to talk about I mean, I'm all in favor of talking about John, but be great. Me, too. I think again between the two of us, obviously, I think it's got to be from experience based. I've I've served in that position before um in the past. It doesn't if I if I wanted I mean, I'm Mindy and um I'm currently the vice president acting as the president. Um, in my three years on the board, I've only missed one meeting. It's when my parents were sick. Um, otherwise, I'm

006here and available and I live, you know, right down the road. So, been on the board for 3 years. Any questions now? Are we ready to work through recommendations? I guess my question is since we're voting for two people, how how is the voting procedure? If you second it, that's not a vote. It's just it's just it's a second to go for the vote to bring it to a vote and then whoever raises their hand is for the vote. If you if you have a recommendation, let's say you recommend person X and then three people vote for that person to be president. There's no sense in having a second a second recommendation. Does that make sense? Cuz I think that's where y'all were fixing to go down. I got you. An odd spot. Okay. It's

007already an odd spot for you. So, right. So, we have a motion by Adam for John. We had a second with Sarah. Now, all in favor for John, raise your hand. All right. Any opposed? Okay. So, now we have a recommendation by Jessica for Mindy. Do we have a second? I'll second it. We have a second. All in favor for Mindy? Any opposed? Okay. Did we do it? Yes, ma'am. All right. Two non-raised hands is enough. Is enough. Yes. So, yes, it's 3 to2. Yes. A 32 vote. Yes. Does that make sense? Yes. Okay. Are we clear to move on now? Hold on. I want to make sure we got Okay. Okay. We had two votes. Okay. And you got that both votes, right? Yes, ma'am. Okay. So, now we're moving on to vice president.

008All right. Opening for recommendations. I nominate John. All right. So, we got a recommendation for John. I'll second. Okay. All right. Any other recommendations? I mean, I would recommend Sarah. Sarah has worked within the P Ridge parent organization for years growing awareness and has a good following and communication skills. So I would recommend uh Sarah for vice president. So do we have a second for that one? I'll second. Okay. So we're going to go back now to the first for John. All in favor for John. Okay, then you got the vote. Yes, ma. That was a 3-2 vote. Okay, so there's no point in going to the second recommendation, correct? So, John is the vice president. All right, moving on to secretary. Floor is open for recommendations. Again, I'll recommend Sarah then. Yeah. Um, again,

009her organization and communication with the parents and and all of that. I think Sarah would be a great nominee for secretary. So, do we have a We have a recommendation. Do we have a second? I'll second. So, we have a second. Any other recommendations? All right. All in favor? All right. All right. Dispersement officer. Do you want to kind of detail what that means? Um, dispersing officer is someone we need to have come up here and sign off on on when we run accounts payable, payroll, electronic funds, transfers, and anything else. And that it's um it's nice if people work in town, where we can swing by, but if not, of course, we make we make we work around your schedule. Okay. And currently Jessica is acting. She is the acting one. We assigned her

010for one month. One month. one month. So the floor is open for recommendations. I will recommend Jessica. Okay. So we have a recommendation of Jessica. Do we have a second? Second. All right. All in favor or do we have any other recommendations? All in favor? Okay. Okay. Next is your le legislative liaison. And that is something that's required by law. What it is is you're going to be given updates about legislative sessions and everything. And to be honest with you, I get the same email and I forward it to everyone as soon as I get it. So, um that's stuff that but we technically are are by um policy have to have someone assigned. Okay. So, the legislative liaison floor is open for recommendations. Recommend Adam. All right. So, any second? I'll second that. Any

011other recommendations? All in favor for Adam? Sarah, was your hand raised? It was. Yeah. All right. Now, I think the next thing up is drawing for terms. It is. And what we have in here is our policy says that it has to be a drawing of blocks, which means you're drawn out of my Corell B. What we have is we have letter numbers 1 through five on here. And what number you draw is what number you get. I thought we could start drawing on last name and alphabetical order. And everybody has an equal I mean the the number represents length of time. Yeah. The one is the one-year term and the five is the 5year term. So if you get two you got to put one back. Yep. What'd you get? Three. Okay. C. Oh,

012you guys are stuck with me for five. Oh, wow. Oh, sorry. John, what'd you get? Two. Sarah, I got four. I got the one. all right. So, here's what was drawn. Jessica got the three. Mindy Coffin got the five. John Dy got two. Sarah Sarah Gusa got four. And Adam Joerger got one. Okay. Can I read these in order? Yep. Adam Jerger one. John D two. Jessica Brandom three years. Sarah Sarusa four. Mindy Cton five. Yep. Okay. Can we have what zone you're representing? Get it correct. Adam is zone one. Jessica, two. John, what zone are you? Four. Five. Five. Oh, you are five. Okay. Thank you. [Music] Okay. So now we have um I can make um I'd like to make the recommendation that the lots drawn as presented are approved. All right. So

013we have a recommendation. Do we have a motion? I'll motion. Okay. So we have a motion by Sarah. Do we have a second? I'll second. We have a second. Okay. Do we have any discussion? All right. All in favor? Any opposed? [Music] Since the awkwardness is out of All right, now we go on to your regularly scheduled meeting. Yes, ma'am. Thank you guys for bearing with us through all that awkwardness and things that have never happened before. I appreciate y'all's patience. All right. Next on the docket are our student handbooks. Our student handbooks are aligned with school policy. If our policy changes, the handbook changes. and everything. That's the that student handbook is around 160 pages. That handbook is for grades K through 12. We went back to having one handbook so it's easier for

014parents um to to use and everything. Are there any questions? We're following all of Arkansas's state guidelines and and our handbook is based off policy. We approve a handbook that are used to approve policy for Perfect. Does that make sense? Yes. Um, I do have Was there any major adjustments from last year to this year? I didn't memorize last year's handbook, but just policy updates. Just updates. Okay. No, there wasn't. Okay. And the policy updates were previously approved where they handed them out. Well, this year where they handed them out and highlighted the little changes that Arkansas State, but all of the policy did adhere to the policy that Arkansas State Department did. Okay. Are there any other questions? Okay. With that, I'd like to make the re recommendation um to approve the state student

015handbooks for the 2223 academic year. All right. So, we have a recommendation. Do we have a motion? A motion. Okay. Do we have a second? I'll second. All right. Any further discussion? All right. All in favor? Any opposed? Okay. Up next on the agenda are campus improvement plans. And I'm going to turn that over to Miss Faber. All right. Um this time every year we present to the school board our improvement plans for the coming school year um to post to our district website. I'm going to go through first our process of the district and what that looks like and then hand it off to each of the campus principles to share with you uh their focus areas and their goals for the year. Um all of their plans are based on our district priorities

016that we put in place last year with our strategic plan. Um and those priorities are academic performance, college and career readiness with our goals to increase student achievement um and also to uh achieve the district's mission of preparing students for that high high quality um experience with college career readiness. Powerful leadership instruction and that goes back to ensuring our curriculum and our assessments are designed to at a rigorous level to get our students to that college readiness level. um and that we as the instructional leaders in the district work really hard to build um that environment, that culture, community and stakeholder engagement um goes back to our parent engagement, our community engagement, respectful and safe environment and optimizing resources all at the same time. Hey, how do we quantify career and college readiness? Um we

017can do that in several ways. We can look at our ACT scores and look at our students. There's a benchmark um of a composite score that tells if our students are college ready according to the state. That means that they don't have to take the medium courses. So their score gets them past that math English. Okay. Um and then we can also look at our college going rate which is something that statewide is tracked differently. Um but we know if our students are um able to get into college based on the general admission requirements. And then do are we able to track like how many of our students graduate college or is that once they're in college? We're that is difficult. It's really dependent on them reporting back to us. Okay. Okay. Thank you. And

018then on the on the career level, it's going back to those uh career industry certifications that we're working on. Okay. Um this is our improvement plan process for this year. We started all the way back in April. Um we looked at a needs assessment and we did that through a series of surveys. We surveyed the staff. We surveyed our parents and we surveyed our students. Um and then each campus set priorities based on our district strategic goals um and what the priorities were based on their data. We also looked at student achievement data. We don't have state summitive scores back yet from Aspire. Those are due back to us August 1. So as all this new data comes to us, we adjust slightly our plans. Um we got feedback on their initial priorities and goals

019and then they got with their campus teams uh to align those goals and set some action steps in place. We will communicate these plans first to you guys um and then we will communicate to each campus. They will present their campus improvement plan to their staff and back to school. And then throughout the school year, we have three checkpoints in place October, January, and April, but we will come back together and look at their progress um on each of their goals. First off, we're going to share Miss Bennett's poll for the primary. Hi, I'm Hara Bennett. For those of you that may not know me, I am the principal of the primary and this is Miss Angie Day. She is the assistant principal at the primary this year and we're super excited to have her.

020So, the focus areas that we have for this year at the primary is that each collaborative team will have shared accountability and designing plans to proactively respond to student needs based on the data from our 15-day plans. All staff members will commit to establishing our shared vision and values. staff will actively contribute to articulating our long-term and short-term priorities that are aligned to our collective commitments. And our last focus area for this year is through the lens of those collective commitments, we're going to use our very level data from the 15-day plan to design a comprehensive system to deliver interventions and extensions throughout the school day. And then here are our school goals that we have created that will get us through October and then we will reevaluate and create new ones. Um, number one,

021as a team, we will research collective commitments from various model PLC schools and utilize our resources to write the primary school collective commitments. And by the end of the 22 23 school year, we would like to have 80% of our staff will agree that they are living our core commitments. And the second one, 100% of our students will grow at least one point in both math and reading with an overall goal of 80% of our students show grade level profic proficiency on math and reading as measured by the math assessment that we give in May of 2023. Okay. Elaborate on the 50-day plan. What what does that entail? So each one of our teams so for me it's each grade level, kinder, first and second. They create a plan for 15 days at a time

022and within that plan they will put in where we're going to give our formative assessments, our assessment pieces and then we'll look at that data and evaluate who's got it, who doesn't have it, what do we need to do to go back and retach these concepts to make sure that we're all getting what we need and are on the right track. And those plans also help us do our intervention groups and our win groups. We call them win what I need. So it's our intervention time each day. And so we can use our plans to help keep us on track. and we do them 15 days at a time and you know there's some flexibility in there too if we get behind if there's something happens but that way we can keep it all together

023and so they did them last year it was all new for us but they really liked it and they felt like that it was really easy for them to use and it kept us all on the same page. Okay. And are you on the onepoint goal raise? Are you just comparing fall to fall or in spring to spring or how are you comparing that to So you're comparing a lot of different ways. I typically compare fall to spring. So we'll take it in September and we'll use that score in September typically as our baseline. And so from fall to spring, we would like to see one point of growth from each student with an overall achievement growth of 80% meeting proficiency. So whenever they come in back into school, usually there's always going to be

024that that big dip, right, back from school. So you're going to go from that point to the next point as your growth points. So what we want to look at is our growth through throughout the calendar year that we have them. We and you're exactly right, we will see some type of slide and especially from first to second grade, the test changes a lot. So in first grade, the test reads to them and second grade they have to read it themselves. So that's a huge change. We do expect there to be a dip in the second grade scores when they come in. Um but our goal is throughout that calendar year that we will grow them at least one point with an overall goal of hoping to be on grade level proficient by the end

025of the year. I mean the great one point is great. It's this just don't want to set up a failure on that drop from one from returning back to school. I'm sorry. Right. Right. So like I said and you can look fall to fall in in different ways but we typically look fall to spring so that we kind of take that into account and then we look from that year that we have them. Thank you Miss Bennett. I'm Mindy Bolin. I'm the intermediate principal. Um so we met as a leadership team and did the same survey just about our school that we sent out districtwide. Um and through that we came up with our focus areas. So we've been doing PLC's for a little while and um our team felt like we were ready to

026start establishing smart goals based on data. So on the 15 on those assessments. Um so really diving a little bit deeper into those smaller assessments rather than focusing on our math assessments the entire time and then created um action steps to achieve those goals and identify long-term goals for our success. So we had great ones like um every student was going to grow one point this year, but we didn't really have a lot for like two years from now, three years from now, which is kind of hard in a two-year building. So um so we kind of looked at that and worked on that. So you'll see that on our goals and then collective commitment. So last year our push was to create a mission statement for the intermediate school that aligned with our district

027one and we did that um really well and really collaboratively in the fall. So now we're ready to create those selective commitments that also align to our district commitments. So this year 75% of students will meet projected growth in literacy and math while 100% of students will grow a minimum of one point in both math and literacy on math tests. Um and our long-term goal is 100% of students will meet projected growth. So right now where we're sitting um we are at about 65% meeting projected growth. So that's why we wanted to do increments to get to the 100%. Um, but we also believe every child can grow one point in a year. So, we know that we can help them do that. And then our staff is 100% committed to the building mission, goals,

028and expectations. So, that's our collective commitment that we're going to work on. Um, our plan is to survey staff at the beginning of the year, provide PD and help throughout the year with those commitments, and then reservey our staff at the end of the year to see if we grew or not for the 100%. questions. What happens to um the students who don't reach the goal? Is there support in place or how there is? So we have we're really lucky we have interventionists that can help with that. We also have wind time which is what our teachers run. Um and that's where those smart goals are going to be really really important. Um so we don't have to wait on map data to find that out that they're falling behind. We'll see that on each

029of those 15day cycles and so we can intervene quicker. and from the PLC conference that we just got back from really learned to be more proactive with our interventions. So, we've taught the curriculum for a couple of years. So, being able to say, "Okay, we know this is always a pothole we're going to run into. So, what in time can we do to fill that before we ever teach it?" And so, hopefully that helps us being a little bit quicker and not not have kids that don't get to the end of the year. Yeah. Yeah. Okay. So for those kids that could be falling behind when they do when are they going to the same teacher who taught it the first time or because they go to a a different Okay. Right. Yeah. So we

030split um everybody in the grade level teaches when so usually a literacy teacher still teaches literacy and a math teacher still teaches math. Um but they may see totally different kids than their partner teacher or their homework. So we look at the data, we decide on the groupings that we need based on that and then we divide kids out where they need to go for that intervention. Um some of our kids are ready to be frontloaded for the next thing that's coming and some still need skills that we, you know, missed a couple years ago. So we divide that out and the teachers decide which one they felt like they taught stronger. And so that's that's kind of where we've gotten in our PLC's is they're pretty good about saying, "Well, my kids did good

031on this, so I want to teach this win group." Um, and that's really happened over the last year and a half or so that teachers have really taken ownership of that. Um, so yeah, they can see a totally different future than they see for normal time. Okay. [Music] Hi, I'm Rebecca Allen. So, this is my first year as middle school principal, but I have been in the building as an instructional facilitator for the last two years. So I was part of creating our focus areas at the end of the year. We met with our guiding coalition and kind of met through talked through our surveys, talked through our results of where we thought we were in our continuum and set our focus areas. Um we will work some more as a team and guiding coalition

032as we meet next week to work on our goals and our sets for that. Um but our focus areas um kind of build on what we've already started in especially last year and to grow them and become stronger in them. So our focus areas are PLC goals with evidence-based reflection on a timebound schedule interventions and extensions are systematic and grounding and data analysis practices. And then also we want to um work on the whole child, make sure that we have that that our life skills are taught and supported through classroom lessons and college and career exploration activities. So our goals in that we wanted to break it down for each priority. Um our teachers have worked really hard on starting to look at their data. They're data driven on it, but they really wanted to

033work on making sure that our data is time bound that we are looking at that quick enough that we can make our interventions based on that. So, we wanted to have our goal that we have that completed on a timebound schedule that will really influence our interventions with our students. So, we can be that proactive instead of reactive to it. Um, as we continue through before we get to the end of our units or in in the end of our modules. Um we also have 100% of students will grow one point on their math score and 70% of students will meet projected growth on their math literacy and math assessments. I'm sorry. Um yes. So on the intermissions, how much notification are the parents getting? Not just the like nine weeks progress reports or anything

034like how can the parents get proactive? So on the interventions themselves or in their progress in their um in on the interventions. Okay. and the interventions. Um they will be putting more information on their hat on scores and things. Um the teachers also communicate through schooly sending emails to let them know um if they are I don't think they send out every time they're in an intervention because every student will be in an intervention whether it's a remediation or enrichment. Um but they do have that where they send out let them know where they are. They have their progress through their essential standards. they can see whether they're proficient in it or whether they're continuing to get intervention to be there by the end of the that unit. Okay, does that answer your question? Yes,

035it does. Okay. Um so our priority two um we want to make sure that we are implementing consistent and timely small group instruction that is data driven to meet the needs of all students from intervention to enrichment. We did a really well good job last year of being very fluid in our interventions based on our data, but then we didn't always move through to see how our interventions had reacted or had affected the students by data. So, we want to make sure that we are looking at our interventions to make sure that they're being um productive, make sure that we're getting our students where we want them to be. So, we're hoping that that data analysis of the interventions or enrichments will show an increase of proficiency of the essential standards to 70% or greater.

036Um, priority three, students will take in take um part in college career exploration activities throughout the year. That will lead to 100% of sixth grade students choosing their secondary pathway of interest. And that will only just be their interest area of where they are when they leave middle school. um it's not their where they will be stuck in as they move through um junior high school. Um teachers and students will create a culture of self efficacy and responsibility for their own learning through goal setting activities. So we will do a lot more goal setting with the students where they are having more responsibility their own learning that they know they can do it and um and their goals to be there. So do we know how many parents have hack? Um they all have access

037to hack. But do we know how many people have actually signed up for that? This is going to be the first year that middle school will be putting grades through hack. So we will do a really big push for parents to make sure that they are on there. But it will help us make it consistent for junior high and high school as they continue to move through there. Perfect. Okay. Um I love the pathway of interest. How is how does that come about? Do they take an assessment or how do they figure out what So we started working on that this year. We have um we have Blackhawk Fridays. And so they started where the first one the teachers taught a career that they thought they might wanted to do some one day but they

038never did or some interest areas and hobbies. So they got to learn through that. And then Jessica Thomas had um did a wonderful job of getting career and people from our community to come in. They were able to pick where to go for that. And then we had teachers go through the pathways that we have in our in high school, kind of describe to the kids what those are, and then they they chose from there. So, we're going to do a little deeper job of that this year. Yeah. My sons talked about that. They enjoyed it, so I remember. Yeah. Yes. Okay. I know Miss Snder put together it was an after school event where you the reality thing. Are we planning on moving that forward and and expanding it? Our she is our parental

039involvement coordinator for next year. So, yes. So we are going to try to expand some of those of some real life things that will help them. Perfect. Okay. I'm Stein, principal the junior high. So there are two main focus areas that we are going to work through this year. This is based off of our end of year survey data with our staff and also our dining coalition. We are going to use data to improve results. We're going to do this by our PLC's working collaboratively to create those smart goals at the very first week or two of the school year. These goals will need to drive the teaching and learning going on in our building. Our teams as well will follow a 15-day instructional cycle. As you've already heard from the other buildings, in addition,

040we will analyze our formative and our summitive data to improve our instructional practice. We're really going to focus on what practices are our teachers using in the classroom to help our students learn. Our next focus area is that we will maintain a safe and respectful learning environment inside our building. So, this will start with our staff collaboratively establishing and maintaining mission and vision statements. So, I'm holding my hand. Our guiding coalition actually met today all day and formed our brand new Herage Junior High mission statement, vision statement. We're very excited and we'll bring that to our staff in August. final approval. We'll roll that out to our students and and to our parents. In addition, we are going to proactively identify and address student needs through peer mediation groups through the guide for life lessons.

041That's the new curriculum that we're using. We're basing that on the skill of empathy districtwide. Also, our student staffing, which is the intervention team, and behavior support. And in addition, our staff and students will communicate a clear purpose. What's our purpose here as educators and as students here here at student? So as a result, we have two goals. Our first one is that as a result of our PLC's using smart goals, improving instructional practices, analyzing data, 100% of students will grow one rich point and 70% of students will meet that projected growth on their NWA math literacy and math assessments. Our second goal, by communicating a clear purpose and collaboratively addressing student social emotional needs, we will experience a 10% decrease in discipline referrals by the end of the 2022 2023 school. And how are

042you going to quantify that? The discipline referrals. That's a great question. So, we use something called a crib form whenever staff members um refer a student for discipline. That stands for classroom uh record. Oh my goodness. Hang on a second. Of inappropriate behavior. There we go. Um that form is how teachers communicate that there's been inappropriate behavior in the classroom that's moved beyond the warning stage. So we consider that a referral and so we will expect the number of those decreasing by 10% by the end of the year. Perfect. Okay. And what did crib stand for again? Just testing you, Miss Stein. Classroom record of inappropriate behavior. I'm glad you asked. I had thought of that in a long time. Awesome. Thank you very much. [Music] All right. I am Leonard Agen. This will be

043my first year uh as principal High School. I'm super excited. Um and we'll kind of jump into the two focus areas for the hospital. Um I originally had three but kind of boiled it down to two. Um the first one is using uh data to improve results, teaching practices and our system of interventions. Um the second focus area is going to be communicating a clear purpose. And to my knowledge, uh one of those goals, communicating a clear purpose. Um, to my knowledge, I don't think Keybridge Hospitals had an actual vision statement, at least while I've been here. Um, so that was something that I felt was important for us to um, get into place before we started some ground work with our guiding coalition and some of the changes that I wanted to make at

044Puridge High School. Um so uh the goals the goals for periods high school will be teams will follow a 15-day learning cycle um which I'm sure you've heard um across the board uh that include data talks and teachers will make decisions from common formative assessments and standardized testing data to populate our encore groups that is our um our time for enrichment and remediation um and to inform professional practices. So along with this um while teachers are having these data talks, not only will we identify students and what students need uh didn't get it or did get it um we will also identify which teachers had some of the best teaching practices so that they can teach each other or more importantly like you were mentioning are these kids going to the same teacher for remediation?

045Um so these kids can go to the teacher that actually did the best job teaching some of this information. Um so we are going to measure that obviously by our math achievement norms um but as as well as uh our unit test from from each unit to from one to the other. Um so that is that is uh one of our goals with pure hospital. The second goal is um the guided coalition will develop a vision. We are actually currently in the process of doing that right now. Um we did develop one. I didn't feel comfortable enough for us to share it tonight. Um but I will uh by next board meeting we'll have that done. Um and that will be measured by um the guiding coalition will have data points to provide uh through

046surveys uh quarterly comment uh communication as well as the PLC continuum results. So that is um basically a survey that we give at the beginning and end of each year to kind of give a pulse check on where teachers feel their teams are at um and whether that is we're we're doing good with common assessments. We're doing good with with data talks or um just knowing what the vision of the school is and our data. So from junior high to high school especially if we see a a student who is struggling and has struggled in junior high with some subject. Okay we'll just some subject are we using that same data to kind of be proactive come 9th grade 10th grade to make sure that that student is starting with a better understanding or what

047are we doing for that? So, you asked a great question a minute earlier. Uh, you were asking I think Mr. Allen about Do you remember the question? Oh, fall and spring. Yes. So, how do you know from from basically from beginning of the year to middle of the year to end of the year, right? Those are easier to measure, right? Because we know how they did the beginning of the year. We make adjustments and we hope they do better on the middle of the year. Same thing going from middle of the year to the end of the year. um not so much from end of the year to the beginning of the year, right? There is we can expect a dip. However, yes, we can be proactive. We can do our homework. We have that

048that data. More importantly, um the NWA map data drills down and gives you specific uh skills and concepts those students are not getting and you can have that in your tool belt before they even get to you the next year. Okay? And the nice thing is we we've done the math test for twofold years now. So, we now have that data that we can work on. Perfect. Okay. And we're going to utilize that. Awesome. Thank you. Any other questions? No. I thought you had a third point. Nope. Um, so on the college ones though, anything on the college readiness? Um, so in lack authors they're calling college readiness test. Are that something that we'll start pushing for our high schoolers to do for a college readiness test just to make sure that maybe they not

049may not be the best test takers compass test site. We can get the compass as far as college readiness entrance. Our students can also qualify through their ACT as Aspire scores and their ACT scores. So not all students have to take that assessment. Um but we do offer that assessment and some prep for it for students who are struggling. Perfect. Thank you. Anything else? One one other one. So, with the college testing, um, and I can't remember, I think we changed the name of the classes that used to be equivalent for college, and you'll have to forgive me, guys. I can't remember the name. Thank you. Um, and then there was the the test that you could take. It wasn't the college class, but then if you passed this test, you would get college credit.

050Advanced placement. That Thank you. Um, do we have any goals aligned with that for high school as far as seeing those numbers improve? I think it's a I think it's definitely an area that we will focus on. Um I think there's some other things that we need to work on before we can get to that. Okay. Um you know the the conference we just came back from in Rock um they they had some really good um things to bring back here to P Ridge with us. One of those was let's get good at what we're doing before we start trying to tackle new things. And and that's that's currently where we're at right now. We need to get good at what we're doing before we kind of start branching out to other things. And then

051are we evaluating the the teachers who are teaching those to make sure they're the right teachers to teach those? Sure. Absolutely. No. And and that's something that that we have lots of information on. We have data that that kind of tells you a story over the over the past two years, past five years, past 10 years. Um so yes. Um and there have actually been adjustments made this school year for that. Okay. Perfect. We just received those scores back actually and now our um overall pass rate was the highest it's been since 2012. Perfect. Awesome. Thank you very much guys. Thank you very much for putting this together too. In your packet you have our overall process outlined um and then throughout the school year they'll monitor and adjust those plans. Um and so I

052think now we have recommendations. Are there any other questions? Right. With that, I'd like to make the recommendation that we approve the campus improvement plans for the 2223 academic year as presented. All right. So, we have a recommendation. Do we have a motion? I'll make a motion. All right. So, we have a motion by John. Do we have a second? Second. Second by Adam. Any further discussion? All right. All in favor? Any opposed? All right. All right. Up next, we have the purchase of map assessment for the 22 23 year, which we just talked about a little bit. Um, last year our purchase price was right at $18,17. Um, the price for this year is 20,6 I'm sorry, 20,6775. Just beat the threshold, didn't it? Just barely. Yes. By that much. And um you know

053it's like everything else uh prices have gone up a little bit and saying do you have anything that it's also a reflection of our increased student enrollment. Yeah. Um and the state provides through a state contract that our use for kindergarten through 8th grade to take that assessment um and put back to that ready for learning coming back from co um for grades 3 through 8. This will actually be our last year where that's paid for from the state. Um, so we want to make sure we get that third year of data in. And then we also use um NWA products for oral reading fluency which tracks our students reading progress in grades kindergarten through third. Um, it's really helpful. It records their reading automatically scores. It tracks their progress and we can go back

054and listen to their reading over time. Um, and then we also use a product called MAP Accelerator, which takes their math scores on their math test and loads a learning plan uh for some of that intervention and that's available in grades three through eight. Um, we supplement for with other products in the other areas. Um, but NWDA has the product for grades three through eight. So, it automatically loads based on their MAC score to help with the intervention piece. So, that's kind of a package deal for them. Any questions? All right. With that, I'd like to make the recommendation that we approve the purchase of MAP assessments for the 22 23 academic year from NWA Math in the amount of [Music] $20,6775. A lot of in there. All right. So, we have a recommendation. Do

055we have a motion? Motion. So, we have a motion by Jessica. Do we have a second? I'll second. Second by Sarah. Any other discussion? All right. All in favor? Any opposed? All right. [Music] All right. Up next, we have student safety. And that is something that is on the hearts and minds. This is a very hot topic of everyone. And it should be a very hot topic. We um you cannot go a day on whatever news feed that you watch that something bad in America happens and seems like. It seems like it happens every day. It's unfortunate that um that's what's on the news, but right now that's where we are. Um you know, I have we have our strategic goals up here um at up at the top of our district that we have

056on every presentation. Um those other four cannot happen if we do not have a respectful and safe environment. It's just that simple. And that is for our students, our staff and our community that come in here and for ball games, for for anything. We have to have a safe and respectful environment. So when we do that, um it's about sustaining a healthy and respectful and safe learning environment for our students, our faculty, our staff and community that results in student achievement, employee growth, and overall district and school improvement. And we have to do this day in day out. You know, when we think of school safety, I know we just mentioned the hot topic about violence and everything, but school safety is so much more than that. It's about covering every event that doesn't happen

057in the normal day that you have no control over. And we have several of those that happen each year. And the uh the unfortunate reality is um they have the potential to affect us um an adverse event at any time with little or no no warning. And there's usually little is not there. It's usually no warning. And those um issues can come in the form of a natural issue as far as a tornado, floods, earthquakes, winter storms. We've experienced three of the four that I have on there. Um we've had tornado warnings, floods, they affect our bus routes. Um our building should not flood u based on the engineering, but we have school bus routes that get affected multiple times a year. Um especially when we have families that live um when we have to

058cross a low water bridge or something like that. And winter storms, we all have seen what those can do. Um, we have the technology piece of it, technological train derailments, hazmat spills, which we've had had we have had to deal with in the past. Um, and power outages or utility outages. Sometimes you get a combo deal with those things. Um, a year and a half ago, we had a a winter storm and a utility outage that really wrecked havoc in our community. and our school our emergency operations plans that we have. Um it's not only what the school district's doing, it's us working hand inand with the city and the county to make sure that we can be that partner in making sure that our community is taken care of. Um tornado shelter that we

059open up. Um you know, we we open it up as soon as the tornado warning's issued. Um I come up, police department helps, fire department helps. It's truly a team effort. And then the the third bullet is the one that that's always a hot topic and that is um the violence pieces that can be on campus potentially an intruder on campus. You also have on the human element the drugs that we do have kids that you know unfortunately vaping is a a problem and we're we're dealing with that and bullying. Um that's been a hot topic on our social media platforms. um injuries, um mental health, and to be honest with you, medical issues. Um medical issues can pop up at a moment's notice. Um we've, you know, we all know the story of Miss

060Kennedy Allison and the great work that John King and Lorraine Theford and Connie Sprout um did that day to to help Kennedy out. And that all happened because we were ready for the emergency that was happening. And the simple truth is it cannot we cannot predict when an emergency is going to happen. Um you know when they will occur, how they will will occur and who will be involved. But the thing is we have to be ready. We have to be ready to make those decisions immediately to help kids. And it's about being prepared to be reactive when when needed, but most importantly to be proactive every day. and being proactive is it's a day it's what we do on a daily basis. It's to ensure our campuses are safe and meeting the needs of

061all students. Um and we do this pro by providing a safe and respectful environment. And you know, to accomplish this, it's imperative that the district we have a layered approach to not only address issues that are occurring, but to also be proactive in dedicating services, programs, and resources, basically our time, talent, and treasure um to make to help us ensure that we have a safe and respectful environment. Now, we're going to talk about where we are and also kind of where we're going. Now, where we are, we have something that's happening this week, I believe, tomorrow. And Thursday at the junior high, um, our police department will be using our junior high to do some drills. So, I'm going to turn that over to Chief Han, Lieutenant Form, and Lieutenant, um, Lang Lang Mayor. Well,

062I am joined by Lieutenant For. Lieutenant Form is in charge of our patrol division. So, he handles all the day-to-day patrol activities that go on. And Lieutenant Langum is actually in charge of our school resource officer program as well as our detectives. And uh yeah, I know we got a full plate. They both have plates. And why we're here today is we want you guys to know that the police department takes the safety of our children as the highest priority. And you have three school resource officers who are assigned to your schools, but you have 15 of us that are looking out for your schools. So, uh, although I may be a busy chief, I still try to make it to the schools when I can, uh, for car ride lines in the morning and

063so forth and, uh, and lunch time and and periodically during the day. Our patrol division, uh, probably more so this year than in the past. Going to make sure the patrol officers, uh, make a lot of rounds at school, so you have a lot of extra coverage and can be seen more by someone who may be thinking about doing something bad. And hopefully just the presence of an officer being there will make a difference. It's greatly appreciated. Lieutenant Ford is actually an active shooter instructor and uh tomorrow active act active shooter can happen anywhere not just schools but we're using a school campus because uh we know that's places that might happen and it's a great place to practice cuz if it happens here the guys have experience here and so uh combined with some

064other agencies tomorrow we are doing this active shooter training and I'd like to tell them more about that. So tomorrow and Thursday we have uh it's a combined training with us the Bella Vista Police Department uh Little Flock Police Department and the Pidge Fire Department. This is a active shooter training where we try to go from the beginning of a incident to the very end all the way from casualty collection points to casualty evacuation. casualty can also be gunshot wers, people that are disjured or injured. Um, we will be using trying to make it as realistic as possible. So, we've checked with um Superintendent Martin and uh we will be using our sim guns and and and uh any uh blank ammunition to make it as realistic as pos possible to to go in and

065get that sensation of what it's like for us when we respond to these situations. Um and uh assessing the threat, neutralizing the threat, and then after that having security uh as we evacuate the casualties. So, we have at least five scenarios which will could run anywhere from 30 minutes to an hour and a half per scenario. Just different um rooms, different circumstances, how we would approach the threat, how we would take care of them and how we would uh treat the wounded and get them out of there. So, uh again, it is in conjunction with the fire department, which doesn't happen very often. And you have the police will train and then you have the fire that'll train. Very thinking make more sense. We came together more, but we're actually going to train with them.

066So as we go in or they go in to help uh take care of the injured, we're going with them and evacuating with them. So any questions on how often do you guys do these exercises or training? Well, we do similar training all the time as far as building clearing, active shooter. Um, this will probably be the first since I've been here where we've made it this extensive. So, we're talking, we're just sitting, we're patrolling, and we get a call, hey, we have an active shoot at the junior high. Our officer are actually going to respond tomorrow in the car, reach the entrance that we're going in, and we call the breach point and um listen for that driving force. They have to find the shooter. they have to get to the shooter um quickly

067neutralize the threat and then from there it's usually in an active shooter training like okay cool you know we're done let's go to the next one there's so much more that happens afterwards um you know if we have one shooter we don't know if there's two shooters so we have to uh maintain security over the facility we don't know if there's more people in there but we still got to get the casualties out so we establish a safe corridor and we can start evacuating so we don't we do it often we train often. Um, but to this level, not as often as we're going to start doing. Um, I I think we would probably like to do this maybe at least once a year using utilizing different school buildings. And like the chief said, you

068know, our schools are our biggest concern when this could happen, but this could happen at Walmart. This could happen anywhere in the city. So, uh, we're trying to, like I said, we have different breach points, different rooms, different angles. One suspect, two suspect, three suspects. We just try to throw as many scenarios as we can at them so they're thinking and how to respond. We're not having to think too much where it just becomes instinctive how they're going to happen. Great. I think then to fully answer your question, you're you're wondering when the last time we did a full scale training like this is 2018 was the last time full scale, but we've done other kinds of trainings throughout those years as well. Do we train our teachers what we do? Yes. Yes, ma'am. Sorry.

069Um, yes, ma'am. Um, we do what we call Alice training and I'm sorry, Lieutenant Wang um can talk about that a little bit and it's not only what we um train our teachers in, it's what every child's trained in as well. So, Alice training was actually something that um the school district chose but in order to teach it, you have to be a certified law enforcement officer. So, our SRO's are the ones who were sent to that training in order to instruct it. But both the the uh kids here in district and all of the staff are trained in Alice every year. Um and you know we started that and I believe that was 2015 wasn't it? This is the first year. It's been seven or eight years. Yeah. It's been in for quite a

070while. Um and that's a mandatory training. Alice is a mandatory training. Yes ma'am. Everyone go through it. Perfect. Okay. first year teachers will be um our new employees. Um they will have a day that we do that as well. It may be once school gets started for a week or two, but everybody will go through it. Okay. Thank you. Yes, ma'am. And I know John D knows me. You kind of know me a little bit. Um I I was in SRO in the school district for three years from 2015 till 2019. Um which sounds weird, but that's the way your school years work. Three years in a four years span. Um, but that being said, I was an Alice instructor. I'm not currently an Alice instructor, but we do have SRO's that are. Um, so

071I know what that's like and I know what that training does. And it really did. I watched that transition when we started that program. And the way that the teachers viewed, they went from a position where they didn't know what to do. they were completely just they they just felt like they didn't have anything that they could do to now I feel like we've really kind of armed them with the knowledge they need to know what kind of actions to take. Yeah. So I really think that over the last seven or eight years now we've really increased that safety aspect and just simply knowledge of what to do and and the kids too they also responded really well to that. They went from I don't know what to do. I feel helpless to oh yeah,

072there are things that we can do. So, I had a couple more questions you sat down, but I wanted to ask when you were talking about the scenario and there's an active shooter. What does that look like? Is it just like a checkpoint or is there an actual person that's able to navigate and act like a a real shooter? So, I have I have 10 actors tomorrow. Okay. um even to the point where some of the victims will you know have uh simulations of being wounded. The shooters are actually actors. They will have guns. They will shoot at us. We will shoot at them. So it's re it really helps for the actual adrenaline and how you would respond. Not just this is the ammunition round that we got. Um which hurts. Yeah. Um and

073it's essentially shoots a paintball at you. But yes, they're shooting at us, we're shooting at them. So they actually get that adrenaline and um then it's not just, oh, I see them. You know, I'm playing hide and seek. This is actually we have our guns drawn and engaging the suspect and hopefully accuracy as we're firing so we can avoid straight rounds and and working on that as well. And then taking him, neutralizing the threat and then uh securing the threat or taking care of the capture. I'm taking this as realistically as as possible to give everybody that firsthand feel of what it would be like in a real scenario. Even to the point where so I started my career as a dispatcher at a different uh agency and so I'm going to be playing dispatcher

074for this training tomorrow as well. So they're even going to have to be able to communicate with dispatch and also I don't know if you've ever tried to use even the school radios inside these school buildings. It doesn't work really well because you know you made the school buildings really well. um that's going to be a struggle that they're going to have to deal with not being able to communicate well be a radio, right? And I'm assuming you'll learn a lot too like how long it takes to get there and things that maybe you wouldn't know and how to adjust. Yeah, we will we'll start with some scenarios where the SRO is on campus. So the SRO will be the first responding officer. We'll have someone maybe the SRO's on the campus. This is you're

075going to have us patrol officers and SRO's coming from a distance thinking we're in a small enough town but it probably running lights and sirens will take more than two minutes. A lot can happen in 2 minutes. Um but we're going to have different response times, different entry points. Um one of our, you know, the big thing about active shooter is the priority of of how we handle it is stop the killing and stop the dying and then casualty care. So there's nothing we train ourselves that we're going in and we have to neutralize an active shooter. Sometimes we have to step over, you know, injured people and that's tough for us to do, but we got to go stop the killing first and then we can address the dying portion as far as uh

076casualty care and and taking care of the women and getting evacuated. So we definitely set up different all sorts of different scenarios. So, we'll have actors run it out uh just so it kind of keeps us our head on this level and we can uh we can you know evaluate the situation as it as it progresses. And then I'm I'm sure there's going to be some kind of a follow-up or recommendation based off your findings with these scenarios. Correct. Yeah. Our when we after every scenario, we'll have a debrief and and uh say, "Okay, this is what we did good. So, what we did bad is what we did better." Um and then that's an ever evolving training. So we'll take what we learned from this and say okay how do we get better and

077if if any these concepts most of our officers already know but putting it in practice you could talk about it all day long but until you actually train on it and make it you know where it's in your head it's instinctive uh that's what the purpose of this whole thing is that hey we're going to go we know exactly what to do we know what a response time is we know we're going to know we're going to handle the situation majority of the officers have been through this kind of training before your training first well over 10 years ago. And so it's just re retraining just like we do. So we do firearms, we do t tactics and so forth. We retrain all the time. But I mean, even from a school, if you have

078if you see something as far as a recommendation that the school needs to do different, you're going to be providing that to Mr. Martin. Correct. Yes. Mr. Bart's also very good about communication. We work with them on a regular basis about any kind of issues that we see at school or see something. I tell you, they're right on top of it. Perfect. It truly takes all of us working together to make sure that we're as safe as we can be. They have a a an an area of expertise that that we do not and so we rely heavily on on them for this. But absolutely perfect. Great guys. Thank you very much for that. I appreciate it. We appreciate everything you do for the kids too. Thank you guys. Thank you. Power. I do. Um,

079you know, thank I can't tell you how much I I'm thankful for the relationship we have with the city and our police department, fire department and emergency first responders and everything. They truly do an outstanding job taking care of our kids. When we have an accident on campus, someone gets sick or even an injury at the track meet or football game or something like that, they are outstanding. um outstanding people. Um but you know, we also need to continue the the the process of kind of where we are. Um right now we have a district crisis team that meets once a month to review kind of where we are, taking feedback and things like that. We have a building crisis team. Each building has their own crisis team so that they work on what they

080need to be doing as as a building level because um the bu the district crisis team may not be there for a building crisis at that at that moment. So everybody has to know what to do. Again, we have three SRO's serving five campuses. I loved Chief Han's explanation of we have 15 officers serving our school. Um, I know how many SRO's are on any school in any school district is a hot topic. Um, I think that may be part of the special session that may or may not happen. You know, um, I don't want to speak for Governor Hudson because I am not allowed to I'm not I don't even he doesn't even know who I am. But, um, you know, um, budget surplus is on is on the agenda for sure. And there

081has been talk of school safety being on there as well. And so we're excited to see if we can get more resources for us to be able to provide more more for our campuses. Um again with Lieutenant Langum we do training for all of our employees and our students. We do tabletop exercises and that may involve our police department um our county and everything. That's you know a tabletop exercise could be a tornado came through town. What are we going to do? it happened during the school day. Where are our off-site um relocation our secondary um um relocation spots? How are we going to continue with school the next day? Even down to the point with Mr. Taylor, how is our technology going to go as for now? How are we going to make payroll?

082How are we going to pay our bills? All of those things so that we can have that multi-layered approach to make sure that we are as prepared as possible. You're never 100% prepared, but it gives us a starting point. We have redesigned our evacuation routes and severe weather areas. We no longer just everybody get in the hallway for um for a tornado warning. We try to get as into the center mass of the building as possible to put as many layers between everyone in the out as many walls between everyone in the outside. Um that's the safest place in the building. Um we have enhanced drills obviously from what we just talked about and exercises dealing with threats on campus. um planning from events beginning to end and evening event safety is something that we

083have also been working on and that is everything from football games to the Miss Pidge pageant that just happened. making sure we have um you know police presence there as well and making sure that our community and our our students are safe during those events as well because that you know in August, September, October on Friday nights is when we have the most people on campus than we ever will. We are packed to the brim and we are full and making sure that we are prepared for those and we have work we have worked tirelessly on traffic flow not only from a safety standpoint but just to help the town out in general so that we do not clog up everything. Um yeah we still we still clog up but we're not as bad as

084we used to be. Um redesigned entrances. Um, when you go into our buildings, you cannot just go into the main entryway and just walk into the building. You have to be busted in. I know that gives a sometimes a feel of unwelcome, but that's not the case at all. We're just trying to keep our kids and our staff and even the our visitors that who are in the building that are supposed to be there safe. Um, we have magnetic doors and fog and pin code accesses throughout the district. Um we use a visitor management system hall pass to make sure that we are allowing people into the building that need to be in um locking of our exterior exterior and interior doors. U we currently run a little over 320 cameras in district. Please remember

085a camera is just documenting what's happening. It's not a preventive measure but it does document um designated command rooms at all buildings. And what that is is we do have a crisis. Um we have our the building crisis team has a room that they report to where they have the camera system and all that so that they can communicate out and we're going to talk about communication um at the end a little bit. Um multiple radios in all buildings to allow for instant communication and Lieutenant Langum was correct. you can get into our buildings and our radios don't work like they're supposed to because the concrete walls and metal roofs um keep that from happening. Um we have a panic button app that our staff have access to. We use school messenger to communicate with

086parents if something happens. I know most of the time it's about for reduced lunch forms and snow days and things like that. Um, but that school messenger is for very specific things that we communicate with. That way when it comes through that it's taken seriously. The panic button app, does that go directly to the police or what it uh it goes to it allows to dial 911. And we have something that we're going to talk about that a little bit at the very end. Go ahead. With the catapult system that we're going to bring in that will replace that. Okay. because not everyone had that on their phone and it okay it it had some issues. All right. Um alarm systems throughout um you know we have AEDs throughout our district. We even have one

087out here in the hallway. Um most buildings we have two in our athletic trainers carry them with them. We even have a u I guess a portable AED device. We take on field trips and everything to make sure that we're as safe as we can possibly be with that. um where we are, we have mental health services. We're going to talk about that in a little bit, how we're improve, we're um putting more layers of that on there. Our counseling services, our anti-bullying conflict resolution programs this year is Coach Neil Hook. Yep, he's here. Um now we instead of a 712 AL, we are running a K12 AL to help our students who are having some behavior issues, even at the youngest levels, get the support that they need, which has been wonderful. This was

088our first year and it it's been so successful. Mentoring programs. We're going to bring back lunch buddies this year, I believe. Um we have student uh mentoring that happens as well. So, we're excited about that. Um positive behavior intervention systems. We have multiple buildings that are running that. um the training and the professional development that we give our staff and the training and I guess professional development that we give our kids too are um is where we are with Alice training CPR multiple things like that and at the end of the day um this one right here that it's about having that multi-ter system of support to make sure that our kids are safe. So there we get into where we're going. And where we're going is increasing access to school-based mental health services, proactively

089addressing behaviors and bullying, improving communication and reporting systems, and consistently auditing or revising our practices or or programs as needed because when we when we have the exercise tomorrow and Friday or Thursday, Thursday, um we may see some things that we need to adjust when we have a real tornado or severe weather issue, we find something and we debrief it and make those changes. So, we are constantly editing and revising. But when we get to school based mental health um you know, behaviors that we are seeing in school um for over the past couple years have really increased and it's not just in P Ridge, it's it's in general honestly. We're seeing increased behavior in society and when you see an increase in behavior in society that you're going to see an increase in behavior

090in school. Um and some of the best practices now I stole this from Miss Amanda Shackleford. So this is my mind. Um for our best practices we need to work we have need to have an emphasis on early identification. We need to have full integration with community with community and its resources. We need to be placing students and their families at the center of the of service decisions. And we need to have a focus on promoting school attendance and academic success. Our services and supports need to be validated by research and evidence-based practices. We just can't make it up the best we go. We have to have things that we know are going to work. And we need to use our technology especially when it comes to telecommunications. Now the characteristics of um schoolbased mental

091health are well first and foremost we support students and depending on the needs of the students um you have an array of pullout interventions that's anywhere from evaluations crisis services diagnosis threat assessments individual group family therapy and case management and even day and even day treatment that those kids have access to. Um it have you have to have a comprehensive intake, referral and case management process and we need to have a collaborative partnership between the school district and our mental health care providers that includes a comprehensiveou been signing those over the past couple of months. Um, one of the things I'm so proud of that Miss Mark Felt and Miss Brenell and I want to say Miss Shackleford worked on also was um, we had some kids that were falling to the well, you hate

092to use the word cracks, but um, when it came to having mental health services provided, we had around 40 to 45 kids that um, the outside agencies weren't able to provide. You know, it's an insurance issue. It's a parent parent and I signed off into all kinds of issues. Um, and when we became a school-based healthcare provider with our own Medicaid LEA, I'm sorry, Medicaid number. Um, it's going to allow us and we're going to pres we have a a candidate to recommend tonight for that is it's going to the next to last one is access to school-based mental health services without regard to the student or family Medicaid enrollment status. So, it will allow us more opportunities to serve more kids. Um, the school district, and please correct me if I'm wrong, we will

093build Medicaid when we can. Um, we feel that we're going to be able to use that reimbursement to offset the cost of that salary, but I can't think of a better thing to do than provide those services for our kids because they are desperately needed sometimes. And sometimes it is so hard for families to be able to do those services for their kids. If they have an appointment in Springdale at OGC by marketplace on 412 and their appointment's at 10:00, they've got to come get their kid at 9:00 to be there early for the meeting. I I would assume that the therapy never starts on time would be my guess. And so it runs a little over and so they're through at 11 something. They're going to have to feed their kid because that's right

094during lunch and he may not make it back in time for lunch. And so it's 12:30 1:00 before they make it back. We've missed a half a day of school the child has and the parents missed a half a day of work. uh with our outside agencies and what we're able to do internally, we can take that missing um you know three and a half hours of school down to that 45 minutes to an hour while they're just directly receiving those services. So it actually keeps the kid in the classroom more as well which is which is desperately needed. How are we going to protect those children's privacy? Oh, we follow all FURPA and HIPPA guidelines. Okay. um always and you got to remember if the the parent has right of refusal on this as

095well the parent can decide that that is something they do not want. Okay. Right. How will the referral be made? Will the teacher if they start noticing a behavior? We have a full intervention. Okay. Or too early. Sorry. You know, we have a full intervention team on each campus that monitors that. So referral can come from any sources honestly. It could come from a parent recommendation, a teacher see um it could be from an advisor, an intervention meeting and we track could come from the committee or school counselor. So we follow a referral process. Um most things will just like anything will follow through the tiers. These are things we're doing for the whole two and then you identify the students that need. Now some can skip through a tier depending on crisis or situation.

096Yeah. No, I think this is a documented. No, this is a really big deal. I think for this to be available to all students, I think it's amazing. And of course, the last one, making sure that we have the appropriate connections with our state, um, region, local, and national resources. The next thing we have to do is we have to proactively address behaviors and bullying. Now, proactively addressing them and providing layers of support, we'll get to that in a minute. That doesn't mean that discipline isn't there as well. um because it is but we have to have these fundamental assumptions that all students do not have the same behavior needs. We see that's just like not all kids have the same academic needs. Um all students come to school with different life experiences. Um some

097students prior experiences whether it be the home, school, community make emotional regulation, behavior and relationship building those relationships a little more challenging than some kids for some kids. And some students lack essential behavior skills that support academic success. And I don't know if y'all are getting the fly. And if you put me on TV, please do not show me waving at my head. Okay. And um so what we need to do with that is to make sure that we have a behavior support system need to needed to promote the academic success of our students and deter discipline referrals. Now that does not mean that discipline does not occur or consequences occur. But we have to have in place um let's use vaping for example that when we have a kid going through the discipline referrals

098for vaping that we're also after they get through the discipline that we're having those support um pieces in so that we're helping the child as well. Um it will not go away. Um and we can do this through prevention identifying um at risk students early and implementing tier 2 interventions. We've got to um identify them by support being supportive by connecting students with needed resources and supports. Identify those strategies and supports um to help students gain new skills and decrease unwanted behaviors. and at the same time it needs to be corrected where we provide opportunities for students to learn and practice new skills and behaviors. So just for a clarification, it sounds like what we're trying to do is be proactive on behavioral issues with support through mental health. So it's not just a reactive

099approach. It's more of a let's see what the core issue is versus let's just punish but also have consequence. Yes, ma'am. You are it's very rarely where punishment alone solves the issue. Um, it's very rare when that happens when punished for the wrong salts, right? I mean, it it can happen. Don't don't get me wrong. We have kids that make that one one bad one bad decision. You know how that goes. But when we have kids that are um re I guess frequent flyers in the office and everything, there's more going on. Yeah. The behavior that's in that we're dealing with. Trauma creates behavior. Yes, ma'am. Mhm. And that's where we get into our tiered system uh tiered systems of behavior support. And tier one is no different than tier one for academics. It's what

100everyone gets. Um the next slide's going to be the guide for life in the middle where we are providing those competencies for those kids. Ti 1.5 is where we're identifying those students um that have led to mult multiple discipline referrals and they need some extra intervention and support whether that be and it can't be addressed through your typical classroom management. They've had multiple referrals and we need to do something to help them through that process. And then tier two, it's for our kids where the we've identified them, they're having issues and we're still not able to support them. And that will allow us to have um to be more targeted with them. It may be pullout groups, it it may be inter, you know, any types of layers of support from counseling to all types

101of things. And then tier three, um which can happen, it's the ones that need it the most. It's the very tip of the pyramid. And that is where we are having very aggressive um behaviors, safety issues and um the students not able to function in your typical learning environment. And it requires individual planning, evaluation and intensive interventions are typically required. And that's where a lot of times where coach Neil comes in where we have our AL program for grades K through 12 now because we have a an AL classrooms for K3 for 46 and then we have a 712 ALE as well so that we're able to provide those layers of of support for the kids and the our teachers and the kids family. Who determines if a student falls in tier three? There's that

102variety. I mean there's a variety of data points you would look at. Okay. We don't um classify them like you would library book. So you have to look at multiple factors and then so for example students to your point from we've already done the pass off so to speak where all the intervention data we've been tracking all year where they've gone up been identified oh they've made success let's move them back um has been shared with their next building. So the receiving building has all received all this information where they landed in the years they don't start the year cold turkey so to speak. Okay. And it it's something that you're you might be identified once you move to 1.5 or two or three, but you don't necessarily live in those tiers. So as you

103improve, just like academics, you're going to go back and forth. Typically, it's a committee, the same slide now. Typically, it's a committee that's looking at the multiple data points that might be brought in by a variety of resources. But we're not going to just label a student a tier three and that's where it's going to fall. Honestly, this is our tracking system. that isn't um it's not like it's it is not similar to having an indivi individualized education plan. This is something we use to make sure our resources are targeted correctly. Okay? So that we don't assume we would never want us to lump all students in the same category. This just allows us to be um more specific and intentional with needs. Okay? You wouldn't put out on our report card your child's now

104in tier two. Well, I just want to So if Mindy I'm going to use myself. If Mindy went through a trauma and got categorized at one point in a tier three and if Mindy did the necessary work, is tier three going to follow Mindy from middle school to Miss Stein School to junior high or are we taking all of that into account? Honestly, while it let's go the services you receive based on where you are with your need. If you've gone through trauma, survived trauma, we've gotten you back into a say a more successful routine setting, you would want that information to travel with you, but you wouldn't necessarily need to to stay in that more the most intense environment because it would be um ill advised like I wouldn't to not know all that

105information about the students coming into your building because trauma can go up and down so fast and easily be triggered by something that could be avoided quickly. So you would want to know about the student but it doesn't necessarily mean that you would live there if that makes sense. It's like a medical history right thank you. I couldn't get that out. That's perfect example. All right. Thank you. You want your health records to go with you. So if you were having a procedure you would know in the past you had something that you would want. So we could easily it kind of helps with teacher selection and to uh monitoring and quick visits family phone calls like people that are on your list. Okay. Did I answer that? You you did. Yes. Thank you. Um

106up next, you know that I was talking about SC circle. The department of ed um puts this out. You know, you have your lenses of learning where on the outer I guess layers of the lens. You have some you want kids to be actively um literate critical thinkers and community engaged. When you get into the blue, it's the core work that we do whether it's fine arts, math, science, social studies, college and career readiness. um computer, technology literate, all those. And I'm sure I'm missing um something on there, but in the in the middle, it's those companies, those soft skills that every kid needs to to not only function here, but to go out beyond the walls of the classroom and be successful later on in life. And at the end of the day, that's

107what that's what we want. We want kids to to go out and be successful. Now, our next part is improving communication reporting systems. Two or three months ago, I'll lose track of time. Y'all approved for us to purchase smart tag. Smart tag will allow us to um to track our kids on our school buses to show when kids get on and off to be able to inform mom and dad when the bus is I can't remember if it's 5 or 10 minutes out. I can't remember what it what it says and everything. And then we we recently purchased because it was micro purchase um a catapult um catapult to allow a communication piece for within our district. And I'm going to let Mr. Ramy talk about that for a minute. One of the things that

108we started working through um you know we did Alice training u I think this last March and then as we kind of debriefed and started working through and talking with other districts was you know when you have a crisis situation and one that the police department's going to kind of work through tomorrow. Um, but even right down to u the old fire drill that we've always done. You know, when you have a fire drill, you know, you grab your your roster, you take your students outside, you check your role. Well, then what do you do? You know, does the role go to somebody? Uh, does it not? that's on paper and you've got 30 35 different teachers with a you know paper copy of a roster. Uh you know who does that go to and

109then have to sift through 35 different pieces of paper to try to figure out who's here, who's not here, who was supposed to be in that class. And so we started kind of asking ourselves questions and looking at things. And so one of the things that that has come out of it is a catapult emergency management system. And there's some some other schools uh I think in Arkansas that are also going to going to be using um this. But it it allows us to do uh several things. Um one of the things that we found is our current communication system was was walkie-talkies amongst our administrators. And then we have all call systems that we can dial through our our phone system and and reach either our building, reach the whole district, do different things.

110But we have uh challenges with that. You know, we have u the welding room where they may be in there actively working. Uh we have students that may be in transit on uh school bus. They don't get to all system on the school bus. Um we have students, seniors that are off campus working that may be coming on to campus when we have uh an event and things going on. So, how do we communicate? How do we do um these types of things? So, uh, with Catapult, it gives us the ability to do several things. One, uh, in the event of a crisis, uh, immediately, uh, like you get an Amber Alert on your on your phone, all of our staff, uh, all of our people, we have a critical incident, we can hit a

111button and immediately goes to everybody's phone because everybody has their phone and they have them all the time. And so, uh, what we found is in working with our administrators, they, uh, they, you know, as we go through some of this stuff, we didn't hear this announcement here. We didn't hear this announcement there. So, now we've got it on on their phone, so we can communicate. It comes through like a like an Amber Alert without the u uh, you know, the noise and all that. It it it's a silent buzz u that you get and that sort of thing. So, if we did have to go into a lockdown or or or a hold in place or secure any of our our things, we can do it from a simple simple u app on the

112phone. Uh we also can do it via our computer. Uh they can do it at the site. The building teams can do it and immediately we can go into some sort of crisis, lock down, whatever it is we may need to do. Does that make sense? right down to, hey, there's somebody suspicious just walking around campus. There's a button for that. They can hit it and it alerts us to know, hey, we need to go see what's going on. We may not lock down. We may not do anything. We we've got the outer doors of every building locked, but somebody on our team at the district level needs to go check that person out and see what's happening here. And the SRO's are going to have access to that. Correct. They're going to be on

113the same. What about parents? Are we going to let parents sign up for that? parents can get the app and they they could technically let us know, hey, there's a suspicious person or there's this going on or that going on. Yes. Okay. And so we're we're working this is very we we've just kind of got the initial pieces of it. We're working through it right now. It's exactly where this is communication for school is correct. So that um let's say you had a parent, someone from the community says there's someone suspicious walking down, let's use Weston Street. Everything seems to school is Westminster Street and um with all the traffic we have um it alerts us, it alerts the police department that we can go investigate and we can mark it as resolved. We it

114this is not the system that we That's not what you're going to communicate. So parents aren't going to have to go download that. We use school messenger for that. This allows So it's not changing. No ma'am. This is something that we use, we will be using this as an internal piece so that we can communicate some of the feedback that we have been given from our other drills that we've done is sometimes it's hard to communicate with people when they're when they're barricaded, right? And and everything and this will give us help give us more opportunity to do that. We do have some cell some cell phone zones that you it's hard to use your phone, okay, and everything. Um especially at the intermediate school down there toward the cafeteria and everything. But it truly

115it really increases the amount of communication that we can get out instantly to our staff. Okay. So, it's internal staff district communication. One of our pieces of of Alice is if it's safe to do so, evacuate. Well, if a teacher evacuates and they we send them the Amber Alert, boom, it records where their GPS is. So, we know where the teacher is. We know exactly what students are with them. So, we can account for very quickly all of our students who's with us, who's not with us. And so, it gives us some some two-way communication. You know, if a student's injured, we can go back and forth and and we can also talk with our law enforcement. And so uh it gives us an internal system to communicate in the event of of crisis or

116or or okay go back to that your back to your list of students. So um does every teacher have their let's say that every year they're going to get a new assigned crop of students assigned to them? Is that going to be updated with their list so they can just click it click it click it and then they know automatically this is what child's missing and then that photo of that child is possibly linked to that. Immediately all of our command people will have you know a here's here's all what we'll have is let's say the junior has in 550 students we'll know immediately 540 are accounted for and there's 10 missing here's the 10. Okay just like that and we'll know exactly what classes they're in because they change classes. Yes. Should you got

117to you got to remember if there's they may have run into a restroom or they may have gone you see what I'm saying maybe with another teacher. So if a student in your classroom came to mine, I can put in there such and such is in my room. So now they're not in yours or in mine. We know it just like that. And it uploads every night. Kellen, what's the correct word? Yeah. Yeah. We'll we'll be seeing our entire student data. So all the roers for each uh each period whenever the event when event starts you know what period it is so have that roster of and we're going to do training with our our teachers on this. Absolutely. So, you're saying it doesn't use any phone service. It's all internet based. So, as long

118as the internet is working, the service will work. Yes, ma'am. Okay. And it doesn't just have to be like school internet. It's not tied to school internet. It's tied to their mobile data on their phone. Correct. Because I could be cuz you can dunk that internet wherever off campus and it would come to my phone. Okay. But if we need to we need we need to instruct now have a way we can say if Jagger go here now and we can we can tell people what to do. They can also communicate back to us. And even the teachers down at the intermediate there by the the cafeteria where it's like a dead zone. They will they will be able So there should be absolutely no reason why people say I didn't get that. Great. Okay.

119Hopefully. You know how that goes. I do. But um you know, you want to be able to communicate as quickly as possible during these during events and this will allow us to improve that um dramatically. And you also want to communicate without letting the whole world know that you're communicating like over the loudspeaker, right? Cuz sometimes that can be the the worst way to communicate. So, it allows us to do it um very um quietly and to keep everybody um informed because sometimes the greatest thing the greatest anxiety and fear is simply not knowing what's going on. Okay? And then I promise this is last slide. Um, and then at the end of the day, it's about consistently auditing or editing, revising, whatever word you want to use, our practices and procedures as needed to

120make sure that we're doing the very best we can for our kids and for our community. And that comes through building safety audits, applies back to me now. Um, building safety audits. Um, we're working to where we are have a checklist that we're going to be going through. We haven't decided to the time frame. you know, we're both checking buildings to make sure um everything's the way it's supposed to be. Um drills and exercises, tabletop discussions, and most importantly, also referring back to what the research is saying. Any other questions? Are we going to be limiting the the doors that people can come through? Yes, ma'am. We've already started doing that in the past where um we will want parents single point of entries for for that and limiting the number of doors um for

121our staff to use as well. Ideally, you would want one door for each building that you're using. That's simply not possible with the way that our buildings are designed. A perfect example is, you know, the middle school is pretty new. It's 10 12 15 years old somewhere in there. Um car riders have to come in the front and the bus riders have to come in in the back. Um junior highs probably the junior high middle inter I'm sorry I was going to call it middle school intermediate are probably our buildings that have the most doors but they're also our oldest buildings and it's about making sure that it's okay to have a door for an exit doesn't mean it has to be an entry door right and everything. So, it is about reducing the number

122of entrances that you have as much as possible. And what about doors for staff members to let family members bring them lunch or food? We're working through that as well to make sure that that doesn't repeat itself. That um that we do have it to where you know if somebody's bringing someone I'm going to say snack. I don't know whatever little word you use. Bring someone a snack. I'm going to say sonic drink. That sounds better. Bring someone a drink. Um that's a visitor on campus. They needed to go up to the front door just like everyone else. Okay. I do have a quick question. Is there anyone who checks to make sure that doors are closed and locked? Because I know that's a situation where you have all these things in place and then

123Yes, ma'am. the back doors up there. You are correct. And that's where we're going through that audit checklist. I'll be working with Chief M and Lieutenant Langum on having those correct on having those checklists because you are correct. Your one unlocked door can be your greatest downfall, right? And that's not necessarily for a violent part. You could have someone come in and do a lot of damage to a to a school simply by having an unlocked door. If you do all this, leave your door unlocked. Yeah. It's kind of a waste of money. Yes, ma'am. Mhm. Anything else? Mr. Martin, I appreciate you putting this presentation together and chief, I appreciate you guys coming and and sharing with what you guys are doing and it's the work of everyone. It is. It takes me uh

124coach, I'm sorry, Mr. Clark couldn't be here tonight, but he's our district um crisis coordinator and safety coordinator and he does an amazing job with it as well. So, we appreciate y'all. Thank you very much. Thank you very much. [Music] Okay. Food [Music] service. Up next on the agenda is food service bids for the 22 23 academic year. Um we had two bids. We had Ben and Springfield grocerers ger grocerers. Uh sorry. Um, Springfield came in as the cheaper bid at $37,398.71. Now, please remember that includes dry goods, free frozen goods, protein. It does not include milk. Milk is bid through the cooperative through Highland Dairy. Highland is a sole provider in Northwest Arkansas. So, it allows us to use the cooperative purchasing of all 16 school districts to to keep the price down. Um,

125our bid is significantly more than it was last year. Um, we're about 46% higher than last year. Um, last year we accepted the bid at a little over $258,000 and this one's at $377,000, but this in increase in price is comparable to what your family is seeing at at the grocery store. And quite honestly, our increase probably isn't as much because we buy in bulk and everything, but um this is something that is affecting everyone and fuel prices and food prices are going to dictate a lot of of our expenditures this year. Mr. Mner, either one of these vendors, ones that we've used in the past. Oh, yes, sir. We've used both of them. Okay. Um honestly, and you could throw Tankers in there. They did not give a bid this year. It's year in

126year out who you use. I feel the bids are very competitive. What are we? $600, $700 difference in the bids. They're very competitive in their bidding and we've used both of them. They're both great vendors. It's just Springfield was a little bit cheaper this year and we always go with that. I I have a quick question because I think sometimes the parents are kind of, you know, have questions about the food and the quality. It's pretty much a nutritional system that's mandated by the state that the school has to follow. Correct. It's not like you get nutrition guidelines. A lot of what we get is on portion size to be honest with you. Um they figure it on and Julie's not here so I may be she may text me in a minute and say

127what were you saying? But we do it you know when you get in there it's based on a caloric intake diet that the USDA sets. um you get into sodium intake, calorie intake, fat intake, and it gets down into the grams and milligrams. So when you get into preparing the meal for the week, you can only have so many carbs, so many so much protein, so much well, you can have all the fresh fruit and vegetable you want, but yes, ma'am, a lot of that is regulated by what we on what we conserve, right? Yeah. Now, I will tell you, I have had and John has, too. We have had the school lunches. They're they're Oh, yeah. They are. They're good. I feel like it's better than when I was in school. That's what I'm

128saying. Julie and her staff, they've really done a great job over the past um how long's Julie been here? Seven, eight years now. That um we have moved away from the the eat and eat items. Yeah. To more of preparing meals and everything. Our Our kids are love it and everything, but some of the things we struggle with, example, is like a 50/50 hot dog bun that's 50% white flour, 50% whole grain. It doesn't taste the same as the Wonderbread bun that they they eat at home and everything. And so it's it's getting the kids used to that and introducing them to dark greens and vegetables is something sometimes that some of our kids haven't seen. but it takes a while for them to to start eating them. Okay, any other questions? Okay, with that,

129I'd like to make the recommendation that we accept the um the bid of speed Springfield grocerers in the amount of $377,398.71. All right, so we have a recommendation. Do we have a motion? Motion. Adam goes Adam's motion. All right, John's the second. All right, any further discussion? All right, all in favor? Anybody opposed? All right. Um, up next we have um to approve our breakfast and lunch process for the 22 23 academic year. um the act that was passed um two weeks ago, 2 and 1/2, 3 weeks ago, um by the Senate, it while it gave us some waiverss, the one waiver that is not there is that all kids eat for free. And so we are having to go back to our free, reduced, and paid prices before the pandemic. Um we are trying

130to honor our families and go up as little as possible. We're only asking for a 10 cent increase in the prices of our lunches and and breakfast. Um, as you can see, we are going to absorb more than a 10 cent per meal increase with just the cost of food going up. Um, some of, you know, that that law was that act was a little confusing. Um, it made it seem like that every kid was going to be able to continue to eat for free. um they did kind of um adjust the thresholds of who of who qualifies and everything to give some some more lenience to that but we are going back to paying for our lunches and paying for our breakfast if you do not qualify for reduced [Music] lunch I think this

131year for our families and we'll do a big big push right here before school starts um but families have 30 days from when school begins 30 days And we start August 15th, September 15th, how you were classified last year with reduced 30 days. Then at the end of 30 days, if you haven't filled out forms or you don't qualify, then you roll kind of off that. And so we'll do a big push right at the first of the year. But but this year more than ever, uh filling out pre-instal is probably more beneficial than it than it's ever been. And so we'll try to notify our community as as very best we can to get that stuff done. I know open houses and different things. Our our principal have already started to kind of how

132am I going to going to get this done and and Julie and food services kind of work through uh that as well. But it is going to be important. So we want our community to kind of know what's what's coming their way. Um, so when it comes down to it, a student breakfast um will cost $1.70 if you're if you are on full pay. That's up 10 cents from the 1920s 1920 school year. And a student lunch meal will cost $2.40 for a prek through 6th grade and $2.65 65 cents for a secondary child. 7 to 12, which is up 10 cents. Our adult meals are going to go up 15 cents um for breakfast to 250 a meal and 25 cents for our adult meal up to $4. And unfortunately, milks happen to go

133up as well. Um I know everybody's saying hello 8 ounces of milk for 50. Um I believe at the end of last year we were paying 43 or 44 cents um for uh each our cost for each one of those as well. So I can assure you our new bid is not 40 something cents. Any questions? Now I want to make sure the secondary that is not that is the hot food line. That is not the price that you're going to pay at some kind of an alocard or the salad that we do at the high school, right? Or do we do that at the high school? Are we going to offer that? Is not included in here. I just want to make sure we're all clear. It's just hot food. It's the reimburseable meal.

134There we go. I had a quick question. So, with this small increase and the cost of food, does that actually cover the cost or do we have to pull from the budget? Every year we have to do a paid lunch equity calculator. Okay. And it will only allow you by law to go up so much. Um, what we are surviving on this year is how wonderfully Julie Ferguson runs our food service department. We have a carryover right now right at 480ish $480,000 I believe and that will help us buffer that so that we are not paying out of general operating for food service. We have not done that in several years and our goal is not to do that ever again. Yes. Okay. Okay. All right. Any other questions? With that, I'd like to make

135the recommendation that we ex that we approve the breakfast and lunch prices as for the 2223 academic year as presented. All right. So, we have a recommendation. Do we have a motion? A motion. Okay. So, Jessica with the motion. Do we have a second? I'll second. All right, Sarah second. Any other discussion? All right. All in favor? Any opposed? Okay. Next, um I'd like to request that we move into executive session. All right. So, it is 7:48 and we're going to go into an executive session.