Dysart Governing Board Meeting - February 9, 2022

001good evening at this time i'd like to call the regular meeting of the dysart unified school district governing board to order let the record reflect that all board members are present please stand for pledge of allegiance i pledge allegiance 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 go ahead and move to recognitions and celebrations um with an ensemble performance dr kulas thank you madam president members of the board and members of cabinet dr dean we'll introduce this item good evening madam president members of the governing board dr callus members of cabinet and our community this evening we are honored to have two performances from students at shadow ridge high school under the direction of kerwin

002forest and carol queen we're first going to hear from we're going to hear a saxophone duet performed by elijah morris and ethan anderson and this is a student composed original duet so we're excited to have them gentlemen the floor is yours and i apologize but we'd like to ask for the board dr kellis and luisa to come down to the reserve seats in the front [Music] hmm [Music] so [Music] foreign [Music] do [Music] um [Music] hmm [Music] hmm [Music] oh [Music] so [Applause] next we'll have a vocal solo performed by senior shyla sierra shyla completed or competed with this art solo at the amea solo and ensemble festival on january 15th in which she earned a superior rating shyla the floor is yours [Music] gently [Music] and in his [Music] breathed her childhood name her

003little name her name and in his childhood [Music] [Applause] [Music] to feel her [Music] broke his little heart she covered up the fragments and she told a little lie expounding to the mysteries how the cat died and on the following morning when the shadows [Music] there's one last thing to dust [Music] [Applause] we'd like to thank our students from shatter ridge high school and that concludes our student performances for the evening [Applause] thank you so much for um such wonderful performances i don't think i've ever heard a duet of clarinet before saxophone sorry saxophone that either very peaceful i really enjoyed that and to our vocalist i knew that song sounded familiar and my oldest actually performed that song when she was a sophomore in her music program in college so it's exciting to think

004that as a senior you're doing college level work and you have a beautiful voice so thank you all for your wonderful performances tonight next we'll move to [Music] item c audience with individuals uh we do not have any this evening okay next superintendent governing board update do we have a student update superintendent update dr kellis thank you madam president members of the board and members of cabinet several dysart administrators have the opportunity over the last few days to go to the safety summit and the safety summit was hosted at grand canyon university and it included guests from all over the country in some very prominent positions such as the fbi homeland security the the chiefs of police from significant events that have happened such as the the las vegas shooting of mandalay bay those who

005have investigated incidences such as the parkland shooting and other areas around the country where they have averted and diverted school threats and so the entire summit was based on trainings from the experts in the field on how to keep our children safe in our schools and so we are looking forward to bringing more ideas and opportunities forward in the future that's all i have to report thank you next we'll move to governing board update um i just like to share that after getting through the holidays and january seemed like a long one for many people including myself with illness and recovering from the holidays it was nice to get back with our students and i was able to enjoy two girls basketball games at valley vista high school of course they won and of course

006they'll be i'm anticipating them moving into playoffs and then ultimately bringing back another win um so just great to see them in action as always and great to be back with the students i'll go ahead and jump on in had the opportunity to attend willow canyon's production of the mouse trap you know with some of the uh plays and uh the concerts and everything i i'd drag my uh husband or um my children my mom and so i took my husband to this and he really liked the fact that it was a suspense type thing and we were all trying to guess to see who was um the person that committed the murder and it was it was really good so thank you mr walgren for your um theater presence and it was a great

007play i wanted to also give a shout out to all of the dysart education fund foundation's mini grant winners there were several and i forgot to write down the dollar amount that was given to those teachers so thank you for submitting and winning your grants i had the opportunity to also attend the mayor's breakfast with the pastors and other community leaders the one word that comes to my mind was cold it was cold and it was held at the surprise stadium and i think i think it was two of the heaters kind of went out that's why it was kind of it was windy too yes also attended the superintendent's parent advisory council and um great information to share with parents uh more specifically about the aggregate expenditure limit and how parents can get involved

008with that also attended the summit on the school safety at grand canyon university and it was great to actually listen to those folks the the former director of secret service director of uh fbi and um one of the parents of the parkland shooting in florida max schachter he has now kind of made it his mission to be an advocate for policy change and the highest levels of for school safety and so breast excuse me best practices and the resources for safer environment and it is it was great to also know that dysart has implemented a lot of the stuff that some of the school districts out there are not even implementing so um it was great to hear that we were doing a lot of that stuff already february always tends to be my favorite

009month because of cte month and career and technical education and so thank those teachers that help those students that with their vocational endeavors and also this week is national school counseling week thank you to all of dysarts counselors for their efforts and i believe their theme this year is better together and of course with parents and with teachers and the counselors involved with the students everything can be made better together and for success in their future plans so that's all i have what else okay then we'll go ahead and move to consent agenda items i move that the board approved consent agenda items as presented with the exception of moving um item f11 to action discussion second motion made by christine prichard seconded by crystal chaffin motion carries next we move to information discussion items

010uh g1 board monitoring of adopted policy section 9 instruction 9.25 through 9.50 dr kellis thank you madam president members of the board and members of cabinet dr croto will introduce this item thank you dr kellis madam president members of the board cabinet and guests uh tonight we continue our policy monitoring with sections 92 9.25 through 9.50 we are bringing to you tonight we do have changes for policy 9.35 and dr pulling uh we'll explain our changes to 9.35 which is honor rolls dr pulley thank you madam president members of the board cabinet and audience our one recommendation is for 9.35 which has always been about honor rolls we want to add the phrase academic recognition so we should recommend procedures for an honor roll or other academic recognition particularly at high schools honor roll doesn't

011always fit they might do some gpa recognitions they might do some cambridge or ibap recognitions and so just to add some language to support the principles and recognizing you know lots of other academic recognitions so that's our only recommended change at this time and i'm open to any feedback questions or comments i have a question so can you elaborate a little bit more on why we need other academic recognition i think principals like to take the opportunity to recognize you know range of of academic recognition so like really fits in the high school context because we have the cambridge program at willow canyon or or um international baccalaureate and so it just gives some flexibility to have other academic recognitions other than just honor roll because they might want to call it something else particularly

012if they're you know recognizing like gpas honorable tends to be more of a k8 term but certainly they can still use that term but just gives a little more flexibility to recognize more students academically sorry go ahead madame president madam president ms jaffen i think the [Music] the policies are needed to have academic recognitions we absolutely celebrate student students academic success all the time what this does is also establishes procedures so that there's some consistency when we're doing those academic recognitions i guess my concern is why why isn't honor roll good enough that's my question why is it not enough to have on a roll at the high school level madam president miss jeffen yes there are honor rolls but there are so many other recognitions besides honor roll so honor roll is not a

013all-encompassing term like academic recognition is honor roll generally is for traditionally grades um but we as dr pulling mentioned also recognize students for their performance on national assessments like like cambridge if they make growth if they get scholarships if they compete academic and academic competitions there's a plethora of other academic recognitions that can happen that are not specific to their grade and so the honor roll as i said is a traditionally grade related but there's a lot of other things that we can provide some consistent procedures for i guess my concern is everybody gets a trophy so you know with honor roll you have to have a certain gpa to get on the honor roll i guess i don't understand are we going to reward students who don't have high grades and president chaffin are

014there yes there are going to be recognitions that are not specifically related to grades but to other academic accomplishments so would these be supplemental in other words they would not replace the honor role at any of our schools and president miss densmore that's correct there are still honor rolls and there are still acknowledgments of students in their grades such as gpa at the high school top one percent top five percent we don't even call that honor roll at the high school we call it the top one percent and um that academic recognition while it's related to their gpa doesn't carry the title of honor roll but yes there are other academic recognitions all right go ahead i was going to well i was going to suggest something but i'm i don't know if it would

015um i don't know if it would kind of be in line with the part of it that you're struggling with so maybe not but i was gonna say is there a reason why we have to have honorable slash academic recognition will we just have a policy on academic recognition knowing that honor roll is an academic recognition but are you feeling like the traditional honor roll title is you like that piece of it i just don't want to see us lowering the bar i don't want us to see i don't want everyone getting a trophy i don't want us to see us lowering the bar to where oh hey you got a d let's give you some academic recognition you know certain students they try their best and they get c's that i understand but i

016just don't want to see us follow suits of some other school districts who do away with grades and do away with testing i want to make sure that if we are act if we are recognizing a student's academics it is for their actual academic success not just lowering the bar i see what you're saying so so initially i was thinking and i i could be wrong but i don't know if i see any high school principals here do i oh yeah sunny perfect thank you so much for coming um so i know and i can only speak to valley vista we didn't call it honor roll it was like the amethyst award you know so it was like the highest like 4.0 whatever so i can understand where this would incorporate um the high schools

017and and i don't know like at your school is it the same thing you don't have honor roll at the high school level so we have those principals plus kids who score on ap exams maybe they're in that grade academically in terms of the letter grade but they are scoring fives and fours on these ap events where they're earning college credits so obviously we want to reward them for that high excellent so there's that's where i see us being able to reward them for those accomplishments even though they may not have that a or b in the course um because then we have another thing where they do score four or five they get great bumps and they're great standing waves because that exam shows that they have imagination right but what i'm saying is

018it's not called honor roll right right so that's so i can understand like what dr polling was saying as far as it like would incorporate high school type things but i do as i do kind of see your point now i would hate that i don't think we would create um awards or certificates for anything like have it be a day of just like like kind of like what crystal was just alluding to where everyone gets a certificate for something we're still going to keep it very academic and have very you know our standards for earning those certificates yeah so i i have a question like um s.a.t scores so if someone got a um what is the perfect score 1600 i think it is so would something like that appear on their transcripts perfect

019essays better present stories bill that is an example of something that um a student could get academic recognition for not necessarily beyond the honor roll but would get some sort of recognition whether it's on the transcript or whether it's on a certificate or a gold medallion i don't know that there's opportunity there for additional recognition okay or like for an example i thought of an example we this would not be the place where we would be giving out certificates for perfect attendance it's not like do that at a spring assembly or something where everyone might er like sports things or different things are kind of incorporated into those types of assemblies but academic recognition will remain academic correct yes that's great do you have any other questions no i guess the growth when you talk

020about growth what gross you know you want to recognize growth which i think is really important i think that's amazing because sometimes students don't quite meet x amount of benchmark but they've grown exponentially since then do we have parameters for growth and impressiveness is jeff and again this is to establish procedures so as we look at those procedures we can look at gpa recognitions we can look at standardized testing procedures for recognitions those are the kinds of questions that you're asking or exactly what we are asking to be more inclusive of to make procedures for thank you so are we okay are you wanting honor roll to stay in the title or do you feel like academic recognition kind of encompasses all of it i like to keep honorable just for the elementary and i

021don't know if middle school will have similar practices as a high school but at least for the elementary kids keeping it simple as honor roll i think would be okay a good idea um i do have other policy questions but i don't know on this particular policy nope not the same i have something on a different policy as well i'm okay on this okay okay and so it's from uh 9.25 to 9.5 of the questions yes okay yes oh okay so let's look at 9.46 i asked about this policy about a year ago and it was stated that there was legislation so this policy was in pause and i'm pretty sure that this is not being done consistently in our k-8 schools i'm consistent or on grades four through six they are not reciting the

022following passage from the declaration of independence and i don't know that every single student is getting the opportunity to parse it participate in the pledge of allegiance every single day madam president yes uh i'm president chaffin if you would like to provide some examples of where that's not happening we'd be happy to follow up i can do that thank you just just to clarify and i i appreciate the opportunity for her to follow up with you but um as far as having um the opportunity to do the pledge i know that we have this policy does that also translate i haven't had an opportunity to look but does it translate into procedure as well madam president mrs densboro if you look at the bottom of that policy in 9.4 point p1 there's procedure that's attached

023to it i know at the high schools um i know you're asking for examples i it does i know there's been concern before to where sometimes it'll just be the pledge will be on the tv and kids are doing whatever like it just happens to be on tv it's not like a an actual we recite the pledge or stand up i don't know if you're aware of that but i do know that that happens in some of our high schools is the expectation that it be a a period where they they all you know stand or at least remain silent or whatever during that time where it's an acknowledged time madam president the expectation is that while that's not stated specifically here in policy for high school but that every student throughout the district have

024the opportunity to do so and when you say it's not listed as far as specifying high school does that need to be added then or i would just assume that all of our schools would adhere to the same policy right madam president yes that's correct and this is as you can see the bottom of the policy taken from statute so when it says grades four through six that is why it says four through six it's because that's what the statute says i see so then we would have to amend the policy if we wanted to apply to 12 like 412 or k12 or we couldn't because that's not what's in statute uh madam president regarding changing it to go more i won't say restricted but expand the opportunity beyond what the statute includes yes you

025can do that the statute doesn't say you can't make it available to all students it just says you have to do it for grades four through six any thoughts on that from anybody else i would like to expand it for k through 12. well i and if you i'm sorry go ahead i'm just going to look at the first bullet let's say each student shall be provided with an opportunity to participate in the pledge of allegiance another patriotic observance each day it's only four through six that includes the preamble okay let's i i whole wholly think that kindergartners are capable of doing this let's just it might take a while for them to learn i mean we can create this policy with the understanding that it's not going to be implemented right away i think

026definitely for three on up it's and i'm not quite sure about second grade but i really think for grades three and up this is absolutely doable for the younger grades it's going to have to be more of a call and response so we can make that a policy we just have to know that it'll take a little bit for the kids to learn it but if we want to make it k12 then or do we table that until summer maybe i don't know so it's not to disrupt whatever their process is now in class so all of a sudden we change a policy and then they go oh okay now we gotta change it is that what you're thinking no i'm saying to table this and we change it over the summer maybe well other

027than the fact i would still like you to follow up though on the fact that if the pledge if each student students have provided an opportunity to participate in the pledge of allegiance um that is k-12 and like i said i i i know for sure in some of our high schools it's just on the tv as an announcement and so it's not really regarded like it should be i don't think um because then they don't really have an opportunity if ever if it's in the middle of you know chaos in the morning or um other things are going on within you know getting instruction ready or whatever and a student wanted to stand for the pledge or say the pledge it's really not conducive from what i've seen so i guess dr kellis would

028need examples and that's what i think you were asking for right yes and i hear you saying that we need to make it a more intentional pause in the day for this to happen do you need me to tell you what high school it is is that what you're saying missing no i mean i'm just okay i'm just restating if i understand what you're asking yes i would i would like that to be more of a mindful practice for whether our teachers make sure that there's opportunity based on what's happening in the classroom work right because otherwise it's just if you happen to glance up at the tv it's like oh there's a flag waving i guess that's the pledge understood thank you so maybe we have a conversation over the summer about adding it

029to k-12 or expanding it to k-12 for the preamble for the pre-order for the right but the pledge thing should be happening like now should be yeah dr kelly will follow up though okay and then i think that's it for the best and i have something but i have to find it now i'm all distracted sorry um policy 9.47 you want to support miniature horse [Laughter] [Applause] i thought that was pretty cool yeah i always wondered about that i have lost it oh okay i'm sorry 9.29 for school volunteers the um the policy the district shall establish suitable procedures for recruiting approving and managing school volunteers i know that the word managing encompasses um a lot but i would like more built in to this to specifically outline the process of excluding a volunteer that

030maybe has violated the volunteer policies madame president densmore just for clarification are you asking for additional language to be put in policy or in procedures well i think that we need to start here first so in other words the second sentence should be the district shall establish suitable procedures for recruiting approving managing and excluding school volunteers and i'm open to suggestions on synonyms for that word that might be a little softer but what about removing school volunteers does that say what you wanted to say or is that still too soft that's fine you're revoking the revoking there you go volunteer privilege right i'm sure that there is something built in well i don't see it outlined in the procedure but i'm sure that we do have a process to go through but i would also

031like to see something available to the public that both staff and other volunteers within the district can understand what that looks like thank you madam president mrs densmore and there's a lot of language in here that talks about in the procedures about the volunteer process and we also require all of our volunteers to go through volunteer orientation so that could be incorporated into multiple places okay thank you madam president mrs densmore also just want to let the board know that our back our volunteers are required to go through a background check and if that background check um signifies a concern then they are denied entry what i'm hearing you ask for is procedures should that need to be revoked once they start to volunteer is that correct they have already been approved okay very good

032thank you and maybe not just link to a criminal issue but maybe just conduct or disruptions or say thank you anything else i guess i'm just a little confused um are there incidents that we don't know about with school volunteers and being removed any incidents that you aren't aware of but i'm aware of a few that have been addressed okay they have been addressed okay okay but the process is not clear for removing a volunteer correctness okay so would these be separate motions then it's information okay for next time okay all right anything else thank you we'll go ahead and move to information discussion g2 information on employee complaints and grievances dr kalis thank you madam president members of the board and members of cabinet dr croto will introduce this item thank you dr kellis

033tonight we have the opportunity to outline our governing board policy 7.17 employee complaints and grievances when we start tonight it's important to outline the difference between a complaint and a grievance and if we can go to the next slide that would be great to begin tonight as i said it's important to know the difference between a complaint and a grievance the complaint is an expression of dissatisfaction by employee regarding conditions or circum circumstances that do not allege a misinterpretation or violation of governing word policy procedure or our certified mou a grievance is an allegation by a district employee of misinterpretation or violation of government government board policy procedure or the mou so the difference is the policies and procedures the mou a violation of that would constitute a grievance and things outside of that are

034complaints very important as we proceed through this policy addressing concerns and complaints if employees have concerns or complaints we like them in writing we do that through an email obviously we encourage our employees to face to face with their supervisor if they have a complaint and do that so also if they have a complaint and they need to take care of it hr they can email their immediate supervisor or hr we'll be glad to assist them in getting that concern or complaint resolved it's important to know that in the complaint process we always address our employee concerns and complaints uh matters fairly confidentially that would allow that law let's lets us do quickly and at the lowest organizational level so all the times even though they come to hr oftentimes we we turn them back

035to their supervisor to start there and discuss the complaint and solve it at that level grievances is the violation of a district policy or the mou on working conditions it is a multi-level process begins with the informal process that you see there level one level two and level three in the informal level this step is obviously missed sometimes but before you can file a written grievance by our policy they have to the grievant the person filing the grievance must attempt to resolve it by one or more informal conferences with their immediate supervisor as in policy times we refer the grievance back to this process to begin that the first informal conference has to be conducted within 10 working days after the employee or the grievan knew or should have known that an omission or act

036has occurred to file the grievance so that's important timelines are important after the informal level comes a formal level one so without within five working days of the informal conference if they cannot have a mutual acceptable resolution it's not agreed to then they must present the grievance in writing to the immediate supervisor again level one is for the immediate supervisor the informal level and level one is for our immediate supervisor this time it's in writing in that process in writing it we are very clear that it needs to state clear concise statement of the circumstances giving rise to the grievance and includes a citation or specific article section or paragraph of the policy procedure or mou that directly and specifically governs the employee's terms and conditions of employment that has been violated that the decision

037rendered in the informal conference what was that decision and the specific remedy sought a lot of times we have complaints or grievances and we always want to know what remedy are you looking for this is an important step if you do not include that step we often will call and ask you what remedy are you looking for in this process also in level one the immediate supervisor shall communicate a decision to the employee in writing within five days so after they hear or look at the level one they have five days the immediate supervisor does it is important that the party requests an imperfect conference or attempt to resolve the matter in the above time limit so time limits are key in this whole process moving on to levels two and three so the appeal

038levels after level one if you're not satisfied it goes on to level two which is to the superintendent at that time again there are timelines there are forms to fill in the procedures and timelines must be met you have within five working days to file level two appeal if you do not agree with level one with the immediate supervisor again all of this we can talk about besides listing it here tonight you can find all these procedures outlined in 7.17 procedure one it's very specific on the timelines i will be glad to help anybody through this process that needs it and doesn't understand the exact process they can just call hr and we'll be glad to walk them through that there are some general provisions again 7.17 lists all the general provisions but if you

039have failed to do any step in this procedure within a certain timeline then it is deemed that you accepted the decision of that level and there's no further right of appeal so timelines are important um and failure to file the grievance within 10 days after you should have known or know of circumstances that shall constitute a waiver of the grievance so those are important pieces again they're all outlined in 717 in the procedures and with that um i mentioned that you can find it for the third time in 7.17 and if you need help you can call hr we'll be glad to help you um through this process or determine even sometimes they're unsure if it's a complaint or grievance and we can talk through that process there's no problem with that so with that

040i'll be glad to answer any questions you may have thank you questions sorry i do have a question so what do we have in place to protect our employee employees when they file a complaint or agreements madam president uh member chaffin are you talking about retaliatory yes um a lot of employees are afraid to file a complaint or agreements against our administrators because they're afraid that of retaliation right we do not we have a statement i don't know exactly where it is but we do not um we are against that practice we do not take retaliatory actions very lightly we deal with them and that's not going to be done so that is the district's stance on that so what would you suggest to an employee who is still not even confident to you know

041an employee after hearing all this and hearing you say that what would you say to an employee who is still afraid to file that complaint or agreement i would say they need to call and have a discussion with me and talk through that process and i will be glad to guide them through that process and talk them through that and provide them some resources if they need that thank you anyone else well crystal really just asked my questions for me um so and thank you for saying that that if there is a discomfort for whatever reason with going to that immediate um immediate supervisor that they can contact hr directly have that conversation at least and you can at least you know try to guide them through that process and help them to be more

042comfortable and confident in in having those discussions and giving that feedback maybe maybe that's all it is hopefully feedback um to their to their supervisors um you know i think in looking at the grievance uh policy and also the procedures i i think it is important and i'm grateful that the statement of you know non-retaliation is in there but i'm not sure that everyone is is confident uh in that process but um you and i talked earlier but can you kind of just mention how many grievances you might get in a year on average madam president um remember dinsmore on average uh i've been here this is my third year here so i i've had one which i inherited when i come in since i've been here so we don't have a lot of grievances

043do we have complaints i'm not going to sit up here and tell you we don't even have complaints we do have complaints so it's human nature um you know things don't go right and we solve them we strive to solve them and make our employees happy so um it's important to us that we take care of these situations that they're handled correctly and we're here to help so we'll be glad to do that thank you very much for that um i think that's in some ways a very good thing you know that we've only had the one in three years but it does make me wonder though if people just aren't familiar or comfortable or confident in that process so having this discussion tonight hopefully people are listening and watching and uh can pass that

044word along if um if there is ever a concern it is definitely a complicated process um and sometimes there's a complaint that the word grievance is used often for when it's a complaint or vice versa so i would say if they're unsure ask we're here to help and they can even come to you with just a complaint so if an employee comes to you and says wow my supervisor was just downright nasty to me but they didn't really break any policies it's not right that the administrator the supervisor is just nasty to them but at the same time if they technically haven't broken any policies then what happens uh well if they contacted me and asked i would first ask have you spoken with your supervisor sometimes things are taken out of context and it's

045not meant that way or they're not aware that they might have hurt your feelings or made you feel uncomfortable and so that needs to be addressed if they're not comfortable with that we give them some encouragement and tools to use um you know they can often bring somebody with them just to listen we don't let them advocate but they can bring anybody they want with them to talk to an administrator at any time but we encourage that communication it's very important that we have that open communication back and forth between supervisors employees so they understand where both people are coming from and i will tell you 99 of the time it gets solved that way if they just listen and hear each other um and and figure out what went wrong so um and it's

046that communication piece oftentimes if people do not communicate it just sits and brews and and builds and makes things worse so we encourage to have that communication quite a bit and then one more question um so what if an employee their supervisor they have a complaint their supervisor was just nasty to them they go to the supervisors and say hey uh i don't know what your deal was i don't know if you just didn't have your coffee but what you said was inappropriate it was wrong and the supervisor says okay i'm sorry let's let's work it out two weeks later supervisor does it again employee goes okay hey what's going on oh i'm sorry and then two weeks later happens again so what happens if it becomes cyclical um at that point um then i

047think it progresses to the next level we have other assistant superintendents that supervise schools and supervise their supervisor so if they are unsatisfied with an outcome they tried to work it out then they need to go to the next level and and try to work it out at that level and resolve it the best they can thank you and again i just want to reiterate that timing is really important in this process you can't just let it stew for two weeks and then decide to do something that is correct thank you you're welcome i just had a quick question regarding um if there is any difference between an employee who is a dues-paying member of dea and those who are not in re i've heard lots of times saying well i'm i'm part of dea

048but only for the representation or only because you know but but what does that really mean because i thought the way the way we um associate ourselves as a district with the ea is that that representative or that liaison is supposed to represent all employees regardless of whether they're dues paying dea members so can you speak a little bit to what that comment might mean or is there even a difference between how um grievances are handled by a dea member versus one who is not a dea member member madam president that's a great question from an hr standpoint and a district standpoint there is no difference on how we carry out this policy with a member or a non-member if a non-member files it they will be treated the same way the difference with representation

049is oftentimes they like somebody to come with them and support them through the process so that person would be in there to take notes oftentimes they know the procedures a little bit more than the employee and they can assist them in those meetings but they are there for support so there is no difference on how we process it whether it's a member or a non-member we will do the same um we will do the same thing we also afford employees they may bring anybody they want it doesn't have to be a dea member it can be anybody it can be a colleague that's not a member or a dea rep to support them and we often tell them that every time they're welcome to bring somebody that person is not there to conduct the meeting

050they're there to listen take notes and assist the employee but we deal with the employee equally across the board but since we fund the salary of that dea membership or that liaison technically the understanding is they should go with any employee and sit with them and represent them i'm present that is correct so there's really no difference there's no difference whether you're a de member or not correct okay thank you other questions i i just want uh ask one to uh dr croto the complaint and the grievance processes are all listed within the employee handbook correct or online that can be referenced at any time that is correct thank you all right thank you next we move to g3 school reports dysart high school and sunset hills elementary school dr kellis thank you madam president

051members of the board of members of cabinet dr dean and dr pauline will introduce these schools good evening madam president members of the governing board dr kellis and members of cabinet and our community this evening i am pleased to welcome dysart high school and their principal sonny resh who will be presenting uh the information regarding dysart high school and we'll look forward to mrs resh presentation and we'll ask her to please introduce any of her team who are here as well good evening i'm madam president board members cabinet members and and guests um here with me this evening is uh miss jen chernikov who's one of our assistant principals over curriculum instruction uh miss gino royal is also here who's one of our or is our family outreach specialist um and tracy kanan is here

052who is with who is one of our teaching learning specialists for the district um so she's a dicers high school's representative um like dr uh dean said my name is sunny rush and this is my first year as president at president isn't it sorry i'm principal at dicers high school go sonny congratulations on that by the way um deicer high school's uh current enrollment is 1423 students our school colors are red and white with some black we tend to add a lot of black accents to our our uniforms and things our school mascot is hot stuff what makes us unique are some of our specialty programs which are signature programs our automotive program uh which is one of our definitely one of our cte programs that continues to grow just got a nice new renovation

053and so it looks fabulous i know you guys have all been there so you know how great it looks for the kids the kids are super excited about it and they have enjoyed um all the new renovations to the um facilities we also have avid and i know a valley now also has abbott but we are one of the original schools that started avid we do have rotc so there are many students across the district that do attend rotc first hour at dysart high school and then we have the cte photo imaging program as well one thing we love about cte and and the avid program in rotc is that it allows opportunities for our students to be successful for college and career readiness so it gives them those different skill sets that they are

054going to need whether they are going into a workforce or if they choose to go to a university or community college so we're pretty proud of those signature programs that we have on campus so we even though we do a lot of great things there's always areas for growth um and some of the areas that we really need to grow in one is um since we've kind of been back in person we're struggling a little bit with the tenants and tardies um our tardies have started to kind of grow and so we started kind of looking at our tardies and we noticed that first hour especially we were tending to have a lot of tardies so i kind of looked at with with our team what's going on why do we have so many targets

055first hour and i noticed that we were having a large back up into dysart road so what the team has started doing and we've only been working on this about a week and a half we started tweaking our um traffic flow so if you've seen our social media you know we posted um our new traffic load that we're trying we've actually cut our tardies down in half already in just a week and a half so we're going to take that so that's awesome so now we're getting more kids to school on time which is awesome but our other challenge is our tenants our kids that are missing so many valuable school days and so our family outreach specialists and our counselors they have been working hard to provide resources to our community to find out

056what it is that they need in order for kids to come to school and be successful what what what do we need to do to get you in our doors every day because we know once they're there we can educate them it's just getting them there one of our areas for opportunities of growth definitely for us a re-teaching students now how to have academic conversations at those higher dok levels when we came back in person kids were not used to having conversations anymore they're used to that online piece and not really having to have conversations with their peers and things so we really have had to uh work on re-teaching students to have those academic conversations at those high levels so what we did was are what we are working on currently is really making

057sure our teachers are lesson planning with intentional discussions built in um and then making sure teachers are teaching kids how to have normal conversations that then can lead to academic conversations and then we can continue to increase the dok level of those conversations another area of opportunity for us is our student involvement and that would be our athletics and our arts in terms of both participation numbers and the number of students that are attending those events so recently i we ran a town hall through our monday advisory period to find out why students were not participating in athletics in the arts and why they were not attending events why were they not supporting their peers with those things and we got some amazing feedback from our students they were very honest with us which which

058is extremely awesome so we have some new things that we're going to implement for spring sports and spring events in the arts and then we'll obviously carry those over to next year if they are very successful for us but um what i did was i took the student feedback portion and gave it to my athletic department and then i gave the activities and student involvement piece to my stuco group i give it to the kids so they can see what we can do in order to get kids involved get them back into being being involved with the school because we all know if kids are involved with their school they're going to graduate with us and they're going to graduate on time so the whole key is to get those students back involved so leading

059back into the arts our arts programs definitely need to encourage kids to continue in the arts to to take those higher level courses so an opportunity growth is definitely for us to continue to increase the not just the number that are attending our sorry in the arts but taking the upper level art courses how do we keep them going into three four and five six and maybe those ap art courses as well um we have increased the number of kids who are getting the art seal but we're still we we need more we need more kids into the arts um so that is definitely an opportunity for us for growth as well um oops sorry um celebrations so we have a lot of things we can celebrate i picked a few for us to kind

060of talk about one is our family outreach position that was started a couple years ago now that we've been full-fledged back in person that position has been a very key position for us at dysart high school so miss arroyo actually created a classroom on our campus that is open to students and and parents during the day and evening to provide supports for them so she offers courses for parents so like schoology courses um like how to operate schoology and how to look at kids reports and those things how to look at courses that we have how to help navigate any of our infinite campus features any of those type things she tries and run and then the parents need help with financial aid all those type things ms ariel runs through that particular classroom so

061we're very grateful to have that family outreach position because it's really helping us reach our families not only does she run that room that has the academics side of it but there's also the side of the need of like making sure if kids need clothing they get to the clothing closet if they need food making sure they're on our food list to make sure they're getting food for the weekends and things like that she provides snacks in that room as well so if kids need snacks during the day they can do that as well so we're pretty excited about miss arroyo and all the things that we have going on with that um she also makes phone calls home to our kids that are struggling so our kids who are not attending to find out

062why they aren't attending is the transportation is you know are you watching the kids at home why is it that we're not coming to school so that we can get the resources to the parents so that we can get the kids in the doors she also calls home for positive calls so she calls home for kids who pass ap exams she calls home when they finish their financial aid process she calls home if they are earning distinguished demon cards she'll call home if they have really good grades just to keep the positive communication going on as well as the other needs that we have for our kids the other celebration we have is we we have really worked on our school culture this year we have a staff member who started a committee that's called

063the the culture wars if you will or color wars excuse me if you will and each member of the staff that's classified certified everybody is on a team and we they run a monthly challenge with the staff and so they compete for points and prizes and then they get bonus points if they attend student events so if they go to arts shows if they go to athletics if they are running clubs and activities for kids they get bonus points because the whole goal is to build that culture and to make sure we're providing for the for the students that we have the other thing that our school culture or our group does is they recognize a pbis staff member of the month and pbas students of the month so teachers give kids pride points we

064have a pride mantra on the wall and when kids are following those pride monitors teachers can award them points they can take their points and they can redeem them for prizes okay and then at the end of the month we randomly do a drawing and then the kids get prizes from us all of our prices are donated by our staff so each month when you look at our social media when we post our two pbis students of the month you'll see what group has donated the prizes to those students and what they have donated so our staff definitely is giving back to our school which is totally amazing so we really appreciate that our athletics our winter season has been phenomenal we'll take it all four of our um team sports are girls and boys

065basketball our girls and boys soccer are in the playoffs this week so that's that's pretty amazing our girls right now girls soccer team is down in tucson so that's why brad's not here because brad is down supporting the girls in their soccer game um tomorrow night if you guys aren't busy come on by the boys basketball team is playing at 7 p.m in the gym so you can come support them in playing saguaro high school for their first round of the playoffs and then girls basketball is at saguaro high school playing their first round and then saturday if you're still not busy saturday at dysart high school at noon our our boys soccer team is playing in the playoffs as well they receded in the top eight so they actually have a buy so we

066don't know who they play yet but we will after um tonight so definitely proud of our athletics we were going to have a wrestling qualifier but unfortunately in a match recently he may have dislocated his elbow so unfortunately that's not going to happen now but we definitely wish him a speedy recovery and everything um we did have a girls basketball players score 51 points in a single game which set a school record for us it's going to be really hard to beat but that was pretty amazing to watch an individual score 51 points in a basketball game um the other thing we're really really excited about is the fact that we have a high teacher retention and we believe that our high teacher retention is because we have a lot of supports in place for

067teachers the peer mentor program the district has in place for our teachers in their first three years is amazing it helps keeps teachers in their fields and helps them feel extremely supportive because we know if people feel supported then they're going to want to continue to do the things that they are doing so we're really proud to be able to have the peer mentor program and love that it's keeping our new teachers um in the profession and providing supports for them um the other thing that we're also trying to do in terms of our culture pieces is we're trying to make sure we're providing those sports for them as well because we know if they feel like their colleagues support them then we're family it's going to keep that environment going and it's going to

068want them stay with them to stay with us and so i'm proud to say currently it looks like our staffing looks um again to retain high number of teachers for next year um the other thing that we're extremely proud of and if ms pacheco was here i'd give her a shout out our social media and websites if you don't know ms pacheco she is extremely extremely tech savvy person and so she has our social media on fire she promotes about athletics she promotes about the arts she promotes about um athletics and then community events that our kids are doing like our produce on wheels um when we do parades and things like that so she she probably posts three four five times a day but really keeps things current so that everybody knows what's going

069on because if the community sees all these positive things that we're doing and the kids continue to read it they're going to want to be involved with what we're doing so we're pretty proud of that as well um our focus for for the year our focus this year has been on plc's school culture and our graduation rate um our focus this year in terms of plcs is that we were trying to to ensure that teachers were writing daily learning intentions and then they were backing that up then with success criteria so we began with making sure teachers knew how to write a good success or sorry a good learning intention and then we worked on okay then what are the little steps that the kids need to have in order to master that particular learning

070intention so now that we've worked all semester on ensuring those things are going we have now implemented a new challenge a staff challenge for february and our staff challenge for february is if every teacher has their learning intentions and success criteria posted and when we walk in rural rooms excuse me and kids can articulate that they can tell us what the learning attention is and then what the success criteria looks like how the teacher is going to know that they've mastered that if we master that as a campus there'll be a school-wide reward for them if we don't master across the campus it's okay we'll take the top department and we will reward the top depart the top department for achieving that award so we're pretty excited for that because we found out through all

071these color wars and challenges we have very competitive staff extremely competitive staff um our third area of focus is our graduation graduation rate last year our graduation rates dipped a little bit and we want to get that back up so our goal issue is to get it back up above either at 90 percent or higher so our family outreach specialists and our counselors have been working hard to really reach out to students who are struggling to make sure they can be successful provide all the resources possible so that we can get that graduation rate right back up the other partnership we have is with sundown sundown is is just such a great program for our kids that are missing a credit or two towards graduation and because we value that partnership so much and we've

072worked really well with sundown there are kids that are going to graduate with their cohort that normally would not be able to to achieve that so we're pretty proud of the the partnership that we have with sundown this year and and how successful the kids are being because the whole goal is for kids to get the things that they need for that next chapter in their life and so with that um that kind of concludes my presentation are there any questions for me thank you very much i appreciate your presentation um you ended on graduation rate and what your goal is what is what is your graduation rate right now i know you're trying to get to at least a 90 but what so this last year was slightly above 87 okay um well and

073just listening to you i think for me the big takeaway is just your your energy and just um how proud you are of your your school and your students and your staff all the different um things you're doing there to build culture and kind of like how you alluded to as well that students if they feel a part of something or they're excited to be there and they feel supported obviously that's going to contribute to their success academically and build a positive learning environment so i felt that the whole time you were talking so it sounds like they're very lucky to have you there and i wish you the best thank you so much anybody else just a couple of things miss fresh um with the family outreach that gina is doing i'm just curious

074have the other high schools contacted her to see what secrets she may have in order to um so they could probably steal if you get my meaning oh some of the ideas that were used ideas that you're using yes i don't have them no they're not they're not maybe they should well right so the the that program is funded by title one so the other schools don't necessarily have that position right and so i was just wondering if they happen to they may have a student um whether it's the school counselor or the social worker and i was just curious if they happened to contact her and say do you have any inside scoop on on the the clothes gathering or the um the food and outreach and stuff like that so i was just

075curious because i know it's it's going very well for her and i know you're keeping her busy and uh which yeah i know so i hope that continues gina and um the fact that you cut the tardis down by rerouting traffic flow and that that's amazing because i know that that little area is kind of uh yes you go in and then but the fact that you've actually cut it down it within a week and a half that's that's phenomenal it took a team for sure it took a team for sure so um keep up the great work sunny i know you had big shoes to fill with miss hartjen but uh just like miss pitcher said your energy is just up there and i know you're excited about what can lie ahead for our

076students so thank you thank you i do have a question um as far as oh sorry as far as the family outreach position do you say you would you've noticed a significant increase in student and parent engagement just offering that service i mean are you seeing a lot of kids coming back onto campus a lot of parents going oh this is how you navigate schoology this is like have you noticed a big increase so we have noticed in certain areas that we have parents that one it helps that gene is bilingual as well for our community um but yes we every time we offer services we do have families that come in um a lot of them are working families because we offer the the events at night obviously uh for them but we have

077noticed i wouldn't say it's like huge huge but definitely an increase in numbers and gina's been able to get some kids to come back to school that haven't been coming to school and to me that's huge and even even if that's one child that's one child towards our goal we'll just keep taking them so i definitely believe that we definitely have an increase i wouldn't say it's huge huge but definitely moving in the right direction and we're going to keep working on that as well well thank you and now is this the first year you've had the position or is this your number two this is year two okay so it's still fairly new yes okay thank you you're welcome thank you so this is more like your first normal-ish year yes yes been able

078to fully use that position yes right right i just i am so in awe of your your positivity and your glow and just you know everything so positive about your students and your staff um i really wanted to just note that i i appreciate you still i mean even though we're you know into the second semester you're still talking about that transition back to normal normalcy because i think it's going to take a little while it might take you know beyond this year so um and and just you know with the with the outreach that that that you all are doing um i'm so impressed by that you know just the positivity calls that you're making that makes such a difference to a parent and to a student i mean they're going to want to

079come and they're going to want to learn and and get more of those positive calls so thank you for doing that thank you gina thank you gina poor gina we have so many questions about gina i know um is there a thread that she is finding a common thread that she finds when she makes those calls as to why students are not coming to school or why they have an attendance problem because i mean they may come and then they may not come is there a common thread so and gina can speak more more to the if i'm not correct but some of it is just like some of them are taking care of siblings and things like that so parents are kind of using them for babysitters or whatnot or the motivation factor we

080have several that we just got to get re-motivated to come back to school every day you know that whole waking up in the morning um and getting there but to me those are the two big things i see gina do you see anything else yeah we do have some that are still you know not wanting to be here due to covet as well for sure and then the other question i had was when you did your survey what what were some of the things you learned from those students as to why they didn't attend student events was it a job was it again they had to get home for other reasons or was it so i was really shocked to find that a large portion of it was like i'm lazy oh okay there you

081go um but they they most of them said to incentivize it so saturday we're trying to do a gray out for our soccer match that's on saturday we're trying to do a gray out if they buy a ticket then we'll give them a free t-shirt to motivate kids to come so a lot of them want things for coming reduce rate they said that they felt athletics was it cost too much to go to the event could we reduce the price of the events some of them were not aware of our punch cards so we're going to do a better job of making sure they're aware of those punch cards for athletics because then they do get a reduce right because they're buying so many at one price so they get a couple games for free

082with with the punch card so we'll make sure we advertise that a little better next year um but i was kind of shocked with those so essentially they want to be rewarded for coming which is we can do that we can find ways to get them there give them little things and then once they're there and we're winning all the time they're going to want to come back thank you very much thank you ladies thank you president rush thank you very much [Applause] madam president members of the board i will introduce principal joey toki if she would of sunset hills and if she would introduce her team and then present yes absolutely good evening a member president members of the board dr kellis and cabinet i'm thrilled to be here to talk about sunset hills

083um i love my school as well and i have an amazing team with me today this evening so i want to introduce i'll go this way mrs dougherty our assistant principal thrilled to have her a part of our sunset hill staff we have lisa moberg she is our sixth grade teacher she's also our language acquisition mentor a support for our teachers um and our students as well in terms of our ell students we also have miss jackie older who is our teaching and learning specialist truly the best of the best and so just appreciate your support being here with me tonight as well so with that being said who are we we are sunset hills um we are pre-k through eight school our enrollment is one thousand five students i checked before i left we're

084actually at one thousand eight we truly are growing almost on a daily basis at this point in time so we're excited about that um our school colors are blue and gray we are the home of the bobcats um our signature program is the arts and i included our vision and our mission empowering learners and leaders to benefit our world and our mission truly encompasses everything that we do day in and day out sunset hills community shows respect ownership achievement and responsibility in the pursuit of excellence in academics athletics and the arts some opportunities um we have closing the learning gap we have the data up there as far as our 2021 spring testing we did see a decrease in both ela and math from 2019 to 2021 with an overall proficiency in ela 60 or

08548 our goal is 64 and math is 38 and our goal is 62 so we know that we have a lot of room to grow um in those areas and we've been very focused this year in order to do so um we also um focus on our english language uh learner subgroup uh in 2021 eight percent showed proficiency in ela and with math zero percent and our special education subgroup ela 11 math 10 so those are areas um that we are targeted and focused on ensuring that we are improving those subgroups along with ensuring that we are focusing on all of our subgroups one thing that was very interesting with the next piece is our clarity of goals we took a look at our staff student and parents survey with our staff and parent survey

086what stuck out to to our team our leadership team and myself was um that the there wasn't a clear understanding of what our goals were what the data is that we used to to assess those goals and how we progress monitor those goals through the year that's our continuous improvement plan that's what we we live by every day that's what we make connections with but the fact that um that it wasn't higher in the percentage of those that knew that we had that in existence essentially that was a concern so um we did create a continuous improvement plan it's quite the document what that we'd provide um and work through but we did a one pager and the one page we call it the one pager and our teachers were thrilled to have that as

087just a guide and to be able to have that next to them when they're doing their planning when we're at professional development so that we can not only just have that one pager it's one thing to have a page of what our goals are our action plan and our how we're going to monitor that but also making sure that everything that we do that we are connecting to our goals and being very specific about that very targeted just as much as it's important for our students for us to do that for our students we need to do that for our staff as well and communicating our goals to to our community as well as well as updates visibly improving teaching and learning we went through a training with dr hall from west end in and

088this was about our professional learning communities but that plus piece that plus piece being the teacher and she provided us with information as far as how we we know we set learning goals for our students but we also know that our focus area as a teacher impacts how what our teaching looks like impacts how our students perform and so that plc plus piece is um setting up goals teaching and learning goals so how are students going what what do we expect from our students but also um what are we going to do to impact that that learning the scope and sequence has been provided from educational educational services has been a great support to us with this as well another opportunity was data analysis and discussion so in past we looked at big data big

089data big data was more of our focus those are our benchmarks our state assessments and so the focus is really looking at small data which is the unit assessments that are built into the scope and sequence but it's also looking at when i'm teaching what do i what data am i collecting to see if my students are showing proficiency during that time frame as well and how do we respond to that so we really wanted to focus on frequency of how often we're discussing data and what we're doing with that data have a focus of that and ensure that those teaching and learning goals that we're setting we're constantly reviewing that when we're looking at that small data and setting new goals to ensure that again our students are growing but as a professional as

090a teacher i'm growing as well and i'm setting goals for myself um staff wellness is another area of opportunity we know these last few years have just been really tough and in order for us to be good for our students we have to be good for ourselves as well and so um we have an amazing team that put together a staff wellness calendar for each month and part of those things we have yoga mondays talk about it tuesdays where there's goal setting as far as how am i going to be okay what are those self-care things that i need to do for myself so again that i'm okay and i'm good for my students and it's also been a great way for our staff to connect with one another where i may not see somebody

091in the hallways because i'm upstairs in 8th grade and i'm a kindergarten teacher downstairs we've had an opportunity to build that network within our school and build those relationships and turn um supporting with our overall culture um celebrations um i've listed some percentages as far as our deizer instructional protocol we knew that in order for us to raise the achievement to to meet the goals that we've set for this year um we need to be very specific and very targeted on the areas that we're looking at and so a celebration would be that we have improved in each of those areas that we've that i've listed from the august walk through data to the december walk through data um and then there was one academic conversations that didn't go up as high as what we

092would have wanted to see it we want students to be able to be having those academic conversations to be using vocabulary to be learning about learning from one another so that's still a focus of ours response to intervention we had a team that went and learned from one of our sister schools as far as how to strengthen the rti process we had it but we needed to be more efficient more targeted more specific and make sure that we were tracking and seeing how students are proceeding through that response to intervention um so we went to a sister school of ours it was west point so thank you to west point for um sharing their learning with us um and got some coaching from dana noble as well and um we did a rollout this year

093and it has we've gotten a lot of positive feedback and we've sought that feedback from our teachers what's working what do we need to still work on um to ensure that that time is useful for them but in turn is useful for our students and our students are growing and we have seen a decrease in our ti students due to tiers one two and three of instruction um being in place monitoring that progress and it's positively our students are positively responding to that um positive behavior interventions and supports those are our roar expectations so our bobcats roar we show responsib respect ownership achievement and responsibility um and one thing i want to highlight from here is um that we have started a student ambassador program so that our students when they come onto campus again

094we're getting a lot of enrollments almost on a daily basis maybe a little less but it seems like we're always getting new students we want to make sure that they know about our school-wide system of support for behavior but also who are we at sunset hills and connect them with somebody so they feel connected with the school and so our student council and jhs members are helping to facilitate that and make those connections and again just make sure that they start getting acclimated to our climate and culture from the get-go we have some academic celebrations as well um data chats these have been super successful that's that's small data we've done that at a grade level um sometimes it's grade level especially for k four five eight we're a little bit more content specific and

095we can look at different content unit assessments and have those conversations with teachers and we have a protocol that we follow and at this point since we've been doing this almost um pretty much we started about in october where we started get real specific with this our teachers are now coming to us where they know exactly they're kind of running that protocol themselves and coming up with those ahas and what are the areas of strength what are the areas of growth and what is my how did i do in my teaching and learning goal had my students do how did i do in meeting that how did that impact and then setting additional new teaching and learning goals for the next unit so um just being again very targeted and specific um we also have

096our arts program again that we we are an arts focus school uh beauty and the beast i know that you're going to be really busy with dysart high school in the next week or two so come february 24th 25th and 26th we will be that will be our school play beauty and the beast junior so we would love to have you join us for that um it is always every year is an incredible experience for our students for our families our community and it will be at the vista so for anybody to attend our choir we have 62 students of the enrollments there um we will be attending disneyland to perform so thank you for approving that as well it's been a couple of years since our students have had that opportunity and it truly

097is an extraordinary experience for them and again for our families as well we have art club garden club also miss moberg i forgot to say she is our garden club leader and that is for students in first through eighth grade and it truly is it's it's a it's an art um i remember a couple years ago a family member um had taken things from the garden and um they made a meal at home took beautiful pictures and so it just i don't know it just came full circle for our arts program i know it looks a little bit different but it's it was it was amazing athletics i'm thrilled to say that we were the district baseball champions this year and thank you for inviting us to celebrate that it meant a lot as well

098to our family our communities our community our families our students and our staff just to have that recognition this year that was great um we have gotten um to the semi-finals in all the other sports so we're going to keep working on that and see if we can make it to the finals and continue to do great things with athletics focus of the year again that professional learning community plus excuse me professional learning communities with that plus piece being the teacher having a focus on the teacher um and how that impacts um my practices impact the the students and the student learning the dysart instructional protocol academic conversations being a focus um as well as we are going to roll out checking for understanding and what that looks like and sounds like to truly check

099for understanding before during and after a lesson and how do i respond to that our ess and el subgroup growth is definitely a focus continuing our positive behavior interventions and supports we are working on tier two training this year um but with the the pandemic the implementation looked different we started our we built our roar expectations and the the pbis tier one in uh 2000 1920. um and i'm sorry 2018-19 implement in 2019-20 well we closed down that last quarter and so we didn't get that full year of implementation and then we started off different so we had to come up with like an online rare expectation what does that look like and so it's definitely we've gone through our growing pains but our staff continues to do an incredible job and making sure that

100this is this is consistent and and used throughout um and then the art signature program i listed those two areas as well so with that i will take questions thank you for all your information sir um how is your uh ess um program going just in in general in general do you have are we um is it staff with a dicer employee or is it contract employee yep great question madam president members of the board i do have um full it's fully staffed i have four resource teachers i have a preschool teacher um all are certified uh special education teachers and so we're fully staffed with um parasupports we have a great quad our quad support is outstanding so those are our behavior coaches analysts and um our ess specialists as well as um i

101think well miss also brings such strength um being an ess specialist prior to this too so being interested this little bit of time has provided some great mentorship to our teachers um as well so it's it's great good do you guys still have um structured teaching on your campus we do not have structure teaching on our campus is that a change just district wide or that's just a sunset hills no i think this i want to say we had a level c classroom um it was and then there was a trans transition i want to say it was about five years ago don't quote me on that where i believe our program moved over to cimarron springs at that time and i now believe yes so it's just a different school location so we do

102have students that um that are in those programs it's just not on our campus okay thank you thank you you're welcome anyone else just a couple of things miss toki um i was part of your roars your roared um recognition for the students and you actually had a system going they were coming in they took their picture they got their stuff praises and everything um that continues to be good absolutely yes members sing fell um and members of the board we do a bobcat um uh sorry student uh no student of the month sorry bobcat brewing student of the month um and yes so we made that change we used to have every all the kids come down at once and then akova came and then we did it grade level specific so we break

103it down k4 and then five eight um and we really like that because we felt it allowed us to give more individual recognition to our students and have that time and congratulate them and thank you thank them for using those um for our expectations so yes it's been wonderful thank you watch them come through and shake your hand and get their their little rewards and everything um the fact that you do a one pager of the school goals and everybody gets to see a copy of that yes awesome yes thank you i mean it truly when we rolled that out at the beginning of the school year it was just like wow this is so great because again the dot the cip document is is quite lengthy and it's great it has great information but

104how do we clear how do we make that clear and concise for our teachers so that they are laser-like focused on what it is and then helps us to make those connections as well so awesome thank you thank you okay thank you very much thank you next we'll move to item g4 overview and celebration of cte month dr kellis thank you madam president members of the board and members of cabinet dr dean will introduce this item madam president members of the governing board dr kells members of cabinet and our community this evening i am pleased to welcome to the podium mr jim gresaber director of cte this is career and technical education month and he has a cte celebration presentation along with some guests who have come along with him this evening i believe former

105students so mr greece haber you have the next three minutes thank you dr dean actually i said i need he told me i had 25 and i said i only need 20. [Laughter] good evening madam president members of the board dr kellet's cabinet and community we are so excited tonight to be here to celebrate cte month february is career and technical education month a public awareness campaign to promote the importance of cte and celebrate cte accomplishments across the country cte or career and technical education prepares students for a wide range of high-wage high-skill high-demand jobs in a variety of fields cte gives students an environment to discover their passion but also gives guidance so their passion is given purpose and a pathway to future education and career development please enjoy the next two short videos

106[Music] [Applause] [Music] uh so [Music] hi i'm jamie springer and i'm a student at shadow ridge high school i'm in my third year of the business marketing program here in this class during your first couple years you're going to learn things like the basics of business your the four ps price product placement promotion during you're going to work your way up to the third and fourth years that we offer at this program and you're going to learn things like project charters and business management students who want to participate in this program will learn life skills that you can learn absolutely anywhere that you go we learn everything from working into business to owning a business and everything in between my personal favorite part of this class is working in the fan shop let's go take

107a look at it so in the fan shop we sell everything from shirts to stickers to chapstick in this pro in this part of our program you have your first year students who are going to be working with selling cash handling customer service things like that your second year you're going to be a supervisor so you get a little bit more power your third and fourth years though you're going to be in the management roles these management rolls allow you to handle finances scheduling and all sorts of other things that make you the big gun other things that you can do with the fan shop is going into the snack bar the snack bar is where you're going to be spending most of your work experience and you're going to be able to work before

108school during lunch and after school with lots and lots of customer service with all the kids on campus another part of our program that is my absolute favorite is our partnering organization deca in deca we get to compete and learn about leadership and all things like that and network with kids all around the country if you would like to know more about the business and marketing program here at shadow ridge you can contact your counselors or visit our website we hope to see you on our program [Music] all right so a couple great videos thank you to mr mcginley uh who went out and shot those and for promotional so the next slide that denise is going to take us to it's going to show there we go it's going to show what makes ct

109different ct different is held into by four quadrants classroom instruction laboratory instruction work based learning and personal leadership development or ctsos i have a long list of things that i'm going to say about that but i'm not going to so we're going to move on but those are the four quadrants that each of our cte programs have at all four high schools so quick little data of an enrollment over a period of time you can see we were up really high and then covet hit and now we're rebounding again um out of the i think approximately 78 7 900 high school students we have at least we have around 4 500 students that are taking the cte class students who took two or more cte class graduation rates state approved industry credentials we're really excited

110about this piece the governor came out with initiative about three years ago put five million dollars into a budget and said there's five areas um high need areas you get industry credentials that are recognized by ade we're going to give you a thousand dollars per kitten um obviously we're excited about a thousand dollars per kid that's spread out across the state of arizona we didn't get a thousand dollars per kid but we did really good so we use those funds to help continue to fund the credentials that our students get i'm very happy to say that whenever we offer offer industry credentials our students pay no fees it's picked up 100 by district cte or grants every year one of the things that's different about cte also is that starting in october we have to

111call back on kids that graduated the previous may it's required by aed so we make placement calls so starting in october we start calling all of our graduates uh teachers the staff at the district office and we start finding out what those students are doing so 80 requires us to make placement calls teachers staff we'll call students who graduate in may we're trying to find out if they're working in the field that they took their ct class are they going to college are they in the military or are they on a mission ade then uses this information to grade our ct programs um those are some things that our students said in emails that we receive back from a survey that we send out to them to find out what they're doing ct program is

112the best thing that happened to me it is really the start of my future career so i'm not going to go through these you can read them i have some guests back here that are going to tell you that in person and i'm really excited about that next is parents so here are some comments that parents said in the survey that we gave my child ct helped her go directly into a job she loves working in a lab obviously that's our phlebotomy program at willow canyon it's a fantastic program and gives the kids a great start to careers in cte so with that we have two former students who have went through our cte programs a parent and one of our business partners so we wanted you to kind of see the whole realm of

113why we're excited about cte so joe dominguez former valley vista fire science student europe good evening yeah i'm uh joe doming i graduated from valley vista in 2019 where i took fire science for four years and in march of 2021 last year i was hired by phoenix fire department where i work in deployment and communications so we handle incoming 9-1-1 calls as well as radio traffic uh for i believe about 30 different organizations now so a good most of the valley um with fire science i learned a lot of essential skills that are great for not only my job but i think any career path that anyone decides to go into ones that come to mind are critical thinking team building and adaptability with emergencies you can just never know what to expect so uh

114gotta be on your toes gotta adapt with anything that comes at you um with that we also learned a lot of um excuse me just uh job skills with resume building interview skills and as well as physical fitness and mental wealth was something we focused on in class a lot with physical training every friday as well as stress management was super helpful with tests grades super stressful but also with my job because we get someone else's emergency every two minutes it's going to take a toll so learning those skills very early on helped out a ton thank you thank you thank you next up next up julia stingler hello and good evening my name is julia stengler i'm a fourteenth former graduate of willow canyon high school i graduated in 2018 i was a four-year

115deca student member and in the marketing and business classes i remember being a freshman in the marketing class and trying to figure out just high school and everything in general but i remember sitting there and sorry i'm like i get i'm nervous um i don't speak a lot to um people like this i'm nervous i'm not gonna lie um so yeah i remember sitting there being a freshman in my marketing class and the teacher talking about deca and just how marketing works and business and how it um is just so relevant in our world and then i remember her talking about travel and she that's where she had me i was like okay we get to travel this is cool um so being involved in deca and marketing is where i really develop my passion

116for business um and that like in that time is when i knew that i was going to be a business owner one day um and i could not be thankful enough for all that deca and cte has taught me so um while in deca i got to learn all about business and marketing i got to learn what it truly means to be an entrepreneur but most importantly the real life application of what i was learning through my time in deca i learned the importance of networking because it's not not always about what you what you know but who you know i got to travel to anaheim california to austin texas seattle washington atlanta georgia and new york city new york and being traveling all those places that's you don't meet a lot of high schoolers

117that get to say they got to do that while they were in high school through a program sorry i was given the opportunity to attend conferences meet many people create new business ideas witness incredible speakers become a better leader and the list goes on these are ex all of those experiences during my travels and at our conferences are experiences that last a lifetime and i still talk about all of my trips today after graduation and taking what i learned from deca i have continued to implement these practices into my everyday life i'm a better in a more personal setting i'm a better communicator being able to know how to talk to people like my bosses or strangers it comes a lot more natural to me just having those personal conversations because i learned that in

118decade of marketing um also after graduation i have applied for and received many jobs because of what i learned in deca and business many of those jobs my peers did not get but because of what i knew from deca with business etiquette and how to stand out from others i was able to receive those jobs in my college years i changed my i'm going to be graduating from asu this spring uh in their interdisciplinary study program i'm studying interior design and business and i'll graduate with a certificate in marketing um but in my college years i have changed my major and bounced around a lot i'm just trying to figure out what i wanted to do i started at physical therapy and i ended up in interior design so i was kind of all over

119the place um but at the root of that i always knew that i was going to own a business no matter what it was i'm going to be my own boss one day and i'm going to have a business and i know i'm very confident that it's going to be successful because of the skills that i learned back from when i was a freshman um currently working for an interior design firm and i'm currently at one of the top interior design firms and i was able to get um that internship through deca and everything that i know and i'm super grateful for deca i recommend it to everyone and i am still involved in willow canyon's deca program and helping mentor those students to be successful as well so that is it thank you sorry

120i'm a nervous talker in this kind of situation but thank you guys so much thank you julia next we have our parents sue olinsky um she has four daughters that went through willow canyon sportsmed also not the greatest public speaker but thanks for paving the way um nice to see you mr dean um i am a parent i have quadruplets that started at willow canyon and they were young they were 13 they didn't really know what they wanted to do well one did she wanted to be a nurse the other three kind of didn't really know what they wanted they were only 13 years old they were athletes they saw the sports med program at willow and they thought it would be an interesting thing to do so they all did it together four or

121two of them three of them went through all four years one stopped she's an artist she should have gone to sunset hills but she didn't but she's a visual communications major um i have a nursing major and i have two that because of cte are graduating i'm gonna might cry they're graduating and they're going to grad school to become physical therapists and it's because of cte and mr miller who's not here but we have to give a shout out to him because he's amazing he still mentors my kids calls them checks on them you know it was an amazing experience and they wouldn't have done it without the sportsmen program and they were in deca and they really enjoyed that to no business majors but they do want to own their own practice so there

122comes the deca but we wouldn't have we wouldn't be where we are and i wouldn't be the proud i mean i would be the proud mom no matter what but i wouldn't be the proud mom with two kids who have scholarships to grad school and we're very proud so thank you dysart and thank you cd thank you sue and next is we're going to have erin come up and aaron is a business partner with us as we created our new nursing services program at willow canyon arm works for sun health and she has been instrumental in getting that program and talk about connections and so i'll let erin talk about that thank you jim and thank you so much for the opportunity to be here with you tonight i am so proud to be here

123and i'm really grateful that we're at a school district so i don't feel so bad about this little crazy kid running around but one of the things that i wanted to talk about with this group is um the investment that this has taken we have been talking to jim and dana for over four years to get this cna cte program started it started the communication about this program started before i was even with sun health so it has been an incredible investment that both dana and jim have done to help bring this program and i have to say it couldn't come at a more critical time you know clearly i work in the healthcare setting during a pandemic so the critical urgency to have cnas ready for to enter the workforce immediately upon graduation is

124of the utmost importance for not only my organization but the entire healthcare infrastructure and one of the things that i am most proud of in this program is we actually have been able to employ one of the students that is also currently attending clinicals at one of our facilities she i met her at the cte fair in october october october she was hired in november she has already been accepted into three different nursing schools and i've heard from her teacher that she talks about her experience at sun health all the time in class and we are hoping that from this very strategic move that she will be able to apply for multiple sun health scholarships because of our sun health foundation we have about 6.6 million dollars in nursing scholarships and medical and healthcare availability

125to provide to our local workforce and so i'm crossing my fingers that the second that the scholarship cycle opens i will be handing her an application so that she can help pay for her nursing school whichever one she chooses so we are extremely grateful to be here we're extremely grateful for the partnership and we're grateful for jim who listens to the workforce needs and says how can we help make that happen we also as sun health have our own internal training program that is called a certified caregiver training program which is specific to assistive living and jim when we brought this up to him he said how can we use cte to bridge these multiple certifications so my nursing student example may be going into our certified caregiver training program once she graduates in may

126in june going into our certified caregiver training program and hopefully we'll have two opportunities for employment by the end of june so just a true testimony to the investment the collaboration of our businesses and our education partners i also am part of the westmore education workforce development committee and so i'm in communication with multiple school districts in the west valley dysart aguafria peoria west mec and we are have all been talking about this critical nature for all of us to be working together collaboratively collaboratively to ensure that those workforce needs are met and i think with all the different things that we're able to do we will have no problem making this happen because of all the incredible support we have from school boards like yourself people like jim that are that are dedicated to

127making it happen no matter what and saying what our students need we will make it happen and then having workforce business partners like myself in my organization that will say give us your kids well we'll give them paying jobs we'll help provide them internships we'll provide them clinical experiences because we want them to stay right here in our community so that they can support our local community and the growth that is happening in the west valley so thank you very much for your time thanks aaron and again a special thanks to all of you for coming and spending the evening with us i could get up here and talk about cte and how great it is and we're celebrating cte but this is really what it's about it's what we're preparing our kids for with

128that i do need to say thank you to tracy carroll holly dana scott invited our fire science teacher tracy thank you all for being here and the support that they give the teachers everything that we do um in cte and we when we end our pds in cte everything is about what's best for kids and that's where we're we're driven and that's where we're focused so dr kellis thank you thank you for your support cabinet jim thank you teachers counselors staff business partners and community ct students and families westmech thank you all and let's celebrate cte month later i think with all the the students and staff that work with you to make this program a success you always have been and i love hearing from the students and their success stories as well as

129parent as well um all of you just really um just enhance this whole presentation but you always like hearing like okay we know our program's great and but um you guys are the product of that and and seeing how much good you're putting out into the world with all your just vast different um paths that you've each taken it's just um it's amazing it's it's a wonderful program and i just thank you so much for all you do for our students as well so thank you very much and thank you for the treats yes enjoy this way yeah thank you swag thank you thank you all right next we move to action and discussion items h1 recommendation to approve staffing modifications for exceptional student services dr kalis thank you madam president members of the board

130of members of cabinet dr polling will introduce this item thank you madam president members of the board i'm going to ask um dr croto to introduce and also have dr montano come up please thank you dr polling madam president members of the board superintendent callus cabinet guest tonight we're bringing to you a recommendation to approve staffing modification for exceptional student services tonight we're looking to change our teacher out of district student position to an out of district student liaison position so we have dr montano here to kind of explain the need for the change and what it entails so dr montano thank you madam president superintendent kellis members of the board and cabinet thank you essentially we as you know have a diverse group of students and learners and some of our students require services

131and environments that we are unable to provide within the dysart unified school district and so we partner with some private placements for our most unique and needs and learners um we have always we haven't always we have a current person who helps keats manage those students so that they are dysart students and we want to be very closely involved with everything that's happening with them currently that person um the the title the the role requires a special education teacher certification um but the job is bigger than just that aspect and so we're really looking to just shift from having a special education teacher to a school psychologist preferably both because these students we are still responsible for their ieps their evaluations and kind of the all of their schooling even though they're in a private

132placement so essentially we have triannual evaluations that occur for these students and so are currently our school sykes on the sites their home school school psych is responsible for going out and doing it so it's kind of placing a burden on the stu and the sites because it's a lot more to have to go to the students at each of the out placements where the students are to go and do this so if we have one person doing that they will be able to have more consistency for the sites and one line of communication for parents as well as the schools and we also have an obligation of responsibility to provide the same services to students who are in residential treatment centers so these are often students who are placed outside to resident treatment facilities

133not by the school district but by outside mental health providers or insurance through private insurance et cetera so all of the students who go there regardless of whether they have special education needs are required to have an evaluation done by a school psychologist so we're responsible for that so this person would be able to do both of those roles instead of just being the representative for dysart for the iep meeting so we're looking for a cost effective way instead of adding a whole school psychologist to our staffing which is closer to the 80 000 mark and doesn't really take the um [Music] they could either do outplacement that was one option but this would take the burden off of this site school psychologist at a lower rate because we're just shifting from a special education

134teacher to a school psychologist um salary and calendar because these students also were responsible for doing it throughout the summer any questions how many students do we have like level d right now so this school year we have 129 in private placements but we also have 36 active in the rtc's and voucher students because i know several years back um like kind of like what you were saying the school like the lead psychologist but it didn't have to be the lead sometimes just because i remember i attended went as a psychologist and the special ed lead to placements um and we just kind of did it i mean it's not like you had a lot of level d students on your campus that you'd be following anyway um so tell me more about why you

135feel like this is needed yeah so it's one of the big things we're trying to do is look through different lenses and so when we look at through the student the parent lens and the school lenses sorry the outside placement lenses it's actually much better customer service so the parent has kind of got multiple points of contacts it gets a little confusing when your students are out placing the school so the school teacher the private placement which is separate from dysart then you have the case manager which is the special education um that out of district liaison right now who's a special ed teacher then you also have a school psych from their home site and depending on what the circumstances you kind of don't know who to go to so this will help to

136be kind of just that one-stop shop that person that is really getting to know the student all and and make those connections but also in the evaluative process that school psych lens helps us to be able to bring our students back so when we have that constant connection and we are knowing that student at that deeper level we're able to maintain those conversations and talk about and be able to attend the ips and speak to the evaluations about how the readiness is there or not but hopefully there to be able to reintegrate but the numbers are also increasing in the number of evaluations we're doing on sites so as i look across the three-year trend we're already ahead of where we were last year and then the same um for rtcs we're already where we

137were at the end of last year so the volume is going up just in general um within our district but also the rtc placements and i'm wondering i mean since our goal is always to uh have our students in the least restrictive environment so hopefully get it going not having a student in level d forever you know trying to transition them back wouldn't it be ideal if they were followed by their home school team rather than some you know out of district liaison liaison person this would maybe make it seem more personal and part of their home school so they feel like maybe they still have that connection to their home school so we do that as we're getting closer to showing readiness and we have the the teams come regardless so those are the

138iep meetings but but currently they they are not able to attend all of the iep meetings to homeschool so we do have um the school sites at the high school um level we try and do that as much as possible but it's more likely when we're getting closer to that reintegration um but that out of district liaison currently right now is that kind of um they pass the baton so they are able to make seamless transitions and reintegration plans so we do involve the home schools but they're not throughout the entire time that would add to the case load even higher which would i would worry that they would not be able to serve their students on their campus let alone the students who aren't showing readiness yet so they are involved and they continue

139to be including opportunities for extracurriculars if they earn it et cetera so they do have a connection with the homeschool but really having that singular person who is very well versed on each of the students is is very helpful in my opinion okay um and this might be a question um for dr kallas i'm not sure as far as was there any consideration to as opposed to creating another seventy six thousand dollar position um offering maybe a stipend to the psychologist okay okay so it's not an additional seventy six thousand it's about cost difference of less than ten thousand dollars to do this but as far as if you were to if we were to post that position that position that that that position has a price tag of seventy six thousand nine hundred and

140eighty dollars correct but we would take away the special education teacher position so was there any thought into offering a stipend who would get it psychologist okay for doing the extra if you're because if things have changed and that psychologist can no longer go to whenever they have a level d student follow on their own then would was their thought into offering that psychologist compensation for that extra time they wouldn't be able to do it outside of the school day would be my first reason why we didn't look at that so we considered it and kind of shelved it because you have to be able to go and do the testing for the student during the academic day so they drive to the school they do the academic testing it takes several hours and they

141do that across several days so it would be taking away from their site school it's not a job that could be done outside of the school day for that aspect um it wasn't a bad idea just we couldn't find the logistics for for making that work okay thank you does anybody else have any other questions i just had one question question um with it had to do with the job description as far as the education certification yep are you looking for somebody that has both the special education certificate and the school cycle ideally and we have almost 10 in our district that already meet those criteria so it's quite common for teachers to slide over to become school psychologists later in their career so they often get a degree in special education teaching they go

142through it they get some experience and then they want to continue their education and they go and they get their eds or their master's or doctorate in school psychology so we have several within district and there are plenty outside the district as well the special education teacher is preferred i think it gives a really good lens as well because it's really important to be able to speak to the standards in the development of the iep goals and also the environment in the classroom and so that is a really big and valuable part of it but i i don't think we'll have a shortage of people who have those two qualifications because of that natural slide from one to the other cool that was my only question thank you i do have a couple of questions

143um so is this a liaison because what it looks like um you're eliminating a teacher so is this liaison going to be responsible for instruction no so it currently is a liaison but the qualification is special a teacher it will stay a liaison but the qualification is now we're looking to have it be a school psychologist they do not give direct instruction or instruction they participate in iep meetings they are responsible for the prior written notice which is a big piece of kind of the summary of what happened in the meeting they're responsible for helping when a school site iep team has determined that a school that a student needs placement they actually negotiate and do all of the conversations with the placement the parents to get them over to see the location and do

144the intake they help set up transportation et cetera and then all of the problem solving along the way while they're there so they do liaise between this home school as well as the parents and the private placement and then when you were talking about i guess students placed i don't know are they placed in a home are they placed in when you were kind of did i get the wrong idea about that the residential treatment center maybe yes okay yeah um so oftentimes we have um we have students in in our that live in our boundaries who might have um most often it's more significant mental health needs and agencies it could be mercy care it could be um southwest behavioral health when a student is to the point where they need around the care

145safe environment and some very intensive treatments they will place a student in the residential treatment centers and because the student lives in our boundaries we are still responsible for their special education needs if they are student with special education needs and there is also a process by which any student who's placed in an rtc if they're not already identified we have to rule out that they don't have special education needs so we have to perform an evaluation on every student a psycho-educational evaluation i guess and then can you i don't know i'm not familiar with the psychology realm can you kind of elaborate on why this couldn't be done outside of the workday as a stipend position so the students wouldn't be available so that we we assess students and do the evaluations of them

146during the academic day in the school setting uh you don't do it in a home setting um and that would be why okay but we have done it before during the school day we've had our psychologist go to these we currently do that right now right yes and this um is this current position this uh teacher for out of district students is that a currently filled position it is would this be an immediate change or a change for next year it would be a change for next year so i i know we talked about a little bit of um the long term care facilities for somebody that's maybe having a mental health issue um what if it's not something like that what if it was i don't know maybe like an injury or something and

147a long-term care facility for a surgery a major surgery something along those lines i i know that just from personal experience you know when i i had a son having some long-term care stuff at phoenix children's hospital where we utilized um the in-house you know teachers that were there um is this something that would work in some in a case like that um it would work with the hospitals it could be yes so those are often sh well it depends so it could be long term i have this i know the situation well yeah um so they the difference there is that the hospi they have um special education teachers there etc so it would be a person who could liaise there as well that with those hospitalizations we typically work more with the home

148school as well though because oftentimes the work is actually coming from the home school so oftentimes like phoenix children's and we work with other hospitals they're not providing uh the the grade level content it's the home school um so that's why typically when we have a hospitalization we prefer to work with the school site because then they have the connection with their gen ed teachers who are providing the work but again this is that a person who is kind of doing that with most everything else we haven't had too many of those currently but when it does happen you kind of have to go case by case but often the school sites are easier but this position would not be somebody that would go out to these long-term hospitals or care facilities and give instruction

149no so all of the rtcs the resident residential treatment centers and all of the private placements have their own teachers they do their own content provide all of the services however we are fully responsible for that students education so we might not be delivering it but we certainly are invested in ensuring that the right things are happening for the students and that we're making sure that we're communicating with the schools they're communicating with us and that the parents are involved and that we're communicating with them okay so it looks like we're asking them to have experience it says you know must have classroom experience with students identified with disabilities must be familiar with special education law so i guess we want school psychologists who have also been teachers correct preferably but it's not a requirement

150because we do have school psychologists who have all the classroom experience without being a sorry the school-based experience without it being classroom-based experience and what about the position right now does the position right now they do not hold a site they do not is that right correct and the reason sorry i'm just putting my thoughts together the reason we need them to have a psychologist certification is to complete the evaluation so we're responsible for the iep and the evaluations currently the liaison is able to help with the ieps but not the evaluations and about how many students do we have 129 that are in private placement and then there's an additional 36 that are active in rtc's right now and how often do they need to be evaluated at least every three years and then

151every single time a student is placed in an rtc if they're not already identified as a student with a disability we have to roll it out so basically we have 129 students with an additional 38 36 right now and that's kind of transient so as kids come and go it fluctuates but last year we had 41 in the year before and we're already at 36 in february so we've got 129 students but you really only have to evaluate them every three years unless they get placed in this residential correct or a parent request or we suspect a disability in an area that hasn't been identified so it's at least every three years but it could be more often so if you divide that number that 130 by three the average so right now the sites

152the psychs at their sites have done about the average if you were to take all of them this year i've already completed 32 each and so that's an additional set above that and how long does an evaluation take so it depends if it's a complete full psycho-educational evaluation you have to go the pace to the student so it could take two to three days it could take five six seven days just for the assessment portion so doing the evaluations with the assessments with the students and then you also have to do the write up and it takes two meetings typically so you do a review of existing data where you talk about all the information you already have any gaps in any information we might need to get and then if you need more we

153go we test and then we write it up then we come back and we have a meeting and then we write that part up too and are these all the students or these just the out of district students this is true for any student with a disability so all students who are served with for special education services require a triannual evaluation and an annual iep okay so i'm a little confused why it says out of district but we're only talking about students we're only responsible for students in our district and so i struggle with that name as well it the out of district has to do with the private placement so either the the school itself is out of the district so it's either the private placement or the residential treatment center so i struggle

154with that title as well i guess i'm just not understanding how if they're out of the district if they're placed out in the district we're still responsible for because they reside in their their home where the where the parents bed like head hits their bed is kind of that whole thing right that we're the home districts so despite the fact that their needs aren't being met in one of our school buildings we are still responsible for those students and so that is where um the responsibility lies okay and then about how many people on their own campuses are psychologists responsible for evaluating can you repeat the question on average let me try and say it a little bit more on average how many students do psychologists service on their own campuses so i just gave

155for right now as of right now and as of january i should say um if you were to look at the average it's 32 is what they have completed by january and then whatever's left for the second semester so we could be close to 60 65 by the time we get done with the school year per per school psychologist and is that including the 129 students that right now would include those students okay so basically we're looking at 129 students who need to be evaluated every three years some of them a little bit more often correct and then an additional 36 so the 129 are only in private placements the additional 36 are the residential treatment so we're looking at around 137 36 and we have 24. not 30. sorry i did the math wrong

15666. yeah we have 24 psychologists in our district or do we have more than that we have more than that we have um the high schools um typically have 1.5 there are a couple campuses who have additional allocation as well i'm looking over to dr carter to save me here it was 36 plus the 129 yes 36 yeah so 166 ish okay yeah one now yeah that's my that's right yeah 166 divided by 32. such an extra like five evaluations possibly per psychologist extra five or five total five an extra fee it's probably an extra five so if you look at that three to five days on average per and then you add that and that's the time they're off the campus to go and do that so that's what we're looking at so sorry

157um so we considered a school psychologist to help but then we're at a site level but then where do you give that help to help reduce it or we could have added a school psychologist in addition to the current special education teacher who serves as the out of district liaison and instead we look to kind of collapse that into one to be a little bit more time and cost effective and what about our interns are interns able to alleviate if we used our current psychologist to fulfill these needs would our psychologist interns be able to alleviate maybe some paperwork or some other things so the the school psychologist interns have a track and they are not able to be released to be able to doing that part of it until the second semester so like

158right now they're able to do that and that's exactly what they're doing they're taking on more of caseloads for themselves but they still need to be supervised and aren't able to be doing it without so the meetings the paperwork everything still has to be supervised and attended with the school psychologist madam president 32 is the correct number got it right thank you okay thank you very much yeah any other question i think so okay thank you all right i'll entertain emotion i move the governing board approve the staffing modifications for the exceptional student services as presented second motion made by tracy searching bill seconded by joe grant motion does not carry next we'll move to action discussion 2 recommendation to approve the employee work calendar assignments for the 2022-2023 school year dr kalis madam president

159members of the board members of cabinet dr croto will introduce this item thank you dr kels madam president members of the board superintendent kellis and guests tonight we bring to you the work assignments for the calendars which we spoke about at last meeting primarily the changes on here are the the community ed changes that we spoke about shifting the calendars you can see them in additions in green we did add the positions onto these calendars we will need to um delete 211 since you did not pass the motion for out of district student liaison so we need to delete that piece um also on calendar on 248 uh we have a clerical error with the auditorium manager the community community education manager and the program manager those need are should not be on 248 they

160were copied on there accidentally they are on 258 that is not a change they're just in two areas they should not be in two areas so with that i bring to you to approve these calendars in the future they will come with the work calendars and be on the work calendars at the same time it won't be two separate items so with that i'll stand for any questions that you may have on the the assignments for the work calendars for the purpose of a motion um dr croto can you repeat again which one's week so this what we're looking at now is not correct so we wouldn't be able we wouldn't just approve as presented uh because what we're looking at now is incorrect or is this the corrected version madam president what you have

161is the not correct version there's some when we did a copy and paste we included too many okay so do we need to read it a certain way or just be mine because i think youtube wasn't writing probably make the motion including the recommended changes that dr croto made okay and i can repeat the changes if you need me to do that could you repeat it okay sure uh the changes that we are asking for tonight that need to be changed on the incorrect version is deleting the out of district student liaison that's a new position that was added you did not approve that so that needs to be taken off the 211 calendar and then on page 2 on sorry work calendar 248 the deletion of auditorium manager community education child care program manager

162and the community education program manager need to be deleted off the 248 calendar because they do appear on the 253 calendar they are correct on there they're just copied in two places accidentally so i have a couple questions um i was just kind of looking at some of the positions um let's see what was it so the behavior analyst what what calendar is that on behavior analyst is on 211 day calendar so there's a couple other positions i'm not quite sure maybe can you explain me why a behavior analyst is on a 211 calendar instead of a 197 when there are no students why are they on when they don't have students i cannot explain that to you i have no idea i mean why the work calendar is assigned i can research and get

163back to you i do not know why they appear on the 211 and i would assume there are extra duties assigned to them at that time but i do not know exactly specifically why they're needed on 211. i and i it's been a while but i can speak a little bit i do know that they do a lot of um programming type things over the summer and like work with a psychologist and so i know that a lot of their work is more than just student interaction but i can't speak to all the details now but i do know that they do a lot of programming stuff and as far as a tls um is that the same situation why uh maybe the tls the bookstore manager social workers are not on the same calendar

164as students miss jeff and that's correct they they don't just work with students obviously with the students not being there there are extra responsibilities that they need to do outside of the typical school year well because i was kind of looking at some of our neighboring districts with um a couple of positions one of them was a social worker and a lot of the neighboring districts just have the social workers on campus with the one the teacher work calendars madam president ms chaffin considering the role of the social worker and working with students as we've shared in the past that they typically try to make connections with this resources that are available in the community and sometimes those resources extend beyond the school year and to just have that position go away on the last

165day of school and not start until the first day of school or on the same schedule as the teachers is really the disservice to the students who the social worker has been working and creating those those supports for well it's kind of like the teachers too because teachers are on a 197 day calendar but they often do extra work before school and in the summer too mad president michelle and that is correct and teachers who do extra work during the summer are paid for that typically their their work calendar is very consistent with as you mentioned with the other districts we have found that with the social workers that the services that the students need it really truly is something that you can't just have them disappear on the student when the school year is

166over that some of those have to carry over and so that's why well and i understand that if you're curriculum planning or if you're planning for a department yeah you get a stipend but what about just teachers who have to show up a week before they come back be just to set up their classrooms or they have to stay you know extra days just to maybe pack up a room and move you know teachers do a lot of extra stuff outside of their network calendar too and president schaffen we do bring teachers back four days early we have in the past looking at the next calendar i think we're at three days early and we're actually bringing them back a day early after the winter break so that they have that extra time i know

167i understand that but anybody who's been a teacher knows that those four days before you get back to school are all meetings all meetings you get no time in your classroom you get no time for lesson planning it's like pd and meetings from eight o'clock to four o'clock and then you got to figure out how to set up your room and you know that's my point just um off of what dr kellis just said you were mentioning because i i hear machefen's point about comparing teacher work calendar to social work calendar and i know i know a lot of our neighboring districts do have and i think dicer at one point had their social workers on a teacher calendar so have has things changed because you mentioned them doing things over the summer to prepare

168do you do you know what they do over the summer do they make home visits or what do they do over the summer madam president as i explained as they work their caseload with students that is working in conjunction with community partnerships with community resources and making sure that the students are receiving the resources or the family that they need so to that point what do they do during the summer that is one of the primary reasons of why their calendar is extended as far as preparing for the upcoming year they again would be looking at the caseload of the students coming in and what their needs are and making sure that they have the appropriate supports necessary for them to be successful another thing i would think to that is i mean normally community

169resources don't change much and you usually tend to once you find a couple that you use a lot you typically keep with those same resources as needed but as far as a caseload don't they just determine their work week or even throughout their school year based on situational needs and even if there are a couple students who say you know they're going to need like maybe ongoing type check-ins or whatever isn't that assessed like in the moment to where there wouldn't be a lot of there wouldn't be a lot of like case management type stuff madam president you're asking for a generalization on all social workers i'm sure that that's the case from time to time but i think there's also a number of students who just like if you take as was mentioned psychologists

170high school counselors all have the extended time on their calendar and each of those other job positions for the exact same reason they have students that they can't just make a cut them off right at the last day of school and say i'm not available to help you anymore so the intent when the social workers were approved with this most recent adoption of the position you were perhaps referring to back in the day when we used to have social workers but as we've brought them back it came with the vision that they would be able to provide the supports necessary for them to be successful that they have resources available to them well the other thing is is i remember mrs winterstein talking about social workers right now are overwhelmed and they're being reactive rather

171than proactive and it just seems like if they can get a head start on getting their whatever their caseloads and all that together they can be more proactive but there shouldn't be case loads i mean they don't see every single student on a campus well case law may not be the right word because it would change i mean you have students that have mental health issues that all of a sudden they learn about and that's where i remember her talking about um that they're all they're right now they're being reactive rather than proactive and at some point they need to be proactive but in in theory if there is a situation where someone needs a resource it should be identifying the need identifying the community resource and then communicating that with family and maybe being

172that bridge initially but then that's that's a family issue i think it depends on what the the issue is yeah i just i mean i just i know like with our community ed situation it was about being mindful of the budget and um it seems like in like miss schaffen said neighboring districts i mean their social workers are on teacher calendars so um i'm just i just think that's a good question um well we're talking about the social worker calendar um i remember at towards the beginning of this year we we had some technical difficulties as parents doing the um i don't know the family update for dysart in which you couldn't bypass opting in to the social worker option so it forced you to opt into it so with that said i know that

173there is now an opt-out process um do we have that data by chance of families that opt-in versus opt-out madam president miss densmore i would just caution the board about deviating from the topic of work calendars positions and their work calendar we can certainly collect that information and provide that to the board we just we're talking about caseloads so that's that's why and even that i would be cautious about expanding it too far but um referring to their why they're on that work calendar yes we can talk about that but data about the opt-in opt-out i think is we shouldn't talk about case load either mad president mrs densboro the i apologize if i made that assumption that caseload the question if i understand it for miss pritchard was referring to how much time they

174need during the school year to do their job and that's referring to the the work council that's that's why i'm i'm asking that question okay i apologize for misunderstanding the case load really is so the the data for the opt-in opt-out we can collect that if you have a question about their handling of the data i'd be happy to answer that question there any other questions about the calendars i moved to approve the employee work calendar assignments for the 22 20 2022 2023 school year um with um dr crotis dr crow dr croto's modifications and moving social workers to the 197 calendar second motion made by crystal chapman seconded by christine pritchard are social workers on the 197 now on the 222 222 for this year ending in 22. they're on which calendar right now

175222 222 oh gosh i don't see social work chrissy did you second it yes as it popped up oh actually hold on i was on yeah motion carries next we move to action discussion h3 discussion of dysert's covet protocol and mitigation plan dr kalis president members of the board madam president members of the board members of cabinet dr dean will introduce this site madam president members of the governing board dr kels members of cabinet and community members this evening we bring a recommendation to the governing board as it relates to our code protocol as we have stated throughout the year we are willing to continue to revisit our protocol and tonight is no example of that or is an example of that our recommendation this evening is to eliminate the direct contact tracing procedure that

176has been ongoing since we returned to school with covid the rationale behind that is that the county health department has indicated in their weekly webinars that this is no longer an effective practice as students are intermingling consistently within schools as a result many large districts around us have eliminated direct contact tracing we would continue to provide outbreak letters as they are generated from the county we would continue to be required to notify the county of any positive test when we're notified by students we're doing that currently we would continue that process as i stated just a minute ago we will continue the outbreak letters and we will continue to update our dashboard twice a week as well so our recommendation this evening is to eliminate the direct contact tracing thank you any questions or comments

177from the board thank you i'll entertain a motion i move the gardening board i don't see the remove the cut direct contact tracing from the dysarts covid protocol and mitigation plan second motion made by tracy sewer sink bill seconded by don densmore oh okay motion carries next we move to action discussion item 4 h4 approval ratification of expense vouchers 252 and 253 in the amount of 1 million 391 292.66 dr kellis thank you madam president members of the board and members of cabinet um cabinet is available for questions on this item all right i will start with page 68 um at the very bottom um it looks like we're buying books on restorative justice and education and restorative justice by itself is basically taking out consequences having the offender sit down talk with the victim

178and they talk about their feelings it stems from a crt because the root of this was actually in the crt because it came out of the whole idea behind this is racial disparities racial disparities racial disparities which may exist some places but as far as restorative justice 68. the big ideas behind that basically it removes any sort of consequence or restitution and i am on board with the restorative practices as described by ms densmore and the sros but the more i dive deeper into just restorative justice itself what i'm finding is not what she's describing um it talks about restorative practices is the study of restoring and developing social capital social discipline emotional well-being civic participation through participating participating learning participatory learning and decision making with a student who decided to act out he was

179a student president and they removed him from office saying it was the same scenario he might face someday if he was a politician so he starts becoming a class clown they say all right you're no longer super president which that was the example from the book yeah that's right okay well from a what yes website whatever with the book um and basically it's about removing that fear of a consequence from these students and it's also important to note that the parkland school where the shooting happened in florida i did some digging into that they implemented restorative justice into their education system before the shooting happened so this child this kid nicholas cruz went through this and you know they say he did this he did that but nobody flagged him with the fbi or anything

180because restorative practice didn't want to give him a consequence they wanted to put him in a little feeling circle so he could talk about that so my concern is as a district teachers already feel like they have no options and they have no support whether they say it or not some teachers feel like okay this kid has been removed from my class and he's back five minutes later there's no discipline some teachers are very good at discipline some schools are very supportive but a lot of teachers are already feeling that their hands are tied and there's absolutely no no accountability for their student misbehavior so if we start implementing this restorative justice especially at the elementary level and not having any consequences that's how you know this is how we get to riots and toppling

181statues and destroying businesses because people eventually if they grow up feeling that there's no consequences that's what happens where um do you know how this book is being used or can you speak a little bit to this are these teaching tools there's twenty pres madam president members of the board this per this purchase was from our ess department um to provide so um miss corey montano can come up and provide some additional thank you hi so the purpose of the books is the new k4 law that came into place we're looking to add to the options not take away so students that i think i um gave an example so one of the perfect examples is a student let's pretend a student graffitied something the admin has the right to use the matrix part of

182the decision making of that administration might be to do some kind of an intervention with our student support technician and our behavior coaches right and so what part of what restorative practices would do is to help the student understand what they did to the property the choices that they could have made and then part of restorative justice typically actually has to do with making what was wronged right so then it would probably be cleaning up the graffiti another example so it's not taking away options in fact it is can be multiple um i always use the wrong word um resolutions to a disciplinary for a a behavioral action so it could be multiple things so it could be an intervention and another disciplinary consequence but we aren't able to suspend students for k4 for some

183of those things so we're looking to add to our options to hopefully teach the students a different way to be and then to um learn from it and it's not taking away consequences so i do think one of the most common things is people think it's kind of a softening and a not holding students responsible but what we want to do is actually teach a different behavior and oftentimes when a teacher is the on the opposite end of it let's say a student swore at a teacher multiple times was very you know belligerent about it part of what a restorative justice would do is actually have the student have to mend that relationship that conversation with the teacher in addition to whatever other consequence you needed to have because of that action but it's actually

184reintroducing themselves back into the classroom not just saying i'm sorry and mumbling it under their breath but having some kind of ownership over their behavior and then restoring their relationship with that teacher so the intent is to add not take away and this is a practice that's you know taking place under the supervision of an administrator having done a disposition for the behavior and there being a consequence this could be one of those consequences so why don't we just add an iss room i mean we can't suspend k-4 students why don't we just add an in-school suspension room where you can remove that student and then they can still do their work there's still a consequence and yes you can add some restorative to it but my concern is what i hear from district and

185what actually happens in the schools is not really what's happening and often i can't speak for anybody else but i feel like i feel lied to a lot of times because i feel like people our district might say one thing but then what's really happening in our schools is entirely different you can see it we have so many conversations about the crt because we we just we're not confident so my concern with this is yeah you might say one thing but what actually happens is entirely different uh member statement i cannot speak to that what i can speak to is that we um could share i don't i guess i'm gonna ask um we did present um to administrators about all of their options and so we did include an on-campus reassignment so like an

186iss as part of that k4 and that was our intent is to be able to open more doors so uh for example in that that example that i just gave the administrator could say student you are going to um work with the behavior coach or the sst and you're going to have some kind of a restorative justice um conversation and then have to clean the graffiti and you are assigned in school on campus reassignment to that room for the remainder of the day and tomorrow or if it happened in a specific classroom we prefer if it were to be for that class period for two or three days but you can go to your other classes because the issue was in that class with that teacher so we need to separate the student from that

187class but we you know so there's different ways and we tried to give that to admin so we did a whole presentation on that and showing kind of the multiple ways that they could use it because we do think that there needs to be something that's going to change the behavior and also hold them responsible for what the actions were um so and we did we added it in infinite campus as it dropped like we made all of the pathways clear so that the edmund are able to utilize that and keep the consequences as necessary for our k4 who are not able to be suspended off of the campus in keeping um just the item with or the discussion with the voucher item um would are these books have they already been just i know

188they've been purchased um have they been distributed not to my knowledge so would it be beneficial for you to review it to make you feel more comfortable we could but i i am just not confident that what you say and what actu what is going to happen is actually going to happen so that's can i ask have you have you read the book yourself so i haven't done it but i did a lot of consultation with my the lead behavior team and then there are campuses who are utilizing restorative justice and so this was something it is meant for the um the adults it's not for the students and it is meant to help understand how you would assign it so that it is meaningful to help change the behavior as opposed to not having

189any knowledge of how to try and implement that change yeah it says instructional aid on the voucher so right um to ms chapman's point though you are familiar with the term restorative justice and how it's being uh portrayed maybe in the media yes and i think that's where it's important where you look at how it's being utilized in schools and how we would be utilizing it and so i think if there is a concern about how it's being utilized that that's something i would look to and it's kind of outside my lane in some ways so i'm sorry i can't speak to all of it but i can speak to the purpose behind it and why it was purchased through ess it's because of who would be um helping to utilize it right um i

190guess what i'm saying is um so something with that type of title sounds kind of like a shock factor to some people not everyone but some people no matter what side you're on on the spectrum of politics and or law um but there is a concern though um in our state and other states um where they are using this practice in determining outcomes of case law for instance so for for us to see this title in our schools is a little concerning so we can make it if it were i would i would like to review the books i mean maybe we could table this piece of it table ratifying the entire voucher no at this book purchase well well it's already been personal okay i will make a motion to approve and ratify the

191expense voucher two zero five two and two zero five three with the exception of the little book of restorative justice and education and all its copies and the little book of restorative justice teaching tools and all of its copies when we and when we can review it then we can revisit it i'm madam president members of the board just for clarification this has already been paid for so i'm not exactly sure maybe i didn't maybe i distribute it she said right um i'm sorry can i just get clarification then mike my motion is to approve the vouchers with the exception of this item and what he's saying is um they've already been purchased so what you were saying though you had mentioned just not distributing not distributing is that what i'm sorry that's i didn't

192hear that so thank you very much for that clarification yeah so can we do two motions gratification and then an additional motion to not yeah do you want me to redo that motion and just in just in the future just for my own knowledge too just so we don't because it seems like this happens often who's responsible for deciding whether or not certain books that may be controversial in nature are purchased like ultimately if a department or a teacher or whomever brings forward a list who ultimately decides yeah go ahead and buy them and you know maybe there needs to be some more oversight over that so we're not in this situation often madame president to your question of who decides that the decisions are made at multiple levels and i will just interject my

193own comment on this that the board has made it very clear what it expects of administration with regards to crt and that has been fairly well communicated the understanding with that and with the selection of books is with that understanding and if there is a concern about something that has been a decision has been made on a purchase i will assure the board that it was not with the intent to lie to the board or to in any way miscommunicate to the board but with the full intent to provide resources to our staff with the understanding of the board's expectations regarding crt but do you understand my frustration okay if everybody understood our expectations would i be finding this in our expense voucher and if i don't want to approve this expense voucher what happens

194i'm president mrs chaffin to your question is do i understand why you have reservations i absolutely understand and to miss densmore's point yes there is national concern about this term i will share that at the safety summit the experts who have completely investigated parkland shooting are the same ones who at the safety summit are saying that they are recommending restorative justice so there's a perhaps a difference between social justice and restorative justice but the police departments we just had a recent conversation about so about sros and the diversion programs that they're using it is not very different from what we are wanting to implement in dysart with our our student discipline as was mentioned the expectation that we have a discipline matrix that that be used and that this be used as a second layer

195to help with the restoring the relationships restoring the behavior restoring the the wrongs that that were committed and making things right is in no way intended to promote crt it's no way intended to disregard the the will of the board in any way and there's going to be unfortunately some conflicts in terminology from what national attention is on some of these words and what is happening in dicer the the the national story doesn't always get localized here in dysart to represent that this is what we're doing we are doing things in a way to to represent the will of the board and as we continue to make those purchases it is with that full intent that we honor the will of the board and it is not it is not the intent to present false

196information will you be able to oversee dr kell i mean before it makes it to the agenda i mean if there is any titles moving forward that i mean you knowing this board would raise concern then before we spend money on them um you personally just make sure or you would designate someone that you feel understands the board and would you know determine whether or not it is in line with the vision madam president we will continue to make every effort to screen titles of books that may be perceived as inappropriate thank you i guess because that's my concern because what happens now it's already paid for we've already spent money on this i think there's a president the response would be if the board so chooses to censor this book it would not be

197distributed i'd like to just say that i think that there's a big difference between censoring a book and choosing not to use it in our instruction because it does say instructional aids right so that is the intent to use it as an instructional aid not a supplement if the book was in our library i would not want it censored right madame president perhaps my term there is if the board doesn't want us to have this in circulation with staff we will remove it and destroy it thank you i just i speak for myself on this only but i i just never want to be labeled as someone who wants to censor books or or materials um but i do think that we need to guide our staff um in the vision that that that we

198feel strongly about so i not for censorship so that was all i understood thank you i would agree with that too as far as the censorship right okay so there was a motion uh i just want to say i do put trust in our staff to make the right decisions and um if we get to the point of i hope you don't i feel like we're going down the road of being the book police and i at some point we do have to trust our staff because i firmly believe that our staff is not going to go down the road of trying to sneak something in with the crt i have to put that trust in them and for us to be discussing this at this point um is showing that we're not trusting our

199administration or our staff to do their job and i understand your frustration ms chaffin but it seems like we're going down a road that we really shouldn't be going down well then maybe the stuff should stop popping up stop popping popping up on our expense vouchers because i do agree with you there is a lack of trust there not because it started that way just because of things like this that i find so i agree to your point that this my concern is nobody's read the book you've read a summary you've read online before i say i'd like to read the book first before i i mean i making two motions pulling the book for distribution that's fine but i would like the book to be made available to us just because that's in the

200title doesn't necessarily mean what the big picture of that is i think we need to read the book and and just see see for ourselves i agree with you all right so there was a motion made do you want me to amend my motion i want you to do whatever you're comfortable with i mean i'll support you i mean i i i do want to say to ms schaffen's point um i don't you know trust is earned and i do think there's been multiple times when we've had a discussion like this and we think we're clear and we move forward and then we're having another session so i can understand where there'd be some discomfort i think that's justified but i think that's a you know bringing it up for discussion is a far cry

201from saying you know whether it be the censorship or the book police or i think that's unfair to to paint her in that category because again i always want to support every board member having the opportunity to express concerns and speak you know without judgment and for conversation and i think that there's been reason um for her to feel this way you know just based on previous discussions so um i feel like whatever whatever your original intent was or based on discussion if that happened to change whatever discussion whatever motion you feel if you feel you need to amend it or you want to stick with your original that's completely your right as a board member i will stand with my original motion do you have a second no i'll second sorry motion made by

202crystal chaffin seconded by dawn dunsmore could you repeat your motion that's been a while it's been a while did you get it luisa no okay my motion is to approve and ratify expense vouchers 2052-2053 with the exception of the little book of restorative justice and education 20 copies and the little book of restorative justice teaching tools 20 copies sorry you amended that piece of it though to say about the decisions is correct okay so motion okay flash ratify vouchers two zero five two and two zero five three without distributing is that right yes without distributing the little book of restorative justice and education 20 copies and the little book of restorative justice teaching tools 20 copies second so with that motion there's no need for a second motion correct no no okay dawn motion carries

203next we move to request for future agenda items anyone i would like to request a future agenda item for the purposes of in the event that we happen to pull an agenda item if we could please be notified of it so we can have the information beforehand instead of at the meeting i don't know how to form that into an agenda item i can try to type something up for it just fill out the form and give it to louisa and i will do that anyone else okay i move that we adjourn the meeting second second mate or motion made by christine pritchard seconded by joe grant did you second okay