001[Music] the Pledge of Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which his fans one nation under God indivisible with liberty and justice for all right thank you I want to remind everybody we are live streaming the board meeting tonight so welcome those who are both in the room and who are joining us via the item on Genet is to make a lotion accept a motion for consent agenda items I have a motion by Earl do I have a second by Travis any discussion all those in favor ow next item is um would like to ask if there's anybody present who would like to speak with um to any item that is not on the agenda or any other topic hearing none we'll move on
002to Old business we have several Neola policies for approval yes I would like to make a direct a on your agenda with the exception of let's table 24 4216 um 3216 and 12 16. if you're fine with that we'll table those three and recommend approval of the remaining list and then I would ask that the board take our advisement first reading which is item number six on your agenda but there's together to hit better advisement for first reading tonight okay so if we could let's take this in a couple of different sections first if I could have a motion to table those three policies 42 16 32 16 and 12 16. I have a motion by Tony I have a second by Travis any discussion hearing none all of those in favor and then so
003the other policies that were listed for approval under Section A of the agenda do I have a motion to approve those policies I have a motion by Pat do I have a second if I have a second by Tony in a discussion all of those in favor 7-0 and then um under as Jim stated under 6A down below these are a first reading so there's no action to be taken on those policies so then we'll go back up under 5B students Nikki I think you have something on student exits I do so I have two pieces of data I wanted to follow up and bring to you that we've talked about previously one is our student exit survey this is new for us so our count day numbers are approximately a hundred students lost from
004the difference of last year to this year total so we've wanted to make sure that we were being very thorough and looking into why that might be if there are things that we can work on to improve things we can work on to look at processes or know where some strengths were so we shared exit surveys with each family who has left us and asked for some feedback we did not receive all of those back but we had a pretty good response rate for the first time doing it and we reached out by phone for anyone who didn't return to us and did it by phone call so I wanted to share with you what we found out and a summary of that information and then I do have individual responses and I took those
005in tabulated these results but I would mention this data won't match up completely of what you see on the corporation transfer report we'll get in November because this is based on who responded to us so we had some who aren't captured here at the high school nine responded back Middle School 16 Brush Creek 31 nbe 37 Hayden 9 Sand Creek 11 Grand Creek 9 and Scipio 10. those who filled out the form we really got a depth of information they shared with us some strengths they shared with us weaknesses and then on a likert scale of one to ten rated some areas so moving forward we are going to ask to use the exit form anytime a student withdraws and we really felt like people more more candid on that form than they were even
006with the phone call in person so that's going to be a process that we put in place and continue to do So based on where that is right now you can see at the bottom that's percentage by category that's not number of students so of those who left us 44 of those students moved out of County and these are students who truly moved out of County they're not just attending school outside of the county their family for a various list of reasons moved out of Jenny's County and you can see that is the most significant group the next most significant group was withdrew to another school of these 31 at that 31 only a small handful uh reported to us that it was another public school there mostly were to a private school the vast
007majority being the new school that was in town for this year which is Columbus Christian they cited as their reasons religious reasons and smaller school size that's what people responded on that portion we did have just about 15 percent that responded to us that actually transferred within County our own schools but they gave us information about the school they left which was helpful and then the others were handfuls of small reasons such as uh three percent it's actually a total of six students who moved to an online program they've previously been online and we didn't offer that program any longer they went with an online programming at one percent to homeschool one percent high school equivalency exam at the high school level those students most of them were reporting that they wanted to work to
008help their family full-time so that's why they chose that path some two percent for medical reasons and one percent noted uh concerns with peers so that was just a quick summary and again that's just of who responded to us so it won't match the corporation transfer report you know dollar to dollar matched match but it was really great information that we're now going to have a discussion with at our admin Team level and dig into some of those facts and some of those comment sections that they shared with us talk about things like problem with their peers or moving to another school do they get specifics is it just like there were three parents and two of them then okay um then is I'll move on to the next item sure summer school day yes
009so we Todd Epping you're not actually going to present this one together and Seth has the slides to pull up for us we had robust summer school programming this summer we've really been working hard to try to help fill in gaps that were created for students during the pandemic and so we had programming on three different paths and we're going to talk about those so we had our traditional summer school at the high school that's a credit recovery and we get most of that funded out of the state summer school Grant every year then we offered an elementary Reading tutoring program so for our K-5 students we offered them 16 sessions to come to school during the summer and get tutoring with a teacher or a paraprofessional that were trained in Barton and other reading
010interventions we paid for that through our sr2 and three grants and then finally we offer extended school year through special programs for students so our elementary summer tutoring program these are a number of students who were enrolled it was a total of 167 across the grades then we counted up the number of students who attended at least 50 percent of those sessions so you can see that 68 almost 70 percent attended at least 50 percent of the sessions for our first time ever trying this program and that we did not provide transportation we were pleased with that number we would have liked to seen it be higher but we only had a handful of total no-shows so we were pleased with that we did see that the gains were more significant for students second grade
011and above um majority of the students though showed some type of gains in and eating the ones who attended at least 50 of the sessions showed some type of gain or they remained the same which is also important because typically what happens in elementary is students fall back multiple levels during the summer twice the amount of time they're gone they lose double that over the summer in instruction that's called a summer slide and we were able to see most of the students who participated either stayed at their same rate and did not lose ground or they gained in one of the three areas we looked at and if you turn the slide it shows some of those areas we looked at so you see here the names have been removed the number of sessions a
012student attended what their Bas or Benchmark reading level is at was it the May and then we use the same test to see where they were when they returned to us in August after their 16 sessions over the summer we also looked at Star reading scale score or if they moved along in the Barton reading program so that's just one sample of one gray little snapshot to show you some of the data that we tracked individually at the high school level we had 46 students who attended summer school this summer and combined they completed 56 courses that they earned credit for so we had a good response rate of students who participated and earned credit to help them along to graduation we used the Edgenuity program and then teacher and paraprofessional support that's a half
013day program throughout that number is comparable to other Summers and years and Mr Edinger so with our extended school year our real focus is to prevent that summer slide so we know a lot of our kids they're working on goals below grade level so we look at what goals are in their IEP if it's reading if it's Behavior writing math and then we would plan instruction for that during summer instruction we had nine teachers one of our slps also provided speech throughout the summer 67 total kids attended extended we provided transportation for 16 of those kids to North Vernon Elementary and then the Summers or the sessions range over the summer for some of our kiddos it was only five it was right before school started they might have been transitioning from one of our
014self-contained programs to a gen Ed program and we wanted them to get experience in that genetic classroom meet that teacher so that they were comfortable when school started and then it ranged all the way to two per week or uh we did have a big emphasis on reading intervention so 58 of those 67 students did receive reading support through summer 55 of them we could collect the data for three of them moved before school started out of the 55 29 of them did make progress from their May star reading score to their August star reading score which was about 52 percent 12 percent stayed the same and then we did have a few kiddos that did not make progress but overall we had about two-thirds of our our students made progress or stayed the same
015over summer break our average growth was a was 0.22 grade equivalent on Star reading which is about two months growth and that range from 1.5 we did have a kid uh progress 1.5 grade equivalent now that end of the year score might have been skewed he may not have did their best effort but it did show 1.5 grade equivalent growth we we actually saw the k-3 students made a growth of 0.4 grade equivalent and our four through six students actually had a decline they they lost 0.15 great equivalent growth and then what was reported to us was nine out of those 19 students that did not make growth or did not stay the same did miss one or more sessions actually more than one session so we gave them that one session kind of break
016but then if they missed more than one session we started tracking that now and then our four to sixth grade our teachers reported that they had a lack of motivation they wanted not to be in school over summer break and they were starting to see that that they were some of our sessions were almost two hours so when we were keeping them there for two hours by the time it we were having a hard time keeping their motivated so we are going to we have the our students who attended we know their names so where the schools are in and we see our middle of the Year data we're going to glance at this data again and see if it helps them to grow anymore during the year by not having that summer slide so
017it's something we're going to keep an eye on to make sure that our summer intervention programs are operating at an Optimum level or things that we can learn to improve upon that we're keeping that data so just wanted to share that with you tonight and this was the program where they were allowed to pick their own times and yes as much as possible the 18 sessions we allow the parents the flexibility to try to schedule when it works for the worked for them this item was an inform item does anybody have any additional questions or conversation then we'll move on down the agenda um it looks like under programs we have Pace alternative head okay um this is what we're calling our PACE program is our Panther alternative classroom environment we have several alternative education
018environments now currently housed within our school this is looking at a placement outside of the regular school so I think go ahead the point of pace it's providing an alternative to expulsion to keep our students on Pace with their education um we see you know some students when they are expelled they aren't going on with their education we want to make sure we're giving them that option it aligns with our safety plan and it provides academic and behavioral support so we can help eliminate hopefully repeat expulsions for these students um it's for grades 7 through 12 right now it is the alternative to an expulsion and the enrollment this is the state requirement for anybody that's getting alternative education funding maximum of 15 for a teacher if there's an assistant in the room they can
019add five more and then it's going to be located in one of the classrooms in our education building jcec it's utilizing that program of Ingenuity like we used for summer school where the students can work at their own pace they can get some individualized instruction and they can work through as many credits as they're motivated to get we monitor their progress we can see daily their session logs we can see when they're idle we can see um the percentage of how far along they've come so we can monitor the credits that they're gaining in through High School it is offering the opportunity for more individualized assistance because they're each working on their own class the teacher can go around and really hone in on the skills that they maybe are lacking in or if it's
020the motivation how can we get them motivated um and they will all have alternative education goals each student will develop an individual service plan it will address the needs it'll address why they got expelled and then as they start meeting their goals we will update those and if new needs arise we can always write new goals as well as well we assigned either full days or half days and then because this is a new program off-site we definitely want to collect some data to see how it works and if it is worth continuing collecting about their student successes how many students are enrolled at each time how many credits they're earning while they're in there are they meeting their ISP goals are they meeting the goals or are we continuing to kind of spin our
021Wheels with that kid and then how many students are able to go from this program and successfully reintegrate back into that general education population in their building and no more expulsions for that any questions what determines whether they go a half a day or it could be based on student need so their own individual situation some kids we know struggle with full days and maybe they'd be sitting on a room the whole day now they would still have a full day schedule they would have expected if they are not attending full days I think a lot of factors there Travis it could be their behavioral plan it could be if there's I have a special education plan individualized education plan it could be a parent agreement there'd be a variable for every child the costs
022teacher we're going to use current teacher you'll see later on the agenda is looking at hiring a Para to help support that sort of time share between them so the teacher could be over there monitoring things at times but could also still attend to someone other duties and switch on and off with the Para so really the only cost at this time is just the additional Para and I'm going to be working on putting together all of the information for alternative education funding there's an application to add a new program so if this is successful we continue on there's more funding will be coming from an alternate that is just replaced it does not this is an addition we have not had an off-site just to give you some numbers from last year we had
02344 students recommended for expulsion last year we have an on-site at the high school and at the middle school most of those students work at the high school um that classroom also runs our in-school suspension so that's a lot of students coming and going um to go into one room and to provide that individualized need that behavioral need that's gotten to mentioned being recommended for expulsion Pat the other factor is is that sometimes children don't fit the it's like a round peg in a square hole of being in the Gen Ed program at your high school and being off-site makes that feel like I'm not really going to that school where I'm the round peg in the square hole it's like a fresh new start to what it is so you've got we have it
024at the middle school they have kind of a similar programs seventh through 12th how is that set up now the seventh graders in with seniors and how's that they would be placed strategic so they're in the room but right now we're looking at it so we have done that previously and that's where it comes in also sometimes scheduling so sometimes that's where the half days come into play so there's there's many different ways that we've done that in the past but we have had programs that were 7 through 12 span and between scheduling and Staffing and how we have the students work yeah and interact very much during the day I mean it's regimented their strict rules um there's they're not they don't have headphones in and they're not on their telephones and they're not
025walking around talking and playing cards and things it's it's not passing periods you know between the seventh grade that's where sometimes the supervision comes in making sure we have really good super Vision in there there and there is some loss of privileges happening more when you're in an off site if it were to grow to be big enough to say 20 you might be able to divide them out 10 to 10 and have younger children in another another room across the hall or next door it is done to supervision but you'd want to see how it grows and then they would be back to the table regarding that growth and need for additional staff but right now we've got one teach an aid that what is it in well the middle school went suspension and
026then they had their absolute suspension in a separate room but it's ran alongside with another classroom s in one of our self-contained classrooms so they're doing double duty the same thing at the high school they're doing double duty in that classroom there are students that are in there that are not on an expulsion those expulsion numbers I know code would kind of skewed everything there last year we are currently we're looking at we're in September we're currently sitting at seven students recommended for expulsion already so although this program has a different name we have had a similar program in the past actually housed at that same building um I think five years ago maybe six at this point we had the program and now as we've got coven we've been having available availability of an
027off-site program for students who fit that need so we'd like to do this as a pilot and we would be asking only for the addition of the para for this school year and if at any point the program grows we will bring data back we would ask to hire before we need any additional staff and we'll bring back data on how the program performs for the kids this year and share that with you after we get started on the pilot with it program is similar that's the restart s we start all set do we do we know why that at the time of some other needs for the building at the time it was between the transition of see just stopped we were moving it to Adult Ed we weren't sure on the amount of
028space there's a list of different reasons I was able to collect in the past of why it was just seemed like a good time to move them we definitely see the need based on current student needs to have this opportunity you are so lucky to have that facility it it's so well taken care of and so clean you know every school district would only love to beg to have a place like what you've created and established over there so you have the perfect place the timing's right so where will that so in special education department at the high school so we will realign some caseloads we will have that pair that we're adding kind of switch in and out with some other staff within the department to make sure that we don't shortchange anyone's Services
029they currently already have and we feel like we can fit it in with what we have all together and make the entire program work if we have the addition of that parent and Mandy's going to work with the high school team next week to make sure that we try to balance that as equally as possible I remember when we started that we you guys went in pain fixed the place up and we had a tour a school board and it was really nice and we had a principal there and a secretary and I think Mike Green ended up there up there and it was really successful and it was really good deal and Dustin Benz um he's very supportive of alternative Ed said that he would be okay again that item was an informed item
030um the vote or approval for the additional pair of habit happens when we move on to the next and that's the high ability program making so a high ability program I wanted to share with you where we're at on high delay program it's been a little bit since we've had an update and then at some point here in the near future we'll talk about Staffing for the high ability program our former High ability coordinator left in May look at how we're going to hold that role in the future so starting with just some information this evening on the program in general so we have 368 students currently identified for high building the district that's nine percent of our student the state recommends eight to ten percent of students in your population be identified so we're
031right in line with what is expected the way that we identify students is through a screener and kindergarten second grade or sixth grade and then any grade their parent or a school staff member who sees characteristics of high ability can recommend them for screen so we can screen any they have an assessment portfolio that we use for identification co-gap assessment scores that's an aptitude ability test Sage's inventory that has some teacher input on that portion and then standardized and formative scores so we put all that together for a data picture to see if a kid qualifies they can be identified in math in reading only and both of those combined and then we have also identified students in our arts program and provided support programming at our elementaries currently there are is classroom differentiation so
032if a student's identified as high ability their classroom teacher provides them some extra or challenging opportunities within the classroom we also try to Cluster the kids with a partner when possible so if they're doing group work they have a buddy who's also in high ability that might do that challenging work together and then we do offer small group pull out Services once a week at the elementary for our high ability kids they focus on literacy we do a lot of stem projects we are just now ordering brand new kits from when Jennifer Layman went to the National stem conference they recommended a group called Central creativity they send us complete kits and a little baggie for our high ability kids to use during High building lessons with stem materials we use some programming and robots
033with ozobots oh sorry ozobots Lego labs and other activities and then we have level challenges within the room a lot of teachers have reading goals math fact challenges and use IFL programming for that at the middle school level our high ability students are grouped together in advanced level classes for some challenging opportunities with their curriculum we offer electives with Project Lead the Way at the middle school their guidance Department offers specific support for our students with highability counseling needs and then there's High School Credit opportunities students at the middle school have five opportunities that they could sign up for high school credit if they would like to do so at the middle school level and then at our high school level we're very proud to be able to say we are one of the high
034schools in the state that is a college core program meaning that our students can choose to take their whole First full year of college while they're in high school and get an accelerated start so when they go to college they're already one year in and count as a sophomore and then that's money their parents are saved as well so College core programming is available we have our graduation Pathways that include things like Project Lead the Way we have the biomedical Sciences pathway and certifications they can earn we offer a variety of AP courses at the high school for college credit our counselors share College information about specific honors programs at each school and then our guidance Department also offers specific support and so then the final slide I have these are some items of programming
035that we were able to provide in highability prior to covet that we would like to see return so these are things we've done previously and we're hoping to get back up and going this year an annual field trip we bring all the elementary students of each grade level into one location in the past we've brought in Louisville Science Center to do some special activities with them creative arts multiple different things that we can do but it provides one challenge field trip idea we've had higher parent involvement levels in the past and we definitely want to get that back together we had a quarterly newsletter that was going home to parents to inform them of what was going on in their child's High ability programming parent information session meetings especially at the high school level to
036talk about college options and choices and then we have parent involvement night specific to highability so those are things that we'd like to bring and then college visits we took the students on tours of honors programs at some colleges around the state small group support at the entry level would be an option they are receiving that help right now from their stem special para we would like to have that teacher a teacher incorporated into that process one-on-one or small group support for College and Career exploration at secondary and then finally our high ability coordinator in the past has done a lot of resource organization and professional development support for classroom teachers so if they've asked for special supplies to teach their class with their students that they have they've provided that they've been the pathway
037to help the teacher get those materials so those are some of the programming things that we'd like to see come back now post covid that we're able to do and Staffing will be a big a part of that we'll talk about going place that that coordinator position there's one to give a brief update tonight on where we are with High Valley in general any additional conversation or questions again that was an informed item so we'll move down under support staff recommendations that's Sandy Jacobs she's the current Jennings County high school custodian but we're adding the crossing guard Duty so asking for a rate change for her asking for approval for Stacy Morris as a Brush Creek Elementary paraprofessional Ronald Robbins as a Jennings County School 's driver Rebecca sohocki as the jcec test proctor Andrew
038Titus as the high school boys assistant soccer coach and Jonathan I'm sorry that should be Andrew Titus as the boys head soccer coach I'm sorry so it says assistant coach to head coach so he is the head coach I'm sorry and then Jonathan Titus will be the assistant boys soccer coach Jessica Wilkerson we moved her from a classroom nurse to a school nurse and her days increased from 180 to 185 and then Kennedy Vance is going to be a Scipio paraprofessional asking asking for permission for those recommendations except a motion for those recommendations motion my pack do I have a second by Travis any discussion all those in favor 7-0 and then next we're asking for permission to post the Jennings County High School sped parapro OT I have a motion by path do I
039have a second by Susan any discussion all that is in favor moving down under finances Philip yes asking for approval for the following donations vote electric two hundred dollars to the Grand Creek to Grand Creek for stem Club days Rebecca and Carl I'll forward a hundred dollars to Middle School nutrition Club forty dollars each for the following that will go to the jcec career fair that is farming Construction Columbus Regional Hospital Bill Wilson on behalf of Martin Betty Eggleston 225 dollars to the Jace food program and Cummins 1176.78 JCS for stem supplies I have a motion to approve Earl do I have a second by Tony any discussion all those in favor under operations yes next I'm asking for approval for a route to change between Ron Hendershot and Kathy I have a I have
040a motion by Travis do I have a second second by Chelsea any discussion all those in favor 7-0 and then down under relations Nikki asking for approval of our annual mou with Ivy Tech College so we're able to provide dual credit opportunities do I have a motion a motion my pack do I have a second by Susan any discussion all those in favor 7-0 which brings us down to other things we accept emotion to adjourn yeah did you want to yeah I didn't want to discuss something under other it's our policy Board of Staff relations I brought to Amy's attention that I think we need a little crafted some language sure so Travis called me the other day and just wanted to talk about policy 3112 this is the board staff communication policy he would
041like some different language within that policy so I'm going to um have it printed out but I'm going to kind of just discuss this policy reads that the school board desires to maintain open channels of communication between itself and the staff the basic line of communication and there's a little bit of language change here but should however follow the chain of command when possible and then under a staff communication to the board the line that was stricken which Travis is requesting that the um moved from the policy states all communication from staff members to the board of its committees shall be submitted through the superintendent and the replacement language would State staff members are expected to follow the chain of command with job-related issues prior to contacting board members and then a an additional small
042paragraph in the effort to maintain open communication if for any reason the staff do not believe that the communication through the chain of command is the appropriate channel to discuss a problem concern or complaint regardless of the reason a staff member may present the issue directly to human resource and that is what is being recommended out so I think um Travis has brought this up and I think what we would like to do for what correct me if I were wrong please but what Travis would like to do is send this language out so you all have the opportunity to review it and read it and then we'll bring it back to them discuss at the next board meeting any additional discussion anyone else and then I'll entertain motion by Pac do I have a
043second by Travis