SCCSD Board of Education Meeting - January 27, 2026

001I pledge algiance 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. >> Today, at the conclusion of the land acknowledgement statement, we will have a moment of silence for a beloved bus driver and warrior, uh, Mrs. Sue Haynes who passed away over the weekend. The Salamea City Central School District acknowledges the homeland of the Nundabatka, the people of the great hill, the Senica people on whose ancestral and modern-day land Salama school district now stands and whose water we enjoy. We stand with all indigenous peoples in their resolve to remain connected to their land. While we cannot undo what has been done, it is the goal of the Salamaica City Central School District to recognize the history

002and make improvements that will benefit the next seven generations of indigenous students. >> Thank you. Welcome everyone. Good to see everyone tonight on this poll. >> Do we have any uh changes to the agenda? Uh yes, we um after it was uh published initially on Friday, we added a uh PowerPoint presentation for the gifted and talented uh presentation and we added a uh student safe PowerPoint to the uh district cardiac emergency response plan presentation. >> Okay. Then with that, I need a motion to approve the agenda. >> Motion. Second. >> Motion by Carrie, second by Dale. All in favor? I I oppose abstain. Motion carries. Uh I do want to point out that Mr. Early and Mr. Riley are excused tonight from the meeting. All right, let's move on with our presentations. Uh first up,

003we have our attendants. Removich, you're [clears throat] going to wow us. I'm going first because I don't want to have to step on the footsteps. presenters going after me. So, well, where do you where where's best? >> I hi there. [laughter] I know, but usually I stand over there. I just I don't want to be behind these two. Are you all right if I'm behind you? >> Is that all right? All right. This should be short and sweet and I hope the highlight of your evening, but we'll see. Um, that's true. That's one. Two. Okay, slide one says uh it's actually a slide that you all have seen before. Um it was from 18 and 19 which was before COVID when we were at 93% of students attendance across the board. Um then we had

004COVID in the middle of that and then the slide that we had the last time that we were in here uh showed us coming back up to uh it was 88% after COVID and then it was 90 during the last time that I stood up here. Our attendance went to 90%. I don't know where that was on my laptop so I don't know why it didn't exist here. Um, we had 2526 to this point as of January 14th, uh, all of the schools and our homebounds. And we had a couple of little dots down there, which was supposed to be the Clark W. Griswell drum roll that showed what our attendance has been this far, which I believe is the next slide. So, we're at 92. So, we've gone up two more% so far this

005year. um which is obviously good news. We're from 88 to 90 to 92 and we're doing it in little leaps and bounds that are even. So this is showing a lot of what we are all trying to do, what everybody's focusing on, what everybody is, you know, everybody's saying, what do you attribute this to? Where is this coming from? Um, the best I can tell you is that this is a universal message that has been getting out to everybody. Everybody's pulling the same way. Everybody is going the same direction and everybody from each department and even the students themselves are all saying the same message. They're all trying to get it so that, you know, the kids are coming into school, that there's incentives here, that this is the place to be. Um, it's all

006been a universal message heard every morning. Mr. Law gives the announcements. Levi gives the announcements. Uh, Levi has put up some great posters in the hallway. All the schools, Prospect and Sedica are also hanging posters up. We're all having incentives. We're all having the things that we have been listening to the kids say that they want, say that will work for them and say as an incentive for them to to come to school. So, it's showing here and I'm hoping that it continues to. I was actually terrified. I think the next slide. November scared me a lot. There was a lot of flu. There was a lot of uh sore throats. There was a lot of the stomach stuff. But you can see we've not gone below 90 in any of the months. So, September's

007the best. It usually is. Everybody wants to put their best foot forward and then it kind of tapers off a little bit, but it has not November was the worst, but it's also come back up a little bit. So, um it's it's looking good. We were very happy with what we were seeing. The thing now is to maintain obviously the thing now is to keep it going and the thing now is to keep the message going out to the kids. We've been talking to a lot of the kids about what is working and what might not. This is as of 114. I can go to the next slide. So this is for 2425 and the state um Dr. Dudick has to explain this to me. Um this is all very in-depth and she uh has

008access to it. I believe Dr. Beer does also. One is the lowest score as far as the state uh when we report and four is the highest. So between 1 and four 20 to 25 this was our index and we were all at a two straight across the board. So we go to the next slide we are now this is our improvement in each of these homebound prospect high school and senica and we've gone from straight twos to three threes and a four. Homebound is very intricate and we have a lot of kids that uh come in one program and go into another program or come out of one end or to another one or come from school into homebound or the other way around. Um that is a constant uh monitoring but that's I

009mean it looks great right there and we do have a lot of kids that that is working for and they are attending more. So that's I think what's reflected there too. Um but that is uh we were very pleased when we saw when we saw this this come up. Uh next slide please. Some of the stuff that we're doing uh you've seen some of this before but we're keeping the things that are working and getting away from the things that aren't. Uh we've had a lot more families reaching out to the liaison and myself um to Levi to our secretaries whoever they're comfortable with. We feel that there's been a lot more interaction, a lot more proactive parents, proactive um guardians, people that are calling us to find out what is this about and what

010are we doing, what can we do better. So that is very encouraging. My morning greetings at the door, it's very cool, but it [clears throat] is worth standing there and talking to each of the kids as they come in. Um, I've been stopped a couple times and the kids say, "How do you know my name?" Um, because we want to know, we want to know who you are. We want to know how you're doing. We want to know what's what's working for you here. So, I get a lot of positive feedback from that. It means a lot to me to stand up front and piss about you and have me say, "Great job game the other night," or, "I heard you uh, you know, killed it in the in the play the other night," or

011that kind of thing. It's good to personally hit these kids. numbers are what we put up here, the charts and the graphs and all that. But I will always say this is where the numbers are created. This is where when these kids feel that this is the place to be and that adults are listening to them, um I think it's huge. I talked to a student that graduated last year and he told me the school he came from, the adults were here, the kids were here and he said there was no deviation from that. He said, "I didn't feel like I could approach anybody. I didn't feel like I could talk to anybody. How do you have a mentor? How do you ask advice from somebody that's not approachable?" And he said, "I did not

012have that here." And he said, "I don't know if you teach that. I don't know if that's You try to explain that that's just kind of our culture. That that's, you know, we're all working for the same thing here. We're here for you. We're here for the students. And uh why would we not be approachable to you?" We've also been trying these are very tedious meetings but we are finding that a lot of them uh Mr. Long and I had a lot of meetings with kids within the first couple weeks of school where kids were already on a trajectory. They weren't happy about that because they were saying I only miss five days so far but that five makes 20 at the end of the year if you you know project it out. So we

013just explained that to them and uh couple of went on cruises. They didn't want to have to answer for that. But there, you know, when they came back, at least they knew at the time, and a couple of them did say that they were happy that we were watching. We were watching that early on and that we were noticing a trend and trying to have it on. Um, I can't say enough about counselors, social workers, the liaison, uh, helping with all of SEMTSS meetings that we have. Uh, there's monthly charts that are sent to the principles. The principles have been having meetings with all the kids, their families, their guardians to try and figure out where the barriers might be and what we can do to get over that home. Students are proactively also seeking

014me out a lot more. I've had a lot of kids stop me on the phone and say, "What can I do to not have this happen again?" Um, I can't say enough for Mr. Tritley also. He has made a huge impact in this school. He's been very upfront. He's been very blunt. He's been very uh it's it's given us a lot of teeth behind what our policies are, behind what we're trying to get across here. His backing has been great and he doesn't waver. It's always this is exactly how this is. And you know, if you have any questions about it, we'd be happy to whenever, but it's not going to change. I can't tell you how much that has helped. Um he's fantastic. I have had a couple of increased visits to locations, uh,

015hotels, homes, uh, places of work, that kind of thing to try and find out what a barrier might be and to help support families. Some of those have gone well. Some of them have let us know that it's an intrusion. Um, we just reiterated that all we do is try to let the students know that we care about them. We'll meet them on their ground if we need to. you know, it's just a situation where we we want to help. And if that's where we need to do it, then if that's where we need to find you, then um a lot of them have calmed down and it's been fine. You know, in a couple instances, it's they've we've started seeing the kids here again. So, uh again, I want to thank Levi. You can

016say all kinds of things, but his signage here and the things that he puts up, the ideas that he comes up with, the things that he's experienced, the things he's heard in the hallway and puts those in action. Um, he just has a nice way of of doing some of that stuff, rubber meeting the road kind of thing. You know, he and I talk constantly, several times a day about this and then this and this and that this can work and all of a sudden there's a banner for it. There's something in the hallway. There's something that looks real. It looks tangible. it looks attractive. It looks like something that kids would want to do. And um not all of our ideas are going to work, but if we can if we can take a

017theory and put it, you know, that quickly down on paper and make it a real thing, um it's it's been invaluable. So, um I really want to just thank him for all his a lot of the computer stuff. I I can think of that up here. I still have it done before I even get it out of my mouth. So, I'm very appreciative of them. One more slide. Upcoming plans. If you don't know, we had a regional attendance meeting. We had a lot of high school uh principles in here, middle school teachers, and elementary school teachers. Uh we had Senica Nation in here. We had a big attendance forum. A couple of former superintendents and former principles also were in here. They all gave us uh Tracy. I don't think so. >> Thank you. Okay.

018Um I know uh I I've reached out again. There's been some changes in some of the schools. I'm sure some of you have heard about I've got some things uh back. One school wanted to drop out, but two wanted to join. We're just trying to come up with a time now where we can all meet and find out if that is something uh where we're maybe getting some more corporate involvement, maybe getting some more companies from the county that want to help with incentives and that kind of thing. Uh we've been pooling ideas, trying to find out what works instead of, you know, putting up a unified front instead of uh having a bunch of different schools. It looks like everybody has the same message. Again, the same thing everybody going forward. We've had a

019couple of donations from the community. Oaks uh barber shop has given out free haircuts as has hair max. Uh if any of you came by the glass case here, Mike and Colleen Smith had donated a laptop and we made a a little presentation thing out there where we're going to try and give that away, I believe, at the beginning of May. Um for perfect attendance students, we're going to put them it's K through 12 at their request and uh we'll pull the name out of a hat the beginning of May likely and uh somebody will win that and it has generated a buzz. I've already more of a buzz than I thought. I was able to put that in the case and I had there were three deep asking me what it was and how

020to get it. So that works. But I'm very grateful to the people in the community. McDonald's donated a stack of perfect attendance giveaway sandwiches and we ran out of them. We had to finish giving the certificates a month later when they sent us more which is a great problem to have. We we thought how are we going to get rid of the rest of these and they were all gone and we needed more. So that was encouraging us. Working on new ways to showcase students in a meaningful way and rewarding improved attendance, not just good attendance or not perfect attendance. all the names of the things the phrases you usually hear. Uh we want to find kids that maybe weren't doing so well but um are now buying in are now coming and making good

021changes not just in attendance but maybe in behaviors maybe in less uh disciplines maybe less incident referrals that kind of thing. We want to start paying attention to the whole, you know, the whole student, the whole, you know, anything, any effort that's being given, any anybody that's trying to change their direction and get us all where we're going. Again, numbers, I I get it. I completely understand it. I want them to be great, but I really think that a lot of that is is hitting the kids here. Um, I hope none of you all mind, but I uh asked Brendan Ghani. He's a a student here, scholar athlete. Um, he has a very good story about coming from somewhere to our school. We talk about the culture here a lot and he is a living

022embodiment to me and he's also a pretty good speaker. So, I just asked him if he take up my last two minutes and give a little. Um, so I'm Bren and I came from um a different school and my attendance wasn't the best. my old school it felt I don't know I was really my teachers and the students were on a different level at all times and it was just there wasn't a good connection in my classes and everything but when I came here there's just so many opportunities and with the teachers there like there's a relationship in all your classes and there's just there's always something fun happening in school and there's so many more opportunities sports that intrigue me to come to school every day that it's like more fun than not dreading

023it every morning than going to We talk a lot about it when coaching went in the hallways or whatever and he is always that's his story of where he was, the trajectory he was on versus where he is now and how much it was almost instantaneous. He said like the minute he got here, he felt entirely different when he could be an entirely different person, the person that he wants to be. Uh I also looked briefly for some uh Dr. be the Tik Tok videos, right? I don't want to over [laughter] >> Does anybody have any question? Oh, these are some of Levis's. You You'll probably see these up in the hallway. He has put out some um banners. Again, while we're literally sitting there talking, he had these up and up and going. So,

024you'll see these out in the hallway now. So, it's a lot more colorful. It's a lot more visual. It's a lot more what I think the kids are responding to. And I'm hoping the next time I stand up here, we're even maybe 2% higher. We'll we'll see. I keep thinking this and then I think at any time there's a possibility that we can keep doing the same things and it's not going to be the same outcome up here, but it's an evolution. It's not going to stop there. If it does, if it goes back down for some reason, we'll keep working to get it back. And this is going to be a a complete evolution probably for decades and decades. So, Hopefully uh hopefully it continues the way that it is. >> I noticed that

025it seems like prospects um made a pretty good jump. >> They sure have. >> 25 to 25 26 and to me the good news about that is, you know, you're building these strong habits with young kids to just keep carrying forward. And um um I agree like how do you incentivize not just the kids that have good attendance? you do want to recognize that, but all the ones that are trying and making improvements because sometimes kids can't help home life and um reaching out, you know, like you said, some people are going to be put off. But I think once they realize we're not trying to uh intrude, we're just trying to be there to support and help and build that relationship with how can we make a difference? How can we get your kid

026to school? what supports do we need to put in place to try to help you makes the difference. And you know, we do that end of the year uh awards banquet where we celebrate, you know, our arts and our music and our academics, of course. Um but we never really celebrate attendance that way. And I'm looking at John and I see, you know, there's no reason why we can't whip up some kind of a dinner even in school. um to celebrate all the kids that we feel should be invited to a dinner. Um not that I want to put you on the spot, but you know what? Why not, you know? Um >> but something that we can celebrate and invite uh the kids that that have tried and shown improvements and their parents and

027whip something up nice for them just to celebrate that, >> right? Now that's in their control, >> right? >> Like you said, a lot of those even if they start out confrontational, couple minutes of talking and you'll watch >> Yeah. >> the softer edges start to come out and they'll say, "These people aren't here to >> which makes you wonder what original messages they had heard or what they think a school system is about or who knows where it's coming from on the news or whatever." You you get there and they're ready to and eventually they'll I've had some great conversations on uh the phone people that have called and said, "I thought about what you said and >> right >> then I panic and say what did I say?" But then it's this actually

028made a lot of sense to me and I'm glad that you called and it really was a nice effort and I also talked to my lead on and I talked to whatever and you guys are all saying the same thing and it really sounds, you know, um that's great to hear because we're all saying the same thing, you know. I I don't know what they're saying and when they're on the phone, I don't know what they're saying, but um it turns out we're all saying the same thing, which is great. And the other thing too is like the greeting on them at the door. I don't know if it's just you who do does that or if there's other people that stand at the doors, but I love that too because >> lazison SRO's giving

029me an SRO in most of the times that I've gone. >> Um, sometimes that helps, sometimes it doesn't. >> Yeah. >> I had a lady answer the door for me that would not answer what it was saying sheriff's office with paperwork. >> He said, "I don't have paperwork." I said I'm from the school. The door flies open. School might be a lot less threat. But again, you're just showing that you care if you can do that. And they hear that that's what it is. People say what you want, but it's what's heard. And I think that a lot of people are now hearing and hopefully comparing notes within amongst themselves, you know, that we are >> right. You know, >> did he leave for good or was he coming back? Brendan. Yeah, he's got a

030basketball game. >> All right. [laughter] I I'm also working at security at that which is another reason why I'm first a couple questions for him. >> It was nice to hear from student. >> Yeah, actually mom's here. >> Mom's here. She could answer. >> Well, unless you can answer like what do you really like about walking in the doors in the morning? [laughter] >> I I don't think he feels very violent and He had told me that right off, you know, he's came here beginning of his junior year. And when I say his previous year, like I was dragging him out of bed. I was on my way to work calling, "Are you at school?" You know, he was late, missing. And I I didn't know what to do. And when he came here, he

031was like, it was like a complete change. He said this welcome. People are happy to see him when he comes in the door. He seemed welcome because you know mom the the principal remembered my name from you know just a few days in July there it was he came from a very small school where sometimes it's an advantage and I wouldn't tell everybody they have to switch thinking about it they should definitely look into it and he tell his kids that too. It has made a world of difference and I really don't know where he would be if he would. He's a good kid but I don't know that environment. So I think about it every super. >> Yeah, you should tell the other parents they switch their [laughter] thinking about it. >> We'll have

032Levi put out a flyer. Well, and I was going to ask too, like, you know, what what is the highlight of his day or a couple different highlights of his day? You know, I know we have different schedules, but it could be something different. [laughter] >> I have to keep that one to count so he can get doubles. Um he does he goes to Bosei so he only has a few classes here but he has just the engagement with the teachers that he's they find things in common and you know use that the corporation of like having an English class mixed with a history class and your project that you do involves both of them learning even the Native American crafts class loves it in the beginning he was like I don't know. I don't

033have any there. That was the beginning of this year. Loves it. The baskets are on display out there. He's doing amazing. So, I It's just the staff, the students, the whole atmosphere for him is just a huge change. He loves it. And now he's upset. Everything's, you know, for a reason. Why didn't you make me go? [laughter] >> Good one, Mom. He's sad because he's graduating, but he's sad. He wouldn't want to stay. >> Good. Thank you. >> Thanks. Thank you. >> And the sports is another huge thing for him that has also told him that, well, you're going to switch schools. You might not be on this, you might not even make it or you'll be on. He's a starter. Yeah. >> Thank you. >> Yeah. >> I had him on the baseball team

034last year and I I couldn't believe what he told me who he was before because I had never known that. He was just outgoing and loved it and I haven't played baseball in years, but I'm not going to be any good at this, but let's go. This is the most go- go kid. Smile this big, constantly out there, outworking everybody. Good for good for us. >> Okay. Well, I have another question for you. Question that's on everyone's mind. How do we compare to other districts? Is this just a Salamica issue or >> uh the issues that we are encountering are everywhere. >> Our numbers are a little better than the ones that I've seen. Um most of the the uh the things that I'm on the webinars and that kind of thing are Syracuse STEM

035state. a lot of them are much much bigger than ours. So, which is why I wanted to have that forum here to compare notes. Uh Olean sat up there and said, "The numbers you're throwing out there, we haven't had 90 in years." And I thought, in fact, she was quite forthcoming with that. And um you know, everybody nodded their heads and whatever. So, I don't know specific numbers from what they feedback they gave us, we're we're well at. >> Um I don't ever want to feel that way or rest on that though. I don't want to let up. Um I'm hoping that we're better than everybody else. I feel we're better than everybody else. I think we have a lot more to offer than everybody else. And I think that this will reflect here and

036here. But I think we can always keep going. I think we can always keep doing better and better. And whatever reputation other schools have to hear about us is fine. We listen to the other opinions that we were getting over the past couple decades and they're not always favorable. So putting it down all these we have a kid that comes here just for the food. [laughter] Didn't he get a menu from his buddy would bring home menus of our of our food here. He just he switched food because he wanted to come here for the food. >> He bought the menu for like three months and then moved. I want to come here for the food. [laughter] You know, we talked about back in the day, the highlight of the thing was peanut butter treats,

037but now it's >> Yeah. Pizza. I called when I was at college, I got on the pay phone and I called nurse Jane and I asked her to find my sister and she I said, "If you just see her in the hallway, please have her call me in college." My sister called me back about 10 minutes later. She said, "What is it? what's the emergency? I said, I'm coming home for the weekend. I wanted some peanut butter treats. And she goes, well, nurse changes came crashing on the way, guys. And look at us. So, she thought it was an emergency. [clears throat] Not that it wasn't, but those All right. Next, we have our prospect speech and language teachers. Oh boy. [laughter] >> Well, good evening. Thank you for having us. We are here from

038Prospect to talk about enhancing communication and specifically our speech language uh information station. we have established a project >> an exciting initiative for Pont. >> So, first a little bit about us. I'm Jen White, one of the building based speech pathologists over at Prospect. During my career, I've worked with kids birth through high school uh center-based, homebased, and school-based programs. And also have a background in families from multicultural and multilingual backgrounds. and we'll be talking about the pushin program that we have and the prospect and I uh run those for the prek kindergarten and first grade class. I'm Jackie Bosworth. I'm the other building based speech pathologist over at prospect. Um I have a similar background with history um students pre-K through 21 in the school setting. Um I have a background with uh American

039Sign Language. I have a little bit of unique experience that isn't often seen in schools that I worked in a skilled skilled nursing facility um with feeding and swallowing therapy as well as cognitive therapy um which actually does apply to lots of students and I have a lot of experience with AAC which is augmentative communication um which we'll get into on the next slide. Okay. Who knows what a speech path does? quiz. [laughter] Uh so we have nine areas that we treat in our in our scope of practice. Um articulation which would be producing speech sounds. Receptive language, how much are you understanding of the information that's presented to you and can you act on that information um appropriately? Expressive language being able to share your thoughts, ideas, wants, needs. Um social communication, fluency, which

040would be stuttering or cluttering. voice and resonance. Please think of any coach you've ever heard yell. We would help them with that grally, terrible voice. Um, cognition, so attention, memory, problem solving, executive function, feeding and swallowing, and then augmentative and alternative communication, which is really producing and providing um a student or an individual with any other means to communicate aside from verbal language. So, if you you can understand how if there's one of these areas that's impacted severely or many of these areas impacted severely, how someone's really going to have a difficult time having any self-determination, being an active member of their community. Um, that won't happen when speech pads are around. So, let's delve into how that looks over at Prospect. Uh, so we're going to be talking about the building based services that

041we have at Prospect. So most districts uh have a more traditional speech language pathology program where the speech pathologists serve the students that have been identified and have IEPs. At Prospect, Jackie and I provide building based services. So we are there to support all the all the students and all the staff, the entire building. So not just the students that have IEPs. So that's anything from providing preventative information um trying to avoid students needing uh therapy or an IEP all the way to providing individual or group therapy for the students in the building. We're not tethered to a a severe uh disability. We can work on differences, delays, um lots of different things. We have a a wide area that we can service. Um, we're lucky enough to be part of the NTSS process. Um,

042so we often get to discuss our students, talk about what's working, what we can do better, go into classrooms, do observations, um, let the teachers know what we're seeing. We're usually looking through a different lens. We, um, often screen those students, see whether or not there are things that we can support. We interpret data, um, that other people have brought to the table regarding that student and really just collaborate. Uh, one of the unique programs that we have is we have push-in full class lessons each cycle in each prek, kindergarten, and first grade classroom. So, that's a tier one support that all those classrooms get. Uh, the preschool level, it's literacy based, so there's always a book illustrating some speech or language skill, and it ties in with the curriculum that the preschool classes are

043following. kindergarten and first grade, we have the story champs program, which is an evidence-based program working on narrative skills. So, students are learning how to tell a story in sequence. So, it's developing their oral language, developing their expressive language, which we then hope to translate over time into their written language as well. We also provide family engagement programs for the prek. So what that is is we invite the families uh to come for one of those uh prek pushins. We do a little bit more elaborate version when the families come in. We have it in the purposeful play space so it gives us some room to spread out and uh families come in and it's based past couple years it's been based on the book Tanga Tang Skunk. You've never checked it out. PreK really

044recommends it. Uh the kids get really excited about the book. We read the book. There's a video incorporating music. We have the Oregon Symphony uh does a version of it. And then the parents are taught some strategies that they can use to elicit uh speech sounds for the kids and also syllables and we make some crafts that they can take home then and practice those skills at home. So, it's a great time. The kids had really good attendance the past couple years as well. >> Speedy speech, just what it sounds like. We love speedy speech and oaks love speedy speech. Um, so that's when we're taking a student from their classroom and we do very intensive, very focused drill work in a short amount of time. So say they're working on the R sound, which

045is really, really tricky by the way. It's not easy at all. Um, but we can get tons of repetitions in in a very short amount of time. They're not missing academics. They're not missing any diversified studies. Um, research says that if you do a 100 repetitions of any skill, um, you're building and strengthening neural pathways. If we can do that in a teeny tiny amount of time and see better outcomes, that's, you know, a no-brainer. Uh flexibility is also a huge part of our program. So when we are able to schedule those speed speech sessions when is appropriate, we're able to do that. uh anything between that or an individual session, group sessions with the kiddos. Uh also consultations with the teachers. Uh as well as we're able to because it's building based, we're able

046to start or stop services as soon as we see a need or as soon as those kids have met uh their goals. So collaborating with teams again we are very fortunate that we can meet with um interventionists, we can meet with social emotional support teams, we can meet with grade level teachers, um parents in the classrooms, really everybody and talk about the whole student um and share information. Uh we're also part of the uh multi-disiplinary team that does the prek screenings in the spring. So we're able to get some data on the kids that will be coming into school and also helps us to know who we need to follow up on and give support to in the fall. So before we move on, I do want to reiterate that some of this is very

047unique to Salamica. Um I remember specifically calling before getting the position and asking Kim, can you tell me again exactly what you mean? because the speech path that I worked with at the time myself and I've been in different districts and in Rochester, no one had heard of this model that there were speech pathologists that were able to just work at a building based level. Um, and it really has a benefit to your students as well as the the full push in to the classroom. That's another thing that was very unique to just this district and it's um having great outcomes. So, we wanted to spend the rest of our time tonight talking about one of the um tools that we use, which is our speech language information station. Slide, please. Uh we want to

048talk about the objectives, the benefits to the students and educators in the building, uh the resources and activities that we use to enhance student success. It's really cool. And Thank you. Okay, so the speech and language information station, we'll delve into a little bit more how we recognize the opportunity and why we developed it. Um, but overall, we really wanted to generalize skills. Students coming to us and seeing us and doing a skill in an isolated um environment really isn't helpful. So, we want this to help with generalization of skills. If we're all on the same page, we're all talking the same language, that's going to benefit the student. Um similarly we wanted it to be a place where we could share information from the depths and breadth of our stolen practice for our colleagues

049that we work with. >> So we want to talk about the inspiration, the creation and the station. You already know we are speech language people that really enjoy words. There you go. Uh so first was the observation. Uh during our family engagement uh for prek last spring, we had posted some information on the windows that are between the purposeful play space and the related services wing. There's a bank of windows. So we had posted some information there for the family and we noticed afterwards that a lot of the um staff were coming through and taking photos of some of that information because they had seen it as they were on their way to steamer culture. All the classes passed through there on the way to steam culture. all the classes have to wait there for

050a few moments while they're waiting to go into steam of culture. So we realized the potential in using that space to get out more of our supports to the school community. Uh so dissemination so as building based SLPs we build questions with teachers all day long in the coffee room and meetings and it can be hard for uh teachers to remember that information take it back from the coffee room to their classroom. So we realized this could be a designated visible area where we could post uh our strategies, our visual supports for speech sounds, information about speech language development and also reminders about the referral process at the school interaction. So we launched the station during May which is better speech and hearing month if we if anybody didn't know. um we made it a

051welcoming informative area so that it could support the uh communication needs of the whole school. We have interactive sections for the students and we also have activities for the teachers that they can use to elicit different speech and language targets from the students and we also post uh just information about developmental norms and about uh the referral process as well. So, here are just a few um pictures of some of the things that we've included in our information station. Um at the at the end of the handout, there are some more pictures just so you can reference and see. Um we love anything seasonal. It is an elementary school. We keep it cute. We keep it fun. Um we also love a great theme. However, similar to our therapy, we want to be very focused,

052very targeted, and specific. Okay? So, we are born to communicate. We are not born knowing how to read. We're not born knowing how to write, but we are born knowing what to do to communicate, right? Every behavior is a form of communication. So, what we're working on is to build those skills and help support students, then they can achieve um great academic success if they have those foundational skills. We want effective communication um which will yield academic achievement. We want social interactions. Again, we want them to be active members of their community and to have their needs met um to be confident and have high self-esteem. So, here's an example of one of our interactive activities that we set up for students as well as for teachers. Uh on the window there is a script

053for teaching S consonant blend. So, that's an S with another consonant. In this case, there's an ST blend script. So the teacher can see the terms and the phrasing that we would use as a speech pathologist to instruct the student. And she's showing the students a gesture that we teach the students in our lesson so they don't leave off that s which a student will often do. Probably heard a preschooler say instead of stop. So, uh, Emma Isaac, one of our kindergarten teachers, is showing her students, uh, the strategy of you put your hand on your shoulder and you're going to make the S sound for the whole length of your arm, and then you'll finish the word when you get to your hand. So, stop would be stop. So, around that script, there are

054little pictures um of different s blends and she's practicing it with her students, and then she can take that strategy back into her classroom. It's a small little thing, but she can do it during the day to really encourage students to produce those sounds correctly. And we should mention that this again that seems like a just really easy prompt, but that's also an evidence-based um like an S sound is a long sound. So, we would pair it with something that's a long like a long behavior. Um so, those are things and that helps the student to, you know, pair that with their memory. So, and and again when it transfers to the classroom, they can get more repetition, not just from us, but when they go back to their kindergarten teacher. >> So, we also

055have uh monthly challenges. We have a calendar that has something quick uh so the teacher can either glance at it as they're going past and take it take the idea back to their classroom or during that time where they have to wait for a transition to one of their diversified studies, they can answer the question or do the activity very quickly. So it's something that's seasonal, fun, very quick, but very impactful in the students development. >> We're doing um wanting to make things and impactful for our students. We also want to do that for our colleagues, right? We have nine areas that we treat. That's a lot of information and we cover a lot of ground. Um so when we provide information for the teachers, we want it to be quick, um accessible. We want

056it to be something that they can understand and apply rather than have to try to figure out. Um, so again, this would be just quick and easy information that they they'll understand a delay versus a disorder because those are things that could be very easily mixed up, but they make a big difference. Um, over here you'd see numbers. Well, these are developmental norms that we would expect for speech sounds to develop or be emerging um or be independently produced. So, for the referral process, if au if someone's working with a four-year-old and they don't yet have the r and th sound, that's not concerning. That would be developmentally appropriate. We wouldn't expect a referral, then um it's okay. It's it's coming. They might develop that sound on their own. Conversely, so if someone's working with

057an eight-year-old that does not yet have the K sound or the G sound, we're likely going to support that student. So, this is just another example of something that we have posted for our students and our teachers to utilize. They love it. It's adorable. Um, so these are just pictures of placement cues for how someone would um move their mouth to make specific sounds. And under this, we would have mirrors. Um, you'll often see cute little faces in those mirrors as they practice all their different speech sounds. For our speech kids, it's great because it's added practice. For kids that aren't in speech, it's also still great practice. Um, the teachers love it, too. That's a staple that would never be said. So, we uh as of December, we tracked how many resources we had

058posted so far uh with the boards that we put up. So, as of December, we had at least 28 speech and language development handouts, at least 12 interactive activities, uh at least 13 documents supporting appropriate referrals, and 12 super cute seasonal activities that are developing language through play. >> And how many puns and fun? Lots of fun and fun. All right. So, our future plans for the information station. Next one. Uh, first of all, resource expansion. So, we just want to continue incorporating additional materials that cater to the diverse learning needs. Activity enhancement. We just want to continue to make it engaging for our colleagues as well as their students. >> Outreach initiatives. We want to continue to engage the families and community partners for greater support and feedback. Um, so far we've received lots

059of positive feedback from our colleagues, from the students, from our admin. Um, it's in the future we want to take more and more from the teachers what they'd like to learn about because I think there's you don't know what you don't know and speech paths, you know, kind of know things in a vacuum. Um, so we want to share some of those resources. Uh, I'd like to also point out that a lot of a lot of the feedback that we're getting isn't just impacting students. Um, we've had colleagues come to us and say that they're taking pictures and using these things at home or they're taking pictures and sending them to their the parents of their grandchildren so that they can facilitate communication at home. And these are really easy things and some people are

060doing them and they don't don't even recognize that it's um really facil facilitating some good skills and evidence-based information. So as we provide materials, information and guidance, we want to make sure that it's always rooted in best evidence-based practices. So those are the communication skills that we are supporting routinely at Prospect. Um, but we appreciate your time tonight and we appreciate your continued support with our spring. Thank you. question. >> I have one. >> So, just, you know, looking at the calendar you put up there for December. So, just a little bit more on what you do. So, on Wednesday the 3, repeat these words in order. Cat, dog, fish, pen, pencil, paper, cane, swing, flower. Why? Uh uh auditory memory is a huge important uh skill in um reading comprehension, listening comprehension, uh sequencing,

061sequencing events, word relationships. Um it it ties in a lot of different things. How many of you can repeat your childhood phone number? But how many of you know your second cousin's phone number that's programmed in your cell phone? So the more times you're repeating information and chunking information, the better it serves your memory. My daughter's there was no judgment. I don't know anyone at all. >> It's like for me it's like speed dial three. [laughter] >> Were there any other question? >> Yeah. Honestly, I had a lot of questions on the calendar, but it's it's interesting, you know. Yeah, >> it covers a range. There are some easier skills, some, you know, uh more difficult skills because it is out there for preK through third grade. So, you know, there's anything from um you

062know, answering questions to opposites to speech sounds. Uh and really sometimes it's just supporting conversation skills. If if we have um more and more families and and parents or caregivers talking about shopping, talking about what we did at the restaurant, talking about this is how we this is the recipe we follow and these are the steps. just the more that we can get that communication going um that supports the skills that they need for school. And again, that's you know those early foundational skills. We're not talking about reading and writing yet because we're just still talking about baseline communication. So that's those would be targeting um receptive language, how much you're understanding, expressive language that they can, you know, then answer things and articulation. So that that calendar is very broad. When you do your

063speedy speech, is that individualized or is that like a group? >> Usually individually um just because it's so quick and it's it's really focused on that student's um targeted goal. Um so unless two two students have the same goal, usually we would just do that individually. >> Love it. >> It's a cool gig. The best thing ever. >> Love it. >> So what other what other techniques like you you mentioned the one about the stop. What what else do you do? I mean, is that the general technique for any word or is there more? >> Uh, well, no, that's specific to like an S blend because there's an F component and then the rest of the word. So, we have a lot of gestural cues that we use for different speech sounds like uh one

064that we use pretty often. K's and G's are considered a back sound. You use the back of your tongue to produce that. So either you make a little um uh K with a sign or you point to the back of your tongue versus T's and D's are front sounds. You're pointing to where your tongue is actually making contact um behind your top teeth. So a lot of visual cues to help the students know where they need to put their articulators. And you can this can be awkward and weird. We're asking students to sometimes do some really strange things. Um, which is why oft you'll see speech paths playing games. It's more than, you know, Candyland. It's we have to make everything engaging, everything welcoming, and everything feel very safe because you can imagine an adult

065saying, "Okay, now you have to take your tongue and you've got to scooch it back and you have to round you can't round your lips. We have we, you know, really teach those skills exactly like that from prek up till graduation. Um, so you can imagine that that can be awkward and daunting, but yes. [laughter] Yeah. >> Anything else? >> I just wanted to note that besides the fact that during your presentation, I kept uh examining the shape of my mouth and where sounds coming from. >> Oh, yeah. You're right. Imagine that. Um, you know, with Steve's and your presentation, the one thing that I think has been consistent and people who do a terrific job is a level of care and commitment that they put into their job and and the work, not just

066their job, it's really the work that you do with students every day. And I just want to make the note here that your information station isn't what you're actually well it is what you're hired to do but it's essentially above and beyond what you do every day. >> Thank >> and I want to acknowledge that because you know they don't have to do the information station but if you look at those pictures um there's an incredible amount of time and effort that goes into that. And I believe that's because you care about what you do um and the success of your students. And that's seen not just with the students that walk up to it every day, but as you've noticed, with the other educators that walk by it. And there's an incredible amount of

067learning that's happening right there from something that you're doing extra. Um and that's one of the things that makes this such a great place to work and people like you, such great people to be working here. So, thank you. Thank you. have our gifted and talented presentation. >> I got the book standing over here tonight. >> Okay. I'm presenting to you early in January. We recently hired an enrichment and advanced specialist. And so I wanted to clarify what this individual will be doing and what it will look like for the rest of spring and where we're going in the future. So the program components basically what this will be doing is a an enrichment intervention. We'll be taking small groups of students. It will be enriching them taking them beyond the current curriculum they're getting

068in the classroom. Um we'll be giving kids opportunities to do critical thinking and creativity and preparing our students for higher higher learning. We will run this with our students in grades one through six for the remainder of this school year. Um we hired Miss Kaufman to be our enrichment specialist. She is certified in grades one through six and she'll be taking on um helping us build this program since it will be new to Salica and helping us identify what this will look like. She has a lot of experience from her previous district in enrichment and working with kids and talented which is the future of program. Uh the setup will be the structure will be two days a week at Prospect and two days a week at Senica. Uh give or take we might do

069three days a week at Sonica. That's something we're working through depending on what it will take to implement screeners for gifted and talented which is called the CAT. So we've set aside one day a week to screen our students a little bit of time. Um, but as we work through this program, you might add third day to Senica and work screeners in between. Uh, she will pull students out during the wing block. So, she'll either be pulling them out of the classroom or pushing into the classrooms um, and working with small groups. This year, we're going to focus on literacy, but the future would be math, steam, all curriculum areas, all areas and differentiation beyond what's happening in the classroom. the why behind why we decided that there's no better time than now. We recently

070identified our mission as being every warrior will achieve their maximum potential and thrive in an everchanging world. And so we put a lot of focus on our students that need additional support in tier two and three. We put a lot of focus on what's the current curriculum in tier one. Uh and sometimes we forget to really focus in on some of our kids that need to go above and beyond curriculum. So talking to Dr. Wheeler and we said let's do it. let's implement it now, let's not wait. So that's what we're doing. We're going to work on enrichment, creativity, confidence, and deepening our students learning. Some of the things that we've identified our students will do in these small groups, things like literature groups, book studies, creative writing, project based learning, some steam activities, problem

071solving. Uh and then we have our Indigo surveys where the students can go on and take a survey to really learn about themselves and what careers they may be good at, their learning styles, things of that nature. And so this will be part of that program as well. They'll take those surveys and really learn more about themselves and what their future. How will we identify the students that will be a part of this program? So this will take place at our grade level data meetings. have multiple data points through our MTSS process. So, we'll look at our universal screener, the exact path. We'll look at students reading levels, the spelling inventory, New York State assessments for our students in grades 3 through six, teacher observations, classwork, and assessments that are taking place. And based on

072all of that information, we'll identify groups of five to eight students um that will be pulled out during the gridlock to participate in enrichment for the remainder of the year. Our goal for the spring, the remainder of the year, is to begin with this program in grades one through six. At the end of the year, evaluate the benefits and the effectiveness. At the end of the year, our goal is to really move kids. Take our threes, make them fours, take our twos, make them threes. So, really making um some gains. And then when we come back in the 26 27, we're hoping to be able to have the same position for our students in grades 7 through 12 with more of a project based learning older students. um potentially add another teacher in grades one

073through six so that we have one solely focused at Prospect, one at Senica and then one at the high school. We will work on getting teacher training and work towards building the curriculum of what this looks like in the grade levels based off the current curriculum maps at each grade level. How can we take what's happening in the classroom and then extend it and really map out what it will look like for the future? And then the plan would be for the 27 school year to be able to fully implement a gifted and talent program. Meaning that we have students identified through the screeners as being gifted and talented. We have certified teachers in gifted and talented and we have a curriculum alignment. That is have any questions on what that will look like? >>

074I did. Sure. Um, so if there's a kid in the classroom that's above their reading level uh or math, how does are we going to give them constant work to keep challenging them? And then what happens the next year when they get to the next grades? like how are we going to keep fostering that and building that so that they are getting to that higher level? Um and and how are we going to treat kids that maybe are gifted math but not reading >> right literature. >> Yeah, I completely understand. So the first question I can answer. So, one thing that I talked with Miss Kaufman about is making sure that we really create a program where we're not just identifying students, pulling them out, and having them do extra work, right? >> We've been

075identified as being a high student, and you're just going to Yeah, it has to be challenging, engaging, meaningful. I would love to see some collaboration with some of the awesome things that we already have going on, like maybe they participate in some culinary, maybe they make a menu, maybe they some things that are meaningful to them. um and we continue to build, but also, you know, taking it a step further and really taking the curriculum and saying, if you're ready for for fourth grade and you're in third grade, what are we going to do? So, I I that's one thing we want to make sure that we're holding your engagement. And then the math piece of that's an interesting when we look at breaking it up with with ELA and math and what that's going

076to look like as we screen our students. But right now, the plan is to go in holistically with a strong focus on literacy, but go crosscurricular. So, they're pulling in the science, social studies, math, and the literacy. And I guess we kind of identified we both we have an abundance of students that are gifted in math and maybe struggling in literacy. We need to go back to the drawing board and see what that looks like. But overall, the goal would be to pull in all the content and really go project based learning students. Um, we would, Gail and I had talked a little bit about what does this look like for next year to be extremely successful and it would be extending it beyond the wind blocks, not just taking the 30 minutes, but maybe

077the entire ELA class is with Yale and they really can advance to the next level. >> We talked about that one room schoolhouse effect, right? >> And cross grade level fourth and fifth grader can be a multi-age classroom. I think there's a lot of places we can get and where we can go and building it out square that can >> as we get going. Um I know Miss Coffman was she was going to come tonight but I think we're going to start the program and then she was maybe going to come in in April and give an update of how it's going, what it looks like and we'll have our students identified. She'll have a good six to eight weeks with them. Maybe kids let them let you know they're giving her. >> Let them

078know what menu. >> Yeah. >> Well, hold on. >> I mean, actually, this might be a Karen question. So, if we're looking at adding this into the high school for 2627, is that part of the budgeting process right now? >> It's brand new to me, so sure. I heard it. So, yeah. Well, we're we're in real time now here. So, but honestly, this doesn't work and we don't continue to high school because we're going to get up ahead of the game all the way up to sixth grade and then say, "All right, never mind. >> Can I jump in?" It doesn't always have to be a new teacher. We actually have um some teachers that we interviewed for this position from the high school that are very interested in utilizing >> purpose. >> Yes. Well,

079either way, it's a position whether it's an existing employee or not. >> I don't want to freak Karen out. Not we have not thought about >> Oh, not even done with the original submissions yet. So, and I still put it in >> that's important is that in the high school we really do a pretty good job of meeting the students needs wherever they are. you know, we will run an independent study course for AP whatever with two students in it. Um, and that can a teacher can pick that up and we can adjust schedule. So, we don't actually need in many ways a new staff member or even what we can do is adjust teaching loads um assignments so that we can meet some of those needs. Uh, one of that's one of the advantages

080of having a high school one with talented teachers that we have, but also with some of the small class sizes that we have. Um, you know, one year we'll run uh anatomy and physiology. Um, another year we'll run physics. So, we can meet some of those changing needs that the students have um based upon what the staff might be teaching the subsequent year. So, by having staff that aren't, you know, loaded to the max with 30 kids in a classroom and 120 student load, um, we have some flexibility there to they can pick up a a new course that they might be interested in and meet the needs of the students as well. Um, so we really we're going to do our best to maximize the potential of the staff that we do have. If

081we determine that we need additional staff, then of course we will do that, but I think there's some wiggle room in what we do have. particularly in the high school >> and the portrait of graduate that's rolling out there. >> I'm excited to see where it goes. >> I'm glad we're finally doing it. >> Yes. >> Thank you. for our final presentation. Hi guys. So for everybody knows me here um this is our our new uh it's called a surf plan and it stands for cardiac emergency response plan. Okay so it's our AEDs and our um CPR the CPR and so I first like to thank Mrs. Brundage. She got us a grant for was it was it 20,000 or whatever it was. we were able to buy 10 new AEDs. Um, giving the district,

082I think we've got 23 AEDs now. But more importantly, um, we were able to get the same type and have the same type of AED in in every classroom. And then with the ad A ads that these replaced, we're going to take those to the uh all three of the offices at the school and the bus garage and we're going to keep them for um sign out so that when we go on field trips and things like that, we're going to have a with us at all times. Um, so this come out um in September of last year is when I found out that in January we had to have a SR plan. We already were doing most of the things that were required in the plan. So it was just a matter of kind

083of putting it on paper. Um, so Hannah is one of our nurses and she's our ser uh she's the coordinator and then this is just we have to have a plan for each school. This is the plan. So as you can see the team members on this are any one of the security. They're all um certified boy lefty gone. These are the team members that are on there. Um, and then if you move down below, these are where all of our AES are located in the high school and in Senica. Um, right now we've still got a few AEDs that we're going to put down at the Greer. We're going to put um by the softball field and then we're going to put a couple more over at fence. So once I once we get

084the other ones outside, then we're going to make a big poster that we're going to put at all the entrances in the schools so that anybody coming in is going to know exactly where they need at. Um, one other thing that we started doing too, when we hire new people in the middle of the year, when they go through their orientation process, they stop and see me. I go over all the standard response protocols, all the safety stuff and then we actually take a tour and I walk around so that they can physically see where every AD is. Um, it's very important that we know where these at these are at. We may not all be certified, but the beautiful thing about these are number one, these are fully automatic. So, as soon as you

085open them up, it starts telling you exactly what to do. Um, the difference between this and the older models is you had to have adult pads and infant pads. These, this one here just has one pad and as soon as you hook it up, it reads the body's um system and it tells you exactly how many jewels to to give to them. So, even if it's a little kid, it's going to read that they need a less amount. It's just going to give them the amount that it needs to get the heart started back up. um maintenance, we got to do monthly audits on them. So, within the program, we've got it all tabbed out where they'll come and check the batteries. Um there's a green light that's'll be flashing if they're fully charged, which

086these batteries are good for like seven years, so we're good on that. Go ahead, Mark. One more. Okay. Um, so this plan is I'm not going to go over every slide, but one of the things in the AED boxes that we have, so we got the AED itself. We've got the response kit. So, this is going to be your scissors, rubber gloves, all the stuff that you may need when you're using the defibrillator. We've got emergency stop the bleed kits. So, these would be for somebody that was uh impaled, could be shot, anything. It's got the cellulux gauze. It's got the tourniquet itself, rubber gloves, um more gauze, and scissors. So, that's the stop to bleed kit. We also have epi pens. And then in the AED kits that are right near the cafeteria, we

087have the life hacks. Does everybody know what life hack is? Anybody? >> Go ahead. >> I should have brought it. Um, I'll bring it in next time. But it looks kind of like a little plunger with a face mask and you put that if somebody's choking, you put that over their face and you push down it releases the air and then when you pull back out, it sucks the food back out. Somebody's choking. Um, and then we also have a decision tree. Even though this is fully automatic, if somebody ever wants to just take a look at it, it's a decision tree that's going to tell you what to do, you know, depending on where you're at. And then there's also a post response procedure. So, anytime one of these are used, there's a form

088that's got to be filled out, sent to the state, um, and kept on file decision for that as well. Um, any questions on the AED so far? How often do they have to be replaced? >> Well, they don't have to be replaced. The batteries have to be replaced every five years. The pads um or the the pads that go on you, those are every two years. >> So, everything on that table in that kit, >> everything. Yes. >> So, this kind of hangs here and then we kind of have everything else smashed in there. I'm just kind of showing everybody so you know what's in there and where it's at. >> And it's not is it locked up or is it No, it's not locked up. >> That's a great question. >> Yeah. So, >>

089we go back and forth. We don't lock, right? >> Which is I understand. Are we worried about somebody just grabbing stuff out of the kit? >> I mean, so far we've had the ones that are at Vets Park that are outside and that's part of security's job is to make sure that that's there and everything stays there. So, we're going to we would rather chance it and take the chance of having to replace whatever's in there, including the AED, than not be able to get to it. Um, we had a staff member what was it last summer or the summer before? >> I don't know. Recently, we had a staff member whose husband Oh. >> basically fell over and died at a sporting event and they had a heck of a time getting the AED.

090They finally got it and they saved the guy's life. But we don't want that to happen. We want to we're we've kind of placed these strategically. Um we they should be you should be able to get to an AED three minutes from drop to shock. So if you go down right now, I need to be able to find an AED in about a minute, minute and a half and get back with it and get it hooked up. I physically walked every corner of this building to the nearest AED and we're about just walking we're about a minute, minute and a half to any one of them. So if you, you know, put your steps to it, then you can get to them quick and get back. So we've got them all over the place and

091we're going to have that posted up once we figure out where we're going to put the outside. Well, I have a good idea once we get them up. >> And I agree with not locking it. I just want to make sure that like what's our process for making sure >> once a month we have so once a month the nurses do audits. >> Okay, >> that's in this book. Each AED itself has an audit that's associated with it and we do so they're they're done monthly and then security as well. We'll check especially the ones on the outside we check to make sure that they're still there. >> Good question. >> Anything else on the AE? So, with this uh in that grant money as well, um February 9th is going to be our one

092of our superintendent states also the day that we're going to go live with student safe, but we're going to be able to certify almost 60 people and CPR and then they're also going to have the stop the bleed class as well. In addition, Chad's going to have you need a little bit different level of um the CPR A first aid class for the coaches. So Chad's going to run a not Chad, Anna is going to run a class for the coaches to get certified in CPR and then we're going to be able to certify about another 60 people on February 9th. Any questions on anybody so far? All right. Um, next we're uh I just went to a raptor safety conference in November and one of the it's a it's a great conference to go

093to, but one of our needs that we felt like we need that uh we felt we needed the most is our threat assessment piece. we were using a a different company and it was okay, but the product that we're getting ready to go to with student safe is is awesome and I'll talk to that um a little bit more. Go ahead, Mar. All right. So, right now, Raptor is a company that we're using and we right now we have we're using their visitor management. So, any of you guys that have ever visited the school, um they you have to stop and see Tiffany, give her your driver's license, she'll put it in this little thing that looks like plunger. And what that's doing is it's checking the database to make sure we're not letting in

094sexual predators. Okay? So that's the one of the big things that the visitor management does to us. So Teresa, if you man, said, "Hey, I got a meeting with Ray, Tiffany, and type you up, scan your ID, she print you out a pass, and it tells you where you're going and it has your name on there." Okay, so that's our visitor management. Um, we are going to upgrade that system to they've got two different programs. One is called raptor passport and the other is called event safe and it's all part of the visitor management system. One of the upgrades that we're considering doing is the raptor passport. So that would be like when prospect has their uh family pick uh parents ahead of time we can give them information have them go in this app

095put all the information in it's going to generate a one of the smart barcodes. Once it does that they come in they put it underneath a iPad and scan it and it's going to print it's going to check the database and then print their pass for that event. So it could save a lot of time with things like that picnic that we have a prospect or any kind of event that we wanted to make sure that we're we want to know where people [clears throat] are at. So that's a it's a big thing. Um so that's the visitor management right now. We've we've used that system for since before I got here, but that's the only system that we used for raptor up until last year when we went live with um the emergency management

096piece. Okay. So, go ahead. Uh okay. So, the visitor management just kind of like we just talked about. It's going to scan your ID, checks against the National Sex Offend Offender Registry, and then it prints the bad. Go ahead and mark dismissal safe. Um, last [clears throat] year, dismissal safe is going to be just at Prospect. Um, we were supposed to go live with this missile safe last year and it didn't happen. And there was some problems with the the data, I believe. So, what happened is Raptor bought this other company that did that own this software. I don't think everything lined up perfectly, but either way, we're going to be going live with um this missile safe this year. Um so, a couple of the things that does is uh for parent pickup right

097now. Basically, a security guard goes outside, looks and see who's there, writes down those names, and then lets the teachers and everybody know. They call those people down to the office. They line them up, and that's how they kind of do that. With dismissal safe, it's an app, as you can see, the app right here. Um, it's going to be able to it's going to have the bank, the people that come for the car line at the parent pickup. They're going to be able to call in, make changes. The secretaries will be able to digitally change everything, and then they're going to get a print out at like 2:30 of everybody that's going to be there. So then when Dave gets there, he can just kind of or the guy that goes out, he can

098those people will already be banked in the system and they can just select them. They can line those kids up exactly in that order and then they can roll. So that's um part of the car lineup. The bus line is going to do the same thing. Um, uh, sorry, I'm getting nervous here. >> You got this. >> Um, so the bus line, we're not going to we're not going to go live with the bus line until probably next year. The car line, we want to kind of do that piece, get it lined up and and make sure that it's running. U we're, we're going to understand that first and then we're going to go in the bus line. All right. Go ahead. >> Can I interrupt for a second? >> Yeah. >> Mrs. Oaks, how

099much time do you spend on dismissals every day? >> Right. [clears throat] >> So, if you've been to prospect at the end of Well, actually, it's pretty much all day, right? All day. It's spreadsheets because one of the most important things we can do is make sure we get the students to the right parents. Um, and here we have some unusual circumstances of who can pick, who can't. Um so that could check and triple check. So having this and automating this um with database is going to make this significantly more efficient and more effective at the same time. >> How do we make sure the right parent has the app? >> Good question. So how do we know who's has the app? What's the confirmation? >> This system talks to P school. So anybody in

100power school who's a a gu legal guardian that can pick them up, it's already going to be in there. If the parents call in, then we can also add people as well. >> So it's based on their phone number that they put in >> based on information. Tracy, you're talking about two different things. This works a little bit different than the coming in and scanning yourself in there, right? It's within the same system, but they function a little bit different. That one different. >> Yeah. There's there's layers to that when they filled out their account. Um, but this is set up in house and we push the information out and set up. >> Okay. Oh, so the information is pushed out from our system for this dismissal site. >> Yes. Gota. Okay. >> So, raptor,

101power school, and class lines all talk to each other. She can explain it better than >> No, I can, but you don't want. [laughter] >> So, all right. So that's uh so visitor management we've been using forever. Dismissal safe we're getting ready to go live with um this year. Raptor alert we went live with last year. Um this is our emergency management piece. So anytime that we go into a home in place, a lockdown, lockout, not lockout, secure evacuation or shelter in place, these are what we use. Um so kind of the thought behind this whole process is there was never um a standard response protocol. Every school kind of just did their own thing. Back in the early 80s um they come up with a standard response protocol. Um, the I love you guys

102foundation is one of the found or one of the companies that was intricral in starting the standard response protocol. I can't remember the guy's name, but he taught u he taught the class at the raptor conference this year. His daughter was actually killed in a school shooting in December or in um Colorado and her last words to mom and dad were I love you guys. So after this all happened, this guy started the foundation called the I love you guys foundation and raptor's a major sponsor. So um the standard response protocol that I hand out to all the teachers is over with everybody looks all the icons and everything exactly line up with Raptor. So basically any kind of incident that happens we're going to drop into one of those buckets and then we're going

103to follow the protocol for that incident. So, if it's a hold in place, it doesn't matter whether it's for a flight, doesn't matter if it's for a medical, our teachers, our staff is going to get a hold in place alert. We're going to accompany that with a PA announcement. If it's a medical, we're going to let them know it's a medical and we're at. Um, that way everybody, if I love the system because if something happens at prospect, there was about a 50% chance that I may hear about it or might not. Well, now when we use this, I know everything that's going on across the campus or if you're on your at conferences or whatever, you know what's going on. So, it's a pretty cool system. Uh, go ahead. Next slide, please. >> Okay,

104so again, these are the types of alerts. The one I didn't um mention is team assist and I'll talk about that here in a little bit. But so the the five different types of incidents are lockown, secure, lockout, evacuation, shelter in place and home. Okay. Um so these are kind of just the steps. It's very easy. All you got to do when you when you go into your Raptor app is just click on any one of the whatever icon it is that you want to select and it's going to automatically notify everybody else in the school or Okay. So, Raptor allows for real-time tracking of students and staff. So right now um when we go into a lockdown we Gallagher is our system that we use for a lockdown. That's what's going to we have

105to push a we have to push a lock down pull station or panic alarm button. And once that is done for a lockout that's going to initiate a PA announcement. The blue lights are going to start going. There's an alarm and then the card swipes turn off after 10 seconds. So the we still have to physically um push the lockdown postation if we're in a lockdown with Raptor. We're going to Raptor right now we're using as kind of a notification piece and accountability piece. So if we do go into any one of these things um it's going to notify everybody and then we're going to be able to go in and account for ourselves. So, >> so who does the like the checking of whether they're absent or injured? That >> So, that's the teacher.

106>> Okay. >> So, what would happen is like for a teacher, they're going to go in and account for themselves. Say that they're in room whatever it is, and that they're safe. And then they're going to their class roster is attached to that. So, they're going to go in and select and account for all their kids that way. Okay? So that if they've got three kids missing, they're going to select that everybody's there and then just go back and uncheck those three that are missing and then they're going to mark them as absent. >> Can you guys see this? All right. >> All right. Go ahead, Mars. >> Um, and that right here is where the big piece of it, the the reunification piece. So within the emergency management app, it has a separate kind

107of separate software for the reunification piece. Wherever we're to go into lockdown, we can assign runners, we can assign unifiers, and there's one other one in there that we can assign all these different duties. And then your runners are going to go get your kid out of the auditorium. We've got a plan set up for that. they're going to bring them back and then everything is going to be digitally. You're going to be able to see digitally [clears throat] exactly what's going on. And that's what I tell people that schools that don't have Raptor if and and I hate to just use the lockdown because I hope that's the one thing that we're going to practice all the time and never have to use. But if we ever did have to reunify, think about as

108parents, what's your number one thought? I wonder if my kid's okay. Well, with Raptor, you call in within 10 minutes of this happening, we're going to know exactly who's accounted for, who isn't, and we're going to be able to drill down on that whatever three or 4% of the people that aren't accounted for and find out. So, that's going to that's a huge piece just for peace of mind for parents. Go ahead. Um, it also has a it allow it's it's a great uh tool. It allows me to keep track of all our drills. It tells me what percentage of the staff are doing what they're supposed to do, what percent of the students are accounted for. Go ahead, Marc [clears throat] and then it integrates with uh other systems as well. So right now

109we have zero eyes is our weapons detection system. If zero ice gets a hit where it's a true weapons dete detection, then that's going to actually trigger a lock down in raptor. Um, so the team assist, we haven't really talked about that. the difference between the the normal rafter and the team assist. If um if I were to hit the hold in place, that's going to go out to everybody who has the app. Whereas the team assist, each one of these headings is has a different team associated with it. So if there's a I rate parent, that's going to go to all the SRO's and security. Um, if there's a if somebody's using the someone's doing CPR or using the A and B, we've got that set up for that team. So, if whatever one

110of these team assists that you select, there's a different team that's associated with that is going to respond to that incident. So, we're not putting the whole school in a lockdown or a lockout or one of these other things. [clears throat] We're just getting the people that we need to [snorts] take care of that incident. That make sense? >> [clears throat] >> Okay. So, takeaways. Raptor alert saves time and lives. Improves coordination between staff and responders. um empower staff to to act confidently in critical situations and then uh accountability for for our students and for our parents to know that their kids are safe and even though you know there's some sort of incident that's going on at the schools that any questions on you or stuff. >> Yeah. Um, let's go back to visitor

111management. So, everyone knows when you come to the building, you got to put your ID in. What are we doing about all of our after school activities or >> that's why we're upgrading. >> So, right now, if somebody was to come into a basketball game, are they swapping their ID as they walk in? No, we're going to a football game. And the reason for that, you know, the the difference if if you've got a visitor, construction worker or something here during the day, they've got access to the whole school. Whereas basketball games, pretty much everybody's in the gym or everybody's in the auditorium and I don't think anyone's going to try anything. That's one of the reasons we haven't too concerned with sporting events and things like that. But when we upgrade the system to

112event safe and that then we're going to be able to do some of these other things. >> So at some point we are going to be checking everybody as they're coming to our >> I don't know if we're going to do basketball games. That's that's kind of a big decision that we'll you know talk over but um we it would it would enable us for like one of the things I was thinking of is when we have the vendors coming in here that would be a we always struggle with that. So that's um things like that. >> Set up during the day. Anytime you have any events in the building during the school day, we always have it set up in the hallways and checking every single person that's coming in during school day for

113any event that we do. [snorts] >> What happens if they don't have ID? They turn >> if if they've been here before, they can look up the name >> and like at the hospital. >> Yeah. Thank you guys. Any other questions? Question. >> It says custom. It's a custom databases in your slides. So it doesn't full you can program it to not just check the sex offender registry. You can check like no slide list and stuff or >> well for this for this software it's >> something [clears throat] that you can put special like lists to like disallow people and such. >> Yes. >> Okay. I'm just >> Yeah, we can we can tag people. There's also there was like coding protocol in there with visitor management that you could set it up and has

114different things like that. Any other questions? >> All right. Um, student safe. >> Can I skip the student safe for another time? So student safe, I'll just talk about a little bit before we change subject. I was maybe this is more for you guys. >> Sure. >> When do we think we're going to implement something like that for our events? Because we're bringing in several hundred people for all these events and especially when it's a sporting contest, you're bringing in dozens of other community members that we don't even know, >> right? >> So this is something that I've known in the community that people don't want sexual predators in this building or on this property. you know, these people who have certain backgrounds, we don't want them here. So, that's what I'm curious about. When

115are we even going to implement this for our sporting events and other things that happen here? Well, I mean, if the direction from the board is put it in place, then we'll put it in place. But, um, you know, the difference between a sporting event, which is well, let's say a sporting event and then the regular school day. In the regular school day, we have students moving through a variety of places. They're supervised, but if they're going from their classroom to the hall, um it's different than being in a self-contained place like an auditorium, >> but we have security guards. >> And we have security guards, you know, who are monitoring a large area. Um, so if we have someone who's coming into the building, a visitor that we don't know, all of those individuals

116during normal operating hours are go through the raptor system and are screened for that, you know, the basic checks. Um, one, you know, do they go through the predator uh database? And two, are they people that we know have had we've had a problem with? Because that, as Owen mentioned, we'll trip if we have our own list of people that we want to make sure we don't. So that's a different environment than when we have an event. When we have an event, the building is closed to a certain area. We have a much more dense um supervision. So supervisors and there's a lot more control over who's going where and what's happening in that certain population of people. Now if the direction from the board so that's how we've been able to say and feel

117more comfortable with not screening every single person that comes in. We have security on we have SRO's on typically for a large one. We have student or we have supervisors that are on and we are consciously looking for problems um during the school day. you know, those supervisors, even if it's the same number, are spread out over the entire campus and they can be looking for a problem, but we want to make sure that we know exactly who's in the building at that. Um, if you say from this point forward or well, it can't be this point. We need some time to put it in place. Uh, because that's a huge undertaking, right? Because people don't want to stand in line out the door when it's five or nine degrees out for 15 minutes or

118longer to get cleared to come in. Um, but we can do that and this new system will allow it to be done more expeditiously, but there's still going to be inconvenience and delay. >> So, what's the inconvenience if somebody snatches a kid? >> I'm not. Listen, I'm, you know, I don't know of any district, at least in Western New York, that screens every person coming into a sporting event. If the district says that's where we want to go, we [clears throat] can put that in place. >> I have zero problem with that. And this new software will allow us to do that more efficiently. Um, and if you're going to be the one to say you're going to take calls from all the parents, which I guess I will, that's that's just part of my

119job. >> Okay. >> So, but you know, the safety is paramount. We believe we compensate for that and can have provide a safe environment because of the amount of supervision we have in that area. >> But to go back to Carrie's point, how are we identifying people that we know are >> sex offenders or know they're a sex offender? Then we're not going to let them in whether we're screening them or not. >> But I know, but like if you go to a football game, I mean, we don't have admissions. I mean, how many times do people come in? How are we I guess my question is more how are we identifying who they are so that if somebody sees them then they can >> we're not I mean we're not really identifying the person

120as much as we are trying to keep an eye on making sure that bad things aren't happening which is why we have not only security but we have supervisors. So the way we got it kind of set up is like tonight at the basketball game, there'll be several um supervisors on. Supervisors will watch the event itself and take care of any of the problems that are going on in there and security is at the front gate. We're watching the halls and the doors and that kind of stuff. So a lot of times a security guard might be a supervisor one night, security the next. We're all working together, >> but that's kind of the way that's kind of the way we kind of divide it up. um responsibilities so that like tonight there's probably at

121least three supervisors that are on in every corner of the building and then we've got security at the front desk. They're kind of watching bathrooms and stuff like that. So, I mean, I feel pretty confident that something's not gonna I can't say nothing's ever going to happen, but I feel way more confident at a sporting event where we've got all that on than, you know, during the the school day where somebody could have access to any part of the building. The other important part is even if we have access control. So if we're at Vets Park, right, and the new soccer uh complex that we have in the back, one of the considerations that we have when we're putting in place is access control period. So there's perimeter fencing all the way around specified entry

122points so that if we get to a point where we want to say nobody comes in without either a ticket if it's a cost concern or going through security we can put that in place but in reality unless we're going to man the entire perimeter somebody has climbed over a fence somewhere >> right I mean so we rely on trained security guards, trained supervisors and relationships and expectations so that if something happens, we can mitigate that. Our real goal is to prevent it. That's why we have all these people on, right? I there are likely easier places to do harm to a kid than at a school with our security and supervision. Um, and that's done on purpose, right? I mean, all the way back to uh Coline and every research from the CIA and

123the FBI task force have said your goal is to present as a hardest target as possible. You're not going to be able to do everything. You know, you if someone wants to do harm to you, it's going to be very very difficult to prevent that, right? We can have metal detectors at every single door, but we have literally hundreds of windows around the building that open. you can just open a fire exit, somebody can put something in the window. So, what we need to do is have security, have cameras, have people monitoring that and make sure that we're well organized and know what to do and what to be looking for. And also safety and security is the responsibility of everybody and we talk about that. The students, if we're in a lot, we don't

124know, we don't let people in through doors, period. We have certain entrances and we work on that. We work with the students on that. So, you know, to get to the real question, you know, can we implement a process where every single person that comes to a large event we screen? 100%. Will it take time and be inconvenient? Yes. But in all reality, security is inconvenient, right? It by definition, it's inconvenient. And that's where we run into problems because it becomes inconvenient. People get relaxed. Something doesn't happen for a long period of time until we're so relaxed that something big does happen and then we're all of a sudden back to starting point where we're saying how come we're not doing this. So it's a bit of a balance, but we'll take direction from the

125board as far as what you know direction we want to head into with large events. But we're prepared and getting more prepared to do just that. >> Yeah. >> So part of this I guess those of you might might be on the safety committee. When's the last time a safety committee and what's the recommendation from our board safety committee? >> Do we even have a recommendation plan? >> We're we're going to have a meeting in probably March and we're going to get all the offside. We've had we keep we have safety committees here at the for the district and the school >> at the building levels. We just haven't we about a year or two couple years since we've held the district level >> district level. But that'll be a topic. We were talking about

126this last week as we were preparing for this of when we're going to get the big one together again. Um so the goal will be three times a year and we're going to have one in >> I'd be interested to hear what you guys recommendations. All right. >> You said go ahead. >> So student Yeah. So student safe is um that's our it's another raptor product and it's the threat assessment piece u for the threat assessment. We're going live with that on February 9th. Um couple of the things. All right. So, so the big thing, the big difference with the system that we're using now and Raptor is people being able to enter low-level concerns. So right now if there's a bullying incident, a suicide incident or any kind of behavioral threat assessment, it kind

127of they get the student will go down to the counselor, social worker's office and they kind of do everything right there. There's not a lot of involvement with the other staff or teachers. So whereas the student safe is going to be on all the teachers computer, they're going to be able to enter these low back. They're going to be able to go back and enter the low-level concerns. Um so that's that's a big piece. The other big piece that I think we've been missing is just the transition from one school to the next. So if you got a student that's got some concerns at Prospect, are all those concerns making it over to Senica and then from Senica to the high school? So with this system, it's going to there's three separate schools that are

128set up in there, but um depending on your level of access. So a social worker, a counselor will be able to go in and look at any student and see all the concerns that they've had, whether they're bullying, threat assessment, or any kind of just low-level concerns. go into that next box. >> So would that system then will it be able to link like siblings or you not know that >> it should be because P school? So >> it's yeah it's it connects to P school to class link. So anything that they're doing is going to set it up and give it it really is kind of sweet. You go in and you fill out each category within there and it allows you to tag, you know, if there's a bullying incident. It allows you

129to type kids that were involved and shows up for alerts for them and so on and so forth. But it's all through P school. So you look up a kid and it powers school will give you all the siblings, family members, all of that kind of stuff. It does a little >> I guess kind of where I'm going with it is like one of the things on here is hunger, right? Hungry. So if you know there's siblings, you know, >> is it just the one kid or do like has it been noticed like okay it's kind of running through the >> I do I'm not sure because we haven't we actually just got the software downloaded. I don't know all the ins and outs on it but I do know that like the f the

130liaison when they see students they see kids by family. So that if one popped up, they're going to we're going to know about it. >> So even if the system doesn't our process for implementing it, >> we already have >> by who's monitoring it. Right? So if I'm a liaison and I see my one family member prospect and another one at Sakica, in two days they're having a problem, >> something's probably we need to. >> Okay, >> so these here are just some of the things that um we all need to be on the lookout. We should be anyways. But now we're going to be able to actually actually log these in. You know, if I notice little Johnny just isn't himself this weekend. The teacher is just going to put in a small little

131note. Hey little Johnny, I've just noticed some changes. He's not acting himself. Then that's going to get kicked up to the counselors and social workers. So teachers aren't going to be able to, you know, dig in and look at any student they want and find out all their history. That's, you know, there's different levels to this, but anybody's going to be able to enter these low-level concerns, which I think is hugely important for like liaison and >> bus drivers. >> Bus driver, anybody. Yeah. Go ahead. >> The high value, lowlevel concerns. Um, and this on this one here, it shows Dylan, his parents just got separated. And then throughout the, you know, the whole time thing, these are different um types of behavior that he's been displaying so that we can hopefully we can be

132more proactive with this system and less reactive. You know, again, as a social social worker or counselor, they can go in and look at pull any of their reports and they can see where all their bullying concerns are. they can see if there's one school that's, you know, worse off in bullying than another or what school has the most assessments, whatever it may be, or incidents. And everything's right there for either the student or drilling down by school level. and also allows you to drill down by, you know, whatever, however you want to drill down, whether it's ethnicity, um, male, female, age, or whatever it may be. But more so, um, every person that interacts with the students carries a piece of the puzzle. Um, often the puzzle is not put together until there's a

133crisis. Again, that's that's the piece right now that I think that we can do better at. And with this system, it's going to allow us to do that. But, uh, and again, um, we want to empower all staff. You know, it's just like see something, say something. If you know, if they notice a change in behavior, then they need to log in. Good. So, in putting this together, I pulled any uh I pulled all the board policies that have to do with any of the things that you see on there, the student handbook, code of conduct, all that. So, that when the system is uh put in for sale making, it's going to reflect all of our policies and procedures. Go ahead. Yep. All right. So, that's pretty much that's all I'm going to talk

134about right now. Um, the the main thing with with the student safe is that piece from being able to see a student any student from kindergarten all the way up to 12th grade and see any concerns that they have. And you know, if you see a kid that comes out of prospect and he's got not he comes out of a certain school and um he's got a whole bunch of different concerns, that's something that we can now carry over or we don't even have to carry over. The person at this school is going to be able to go in and take a look at all their students and see the concerns that they may have had or assessments or whatever at the school they're at before. So, will it also notify you if a kid

135is uprating like automatically? That's that's what I want to know. Like all of a sudden that you you see all these behaviors. Will the system notify someone? I don't know who that someone is. Probably a social worker, I would think. >> Um to say, "Hey, you might want to take a look at this student right here because from what's been entered, it looks like something is going on." >> Right. And that's why like even >> um a lot of times >> you may have a student that >> one teacher notices that change of behavior, second teacher notices it, but nobody puts it in, you know. So that's that's a huge piece. We gota we gota I mean it's a huge part of this process. >> It sounds like it would be really good to help

136notify. So when they go in and they select >> certain categories, bullying, whatever, there's a team of people that are assigned to that particular task, so to say. Okay? >> And anytime a kid pops up, if there's been bullying, there's going to be a team of people that are automatically notified. There's been this incident. Um, and then they can go in and make comment. Um, they can add information. Uh, and it allows them to connect the dots between kids. So if they see one kid that is constantly being bullied because his name pops up as the recipient of that activity, you know, Ray's running around school, you know, picking on me and then Kobe's picking on me and then Owen's picking on me and my name pops up as the recipient of it, then that

137also gives them me to look at. So not just the the three people that are picking on me, so to speak. So let me ask you this question. the management of the team members, like how are you gonna manage if somebody goes from a fourth grade teacher to a coach or um Jerry leaves and is replaced by somebody else or his roles change, right? And now he's not doing what he normally does. Who's managing those team levels in this? >> So some is done by my office because we do it by title, >> right? and building. >> Okay. >> Um, some of that flows in from our office, but a lot of it is going to be managed probably by an MTSS team who is going to make sure that these stay up to date.

138So, when Jerry leaves a person that walks in and takes this place, they are automatically put in those assignments. >> Okay. question. >> No, that's an excellent question because >> it's important to recognize, right, that >> you know, we have now 23 AEDs that have to get checked every single month, have to have the pads expire before the certain point. They have to be replaced. We have to keep track of everything else that's in there. The Narcan expires, the EPI expires, >> prescriptions for all that stuff, >> and we have to have prescriptions for all of that. Now, we've got this system in place. So when people come go training because the last thing we need is an alert to go out on somebody and it went to somebody who's you know gone for six

139months. That's that's the reason I ask because >> the and you know the question then becomes well why do we need so many what do these people do right you know and all of these systems that we put in place are fabulous but there's an incredible amount of time behind the scenes >> so that we don't end up with oh it got sent to so and so who hasn't worked here in three months and now we have a real problem >> right so that'll fall on Ry and that's why we revisit our plans periodically. They have to be updated at least every year and one of the things is going through who's here, who's not um and making sure that that's all current and up to date. And we also do our best to have

140redundancies. So we had two weeks ago was it Sunday, Saturday night? Um we also have gaggle which monitors all of our electronic communications within our student systems. Was it 10 10 o'clock 10:30? um a communication between stu two students on an email. Um it was indicative of a suicidal ideology and it sent an alert to six of us. Um and so we have some things in place for something like that. There's six people that are notified and we will communicate with each other to make sure one of us is taking care of that. So we rarely if ever rely on just one person because that person was asleep and then there's other fail safes because if nobody had responded to that then they start making phone calls >> and if nobody answers a phone call

141then they call the police department. >> So there are protections in place to make sure that you know alerts don't fall through. Um the threat assessment piece we have each school has their own team that has an assessor, has a reviewer, has an external reviewer, there's a primary and there's a secondary. So if Mark's out, Nikki's his replacement. Um so that's all in place. So if Jerry or whoever somebody on that team retires, then we're going to assign that position. Okay. So all the I've sent that to all the building principles of Mark making it we all know who's on the team so that we can manage that. Is that what you meant by that question? >> And then the other thing with the student safe you know it's a software program so any anything

142that's done any concern or threat assess behav whether it's a behavioral threat assessment or a suicide assessment or bullying it's all going to be in there. There's um right now our people use the Sea Stag model, but there's also a model called the NTAC and then there's the Kaiser. I know there's three or four different models. We've got all of them. We can keep them all. They like the Sea Stag. So, we're going to we're going to start off with that, but we're going to train on all of them. February 9th, we So, the guy that actually wrote this program is a guy that's coming down and he's going to train our staff and do our presentation. So, thanks Bill. >> It's gonna it's going to be a good day and we really need this

143system and I think it's uh I think everyone's gonna like see >> that's all I got. That's all. All right. Now we have our board information and report. Oh no, our consent agenda. Sorry, I lied. We uh need a motion to approve our consent agenda. >> Tracy and Dale. Anybody gonna be upset with that motion by Tracy, second by Dale. All in favor? I opposed. Motion carried. Now we have our board information and reports. Um February 10th is our next board of education meeting right here. Uh the 11th is our indigenous education committee meeting to be held at 4 uh in the LTI right here again. And then February 24th is our next board of education meeting here. So we don't have really a lot going on in between a couple meeting. Uh thank you

144everybody for coming tonight. Uh and with that I'll entertain a motion to adjourn. >> Motion by Sad. >> Second by Carrie. All in favor? >> I abstain. Motion carried. Thank you everyone for coming and thank you for your presentations. Jerry, I wasn't trying to hint that you should retire.