001If you'd please stand for the pledgece to the flag of the United States of America and to the republic for its one nation. God, indivisible, with liberty and justice for all. >> At this time, we'll have Dr. Hansen, President Amos, members of the board, um staff, and community. Apologize for the tardiness. we were visiting a data center here. Um I I stand before you and I first want to say thank you. Um we had had some conversations about what we're going to discuss tonight and um I want to thank the board for allowing us to come to you at the end of April to have this conversation and um hear our recommendation for the following school year. I'm not a Mr. Clayton. I was a math teacher, so I'm not going to do it as
002well as history teacher may, but I did do a little history on kind of where we've been with Renaissance. And a proud tradition that we have had in this township for over 30 years is our non-negotiable commitment to educate and support all students regardless of their challenges or circumstances. Renaissance has been around for over 32 years. In those 32 years in that commitment, it's been led by caring, dedicated adults who've supported our students navigating a wide range of needs. We know that our students come with credit deficiency, attendance issues, life challenges, or that traditional education does not meet the need that they have. Originally, Renaissance was designed to serve students in grades K through 12. Some of you may may remember that Renaissance evolved in the mid 2000s as K5 programming was in reintegrated into
003our elementary schools. Since that time, Renaissance has continued to provide critical services and supports to middle school and high school students. Today, we're at a transformational point for us, for our students, and for our district. With the adoption of the new high school diploma and our commitment to preparing every student for the day after graduation, our focus must shift from credit obtainment to credentials and real world readiness. When I went back and I looked at all of the presentations that that had been shared of Renaissance over time and rightfully so, it was credit obtainment and graduation. And we know that that ticket no longer is going to give them a high quality of life. This means expanding access to work-based learning, strengthening supports for students physical and mental well-being, and deepening students connection to their
004homeschool community is critical. This moment not only calls for us to rethink where we serve our students that are in the Renaissance program, but how we serve them. Before I turn it over to Dr. Sullivan, I want to thank him for his consistent leadership and support this school year since he came on board. Um, unless he missed work that day, which I don't think happened too often, he was at Renaissance building relationships, supporting, learning, trying to figure out how we could best serve and support our kids there. So, Dr. Sullivan, I thank you for that. I also thank you for leading the work with the Renaissance Task Force. And with that, I would invite you up to share a little bit about our process and what our recommendation is. >> President Amos, school board, Dr.
005Hansen, community members, the board was given a copy of the Renaissance uh high school and middle school structure and the current timeline to review. Um this came about uh pursuant to having two days of uh task force meetings uh in which we established priorities uh created models and talked about what it is that we wanted for the future of Ren. Uh after thoughtful consideration, stakeholder engagement, and careful examination of the needs of the students, I'm requesting your support transitioning Renaissance Alternative School program from a standalone building model to a school within a school structure located at Warren Central High School for the high school students and Crestston Intermediate and Middle School for the middle school students. The recommendation is rooted in a belief that our students deserve access to the full breath of educational opportunities,
006services, and connections that a comprehensive school environment can provide while still preserving the specialized supports and flexible structures that define Renaissance. And the recommendation is grounded in five key priorities. Improving student outcomes through increased access, support, and connection. strengthening transitions back to traditional learning environments, increased student access to behavior and therapeutic services, teacher access to additional resources and support, and creating a space more sustainable and efficient model for the district. At this time, I'll take any questions. >> Well, I do have a question. >> Yes, ma'am. Okay. Um, when you transition them back into the high school and the middle school, uh, will the teachers that are presently working in the Renaissance continue to work with these students because they have been trained, they um, have the knowhow in order to give them that extra
007support. So, have you included that? >> We have uh, we've been working most of the day. I know uh we had a um reintegration kind of committee uh that met this morning. We talked about the structure more. Uh we talked about who it was that actually works at Renaissance staff and faculty. Uh both Tyrion and I and less than an hour ago were sitting down and looking at who was in middle school, who was in high school. Uh looking at the staff that was there and we were saying who goes where. Uh we also work with Brian about that. So, um those things are are going to be right in line with them working with the same students they've been working with before. >> Uh one other question. What does that look like? How will
008they interact with the students if they're uh integrated back into the uh population? >> Uh cl elaborate on that. How will they interact? >> I mean um how will they provide support to them? So these students they will attend classes. Will these teachers be there you know as an assist teacher to them assistant teacher or how >> they'll be in the same roles that they are. So if you were the ELA teacher uh for Renaissance you'll be the ELLL teacher for Renaissance in Crestston or the ELA uh teacher for Renaissance in the high school. So it would transfer over. Um there was some review of uh different lensures to see if there's some other ways in which we can actually have student support or teacher support students. But they'll support as a teacher. If you
009were teaching before, you'll be teaching again. If you're an IIA before, you'll be an IIA again. So it'll be similar roles. >> So these are self-contained classes. >> They are. >> Yes. Okay. >> One other question. Um, you know, my concern is to keep kids in school and I definitely don't like the exposion of students. I know presently we have a program with James Taylor that helps give them an alternative to exposure >> and the Renaissance school was an alternative to exposure. Now that we don't have that Renaissance schools, I don't want to see that our exposure rate increasing. How can we guarantee that these students, you know, will not be thrown to explosion if they are having acting out behaviors? What kind of support is going to be in place to guarantee that that
010will not happen? >> Yes. Yes. I was just going to ask, can you explain to Miss Gloria the support that MCRC and what we have going on for that >> for everyone because I was in those meetings and I think it's very beneficial for Miss Gloria and everyone else to hear. >> Okay. Mr. Taylor, how do you feel about being able to talk to what it is we have for supporting MCRC? >> Clarity. She knows she was she was there. I'm I'm I'm aware of the M, you know, his program. What I'm saying is without Renaissance, you know, these kids went to Renaissance instead of being kicked out of school. >> There's nothing out on the streets for our kids except jail. Yeah. >> Or prison. >> And I I I don't like um kids
011to be expelled unless it's something extremely >> um you know, like they have a weapon or they physically try to hurt someone. You know, those are reasons that kids get expelled. But sometimes kids are being expelled for lesser crimes. I don't like that because our goal should be to retain students in school. I'm thankful that we have a program at MRC, but we also had support with the Renaissance. So, what I'm saying is when these students return to their uh high school and middle school, you know, they were kicked out because, you know, the the regular teachers, they have a a lot of students. They may not have the certain time to deal with them or the patients. So my concern is how are we going to assure that these students will get the support
012they need and we do not see an increase in these kids being kicked out of school. >> Yeah. So I want to make sure you you know that the Renaissance program is just changing locations. >> The program itself is not changing. So you'll still have those same services. Moreover, uh we've spoken about a uh kind of tiered service. So if the student is at Renaissance and you know they've had issues at Renaissance, uh maybe we look at a WOO option where they do warn online or we've talked about having a day report program uh for those students who um actually probably just don't need to be in the building at all. They can do a day report program and we've spoken about that at MCRC. So there's definitely a lot of layers well before we
013get to a place where we separate from the student. >> Okay. Now, um, one thing I know when you automatically put them on that online, that's almost to me like kicking them out because they're at home, who's to say that they're going to be responsible to do what they're supposed to do and that leaves them a chance to get in trouble. I I still would like to see that. Um, I know that with your program you have a lot of support that comes in. Maybe if these students are acting out automatically they receive this rather than the online. Do >> Dr. Sullivan. >> Mr. Taylor, I hate to interrupt you, but if you're speaking, you need to go to the mic because uh we're streamed live. >> Um, Madame President, if you give him permission
014to speak. Thank you. Yeah, I just want to re reiterate the importance of the tiered model. Uh at our task force meeting today, we talked about a tiered structure. Uh tier one, tier two, tier three. And even when a student reaches tier three, I think Ryan um posed the question, we will put together a continuum of services at the tier three level. I think that we can come out of this even better than where we were before just by bringing it to the forefront. uh knowing that we have other options that we did not have in the past uh such as warrant online such as adult education such as MCRC and a plethora of other things. So I think the services will be even better than they were before >> and um I'm I want
015to ask you this um when you talk about those services now I know some kids when they're at that age they act out behaviorally um and some some of them just need some hands-on activities. I know that many of them don't have as much opportunity to get involved with the career center and um to do extracurricular activities because of their behavior. But sometimes these are the things that correct the behavior. So how can we include these students in those things? >> Yeah, thank you for that question. >> We will work to engage our students in regular activities. That's the whole point of them going back is to re-engage them so that they can play football, they can be in the band, they can do cosmetology, they can do all of the things that other students
016do. How we do that is yet to be determined by the task force. What we did today, we met with 20 community providers today with Dr. Sullivan and Ryan and we talked about if we had a miracle question, what is the one thing that their organization can contribute to our district that will change everything? So, we have all of their answers. We're going to meet back with our committee and we're going to see how we can engage our kids not only in school but outside of school because these organizations also work with the families and that's a piece that we want to make sure. We had mentoring organizations. We had um mental health. Jane Paulie was there at the meeting today. Uh so we had a a lot of different organizations that can do exactly
017what you're saying. They're coming to the table. >> And I would like to see some kind of monitoring um track your record, you know, so that we can monitor and see what our success is with this uh you know, transition. So um you know, can you add that to you know, what you're planning? you know, at least inform the board regularly how things are going and because I think that when you do that, then you can look at what's working and what's not working because we really want this to be something great for our students. Yeah, there's definitely a uh planned weekly monitoring, a a quarterly monitoring, and the the fact that kids will have an opportunity to transition back uh if they're showing progress or be able to actually move into classes, I think
018we'll definitely be able to come back in and let you know where it is we are with the monitor. >> You guys can give us a a regular report because I would like the board to be informed of how things are going and not be in the dark. >> That will happen. >> Okay. Thank you. No, I I was just going to say my understanding is we're not lessening the program. We're keeping >> as many seats as we need. We and we're having them in classrooms and and it's I don't know about a wing because I don't know that I don't know what where you've got planned on located at exactly in the high school but that it's going to be better because they are going to have all these other opportunities provided to them
019because they are in the the high school where they can go to the the career center and take something or >> whatever. >> Yeah. The primary priorities of the task force once we pled everybody as to what their priorities were were for resources and opportunities. And we know that the resources are in our buildings because we already have the social workers, the counselors that are there that can support in that way. U and we know the opportunities are there even with the shift in the schedule that they'll have. uh there'll be an opportunity because they'll be there after the traditional school lets out that we can actually avail ourselves of different things like CTE and not have to bump into uh schedules that are that happen with the traditional students. So, you're right, it should
020be an addition. In no way will it be any less than what we've already had. And I almost think as I was reading this stuff that the middle school is going to be the same, especially once we get our job centers set up, that they're going to have a lot more um capabilities and a lot more that they can do and opportunities and such. So, >> Dr. Sivan, thank you for um getting this to us for us to read before the meeting. I appreciate that. Um I do know that I spoke to some of the teachers yesterday but in reading with this and I just would like a point of clarification. Um yesterday a good um the teachers brought up a good point or the counselor >> conflict resolution conflict mediation and rivalry the concern
021and I am definitely in agreement not saying we're hiring a brand new counselor but if we have counselors at the school it is my recommendation that we do need a dedicated counselor to work with those students. Someone that knows the dynamics and the history versus the students being spread out to um like the traditional by your um last name. That is going to be a key element. So, I don't >> I don't know yesterday if my words were misunderstood or what. So, I'm not saying we need to hire in, but we do need a dedicated counselor that is looking after those students and handling their schedule. That is going to be very very important because teen counselors will not be able to navigate the conflict or the rivalries among the students if there is a
022conflict. And we take that model from the city >> looking at >> different sides of towns, you know, looking at affiliations and different things. So we cannot go forward with this without that or we will have potential chaos within the rooms. So um that was one of the things that I wanted to flush out. Um, trust. Yesterday, I didn't get that our staff trust our word too much. >> I'm just going to be honest and put it out there. So, in going along with this plan, and I appreciate that you all have assigned the teachers to follow, as Miss Gloria has said, the students um the program because the students change. So the program um definitely important and I'll reiterate this that I said yesterday because we are taking them from their safe space. We
023need to transfer those safe spaces spaces with our students. Um understanding credentials and different things like that may vary but we need to also make that a priority in this transition. Those are just um I can only speak for myself some non-negotiables in the agreement in order for this to be a smooth transition. Um location are we still did we get an idea of like where um the program will actually be with inside >> the building? >> So tomorrow uh principal Taylor and I walk the building. Uh we want to make sure it's a location where it's not like we put you off in the corner and it feels like as if you're not, you know, part of the building and what's going on, but we also want to make sure that it is, as
024the staff talked about yesterday, its own school within a school. So we need to make sure we found the right location. And so tomorrow, principles and Taylor will be walking the building. >> Okay. Um and then I know Dr. tuning in yourself. Um because I know you guys had different meetings today putting a system in place for referrals where the students that are referred to Renaissance are students that need to be there. Not um I'll use this cuz I was given this example like right now I was told and that we have a student that was referred there for selling potato chips. >> We need to make sure our system is a streamline and there are is a rubric and there are tiers that have been followed before a student is referred to the program
025because we also don't want because it's a school within a school to become a dumping site >> and we've had talks about a staffing similar to what they do with IMHP um where you have to do quite a bit of um back work you have to have come in with a bunch of interventions that you've already tried and it's not on one person to decide that the kid goes in or uh there's a lot of gatekeeping to make sure that we're putting the right students in the right places. >> And then my I think my last question is um this is something new. I saw the black day cohort and the gold day cohort. Um can you please explain what that timeline look like? I mean, it looks like they will only be going to
026school twice a week. So, can you provide some clarity to that? >> Yeah, there were a couple of um different versions of the black and gold. A new black and gold that is not just the students are either on a black day or a gold day and it would all play out because it switches weekly. One day the gold will be three days and next week it'll be two days. There was uh a suggestion made that we have a Wednesday collaborative care and integration support staffing day. Every day is going to be a full day. So they're going to be there, you know, from 9:00 to 4:00 every single day. >> Oh, good. There was a talk about on Wednesday we'd have dedicated collaboration time for staff to meet and discuss individual student needs, focus
027on ensuring students receiving appropriate social, emotional and academic supports, student planning where we review current interventions and progress. Adjust supports and identify next steps for targeted students. Uh intentional family communication where this is a time that's built in for outreach to parents and guardians. Um and then tier three intensive support access integrated support approach and student opportunities beyond the classroom. So what this day was going to be and this is something that was suggested today um is the kids would go two days a week and then this day would be a day that they would work online and then that all these supports would be given on this day and the family outreach would be this day. So that was just as we start to hammer out what it is that the day is going
028to look like. That was just a suggestion that was brought forth by the high school today. >> So two days a week, what will they be doing the other Wednesday may be a um a exploration learning experience with providers, >> but what about the other two days of the week? And I'm saying that because we need to think carefully not just for the school and what model and schedule is going to work best for the school, but now we have students with high needs >> at home in the community while parents are working with no kind of supervision at all and no support for two days. That is scary. Um as we know in our for crime and violence those are the hours where those idle minds they figure out something to do. So going
029two days maybe a two-day model academic two-day model provider support or mental health support still where they are getting something but just two days I cannot speak for the rest of my um colleagues on the board for two days that's Not. Yeah. >> Can you tell us what is the current schedule? >> Currently there are two sessions at Renaissance. Uh one that runs from um about 8 to 11. Uh the other that runs from or 8 to 10. Uh the other one or 7 something to 10 and then the other runs from about 11 to two. So they're there for about three hours every day. >> Every day >> two sessions. So, one of the things we looked at was minutes. We looked at hours. Um, and two days, two full days is pretty comparable.
030I do understand what you're saying. And so, even if they're off for two days, we need to figure out something structure for them to be able to do during that time where they're not with us. That can be definitely something that we take a look at. >> Now, I'm really totally confused. Uh, when you first started talking, you know, you said that they will be in school from 9 to 4 every day. What were you referring to? You said every day from 9 to 4. >> Yeah. When they're in school, they'll be there from 9:00 to 4:00. So, it should have been black and white. >> Every day. >> Yeah. If if that's what I said, it should have been two days. They're going to either be on a black day or a gold day.
031>> Well, the thing is, even though it's a Renaissance school, we our goal should be to have kids in school. They need to be in school every day. Here we are talking about, let me finish this. We are talking about all these supports. If we provide supports for these students, I mean, you know, we don't want to treat them like they're criminals. Two days, you know, a week is like a criminal. They are still children. They still need to be in school every day. Yes, I messed up. Yes, I might be hyperactive and getting on everybody's nerves. But what are we saying to that child? You are a failure. We don't want you around. We going to keep you away. Hey, we just gonna let you come for two days. No, that's not acceptable. Our
032goal as educators are to educate these children and they need to be if we're going to bring them into the regular population, they need to be there every day with supports in place. You will be amazed at how they can turn their behaviors around with the right kind of support and the right kind of activities to get them involved in. Um, you know, so my suggestion is every day from 9 to 4. Two days is not acceptable. If we were doing that, it's time for improvement. That's probably why it closed down because it wasn't effective. >> Miss Gloria, >> wait a minute. I want to say this while I forget when she mentioned about counselors. I am a retired counselor, social worker. I realized that when I work with these students um as a counselor
033in the middle and high schools, we had to do scheduling. We had to do we had a case load of a lot of students, >> but we also had a counselor that dealt with just behavioral students. This is what we need if these students are transitioning from the Renaissance. We need a counselor that's going to do individual counseling with them, group counseling with them, and also come in and do classroom counseling. Classroom counseling is when they talk about a particular topic to try to help them be good citizens. And so they come into the classroom and they talk to the entire class. Group counseling would be talking to those students that have like behaviors and try to bring people in and and try to talk to them and try to get these are things that
034I found to be very effective. And then individual, there are some kids that just have a lot of burdens and things that's going on at home and things that's causing them to act out. What if this child's being molested? What is this child being beaten and abused every day? You know, they need somebody to talk to. So therefore, they need that individual counseling. So we're going to trans uh transition them into the regular school. We cannot put them with the regular counselors because their case load is too heavy right now. We need an individual. We need counselors that are strictly for them so that they can focus on doing individual and those three categories. It must be those three categories. They have to receive individual counseling, group counseling, and classroom uh counseling. In addition, they
035need a social worker. So, it need to be a counselor and a social worker. In the school system that I came from, we worked together. They had a counselor and a social worker. The social worker dealt with the family as a whole. I dealt with the children. The social worker would say, "Okay, I would say this child's family. they're having a lot of family problems. Then the social worker would intervene and go and talk to the family, try to do things with the family to try to get that family back on task. And that really helped that student in school and that student was able to transition back into their regular classroom. So these are the kinds of things that we need. Those are important components, the counseling and the social worker and making sure
036that those kids come to school every day so that we can say to them, you are somebody and you're going to be somebody. Okay? Because how you uh present yourself to them and how we look at them is very very important. So you know they might be going through a lot and feel like they might be told at home you're nothing. You're not going to be anything. I know there are parents that do that, but when they come to school, we're going to let them know you are somebody. Yes, we want you here every day. School is a safe haven for kids. There are a lot of kids. I don't want them to be at home. I just finished talking to a family this week. The child is being sexually molested by her father. Why
037would we want that child at home? 13 years old. So we need it's a safe haven for children. So we need to have them every day. >> Point well taken. >> Thank you. What do we have in place for supports? Do we have a counselor for both programs and a social worker dedicated to both programs? >> That's something that we're reviewing with the uh task force too. Uh as we started to review what we have as far as staff support. We don't have that at Ren. We don't have two counselors, not one for middle school and one for high school. So, we're reviewing all of our staff right now. >> I think honestly, if we're going to break the program into two buildings, each building has to have both. >> Yes. I support. >> Okay.
038I've got a lot of weird detail related questions. Okay. That's not a shock. So, >> that's okay. >> Let's go for it. Um, first of all, let's discuss length of day. So let's assume full day middle school schedule every other day every day but full day middle school schedule. You have students that are at Renaissance specifically because they can't handle a full day whether it's um the anxiety of placement like like kids with really severe anxiety >> who may or may not also be an IMHP like that is a known problem that these students are needing to work through. So, how are we going to to take students for whom a full day setting has been determined, whether it's through an IEP or or other thing is inappropriate and now we're going to put them
039into a full day. >> That should be part of the more detailed staffing that we have for each student. Um, so we do what's best for them. Uh, there's a component, I think, uh, that Dr. Nalon and Principal Taylor both spoke about about a reduced day. Uh so we would have to look at that and see individually if like what you said part of the issue is that they can't you know function as well during a full day and then we would make those concessions. >> Okay. And I do like I'm sorry I got a bunch. I do like the the the hallway times not overlapping because I know again especially for students that I know that have gone because of the anxiety of the 3,000 people at the high school that kind of helps
040take away from it a little bit that there's not that overlap. access to CTE while on a middle school schedule. So, I don't understand how this works. So, we can't have the CTE people teach another class later. That's going to put them over contract even though we don't have hours, but that's not my fault. Not my fault. I saw that look. Um, but that's going to put them over like we and it and it's also it's not a reasonable thing to say like, hey, you're going to teach a whole extra class on top of your colleagues who don't work in the Walker Career Center. Yeah. So, our >> that it's not going to look like the traditional day looks. >> Uh, in talking to Dr. Rogers, one of the things he was talking about is
041one, they have a more flexible day, and some would volunteer to be able to work with the students, not in a full you get a credit for this class capacity, but in an interest opportunity, an exploration opportunity, a chance to be over in the CTE. We're still exploring that, but it would definitely not look like a class that you would think in a traditional day. >> But what about I know that at least I thought in the recent past we did have students that were taking individual classes over at the career center was my understanding >> from Ren. >> Yeah. That was not my understanding. >> Okay. That hasn't happened. >> It has in the past like Okay. Okay. Maybe the re maybe the word rec. Okay. So, I'm old, James. >> 10 years does
042count as recent when you're as old as I am. My apologies, but how I I think that's kind of what we all want for the ultimate end goal to be a and to make sure that there's some way to process this schedule that so this is a 45 minute period so that you can edge into that over at CTE at you know at the Walker Career Center and then head on back. And so just making sure that we're looking and and I understand that there's a lot of flexibility within the schedule because it was a smaller group, but making sure that that's a possibility because I I know and again for Lean I would not speak for the board, but I know that that has been an expressed wish that we have thus the knowing
043it has happened in the past that if a student is in a place in life within themselves and within their educational process where they're not prepared to transition back to what we'll consider a traditional high school experience, but they have the capability for taking welding or automobile repair. You know, to Dr. Hansen's discussion earlier, we're looking to give them that experience to get those credits just to make sure that with that like shifted schedule that we're looking at making sure that we maintain that ability to access that programming in the future. >> Definitely. >> Um then, >> sorry, I said I had a list. um IMHP students. So middle school, we got that it's it's housed in a different building. We've got that taken care of. high school IMHP. How are we going to again
044handle are they is when we pay because that currently exists in the Renaissance building without necessarily being renaissance students if that makes sense and I don't mean in any sort of demarcation but just we have students that have mental issues that require more >> care >> definitely >> within and they are currently if they are high school students housed in that building on post road So when we pick up that program, I've seen a lot about alternative education, how are we looking at picking up that program and then placing it? Does that make sense? >> If I may, I'd like to invite Allison to come up and talk to you about where that's going to be picked up. And >> sorry, Allison. Welcome. >> Yes. So, currently Raymond Park um has fifth and sixth grade.
045So, we would move our seventh and eighth grade. That would be a fifth through eighth grade class. Um, and then the high school class would go and be housed at the high school. Uh, you know, our program currently right now fifth through or kindergarten through sixth grade are at our schools. um both that the Raymond Park classroom and the high school classroom would have that teacher, two two um instructional assistants to support and then a full-time um uh therapist that then works um intentionally with those students to to support um you know I go ahead >> would they also be on the altered timeline >> the altered hours? >> Yeah. So we I have not been part of that discussion. So, um, you know, all of those IEPs are, we need to have more discussion
046about that. And your point about half days earlier, we're still going to have students on IEPs that are going to have different schedules because that's what their IEP calls for. That's not really unique to Renaissance. That's, you know, K12. We're going to need to do that looking at, you know, individual students in need. So, um I yeah, I guess I'd have to get back with you on the IMHP hours, but >> yeah, and I guess my concern really becomes if we have students who need half a day for whatever reason, >> right? >> Um that a full day is just simply not an appropriate educational setting and we go to every other day. That is a combination that robs those students of a significant amount of seat time. >> Yeah. Currently, our um uh IMHP
047pro classroom at Renaissance is a five day a week, full day program. So, we have So, as we're at Renaissance as a whole, it has half days. We have some kids that are there five days a week all day. We have some kids that are there alternating days, some kids that are there half days. It's really more personalized to those those um kids. I don't want to speak out of turn without talking to, you know, Jill and Mimba, but you know, I would anticipate that it would be similar. We would look at, you know, that possibly as being different to what's happening. Um, I just want to make sure that we're not >> I think we're all supportive of not a two-hour chunk, >> right? >> But I also want to be that's it cognizant
048of the fact that there are students for whom maybe that is the appropriate educational outcome even maybe without an IP. that that really is just the appropriate educational setting. >> Absolutely. >> And I understand that that adds a lot of Tetris pieces. Um and and I'm not referring to the students. I mean just the the services and the stuff and this person's in that classroom and that person's in that classroom and how we put all those together. And I apologize for making it more complex, but I think we need to go in expecting that complexity to exist >> so that we are prepared to put these students in programs with the best supports within a system that serves them better because you're >> and just to make sure that that's what's going on. >> Yeah,
049absolutely. We're looking at I think seven students in IMHP at the high school next year. So on the scope of um you know size that's much smaller than you know what overall Renaissance is. You know our we have had IMHP obviously since we moved it from Renaissance um into our um home schools and our students are much more successful with transitioning out of IMHP. Um now we do have by the time we get to high school some kids that that is their least restrictive environment. That's where they need to be. But when they have the opportunity to go to other classes and I think we have two students right now transitioning from IMHP at Renaissance into the high school um you know when they have the opportunity to you know go to those CTE classes
050go to classes of interest it helps with that transition. So it it IMHP is a little bit different than the overall >> sorry is this for me or no >> that that's it for that one. >> Okay. >> Sorry. So I have two more for Dr. Sullivan. >> Back to Dr. Sullivan. I'm so sorry. I did wait my turn in my defense. So, if we're on a slightly different schedule, how are we going to handle um teachers receiving continuing education because so they're in the building with the high school, the high school teachers receive that at the end of the day, right? That's when that 15 minutes is built. Am I I'm correct? Right. Okay. People are giving me blank looks. I'm like, "No, this is how this is." So, they're receiving it. then we
051still have to make sure that those teachers are receiving that level of comm you know making sure that we're putting that piece on top of it. Um my other thing is when we just start discussing extracurricular activities you get some good overlap because extracurricular activities don't start directly after school because of that period of time but they don't quite start at 4:00 either. I think that's an easier piece to fit, but to make sure that we're being cognizant of and I think that also really helps with the supervision question for we're not just throwing them in the cafeteria sort of thing. Um, I think that delayed schedule will really help with that supervision piece to help with that transition into extracurricular activities. Um, but just to really be cognizant of those kind of time pieces.
052I'm kind of seeing this colored cellophane laying on top of each other. Thank you. >> I've noted those both. Yeah. >> Let me answer this. Um, you were talking Yeah, thank you. You were talking about gold and black u cohort stuff. Then I see in there the middle school classes are going to be black and white cohorts. What's the difference between the two? Are they all are they each going to be outfitted with the >> Well, gold and white is just cresting colors. Black and gold is just the high school, but they'll be uh alternating days. The thought process is you get two sessions. We have two sessions at Ren now. uh that allows for say there are two students who uh got in a fight, both got sent over to Ren. You don't put
053them in the same session, you break them up. Uh so they could be two sessions over at the middle school, a gold and a white session. Uh but it it does mirror one another. The the high school schedule, black and gold, does mirror the the middle school uh green and white. Obviously, you know, a middle school instruction is different than a high school's instruction, but they will mirror each other and having those two sections. That's the goal of it. >> Okay. >> Yeah. I You said green and white. Yeah. Green and white with good green and white. Yeah, it's green and white. This the first time I've seen this and I apologize for being late. You guys probably covers a lot of the good stuff that in the beginning >> that I didn't get a
054chance to, you know, hear how you were setting things up, but be that as it may, uh yeah, green and white. Uh my concern is uh we're talking 30 kids in the green and white program >> in the middle school usually. Um, that would be the the cap. Yeah. >> Okay. And you're talking about how many in the in the other one? >> About 130. Cuz I looked like you said as I was reading through rather quickly, it said look it said 160 kids in the whole program. >> Well, it's about 190 or so. Um, ADM was a probably closer to 200. Uh, but it's about 192 I think the last time we turned in a data report for March. >> You guys will think I'm an idiot when I ask this question. is how
055many members are on our football team? >> Anybody know what the what the size of our football team is? >> Hey, coach. >> About >> anybody? >> About 180 kids? >> 200. >> Okay. >> Do you want us to start a football team with the Ren? >> Well, what I'm saying is that you got you got all these resources and you're really concentrating all these resources on these kids and you know they're the size of a football team. >> Yeah. And uh it seems like a pretty big expenditure for one, you know, and then secondly uh I'd like to be a part of that program. Got all those resources for me. All I got to do is show up. You know what I mean? >> Yeah. >> But of course this this more is more
056complex than that. >> Yeah. And I appreciate you you talking about, you know, the fiscal responsibility of it. One of the things we are doing is keeping an eye on making sure that uh we look at things like transportation. we don't add another tier or add another layer of, you know, cost with transportation. We're looking at things like, you know, making sure our staff have what they need. And so if we can't get new resources to take over there, we bring them to the resources. So I appreciate you talking about being fiscally responsible, too, because we're trying to do that. >> Well, I know I know you're going to be fiscally responsible. We got a new FSO that's really ke taking that by the taking the bull by the horn, so I know we're going
057to be in pretty good shape that way. U Yeah. Um I I I was just looking at the the intensity of the resources that we got. >> I'm going to slip back to this counseling. >> Okay. >> You know, u your assessment of what our counseling process was before we started doing doing this uh this this change. >> Yeah. Uh my assessment is our our counselor is amazing. Um I think >> so why are we why why are we focusing so much attention now on these counselors or giving more counselors to this group of kids when you saying that they were already super super people >> the one counselor that we had there >> she was severely overworked >> yeah always have been always have been always have been I I understand very clear >>
058clearly uh how uh how how work the counselors were over there >> because you got a different brand of student really do >> you have you have a different brand student. You have a student that may be taking care of a family. >> Yeah. >> You know, you have a student that's uh enduring the day not worried about the their education, but really uh whether they're going to make it through the day. >> You got you got kids over there who are working up who who who who after all the uh free lunches and free meals and all that kind of stuff go through the weekend. They hit Friday and start to become depressed because they know they got to forge the rest of the weekend >> until Monday. You know what I mean? uh
059you don't find very many of those kids throwing their trash with whole whole meals in in the trash can. >> So you got a different breed of student. >> Yeah. And we have an amazing staff that recognizes that breed and you know works hard to make sure that they support him in whatever way is necessary. So >> I I hope you hope I hope hope that is also what you're doing with the regular students. >> You know the same the same super super super effort that they're they're providing. I just think it's a it's a real heavy expense uh to to to focus on uh on that small that really that small group of kids that are you know got elementary school larger than those kids. You know what I mean? >> Understood. So, all
060of that kind of stuff just kind of like rattles my brain that we're we're putting this emphasis in there >> and uh and all of it is and I I believe this all of it is also with the mindset that hey we trying to create we trying to destroy the prison pipeline >> and these kids without those resources without that concentrated effort >> or how do you say vulnerable >> to all the temptation and all the danger that's out there. >> Agree. >> Focusing on them and like was was mentioning to like by some of my colleagues, >> you know, they're going to be at home short period of time or a large period of time in comparison to kids kids in the regular pro regular program >> and I'm just concerned about, you know,
061I'm just concerned about that and so that's what that's what that those are the kind of things that run to my mind. I know what kind of kids we had over there or have over there. Yeah. Yeah. have over there and now they're going to be filtering into the regular stream of kids uh that uh we won't even let them get into the Walker Career Center. Some of them won't even qualify, you know. So, I know we talk a lot about how we walk Walker Career Center, we're going to really make these guys uh uh really successful and all that, but you know, there's a prejudice there. >> Kids walking in school and they have they have bad history of coming coming to work on coming to school on time and and and showing up
062and being true and stuff like that. >> Yeah. And so that's one of the reasons why we want to take away the stigma of we're going to put you way over here >> instead of allowing you to be with the resources and support and those types of things is we don't want them feeling like they're less than anyone else. We want them to feel like they're part of us. >> Okay. >> I've got ahead. >> Um just to clarify, >> we're not creating a system that we place the kids in. We're creating systems that the kids can function in because I know at one point we were reiterating five days a week you're going to do this, you're going to do that. But if that doesn't fit that kid, then we have something in place
063of that and we can utilize it all from >> definitely >> the classroom to online to every aspect that we have for the kids. So it's not going to be the regimented thing because what's what's good for one may not be good for all. >> Definitely. Well said. >> Okay. >> And >> Alice, you kind of threw me a loop there when you you brought in Raymond Park in the picture. Where were we going with the Raymond Park? IMHP. >> Oh, okay. Gotcha. Gotcha. Because I was like, wait a minute. How we get Raymond Park in this conversation. Okay. That was just that example. >> Sixth grade's already there. So, we're just expanding. >> Okay. Okay. >> I just want to toss this in there. Um, I mean, I know you probably have thought about
064it, but there are kids that have to work to help their families that I that's the only thing I see about the well, one of the things I see about the all day is if they have to be at work in order to help provide for their families. >> And that again goes to the, you know, individual in intake process. You know, what other commitments do you have? And then we figure out what we need to do to make sure the day fits best for them. And I would say um labels are meant to be worn. As long as we keep labeling our students, that is something that is worn that they're going to have to wear. For me, our group of students that are in our non-traditional program are a special group of students.
065Just as our students in our exceptional learners program, we call our students in our exceptional learners program exceptional learners because we are pouring into them. When are we going to start giving a positive label and affirmation for our students that need some additional support for trauma and mental health? >> We cannot keep ignoring that fact. So yes, it may take some additional resources to pour into them, >> but that is a wellw worth investment. We pour resources into our high ability. We ensure our high ability program is on point. These students, which is only a small population, >> these students deserve us to show up and speak up when they don't have a voice. So as leaders, if we keep labeling and isolating and putting them in this little box and not holding them to
066higher expectations and making that accessible for them, >> we are filling the system and why are we here? >> We need to ask ourselves why are we here? So to take lightly that group of students is doing a disservice to everything else we do. >> So this is not a light situation. This is not a situation that should not be completely transparent. Their lives, all of our students lives are in our hands, but they are one of our most vulnerable populations. Mhm. >> And if we do it right, if we be transparent, if we be upfront, if we involve the students, if we involve the teachers that show up, if we involve the parents, it can work and we can have great success. But if we continue to label, they're going to continue to give
067us the results that we're pouring into them. I have a couple of questions. >> Okay. >> And I just want to say well said, Miss Lash. I agree with you. Um and trying to connect our students with their peers in school culture. Um I'm really concerned about the hours. I do value the Wednesday idea. I think that's very important that teachers can have that collaborative time. Um, but my biggest question is are we involving these families in these and our students in their career choice or in their pathway of which they'd like to go? We might have some who um like I said might go on to Warren Online Academy, some who might just have to do a half day. Um so I'm concerned about that. And to Miss Gloria's part about I don't mind
068and times if I'm thinking right and I'm saying this correct, they already go only a half day. They're gone. They're out of the building by 11. >> They are. and then they have every evening all the day. Um I love the opportunity of letting our kids have the CTE and having um opportunity to be with peers and everything and have all the supports that they need. But I am concerned about you know it's like a five day weekend for some kids every weekend. So, I think that needs to be really looked at a little bit more. >> Yeah, we definitely can take that back and and take a look at it. Um, but again, as you pointed out, um, what we have right now still puts us in that precarious position where they're with us
069three hours and then at home for the rest of the day every day. So, we'll definitely go back and review and try and see how we can make sure that we keep them with us as much as possible because we know they're better off with us than without. So >> like like you were like she was saying the present model is a fiveday there may be just a few exceptions because of their IEP but the majority should be on that fiveday plan. >> So we can understand that >> there >> it shouldn't be. It should be. Yeah. Right now they're on a threehour five day. >> We're saying we're talking about >> going forward. going forward, >> we're saying that they need to be on a regular school schedule like the other students. Now, there
070may be exceptions because of IEPs, because of medical reason or whatever. We can we can deal with those exceptions, but on a whole, most of the kids that go there may not have those kind of medical needs and they can function every day, all day and be involved in the activities. And a second question, are we here today to vote on this without all these clarifications being uh clarified and put into place? >> We >> asking us to vote on because we're talking about to me it seems like we're having a discussion on this is my first time >> having a discussion with you about what we want, what we want to see, how it should look. So, I have a problem with trying to vote on something and we really haven't put it together.
071We're throwing out all these ideas. I would feel much better if after we throw out all these ideas, then you come back to us and say, "Okay, we heard your ideas. These are the things that we were able to try to work and put into place." And then at that time, we vote because now we're just voting on just ideas. >> Yes, Gloria. >> We're only voting to move the programming, the current programming into the high school and into the middle school. It nothing more the rest of the details. >> I understand that. But when you talk about a move, you have to know what you're going to do when you move. When I move into a new house, >> I want to know that you know what I'm going to do when I get
072to that new house. Okay? Don't just tell me I'm going to move to a new house and I don't know what's going to happen. What I'm saying here, we if we vote on doing that, I'm all for doing that. 100%. I'm excited. But I feel that a vote should come when you have details about what it's going to look like. Okay, that's I would feel more comfortable with that. What is it going to look like? I want that move to occur. Yes, definitely. But there are so many loose ends. We need to talk about what is that going to look like and then we can move forward from there. You start off right, you end up right. You start off wrong, you end up. >> Miss Williams, with respect and and I I'm a data
073person. I like having lots and lots of points of data and knowing exact things. That is me. You know that about me. >> These are these are people's lives. These are people's placements. We have a timeline. >> We can only crunch it so much. Like we can only tell teachers, hey, you're going to teach. Like we can only tell families this is where your kids go. There's a limited amount of time to do those things. We we have to if we're going to start the process, we have to allow for enough time to do all of the things. >> I understand that. Like Lana said, we're dealing with lives here. It shouldn't be a rush job. This is our first time discussing it. We should have more than one discussion. That's the only thing that
074I'm >> This is not our first time discussing it. that we discussed at the last schoolboard meeting >> uh very briefly we mentioned it but we did not have a deep discussion like what we're having today. So what I'm saying is we're dealing with children's lives and families and and so therefore I understand that we want to hurry up you know but we want to hurry and do it right. I feel that if we do it right, we're going to end up right. Right now, there's just so many questions, so many loose things that have not been put into place. And uh to vote on something and you don't know where you're going, that's just like saying, "I'm going to a trip." And you don't know where you're going and what you're going to do
075when you get there. That's this ridiculous. You want to put it together, then vote and say, "Oh, yeah. This is what we want to do. This is how we going to do it." You know, now there might be a few things, you know, how you perfect it, but at least we'll have a clear map on what we're where we're headed, what we're going to put in place. I would feel comfortable with that. Like I threw out, we need counseling. He mentioned that the counselor that was at the Renaissance was stretched to to capacity. So, what is that going to look like when we move the students? Are we going to have additional counselors that can provide individual group and classroom? I need some clear-cut answers for that. You know, right now it's like we're looking
076at it. We're thinking about it. Even when it comes to the the every day in school, we're thinking about it. We're working on it. How can you vote on what we're thinking about and working on? And you know, I'm I'm just a concrete person. I want to vote on something that's definite that we're planning on trying to do. >> So, that's all I'm saying. >> Yeah. We had the the thing that we heard most consistently and I would say um professionally loudly from staff is what's the direction we're taking? >> Yes. >> Originally this was scheduled for May 20th board meeting. We have 17 days of school left. We would not be able to pull off this transition successfully if we waited until that time for the board to approve the relocation, the reintegration of
077this program back into Crestston. and uh the high school tonight. We're simply asking for the board's approval to work out all tonight. This has been great conversation. We got a a ton of great feedback that we'll take those details and build that program that we need for the students. >> Okay. So, we will vote on Okay, we need to have two votes. We need to vote on just transitioning those students back to the high school and the middle school, but we need to come again and vote on the plan that you have. >> Yes. >> Put together. >> The plan's not put together. >> It's not put together. We need to come back and vote on that plan. So, tonight it need to be specified that it's only that we're voting for the mood. But
078as far as all the details, I don't want you guys to think that, you know, we're voting on that. >> Yes. We don't want you to vote on that. Yes, we don't want >> All right, Gloria. At this time, I'm going to go ahead and open it to public comment >> you got to be on the mic. Sorry. >> Okay. >> And as usual, anytime I use a mic, we have to do that. Um, first I'd like to say thank you for giving me the chance to speak tonight. Um, my name is Kristen Shaw. I am a teacher at Renaissance. Um, I've been a special education teacher for 20 years. Uh, 10 of those have been at Renaissance. um took a nice chunk of time off in the middle of my career and when I
079looked for somewhere to go to start teaching again um I had the opportunity to interview at Renaissance and wasn't really sure if it was going to be the place for me. Um but I quickly learned that it was the place for me. Um, like I said, I've been there for 10 years and it has been some of the most joyful and some of the most painful times that I have had teaching. I've loved to see the kids flourish and grow uh succeed. It is such a joy to sit at graduation and see a student cross the stage and know that they are there because I was in their life. I helped them get there. From what I'm hearing from the teachers that I work with every day, we are not against this move. Um, we
080are excited about the opportunities that this is going to bring for our students. Um, being a special education teacher, I am super excited about the idea of being able to individualize schedules for my students, give them the opportunity to not be completely taken away from their home school, be able to build an individual a truly individualized plan for them. We're excited about the career education opportunities, the socialization, the clubs, getting kids to be able to stay part of their sports teams because sometimes that's the thing that keeps them there. We're also over the moon about the increased mental health supports that we will be getting through MCRC and Jane Pauly um for our students. some things to help us as teachers working with these students. Um, so that is incredibly important and we are very
081excited about those things. That isn't to say that we don't have our concerns because we do. We really do. Logistics is a concern. Um, we we know what our students are like when they get a little whiff of freedom, a little opportunity to be somewhere they're not supposed to be. Um, and that is a concern. We also have a concern about we we've been in our little world there at 30th and Post and we've we've developed some autonomy over there. Um we've developed a lot of ownership over our program. Um we have a lot of opinions about what works and what doesn't and we are concerned that that not be taken away. Um that we don't lose what makes us special because by golly we are special. We are also concerned about the speed at
082which this is happening as opposed to what we had been promised or what we had been told. This conversation I think started and we knew that there were changes in the on the horizon at the end of the school year last year. So around this time a year ago um we were told that we would know by Christmas what was going to be happening with us. Christmas came and went. We were told that we would know by spring break what was going to be happening with us. Spring break came and went and now we are sitting with 17 days left of school and we don't know what the heck is going on. That has been incredibly anxietyinducing for us. It has been incredibly anxietyinducing for our students. We have students regularly coming to us saying,
083"Are they going to send us all back to the high school? What's going to happen to us? are you guys what's going to happen to you guys? Are you coming with us? Where are we going? They're very concerned. And when kids get concerned and they hear rumors, they start to take their own path with that. And we've heard some crazy stories about what they think is going to happen. We are concerned that we please don't take the heart out of our program. Um, we are also concerned that the planning um is taking place without us. I've heard a lot of comments just tonight about, oh well, what time are they here there? What time are they here? When are they there? What are we going to do with this? What if we were included and
084we were involved? You wouldn't have to ask those questions. We go from 7:15 until 10:10. From 10:10 to 11:10, we have prep and lunch for teachers. And then from 11:10 until 2 o'clock is our second session. We would also be able to talk a lot about the concern of our students not being there every day. Um, I know that you can take numbers and you can look at minutes and you can say there's an equal amount of time that they are with them. If they're there all day, twice a week, if they're there half a day, five days a week, there is a big difference between us putting our eyes on them every day and them knowing that they're going to get to see us every day. If you're there at the beginning of the
085school day at Renaissance, we have kids that are up and down the hallways stopping for a hug, a greeting, a good morning, and I love you from every teacher up and down the hallway. I'm the lifesavers teacher, so they know that I have lifesavers in my classroom. And I joke with them a lot of times about, you know, please only take two. I'm not made out of lifesaver money. But they know that they can stop and get a lifesaver, a hug, a good morning from me. We have our eyes on them every day. They know they're going to see us every day. I didn't really put a whole lot of thought into how I was going to wrap up what I just said or how I was going to end what I just said, but
086I said what I said. Anyone else? Yes. >> Go ahead. >> One more question I want to ask is family liaison that are currently you do with it. >> They too were part of the staffing that we looked at today and they'll transfer with the the students in the same way the teachers will. >> Who who will transfer? I'm sorry. >> Do you have one? Do you have >> We don't have a family le >> transferred to that position last year. >> We lost that last year. Can they get that back? >> They will. >> We'll have access to a family engagement at the two locations. >> Two is it two locations? >> Crest at the high school. Um, I know that we have to vote on the movement, but I and we talk about
087transparency a lot and I know you guys the cabinet's having conversation stuff, but I do feel like the voice of those teachers also need to kind of be there. Um, if that's missing, that's something that needs to be added. Um, that's very valuable information and really trying to determine times, meet the needs. they are going to be crucial in helping the families get ready as well as the students. So I encourage you know invite them to the table for conversation. Any other public comment or board discussion? >> Yeah, I'm just I'm thinking of I'm thinking of families mentioned that and uh of the thinking of the community involvement in this I those kids, those 160, 190 kids going into the high school and then just disappearing like sugar on the top of a cup of
088coffee. They just kind of like blend in and get right in there. And all of these resources, I just don't know how you're going to pinpoint them individually with resources that you say once they get involved in get involved in in the When I say the community, I mean the the the the school community, the 300 3500 kids or something like that there. I just see that little small number just kind of like just in there and I see the family leaison not having any touch with the kids like they do right now. >> Mr. Taylor, would you like to speak to that please? Can >> I add something really quick before you speak? James, I'm sorry. There are other programs that exist within the high school and I think it's important that we remember
089that this these are unique students but this is not a unique necessarily situation. We have a life skills program that exists in a section of like these things exist within the high school already. This is not unique. These are unique students obviously but this is not a unique idea of putting a program in a program. I'm sorry my words are not working real well tonight. Mr. Taylor, my apologies. >> I want to thank you for speaking, our teachers. I want to thank our teachers for showing up and being a part and you giving you your giving us your voice. It It's perplexing to stand here and I'm going to be transparent with everybody in the room as I read that sign right there. It says Warren's mission. Is that Miss Gloria? Listen to what I'm
090saying, Miss Gloria. Please. Warren's mission is to connect tradition with innovation. We are on the cusp of innovation. It also says in a safe and caring environment that is Warren Central High School, that is Cresten. And we had people that love our kids at Renaissance. I funded the rise and soar program for years for you all on purpose. It says that provides exceptional leadership experiences and fosters meaningful relationships for all Warren students, families, and employees. I said to Dr. Sullivan that Dr. Hansen entrusted him with this process. It has been a process over time that we have talked about for years. Even with staff, maybe not in a formal way, but it's been forthcoming. In my 36 years in Warren, we held on to some things too long. Just because we've had those things doesn't
091make those things still good. Some of your teachers talked about the secondary trauma that they experienced with our kids. It's real. And and and I'm going to defend Dr. Rogers in his absence. I worked as a dean at the career center for five years. Some of our kids and and Mr. Dorsey, you know this as well as anybody else. You were at Renaissance. Some of our kids will disrupt that CTE process, especially in competitive programs. And the reason there has not been a kid in 10 years in the career center is because we tried it and it failed. Okay? Some kids made it through, but they made it through with extra support. So when we talk about the Walker Career Center being a palace and the Walk of Career Center being a jewel and a
092diamond, we have to protect that investment at all costs. And I want some of our girls at Renaissance are the best cosmetologists ever. They need to be a part of that program. It is Dr. Sullivan's job along with Ryan and Dr. Hansen to figure out how we can do that. If you know the history of the disruptions that we've had, cuz I do a lot of the expulsion work with ESP, our goal is to put those kids back in our environment, call a timeout, put them back with supports, and to see if they come out a better person. But that doesn't happen with just the kids. Families must be involved. Those families are experiencing secondary trauma. So they love it when they come to school and work with you guys. So I I'm asking our
093board without going on and on and on and on. I'm asking you all, Miss Gloria, to trust the intelligent and the beautiful minds that we have here, the Mumbas, the Dr. Sullivanss, the Ryans, the Tyrannies. We can do some things quick very well and we could do some things wrong for a long time, but we will always falter on the cusp of innovation. When we stop being innovative, we will die as a school district. And I hope that we continue to do what we do best. I say to people all the time in Warren all we do is win with our teachers, our families, and our staff. So, I'm asking you all to give us the ability because I represent them. Give us and I and with the teachers also give us a chance to
094prove to you that we care, that we love you guys, too. And we're going to do what's right by you. I promise you, everything may not go your way like we tell the kids. It may not go your way. >> Yes. >> Never does, but at the end of the day, you'll know that we gave you our best effort. >> Thank you all so much. >> Okay. Can I make a little comment? All right. Um, that was so beautiful. >> Thank you, Mr. Taylor. However, however, I do want to say I understand that you have, you know, them in your your best interest at heart. But with something of this m magnitude, you still need a lot of input because even the best intentions can go. Let me say this. >> No, I'm gonna cut
095you off right quick. I'mma cut you off. How much input did you have? How much discussion did we have when Jane Paulie walked into the room? You didn't ask for a discussion on that. >> Well, I ask questions and have discussions when I feel it's necessary. >> You asked questions at that at that time. So, you're saying it wasn't necessary. >> Yeah. I'm saying that when I come up with the questions, maybe the people that um I had questions in my mind, they answered the questions for me. So, it wasn't any need for me to ask any specific questions. But with this now, me being um a retired counselor and social worker and um I don't know kids I when I was a counselor and social worker, you know what? I wanted to make sure
096my job was to work with those students that people didn't want to be bothered with that they put aside. Those were the students that I work with. So I was an advocate for them and I'm still an advocate. So what I'm saying is I just want to make sure that everything that they need is put into place as well may not get every everything but as close to it >> as possible. >> And let me say you this >> okay >> Miss Allison Laura Buckright and that committee for Jane Paulie. They selected the right group of people but you did not ask all of these questions and they affect the entire school district. Jane Paulie, they're touching more lives than that football team, Howard, that you're talking about, 180 people. So, if we got 200
097kids at Renaissance, I'm kind of dismayed at the fact that we pay more attention to some things and less attention to other things. >> I think I made a comment on the James Paulie because I was saying to them about their resources. I talked to them about their resources and I even brought up to them about how important the counseling and were they going to be able to provide counseling for these students. I did bring up that a student some students were being put for exposion. Will their program help support these students? So I did have questions on that and my questions were answered. However, this is different. I am just saying I understand what you're saying. We have a room full of intelligent people. Don't don't get me wrong. We're all here for the
098same reason. What's in the best interest of the child, but we must work together collaboratively and hear what the other person is saying. That's the only thing that I'm saying. And it's very, very important that we take a look at these things and put these things in place. >> All right. At this time, I am going to ask for a motion to move the current program back into a middle school at Crestston and back into the high school. Do I have a motion? So, Madame President, I Lashana Triplet so move that we um allow the process to begin on the transition to uh reintegrate our Renaissance program into our high school and middle school with also the understanding that we need to come back with clear guidance and implementation of all of the concerns that
099was stated. >> I second that. Yes. >> All right. So, I have Lanna who made the motion and I have Rachel who second. Is there any discussion? >> I just have one thing to say, >> please. >> When I was at Cosba, there was a training specifically or a workshop specifically on this topic and they transitioned and they've been over several years now. they transition from an alternative school back into the school setting. And you need to really think about it's things as silly as when you're picking out the furniture for those rooms. Make sure they get the best, not the leftovers, you know, that kind of stuff. Um, so that they feel special, so that they know that they are loved. And and I just I think if we do this right, if we
100take the time we need, it'll be better. It just we need to >> you would be so proud of me. >> I agree. >> Um because we had a lot of conversation and so sitting at that task force meeting I was very transparent with Dr. Sullivan that they need the best of the best and no matter what our kids it is our job to give them the safe comforting environment, the supports they need and doing what's right for them. >> And that goes >> and the families for everyone that goes with the the thing that Lana was saying too that they're not >> they are kids. >> Yeah. >> Our kids are our kids and we love our kids. >> They're as special that group is as as special as important as our other groups,
101our other programs. >> Absolutely. >> All right. At this time, um I know not everyone has their computer. >> Should we do an oral vote? >> We all favor. >> Yes, I'll do. >> Okay. >> We don't have to do a count. >> We'll do this. We'll just do All those in favor say I. >> I. >> All those opposed say nay. >> All right. The eyes have it. >> All right. Thank everybody for your time. Do you have a closing? >> Yeah. I I close in saying that I really truly hope that um our staff all over not just as Ren that we are able during this process to gain your trust and support. Trust is very important and the success of this is going to be you able to trust the people behind
102the closed doors. So, um, thank you for showing up and I hope today shows you that we are just not a rubber stamped board to just say yes, yes, yes. We truly truly care about all of the programs and all of our staff and students in our district. And when we make decisions, we make it to the best of our ability for the betterment of our um, students. So, I thank you all as we work together to um do this the right way. Thank you. >> And I just want to add to what she said. Thank you so much, Renaissance teachers, for all that you have done and all that we look forward to you doing. Um I I want you to not be full of anxiety because I want you to know that we
103all are going to work on what's in the best interest of you and the children. and um our administrative team and the superintendent. We work so good together as a board and administrative team and the superintendent and they hear you and they are really concerned. So you can take that back to everyone that we hear you. We're concerned and we're going to do what's in the best interest for you so you don't have anything to worry about. >> All right, with that we're going to go ahead and close our meeting. Thank you everyone for coming tonight. Have a great evening.