001um it's seven o'clock we'll call the meeting i'll start with the pledge of allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all just want to remind everybody again that we are live streaming the school board meeting tonight so i'm sure there are lots of people that are joining us uh on the web and then they can also catch that on the replay so just know that you're being recorded um when the green light is on so um we'll start with a motion to accept consent agenda items and second by travis is there any discussion yes i have two that need to be either altered or removed jessica amos her last and then the other one
002is abigail mckean she does not need to request an unpaid day for tomorrow now she wants that removed that request any additional questions or discussions okay um since we don't have to call the roll um all those in favor say aye raise your hand and um so now um i'll ask if there's anyone from the community that would like to speak on something that is not on the agenda and i'm seeing a head nod nope there's no one that's signed up okay great um the next on the agenda is our stronger together recognition teresa yes we have several tonight that we're gonna uh recognize and first i'd like to start off with two of our um our local heroes that help us out in all of our buildings and in so many ways and we've
003leaned on them even as a school board over the past two years once things have been turned upside down we greatly appreciate the service that we've had from officer matt staples from the north vernon police department we want to get him a stronger [Applause] thank you thanks matt we appreciate it and then our other school resource officer officer sean minton we greatly appreciate officers in the morning greatly appreciate what both of those gentlemen have done in our buildings and just helping in so many ways so many situations that happen on a daily basis and there are people that we go to that make us all feel safe and secure and take care of our kids and staff so thank you for that i just want to thank you guys i've been at six years and
004three months now and the favorite thing i've ever done in law enforcement so just thank you guys thank you i agree with matt it's a it's quite the turn around from being from coming from the street to working in a school and it's it's kind of rewarding actually i know you're police officers but we definitely consider you one of us and so we appreciate what you've done to do that for us i know there were several people who were videoing do you want a picture do you want them to stand up and come up and take a picture yes amy you want to get in the board president all right thank you so the next group of heroes we'd like to to celebrate tonight um are people who have just done a tremendous job for
005the last couple of years in particular feeding kids during a pandemic which was incredibly challenging so we are so grateful they were able to come tonight so that we could celebrate them it's our kitchen managers so uh when i call your name please come forward we are so pleased to have you here tonight in recognizing you for everything you've done our kids and our staff and our community you made sure people were fed and our new kitchen manager new food service directors here too stacy greens we appreciate her coming as well so patty van osdol you can go shake their hands [Applause] too if you'll just wait over here we'll take your pictures as a group too when you're done thank you belinda the guns [Applause] and from nve we have ann walters who could
006not make it tonight so we'll save hers and send it to nbe she's babysitting grandchildren ginger reitman [Applause] doris [Music] [Applause] [Music] thank you kim eaton [Applause] thank you donna bellick [Applause] congratulations thank you thank you jan heilman [Applause] thank you [Music] and ladies if you want to come up here we'll take your picture with our board president i'm sure they want you up here got to figure this out [Laughter] again thank you ladies we greatly appreciate what you've done for our kids in our community thank you guys thank you very much you going to buy in the morning you're up there when i get there i'll buy yours one time [Laughter] probably right at seven all right nothing like celebrating our sros and the people who fix our food right i mean what a
007great thing right now no but we don't get to stop instead we get to hear about northern elementary my alma mater so there you go so first of all before we begin um thank you guys for having us our our staff has worked incredibly hard over the last few years and it's really neat to be able to kind of highlight their work and the stuff we've been able to do so thank you for having us and giving us this time um so we have just a quick presentation for you but let me start before we kind of get into what we're doing i just kind of want to preface the message we've been talking about as a staff last year was an incredibly difficult time going through covent and but our mantra to keep us
008going through it was that code was not going to define us it was our job to continue to provide a solid and quality education to our kids no matter what the pandemic through our way and so that was kind of our mantra our the drug the beat of our drum throughout the entire year but this year we've switched that and we've moved to the fact that we need to grow through this pandemic to continue to service our kids and so the analogy we use this year is that we are the roots for our kids we provide that strong foundation that will make our kids successful later on in life and give them a very healthy support system so the other theme to this year too kind of along that line of growing is engaging our
009kids differently and this is right in line with where our corporation is going to but we've talked a lot about how we need to engage our kids in different ways and so to to pull all this together and all the work that we've been doing together we've created a visual for our staff and it kind of just shows where we are so the bottom you have all the strategies all of our different ways of engaging our kids differently and then the top the tree part is our vision for where we want our kids to be when they leave us this is the type of student that we want to leave our doors when they move to the middle school so this is very representative and symbolic of the work we're doing and and where we
010want our kids to be this is kind of our unifying vision for the building that we're using to define the work that we do so talking about engagement and how we engage our kids differently these are just a few instances of the the non-traditional paper-based work that we're getting our kids to do the stem kits that we have going the the thinking getting our kids to to think um and do and actively participate in their own learning is a big theme and a big part of what we're doing this year and our kids are really getting into it as you can see by by some of our pictures so some of the nitty-gritty stuff we do have two academic goals that we've been focusing on building the first being that we want 90 percent of
011our students to be able to read on grade level within the next two years where we are right now with that we took a dip after the pandemic our numbers are set back a little bit we are at 47.5 percent of our kids right now or on grade level that is an increase of 12 percent from last year though so the pandemic again has hit us hard in reading as you've seen as a district we're very similar but we do have the 55.2 percent of our kids are showing significant growth meaning they're closing the gap of where they were and so we have a large portion of kids who are making up from the pandemic loss too and really showing that growth math our goal is 80 of our students are on grade level and
012right now we're where 56.8 of them are meeting that goal um that is a small decrease from the end of last year to this year but we do have a large port about half of them also showing significant growth meaning they're closing that gap um from where they were okay so as we think about supporting our individual students um and basically helping each of those students meet these goals we really have tried to buckle down as a team leadership team and figure out what can we do do we need to do things differently to help our individual learners i'm going to kind of illustrate that a little bit so this basically it's kind of just a general illustration of basically the process of how we meet those individual needs and so i just kind of
013want to share this with you i know you've heard some of this from other schools talking about tier one tier two tier three i like to think of tier one is for everyone so along this continuum are our students at nbe some of them fall in the tier one range we have tier two tier three we spend a lot of time there and that may be through behavioral needs that they need um or their academics so and we'll talk a little bit more about that but that's where we spend a lot of time and then when we have kiddos that you know we're really working with on meeting either their behavioral or academic needs and they're still beginning to struggle after putting some different different plans in place monitoring their progress they may get to
014the point where we're looking at special education support so some of our kiddos that are in a special education and most of in this box over there uh represents those kiddos that are within the general education classroom getting special education support and then the far end of the spectrum there are the kiddos that we have really is a little bit beyond that too but the kiddos that are in our self-contained programs and that's not only kiddos at mbe but the students around the district in elementary school that need that intensive level of support so we have them at that point the other thing i want to illustrate is that kids move in and out of that as they need and that's something that we are really very deliberate about and how we progress them through
015so they might be in tier two and move to tier three however as we monitor them and put interventions in place they may move back to tier two and then we continue to watch them or further along even with our self-contained programs we are so proud of this because we have so many kids that yes they may go into our self-contained programs but we're very deliberate in how we um integrate them back into the classroom slowly we'll put them back into the classroom and maybe they'll be there with one subject area that they feel successful with so it might be in math and they would have an assistant come in with them and so then they may slowly move back to just in the special education area so i wanted to illustrate that because we
016really are about focusing on helping every single kiddo at nve so that takes us to the next slide here so as you look at the pie chart those are the kids at nbe right now so could change a little bit as we move you know through in and out of tears but i just kind of want to show this to you just to illustrate just under about 650 students so if you look at our think about our tier one tier ones for everyone what we provide in our core instruction what we provide for our core and like um discipline within the classroom or more like classroom management expectations whatever student would normally respond well to in that core one this that is that no additional services so they are responding as we would expect them
017to be and they are at their need we are providing what we think that we need to really help them grow then so that's about that represents 20 important 40 percent of our school right now then we have another sliver our high ability 5.3 percent of our school and with the high ability and those kiddos you know they may be responding to our core instruction but we know those students individually they need more they need more than what they would just be getting so those are the kids that we're looking at also in the high ability i'm also going to give you numbers so like the 28.4 that's 180 kids just so you can have an idea of what that would be high abilities 34 our english language learners they need some additional support that's
018at 3.9 or 25 students and then if you look at i'm going to jump over to the red our tier 2 kiddos that's our tier 2 both academic and behavioral students and tier 2 that represents 150 students that are on tier 2. and so those students might be getting additional supports from our counselor through becky sometimes and but they might be pulled back in their regular classrooms maybe in a math group or in a reading group they might be going to title one get ready at the younger levels getting some small group reading so that would be tier two if we have those plans in place and we notice that they are not moving forward they're not meeting their goals we need more that could be math goals or academic reading math or it could
019be behavioral then they may bump up to tier three which represents 12.2 percent of our school and that's 79 students and then as you saw along that continuum some we've got the kiddos and special ed that represents speech all of our resource special education k-6 and that also represents our self-contained programs we have 174 kids so that's 462 kids are getting individual plans at an e um so that's a lot of work and um we are very proud of that we're seeing a lot of growth um it takes a strong team every week to work together and we're going to talk a little bit more about that later and how we are really working to monitor the needs of every kind of envy and if we start seeing those kids that need you know they're
020in the no additional services that they need additional services they're getting it we meet weekly to talk about that we'll share that later so um just the around the top and the size i just wanted to share so that mtss if you think about that that multi-tiered systems of support that's really supporting everything except our no additional services at that time so those are those kids that are getting an extra 30 to 60 minutes a day it could be ell support um title title one so they're tier two tier three esl support and then win groups is for the entire and everybody everybody gets what i need um and so and that's in reading right now that's our focus so i can jump in really quick absolutely we introduced wing groups this year that's new
021for us again the same for what i need groups and it's in response to the pandemic knowing that our kids have learning loss we take 30 minutes a day and break into small groups and every kid gets very targeted support on the skills that they're deficient in so we use screeners we use our assessments every six weeks to screen their needs and then we group them based upon those needs and every kid in that grade level then gets individual very specific support on those reading needs win groups are generally only reading and then our mtss time would be math as well so we're working very hard to really target in on every kid's um individual needs and what they need to make progress too that's fine um so the other piece to this is too
022you know i talked about what our leadership team is speaking every week but the very very important pieces how are we involving those teachers in this how how are we collaborating and keeping going with them and actually um thank you so we were talking about our data talks and we're meeting quarterly with our teachers to do this this is just one example we use patterson and so if you look at this our teachers are the ones actively putting these dots on they're looking at their data right now we are using our star reading data that's what this is this is from so if you look at let's look at minnie mouse for example minnie mouse was in the intervention group so that was the yellow that's where her name was written there because that's where
023she started the very beginning of the year and so if we look along minnie mouse and just to show you the colors so the inner um the red is the urgent intervention then the yellow is the intervention needing a little bit more support on watches the blue and then green is at or above so minnie mouse um started intervention through levels of support the next time we did the star reading test we were able to show that she got a blue so she was able to she might have stayed around the same um level there but she you know but she's still she's moving up in the the tears if that makes sense but then the next one you can see that the next time we moved over she actually jumped up above so she
024you've stayed in that same level she stayed in the on watch level so she's gone from intervention on watch kind of hovering on watch she's moved up and again they're looking down further at like what the numbers are so when the teachers have it they're looking at what areas did they score that and as we look at this as a whole it kind of gives us an idea who's moving and who's not so someone started you know daisy duck we're concerned daisy duck started urgent intervention and daisy ducks going down so what else do we need to do for daisy duck to give her um yeah to give her some um you know extra intervention and support so that's about it for that uh okay okay and so then um one of the things that
025we like to do this is our lovely picture of us a meeting that we have our weekly meeting um is when we are having these meetings with parents or when we have basically plans in place we feel it's extremely important to partner and partner with their parents whether that is bringing them in for tier three meetings and having them there they are such a critical piece of our kids being successful and we tell them that we can't do this without you we need you we want and too we want our parents to feel um that we value them and that we value what input that they have to offer to us because a lot of times there we think we know all the pieces but we don't know it we we're missing a really key
026piece to what they bring to the table and so that's what's really important for us and we invite them in sometimes recently we found that parents are so busy with coming off of the pandemic and having to lose a lot of work so we've tried to really work with them whether we've done we've done google meets we did that today with some conferences parents love that now now that they're used to it so they're used to bringing in dialing in on their phones um and that's wonderful we'll do phone calls with them we really try to accommodate them but we definitely want them to be part of our team and so something that we've worked really hard to do too is create a really strong leadership team that has is very focused in the work
027we do i meet twice a week with the leadership team the first is we coordinate to communicate on just logistical things within the building and make sure we're all on the same page and how we operate the second the second meeting we have each week though is really special and it's all about kids so we sit down usually for about two hours and go through every kid in the building and look at where they are their current plans they're on what supports they need and how we can surround the teachers to better support the kids too we spend a lot of time collectively as a team and we can't we have enough kids where we couldn't do this if we weren't all on the same page able to communicate with each other and have a
028very systematic way of how we look at kids how we talk about kids and then go out and respond to their needs and support our teachers with that seth can you click on the one stop shop so something that and i'm going to let shelly share this because she's kind of the architect of a lot of this but this is an example and i know it looks uh actually seth if you can click on the third grade tab down at the bottom it's a little bit cleaner we have it's called our one-stop shop and this is where we record so that we can all communicate very clearly as to what's going on with kids but we record their data points uh normally their their names would be here we took them out just for anonymity
029um but we record their data and then notes about where the how they're moving through our tiers and so one of the huge strengths is shelly said of our building and something we do very very well is our mtss process and kids are moving from tier one to tier two when they start to show progress we move them back to tier one and we're able to do this because we communicate so clearly through the sheets we have all the data here to discuss that and we bring all the players to the table so that we're able to surround that kid seth if you could do me one more favor and click on that student the last piece to this is every kid that is in our um our tier process and then click on the
030supporting documents folder um has we call it our e-file and i'll let shelley kind of share she's again the architect of what we do with our e5s so we started this a few years ago and tried to think of a way that we could make it easier for us to communicate and we found this has been very very effective because you know there's a big team of us and we need to know what's going on with the student where's the plan what have we done um in the past where are we along the process and sometimes it's hard to touch each other um so we started this or to go grab the physical file so we started the e-file system a few years ago and we're refining it um but this is a great tool
031um for us so this isn't just be an example of minnie mouse for example um i don't know just click on one it's okay we've got where they have their tier one plan their this like their request for assistance form back out of that and show another one just to show you some examples of what they might have up there part of their behavior plan um back out of that one basically all of their all of the documents that would be relevant to this kid and and whoever touches them behavior they're all shared with everybody that you got that one yeah so um and then show me yeah that's fine yeah so you can kind of see we just have some sample like they they would have their behavior charts there and then if you
032go out completely of the folder of miss minnie mouse um okay click on the student information log so this is also something that we've started this year and we're trying to do i know it says mr duck so oh no that's the teacher um so anyone now we're trying to train them that touches this folder they are writing what's going on so for example you know we had a tier three conference we're gonna write it in here um so that that information log is there and we can see you know maybe this has happened that you know mom called in it won't show everything but it's a great place for us quickly as a team to go in and see our special ed teachers can go into they have access to those files to their
033files they can go in and they can see to what any new information or those or things that pertain to their student so it's been a great way for us to communicate and also sometimes you don't it's a place for us to write down those little notes um that might get lost otherwise and for us to keep them year after year so we keep those in a confidential file with timing on it so it at the end of the year kind of times out for those teachers so that oh and then okay we'll move on to the behavioral support specialist which i go right ahead so the last part of our team is our behavior support specialist and we brought becky to kind of share a little bit of what she does but we want
034to thank you guys for for giving us this position too we would not be able to do half of what we do with our behavior tears without becky she's been and heaven said this year to to allow us to really work with those kids and teach them and and make progress with them so and i can just say we're just i mean honestly it allows us to be proactive because like you know as administrators we do our very best to be proactive with those kiddos when they come in our offices and maybe they you know are in trouble for something you're trying to teach them you might even set up some things for them or some interventions you're trying to work with them but to be able to have becky to do that she's been
035able to truly proactively work with them and teach them you know if they don't know how to walk down the hallway they need someone to teach them this is how we walk down the hallway or this is how we um this is how we interact in the lunchroom this is how we open our milk carton without dumping it all over and she's been able to help seriously i mean tremendously and also to be there at those moments those key moments when you know maybe we're tied up in something and she can go and sit with a student that's really struggling at that moment in time so i feel really good about what we do with it and i'd like to thank you as well i've genuinely enjoyed working for nve and being included in the
036team it's been wonderful um my role really allows me to be proactive in behavior management um i have more of a flexible schedule where they have things they have to address so if i had can sit in a classroom with a kid um and teach while the teacher teaches so i teach them if they're having struggles um with behavior issues or talking out the teacher doesn't have to constantly redirect them i'm there to help redirect them and teach them and then we practice model practice model practice model practice um and then eventually obviously practice makes perfect hopefully and they can kind of sit in the classroom and have less interventions um so it does help us with behavior management and addressing each child's needs individually and each individual plan is tailored to their needs specifically
037we do that with a lot of different things um the first way we do this is observation form sorry um so the observation form is done by a teacher or a principal or anyone really um counselors if they feel like there's a issue with the student um it comes to me and then i would sit in the classroom if i i usually said about 30 minutes or so if i don't see an issue per se then i'll come back a few times just to see like i get a whole picture um and then once that's completed i meet the teacher and discuss um interventions that we that they had already done in the classroom or i could suggest the counselor and then we meet as a team during kid talks and discuss the best way
038to um help with that child um to go back um and then oh sorry one minute sorry these are sample behavior plans that we do we have lots of different ones and like i said they individualize all the time um and so it just kind of helps not one plan works for every student um and so we do a lot of different ones um and do what works for them you go back to that for just a minute it might just the the one the chart so it's kind of neat can i jump in for a second so if you look at you know the middle is their chart like that may be what's going on throughout their students day and they're okay i was able to get my hands to myself but what we
039have found effective is this is the kids charting it themselves and they know where their goal line is and they're graphing it okay i didn't quite need it today what do i need to do tomorrow and i think that's what's been really effective with our kids the more they know what their target is the more they can meet reach their goal and also it just feels so good for them whenever they meet it so i just wanted to share that because i thought it might not be clear when we show this picture with the scribbles like not a color yet these are examples of interventions that i use all the time um like i said i talked about push-ins within the classroom lunch pals was something we found that kindergarten students in particular really struggled
040in the beginning of the year for whatever reason it was too much noise it was too much chaos it was too overwhelming for them so we took about five students and they sat in my classroom they came a little bit early before the other students came into the cafeteria so it was really quiet and it wasn't chaotic and they weren't pushing or you know having to do lines and we learned how to grab your tray and get hand sanitizer and go through the line put your number in and then we walk through the hallways and learn to walk in a line share with one another and then we did a lot of um like social stories and like this is how we sit in our seat this is how we go on a playground um
041and they did get time to then interact with each other and they had a little bit of a free time a reward time if they were following directions and doing what they were supposed to do um visuals like i said the charts you've seen we do visuals a lot i do a lot of desk visuals for the kids it just helps them with schedules and knowing when when when things going on what's going to come next what's going to come next what's going on actually individual timers on their desks have worked really well so they can see especially a really um kid who has a lot of movement issues and just wants to move they can see i only had 10 more minutes if i sit for 10 more minutes then i can get up
042and move so it kind of helps them understand and can can practice that sit still longer and then i do a lot of check-ins and check out so students and then have rewards time with them as well so we wanted to highlight a few of these stories we've been telling you kind of the theoretics and how it works operational but we wanted to share some of our stories really quick about these kids have all we've made significant gains with them or they've made significant progress because of these systems that we've done so this the student sitting here i got the back of his head um but he is this is our charis classroom he's a kid that came to us from seymour because his mom passed away um in a really tragic and sudden car
043accident he came to us uh he diagnosed with autism and he was kind of a mess i mean he was wedding himself he just was in trauma having a really hard time and within working through her system and surrounding him with support that was about two months ago and he has come a 180 degrees turn around we actually have him working out into our gen ed classrooms now and he's joining a third grade classroom because he's to that point where he's able to start you know getting support within the cares class but then also going into so again working through that continuing with him i think parents were kind of excited to hear that their channels were going to be featured too so um in the i'll show this one these two are actually a
044fifth grade students and then we have a second grade student and this is one of those situations where our second grade student um actually she's in our special education program so she's getting a lot of that extra support already but what we have found partnering with those parents we are they're just not not making the progress that we would hoped she had not made the progress and there were some areas that we felt like we could work on and so one of the things that i think we try to do really well is think outside the box okay we only have so many hours in the day what else could we do what are the deficits for this child and so we started really looking at this child's really needing i had some struggles with
045just some basic um like rhyming and hearing the sounds and just read just having time to read and being able to develop confidence as a reader so we took an older student who's also struggling um but developing confidence she's got characteristics of dyslexia and remember some of those struggles early on and we've a lot talked to the parent we've got a situation or a circumstance i guess situation in the classroom and not where she is allowed to come stay after school for just a little bit um instead of having her picking up right at best time she's picked up like 20 minutes later both of them are able to work and we have seen in five five weeks we have this little girl's almost gone up three levels now there's other things going on there
046but she has we've very specifically given her given her things to do so she it's amazing and this is just an older student with a younger student given very specific materials at that time so and again there's other things factors and the teachers are working with the student too but her confidence level is amazing i mean she's gone from kind of just kind of quiet meek to she's excited about reading so i really wanted to highlight that and the older student has also got that confidence she's like i remember that and she's able to talk through it and also be able to practice her reading skills reading to her so just wanted to highlight that one and i'll let you highlight a couple of our behavioral um the one in the bottom he was a
047student who the teacher had said he was he did not sit still he did not he got up constantly was constantly having to be redirected um i went and ended up an observation and um put him on a the grid the first um yellow sheet on one of those examples and anytime he did something he it was marked down um if he got four then he missed a re uh reward time if he received three or less then he was able to come with me at the end of the day check out see how well things went if it didn't go so well let's try to do better tomorrow and how can we do it better tomorrow and since then this was in october and he has had one day of not being able to
048get reward time um so it went and switched he has a visual timer where he sits and he knows exactly how long he has to do before he can sit or get up and move um so he added a lot of movement in his day and he's really come a long way and it's what and he didn't have to go through a tear he's only on a watch he never did have to go to the tear process because we were able to intervene and be really proactive in that so the last piece of this to kind of wrap it up just to give you some more data about how we've changed the culture and not just academics but we're also trying to build students build the whole child and really work with them so i
049put our attendance rates for the last three years um we're back to kind of pre-pandemic norms for our attendance rates but our discipline has declined significantly i did compare it to 2019-20 school year because last year was just very different we didn't have a whole lot of discipline because we had so many students we were missing about 50 to 60 kids from where we are now so there's just a very different environment but we've had a 22 decrease in total number of disciplines we've reduced suspension rate by 19 and the total number of days suspended out by students by seven percent so we've been able to really dig into the culture uh using our pbs positive behavior interventions and support systems to create kind of a fun place for kids to be that where they
050want to be um and declining those behaviors along the way as well through our intervention systems and then uh last just really quick i'm gonna share this presentation with you these there's links to some pictures of things we've done but the last thing we've really tried to do is create a culture of literacy um and just anytime we get a chance to run reading competitions we just got finished dr seuss week and had a school-wide goal where everyone was working towards a common goal um they got ice cream sandwiches and extra recess uh we're involving parents through we involved like i did a reverse parade outside where parents were able to drive down our front sidewalk and we called the story book parade teachers dressed up we gave out books made it a big literacy
051event really well attended our parents loved it we've done school-wide reads where we bought a book for the entire school every every classroom gets their own book and they do read alouds throughout that week we go into classrooms and try to get in and read and be guest readers or sit down and read to a class and do a read-aloud too so just creating that culture of literacy is something that we've been working towards over the last few years and really you know building that within our kids and then the last piece just kind of where we're going at nve to give you a kind of projection for the future something that we're looking at for next year is how to get clubs back with pandemic clubs have kind of disappeared and we've lost a
052lot of sponsors so we're looking at how to break down the barriers of transportation and costs bringing community partners and actually look at exploring doing clubs during the school day building a time in once a month to get our kids interacting and doing some of those clubs things that they wouldn't be able to do if they couldn't stay after school and then working through engaging with stem engaging our kids through stem and pbl activities and then also refining our udl skills those are overall corporation pushes and things they're working on but it's something that we are really going to focus on heavily to continue our how we engage our kids differently so that wraps it up do you guys have any questions for us i can belch on the ice cream [Laughter] [Music] [Laughter] i'm
053thinking to myself if you ever need school board um members to be guest readers i know seven that are right here and i bet we can talk some of them keep us in mind absolutely i was very impressed with the way you're integrating your behavior special behavioral specialist it seems like she's being a really having a diamond dynamic impact on your school very that was we wanted to make her very strategic from the start and i feel like we've done that thank you well thank you guys very much for your time tonight sorry to talk your ears off but we appreciate you the opportunity thanks very individualized approach to a very large um all right so if we go um on down the agenda under new business um neola theresa yes we have some policies
054for first reading so just let me know if you have any questions under professional staff we have recommendations yes lacie cockrell jennings county high school science teacher okay and so we'll need um emotion okay i've got pat tony as the second any discussion all those in favor raise your hand 7-0 um next under um high-ability coordinators asking for approval of the annual high ability coordinator um building contact stipend this comes from our high ability grant so a 550 stipend to amy jones at the hawk coordinator paige lorem from brush creek theresa ragsdale graham creek cody robbins hayden rachel neal north vernon abby cape sand creek emily ponzer ponzler scipio charlie wolf for the high school tara kelly jcms and sabrina nicholson jcns a motion by travis a second second by pat is there any discussion
055all those in favor raise your hand next we go down under support staff under recommendations we have jan heilman she's moving from the high school assistant head cook to be the head cook at brush creek elementary sandra jacobs is going to be a high school custodian caleb jones will be an nbe special ed parapro brenda little will be a high school cook wayne piatt is going to be a heist all right i'm sorry a sped bus driver and julia robertson will be a sand creek s or parapro okay do i have a motion i think chelsea tagged one second yes uh so i have a motion and a second any discussion no all those in favor raise your hand 7-0 under finances donations teresa yeah i'm asking the board to accept donations uh tonight joy
056of giving seven thousand sixty three dollars and twenty two cents to the high school for a convocation bill ludwig 2500 for the high school track and field programs ray wagster 100 for the high school panther pantry rose acre farms two cases of eggs to the high school culinary arts class nvic 250 the high school touch a classroom fire another 250 high school behavior support specialist skill group and then the third in the ic donation of to ms wagner's first grade class at brush creek for stem also amvets post number seven 240 and folding tables to our adult ed for classes at the jennings county jail so asking the board to accept those donations do i have a motion to accept those donations my gosh spent his whole life there and still giving that man that's
057something really any additional discussion from the group okay all of those in favor raise your hand 7-0 um next we go uh down to resolution yeah be five weeks before our next meeting so the resolution authorizing treasurer or deputy treasurer of the school corporation to make payments of claims without board prior action to april 4th 14th and allow treasurer deputizer to make transfers of appropriations within education debt service and operation in order to balance major classifications okay so just to clarify um it is through april the 14th of 2022 yes yep um do i have a motion tony second travis any discussion no all those in favor raise your hand 7-0 um copier update that's also you filming yes we have done an extensive look at our copiers uh for the last two years we
058bought about three per year that have just been on their last leg approached our copy supplier gordon flush which we've been using for years and asked we could do something to reduce our cost you know along with service better plus reduced costs so we've got uh just a long and short of it is we've got about 24 units that are only about five years old those are going to be able to make it we've got another 23 units that are older than six years so we're going we're looking at replacing 18 of those we're going to mothball a couple that don't have much use and then three more of them are going to be able to sustain it just because they're not uh heavy users and we're going to enter a program what i'd like
059to do is under a program he sort of engineered it how i've asked him to and i was surprised they agreed to it because right now we've got 50 48 copiers and they all have limitations and we could be ten thousand under on one and ten thousand over another we're paying we're paying an overage charge on the one even though we're ten thousand on a different one so for these 18 they're going to do a collective 3.6 million dollar usage so if one's over one's under we don't have to pay extra we just see how the whole year shakes out based on our prior usage and we would pay one time a year at the end of the year if we exceed our usage so if any one school happens to be higher we don't
060have to pay extra for it is the key to it another thing we've done with this is we're using three basic copiers we've got probably out of the 48 copiers we've probably got 30 different ones we've got three models that'll suffice all the needs of every school so it's going to reduce the amount of parts they have to carry so they're going to save there that's part of that savings coming on to us and it's going to make it easier to work on because there's basically three basic models they'll be working on now in the end when you boil everything down we spend roughly eighty to ninety thousand dollars a year on copier repairs and copier toner and things like that within this program i spent an additional based on the appropriation 35 000 trying
061to buy three copies three copiers a year which is what i bought last year with this we're going to be getting all this summer and we're actually going to be paying about at minimum 10 less possibly 25 000 less every year for the next five years so we've got the potential to save at a minimum 40 000 up to possibly 120 000 if we do this so when it when the dust settles we're getting about 68 000 on the usage and basically the purchase of the 18 and our old ones our 24 old units are about 25 000 a year for about a 96 000 year spend and i've got 125 currently in the allocation so it's it's a really good deal and it's going to benefit both parties they're not going to spend send
062as many people out and we got people in the room that can testify how often they come out with some of these older ones they come out quite a bit so it's going to be it's it's going to be a good thing for us so we had it down as an inform and planning to bring it back for a vote um in april uh was our intention because it was kind of a lot um which we can still do that however phillips been informed i think just today yeah that the cost went up about seven percent but they locked us in so we don't know that we really have another five weeks to wait to enter into that agreement we don't want it to go up another seven percent so that being said we want
063to be totally transparent and see if the board is ready to actually take a vote on that so that he can enter into that contract so here's the question yep saying these copies are in in each building yeah what what's going to happen we're going to shuffle some copiers around and we're going to be basically putting 18 new copiers throughout the corporation getting rid of what 20 copiers because two of them were just not being used we're just basically getting rid of those so there's gonna be a little bit of inner shuffling but we we went to every school talk with the principals to try to make sure we're meeting the needs because every school is a little bit different like the middle school has a bigger issue with doing lots of copies so they
064need the side tray to make sure they can have six seven hundred copies that are coming out at one time because they do things by department down there elementaries don't need that much excitement to make sure that we were taken away from any of the schools or changes significantly so that one school is going to suffer because they don't have access to no school should suffer we are taking one copier out of the east conference room which is a room that made five copies last year so i figured that's not a big deal that one goes and uh some other ones were combining like there's two copiers right now in the high school one of the student print copier and then this is a this is one that everybody else can use we're going to
065combine that get rid of one and have one unit for both of those so no nobody's really losing anything is the take away from it because we'll make sure they have access yeah you know and they want to run something yep we're not we're not moving locations of where they're at within each building those are all staying the same and no one should lose i think it's a good idea to go ahead and vote my sons over office depot and they raised theirs gordon flash told me today was tuesday they raised them seven but we are we're still locked because i was worried about that and so this right now is an inform item does anyone else have any questions for phillip we can but first i want to get questions answered to make sure
066that we're yeah yeah so does anybody else have any questions about this sounds like you sound like a very good move and a lot of good work phil yes yes so now um i'll ask if anyone does want to make a motion that we um actually um vote to approve this time okay so i have a motion from second from travis is there any additional discussion that we haven't already had okay then um i have a motion from pat second from travis all those in favor just raise your hand so 7-0 thank you um next under property um roy we have some um information about roofie yes um i would like to ask for board approval of the bids for the 2022 grouping and related work at scipio elementary school the base bit r1 is
067for total roof replacement on areas three and five and alternate r1a is for total roof replacement for area 7. uh we received two bids for the project south central roofing was low bidder for the base and the alternate work asking for the board to approve the bid from south central roofing for the base and the culture so roy's asking for [Music] approval for the base and the alternate so both include do i have a motion for that motion from tony i have a second second chelsea is there any discussion is it does that finish up the opening there's uh two smaller areas left uh that was addition when we did the gym so no it does not but it's getting close get a lot closer okay any other discussion get all of those in favor
068raise your hand 7-0 thank you um under relations we have parents right rights jcse policies crosswalk okay and that's listed as an approval but it's actually an inform so uh we have created a parent's right policy crosswalk and seth if you'll click on that tab for me oh wait my mouse is working um so we've created a parent's right policy crosswalk uh you know an active conversation point around the nation and state has been parents rights and access to their child's education and so in an effort to have increased transparency with our parents and make sure that they have the uh the ultimate level of engagement with their child that they'd like to have in their education we've created a crossword policy with i'm sorry crosswalk document with all of those um areas of keywords
069that are topics of conversation and then how that crosswalks with our policy that we actually have already in jennings county so we have all of our policies online on our website already this though narrows that down and makes it much quicker for parents to navigate so instead of going through those 10 000 policies they can quickly get to some key word topics and get more information so i'd like to share that and um shannon do you mind for people who are here if they and seth it's too far away for me to see i'm sorry can you click from your view to make it bigger thank you so the keyword topics are listed on the left and on the right you'll see the current policy indiana code or document that we have in place so
070i'd like to kind of briefly walk through and highlight what those will cover and then this will be posted on our website for parents on our main page if they have interest in getting detailed information on any of these topics so first up is student information and family information privacy so the question the topic being parents wanting to know how is any information about their student or their family being stored and who is that information shared with so our policy is listed for parents to be able to click and how this document works is they should just be able to click and immediately go to that part of our policy and our board documentation to read that in detail so if that's a question that someone has they should be able to get to that
071answer very easily and quickly and you can see when you click on that you find out that we have uh multiple different safeguards for privacy of information for our students from the types of servers that we have to making sure information from kids are de-identified before it's stored asking parent permission prior to pulling any information for a survey that would be something that they may want to have information on also listed is ferpa which is the federal law on privacy and family education rights and what that has to do with their students data next are mental health services what type of mental health services are offered through the schools and what our policies and parameters are on that through the schools we have guidance counseling positions our guidance counselors k through 12 work with our
072kids with academic planning in the elementary ages they work a lot with students in addition to the behavior support specialist on helping student if they're struggling with trying to acclimate to the school environment and they want some additional support if a counselor works with a student on any type of activity more than one time if they're going to see that child repeatedly we do have a informed consent form that is sent home for the parents and then they have to provide the permission for that counseling to occur so if parents are curious what that looks like they can click and see that document as well as what policies we follow in terms of crisis intervention and day-to-day working with our kids and i will mention that outside service providers such as center stone and bowen
073counseling those are things that have to be parent engagement to begin services the schools can provide parents a list of resources they can choose from but parents have to reach out to those type of services and engage we do not do that through the school system the next section has to do with curriculum selection and review and implementation so we have a robust set of policies that surround curriculum selection and review and you can see that they are extensively listed here and you can go in and see everything from how do we adopt our textbooks and get parent input for that to how do we cover controversial topics and i have on here a flow chart that visually summarizes the policies so of all those policies above this line this is a flow chart that
074our staff uses my mouse is freezing seth i'm trying to click on it to summarize those policies so there's a four point test that we look at we first start and say is it aborted off to textbook and if that's so then you know staff are approved to use those materials within the classroom without following through an additional process if they'd like to use a supplemental material that they're pulling for a course then they take it through a three-part series quest question series which is is the material necessary and relevant to the state standards and course content is it appropriate for the age and maturity and developmental level of the student and then finally is the curriculum content of a controversial nature and what i mean by that is it's something that could create some
075controversy on moral or ethical grounds for some students parents or community groups after the teacher reviews this process if they have a question about material that they would like to use and it does not fall under the approved status falling through the flow chart then they go meet with their principal and they move on to another curriculum review form and they and their principal answer those same questions together in addition to that the principal also has the resource of reaching out to a curriculum committee that works from around the district sorry the delay on the mouse uh i'd also like to point out for parents who may watch this after or watching now there's a couple other important things included on here if you have a question about a material that's used or you'd like
076to see it in person there is a form you can see right here form two you can click on form two and it's a form you fill out and you bring in and say i'd like to see a copy of that material and review it for myself and we can set up a review process for someone to do that or if you have a material that you have a concern about particularly there is forum the last form on this list and you can fill that out to ask for someone to have a review of that again then the next section reviews to parent communications and community relations it talks about some of the special parameters that we follow and fall under as a title one um school corporation our high school is not listed as
077title one but all of our other buildings are it involves parent-teacher conferences parents right to know and then visiting school being a part of organizations pto how we communicate with parents and special interest groups and then also if they have a if you're public or you're a parent and you have a complaint or a concern that you would like addressed there is a forum you can click on and fill out to address that of course also always reaching out to a school principal to a teacher to the superintendent is also a choice and then finally i mentioned and listed the due process rights for certified employees it mentions those rights that teachers have that fall under due process both from the state perspective and what our local policy is as well so those are all
078policies that are already available online but hopeful that this crosswalk makes it really easy and quick and transparent for any of our parents or community members who are interested in the information it'll be right on our main website and they'll be able to go in check this out click and explore any of those policies they'd like to see um so for those who are watching if they want to find this document you say right on the main website so that's the not the s the schools not the lower but the jcsc and will it be on the home page or will they need to click on it there will be a button on the first home page a red button and it'll say parent rights crosswalk so after tonight i'll request it to be posted
079usually takes about 24 hours for that process to happen yeah i want to brag on nikki we've always had parents rights is that right that's right but she has spent several days months organizing where it's easier to find and understand and uh we'll also be sending this document out through skyward to our families so in addition to the website i think i think earlier you make a great point um it's important to note that all of these policies existed before and i i do agree that they're difficult to find on our website at times because we have so many um and that happens with a lot of organizations but i appreciate this the ease of being able to just click on it takes you a link right to it and then just the time that
080you've put in to organize this for us and our community members thank you any other questions for nikki okay well then we're down i believe to other do you have anything else i do not right nothing else well um if there's nothing else to discuss in tonight's meeting then i will entertain a motion to adjourn second path all those in favor raise your hand 7-0 meeting adjourned