001isolated from the political need to turn by second. Just second it for me. The notes. >> All in favor? >> I. >> Any opposed? Motion carries four to zero. We are back with Buffalo Middle for their local school improvement council presentation. >> Welcome to Buffalo Middle School. We are going to give you some entertainment and then we will go on with some of the boarding stuff. >> Right. But um some of the kids need to get to some extracurricular activities. >> Sure. >> So I believe Mr. Stumbo, your group's going first. >> This is our project leadway. Two of our classes. >> All right. >> 445. >> 446. I'm sorry. >> Did you 446? >> 445. You're right. Hello, Mr. Stumbo. Uh, I teach seventh grade science and project lead the way design and modeling.
002So, these kids here are in my design and modeling course. And throughout the year we the goal was to go from an idea to two dimensions to three dimensions to a physical object. So throughout the year we you know did different activities and build up to this point where we were given patients that had cerebral pausy and we had to develop a therapeutic toy for them. So, I split the group uh the big group instead of groups of three. I did a research group and a development group. Uh my goal was instead of getting each group to give me a little bit lesser quality, I wanted to get better quality items. So, I figured more of a think tech think tank setting would be better for that. So, this group here was part of our
003development group. The development group took the ideas and trying to figure out how to make that a reality. So, they want to present one of the toys that we came up with. This is Delilah, Joy, Georgia, and Aubrey. >> Um, our patient's name is Daniel. He's a three-year-old boy. He He's trying to improve on his tensor grasp and he loves to play with building blocks. and his favorite food is chicken tenders with ketchup. >> The last part is really important because this toy kind of simulates a ketchup packet for tearing it open like this and then my favorite part, the button on the top for the picture disc, and then tear it apart for the building blocks. And we made a lot of improvements throughout. We took the button, which was kind of like our
004last thing that we put in, and then we had to just put other things to make it work better for this part. >> Yeah, this one specifically was a lot of trial and error. We we had a we got a basic twisty fidget first and then we started. All right. Well, what if we add this to it? What about we add that to it? And this is finally what we came up with for that one. So, uh, good thing is, uh, you all each get one of these. So if you want to hand those out, >> they create created this. >> So these these came from your 3D printer. >> Yeah, so what we did was That's a good question. Uh there's a 3D software called Tinkercad. It's a like AutoCAD but for kids. So
005it it leads directly into AutoCAD. So it's a building block. >> So that's the 3D modeling software and then I can take that and actually 3D print them the items. >> Nice. So yeah, it's a full fully project lead the way toys that we come up with. >> Switch. >> So these are members of the research department. So this they came up with a lot of the ideas. Of course, they ended up towards the end all working on getting the items functional and working, but they were the ones that kind of came up with some of the original design ideas. So, they want to introduce you to this toy. And we have Lucy, Levi, and Marley. >> So, our patient's name was Zach. He's a seven-year-old boy, and he loves doing crafts with his mom.
006We wanted to make a toy for his hand and eye coordination. This is the toy. This represents the paintbrush. And then also with the maze, it kind of res like paintbrush strokes. And then the goal is to get from the top to the bottom. So over time, this took us about 3 weeks to think of and then actually 3D print. >> Thank you. >> That's kind of all we got for you guys. If you have any questions, I'm here to address those. >> How did the uh how did you guys um [clears throat] your your clients the the students that you made these for? H [clears throat] how did you how did you connect with those? >> Oh, it was just a preset like these were like actual case studies and then they just they
007changed the names and stuff in the coursework. I think next year I want to try to incorporate not just cerebral pausy but maybe a different u neurological disorder or some kind of other disorder that needs some kind of therapeutic toy so it's not the same exact thing each year and I can kind of >> you know cast a wide net >> the uh the plans for these items um are there were these plans located online anywhere or did they have to >> talking about the those yeah that's these toys were fully 100% thought by our class. >> Wow. >> Start to finish. >> Yeah. Start to idea to 2D drawings to 3D designs to printing them. >> Maybe on the way out you can take them through your room where you do those. >> I'll
008uh I'm I'll send you guys some information. I was listening to a a podcast yesterday and there is a new uh there's a new website out where it's exactly this topic uh for folks who have 3D printers for them to be able to make um items to help folks with special needs and people can actually put in orders and and you can kind of like pick up the order is the way I understand But I I'll send it and it they've got blueprints ready to go >> um you know >> for to uh >> to assist in the process. So I just heard about it yesterday, but it's exact it's exactly this topic. >> So I'll send you the information. >> Yeah. Awesome. >> Appreciate it. >> Thank you guys. >> Thank you, Mr. >>
009[applause] >> Okay, now we have our eighth grade. >> This is a power. [snorts] Okay. Oh, look. You have a little place that you can do it also. All right. And this one's different. This one it's showing you that's the shoulder. So, it goes in like this. So, points up here and then the artery is about there. I'm just when you're when you're doing it, you can ask >> and squeeze. Yeah, >> you can do your reading. >> I do want to learn how they do like the phone of the screen just if you get like if something doesn't work, I can tell it for you. Okay, I'm going to spare you guys. Um, you guys say well many of you have seen me present many times when I was at CKA doing VEX, but
010I am actually just going to let the girls present today. >> All right. Medical detectives become a health detective. Presented by Laney Hampton and LG. Can we just tap on it? >> I think so. >> Not using the laptop. >> Yeah, we just did the laptop. >> Okay. What is a medical detective? Become a health detective today. Medical detectives is a cool class where students explore human body systems, solve medical mysteries, track down the source of outbreaks, and learn to use science to find clues about health and wellness. Okay. What you'll learn? We learned how to take vital signs, measure our heart rate, respiration rate, and blood pressure. We also learned about our body systems and medical mysteries. Would anybody like to get their blood pressure taken? >> Not me. [laughter] >> They were hoping
011on you cuz they had a joke to go with it. [laughter] >> I've taken a couple hours ago and it was not good. >> A couple of years, did you say? >> No, a couple of hours ago. >> Where you want me? Hope I don't blow it. >> So what they had to do in class was pretend that they were the uh you know medical personnel and then >> they tested their um vital signs or took their friend's vital signs. So, they would sit down and they would ask them questions and they would take their temperature. They would get their respiration rate. Um, we did their blood pressure. We kind of what is common for a child that's under their age versus an adult, what would be the common um temperature that they would have,
012what would be um a good respiration rate. And so, when they learn those things, it let them see in a medical file or these are the very first things that a doctor gets as soon as you walk into their office. before they see you, they see these stats. So, they had to learn what is abnormally high, what is abnormally low, um, and what is normal for a specific age range, >> which was the adult is 120 over 80 is the average for your blood pressure. >> We did have some readings where the kids [music] were like, >> "Okay, if yours keeps reading like this over a few days, we had to make sure that with the nurse that it was okay cuz I was so low. >> [laughter] >> That's That's a little high. [laughter]
013>> We'll take that medication. [laughter] >> Stop it. >> Okay. And then you'll start again. >> Is there another volunteer? >> Yes. I don't need to tell you that I'm type A personally and I take three blood pressure pills a day. [laughter] [laughter] >> So stressful. >> I think it has to do with before I came. That's probably [laughter] where it was. >> She didn't look amaz >> and then it will just squeeze a little bit. >> Yeah. >> So, Laney actually wants to be a nurse when she gets older. And Ellie has expressed she wants to do like an anesthesiologist. She wants to do maybe nursing. Um, so they have said we would really like to learn how to do it with the stethoscope like the old school way and I told them I
014do not have to do that >> but it would be great um for >> you have those supplies >> this I would say we don't have to set this go >> that would be awesome. Yeah. So, for this next round, it would be great um to get our nurse to come over and show them how to >> to do it with the pump and stuff, but we would have to get >> Yeah. >> the supplies. And then Laney, we talked about bringing in a stethoscope with like her mom. >> I say we can I can probably make that happen for you. >> Yeah. I do not know how to do it. I know my mother does, but I've just And then we had these and I didn't even think about >> that it would be
015really cool for them to learn the old school way. Okay. >> Is yours better? >> Diastolic blood pressure. Okay. >> 100 over >> over. Yours is good. >> Yours is good. >> Okay. >> I can probably >> And then here are just some like some pictures of us doing um each other's blood pressure. Did you find any kids with high blood pressure? >> Um, there were a few with a little bit higher, but nothing crazy. >> I think a lot of us were worried of ours, you know, like stress. [laughter] >> Well, stress will cause it to go up, too. >> Yeah. Dendrites, the brain's messengers. Dendrites are vital components and neurons that help brain cells communicate. They received messages from other cells playing a key role in our nervous system, ensuring smooth and effective
016signaling throughout the body. And we were able to work in teams of two and it was really fun doing hands-on learning especially with this. I know I use candy for mine. I think used it was super fun doing it because we were able to make kind of like an animation too >> which I thought was really cool. [laughter] It won't play. >> It's not playing. What would happen? It's a stop animation. And so that little puff ball is what this is actually Luke Rutherford's group. And they decided that they wanted to use the puff ball as their signal. So this would be signaling the nerve impulse that's going through. So you would have to start on one end of the dendrite and then show that it's going to send the signal through. And they had
017to learn every part of it and the um correct medical terms and then it would have to get to the next end, right? And so they had to understand that it is nerve impulses and when those are disrupted, what happens to the body? >> And that was a cool animation, but it's not working. >> It works in the classroom. >> Okay. And then here are just some pictures of us making them. Okay. Disease diagnosing activities. Outbreak tracing. We track down sources of disease outbreaks. One of posters, creating posters for disease-causing agents. Teamwork. We work together to find solutions effectively. Patient files. Study files to diagnose health conditions. Investigation skills. We use clues to solve medical mysteries. Interactive learning. Engage in hands-on activities in class. These are some of the wonderers we do. This was my
018personal favorite thing we did. Um, we basically had a disease we kind of had to pick out. We had to find symptoms of disease, route the infection, pictures of bacteria cells, and their scientific name along with their common name. Okay. And this one was actually mine. It was MRSA, which is a staff infection. And I did symptoms of disease, root of infection, um, where it can be found and who it can infect. And then, yeah, like places where it's found and like how it's spread. Okay. What's the cause? What's the data say? So, this was actually one of the things that we had to do in class and we had to solve an outbreak about who got sick during the food fiasco and taco Tuesday, which is like gatherings and they were outside. And from
019all the numbers that we got, we did our percentages and whoever like whichever food had the highest attack rate is what was making people sick. And this one was onion dip. And we thought that it made people sick because it was left outside for too long. This one was remaining less and we think it's probably because it was contaminated. Probably just like wasn't very good for your body especially and wasn't washed. Oh, that's not coming up. That is the CDC website and um you guys can tell them what we did on the CDC website. Um, we did a lot of like virtual learning, I guess you'd say. It was really fun. I I think I learned a lot from it personally. I'm sure that you did, too. >> Um, it actually would be I think
020there's a total of like 19 scenarios. And so if they have to work themselves through levels and through each scenario, it will give them like [music] a victim or a group of victims and tell you where it occurred. like these people have come to the hospital with these symptoms and you have to go get clues throughout like their day or throughout the city in order to be able to come up with the the why. So it helped them to understand like it's really hard to find patient zero or where something has started. So they had to pinpoint the causation. >> Yeah. Miss for her next semester because Miss Hannah has added forensics to her next class. >> Oh wow. Very good. >> Good job. [applause] >> So this is a great way to segue our
021middle school into some of our CT. >> Yeah. And that's why I want to add forensics because I feel like it's it's very medical but >> um like Mr. Dumbo is doing you know the engineering side of it and then we have our medical side but along with the metal medical side with the forensics it's going to add more of that medical is science but it's going to add more of that the skills that some of the kids are really wanting to do like they want to do like maybe crime scene stuff but a lot of that can also be we had actually discussed this over our dinner tonight [laughter] about how with forensics well sometimes you have to be a medical detective in the sense that someone may have been poisoned >> and you
022need to collect that evidence. And I also am guilty of watching forensic files. So I'm like, I love forensic files. My sister teaches forensics. Why not tap into that at other schools and see if they can get us the stuff here to be able to do the medical detectives and the forensics, >> right? I think that's fantastic. >> Girls, one of our toughest high school courses is the biomed class. >> Yeah. And uh I've been in that class several times when they've been working on activities and they do these exact activities. >> So you guys are doing high school level work. So congratulations. >> Well, and the way that it's planned, um Eric's or Mr. Stumbo's class actually leads into our class because he's dealing with neurological disorders. Sure. And so them having that basic
023understanding when they come to my class then they're learning about the nervous system and the why in there. >> So they really work well together. Whoever did that placement do a great job because they work really well together. >> Good job. >> Fantastic. >> Very good. >> Excellent. >> This is our eighth grade group. Mr. Stumbos was seventh. Now in sixth grade we have space and flight but we were a little late getting that one started. So we don't have anything to show today on that. >> Thank you all. >> Very good. We'll get this out. >> Did a great job all the way. [applause and cheering] Oh, >> thank you. >> Oh, that's okay. I'm just trying to get them hooked back up. >> I can go ahead and leave if you need to.
024>> Yes, that's fine. Thanks. >> While they're um getting that together, >> you all had to listen to me for almost three decades. I'm not going to be saying much this evening. I know it surprises you. The only thing that I want to point out, um, we have done our winter star benchmark. I put more stock into the state benchmark, but we I guess the next two weeks we'll be finishing that. So, I don't have any results from that. In reading on our STAR benchmark from fall to winter, 58% of our kids scored above typical growth between fall and winter and 61% in math. If you can keep the kids growing, I know lots of times on scores it looks like but if you really dive deep into the scores, the growth is what you
025want, right? >> And that's our percentages. >> That's fantastic. Okay, Miss Hinsley is gonna present. She's our counselor of the year. >> Two different counselors of the year. >> So, this is year five here, >> I think. >> Um, six in the county, but five here. Um, I always have just a little template to show you guys of what we've done with the counseling program so far this year. Um, we've had a lot of events already in the fall. We did our annual reality store and get a life and we had our career week and we had our fourth annual career day that went really well. Um, if you look on the right there, we've got some upcoming events. Um on the back I have a save the date if you guys we would love
026to invite you guys on February 10th. Um during the day we're going to have presentations for the students and then we have a parent presentation in the evening. But this is um a group that comes from homeland security and they're going to talk about [snorts] um online risks, protecting yourself, protecting the parents, protecting your students, um digital threats, things like that. So, that's going to be I'm looking forward to that. Um, so far with counseling, I've had 219 individual sessions. Um, students can self-reer themselves or um staff members, um, parents, other people, anybody can refer. And then once I meet with students, I can also refer to the social worker. We have our mental health counselor. She's here one day a week this year. Um, or if we need to refer outside, we can do
027that as well. Um 100% of students receive counselor in the classroom lessons. So those are where I go in during either skills or inter murals and talk to the students about different things whether it be academic or social emotional. Um so far I've done 15 of those. We also have our discover your future career exploration program. I believe this is the third year we fully have implemented that. Um so our eighth graders will have been through the whole program. um they get four or five clusters each year. So by the end of the time they get them all. Um I did some small groups um in December. I took I looked at our data for seventh and eighth graders and some students who struggled either academically or with attendance or behaviorally. I got a group
028of them together and we worked on study skills and organization. Um there was growth that was shown through those pre and post surveys that we did and I'm going to continue continue second semester with a new group of students. Um and the ones that I had the small group with in the fall I'm going to meet with individually weekly and track their progress um through this next six weeks. Um parent contacts. Um we have our family meetings that we always do, 504 meetings, SAP meetings. The social worker and I have gone on home visits. Um we also have our outside groups and clubs. We have Marshall's hat hats program. And then this year we started a new program which has been awesome. It was with our eighth grade students and it's called Read to Me
029and we have a group that goes to Playmates and a group that goes to the elementary and every week they read children's books to different they each have a classroom they're assigned to. Um, and it's been really cool just to see their growth just personally, just they were really nervous at the beginning and now they love it and just the relationships they're building with those kids in those classrooms. It's really cool. It's fantastic. So, yeah, I think that's everything. Um, I've got our upcoming events on the right there. We are participating in the NAPE assessment with eighth grade in March. Um, and then March 24th, this was actually rescheduled. We're taking a select group of our eighth graders to Marshall and it's called the Explore Academy and it's going to expose them to manufacturing careers.
030So, we're excited for that as well. >> Yeah. Great. >> Great. >> All right. Thank you guys. >> So, the NAPE assessment you you guys were selected for that. >> Y >> and I know I knew that. I'm I'm trying to remember who else was selected. So when they give the uh that NAPE is how they measure how education is progressing across the across the nation. So [snorts] when you see those national reports, it's off of that test. >> So they select random schools across the state. So I'm glad you guys have a chance to participate. >> Several years ago, we did it two or three years in a row, but we haven't been selected for several years. >> Yeah. >> So you see why she's counselor of the year state. >> I mean, she's
031absolutely awesome. fantastic work. Thank you. >> Um, one of our strategic uh plan goals is attendance. Of course, you know, one of our county goals also is attendance. Um, Mr. Watkins has worked very hard this year um on an attendance program and we are seeing [snorts] wonderful results. So, he's going to talk to you about those. [snorts] Yeah, like Mr. Ryder said, you know, one of our strategic plan goals this year is attendance. Um, and we've done some things in the past. Last year we decided to kind of go way bigger than we had previously. So we just we just figured, you know, we need [clears throat] to make it a much more concentrated effort. So kind of discussed some of our goals, some of our action steps, and some of the progress we've seen
032so far. Um schoolwide goals from an actual school standpoint, our average daily attendance was actually pretty solid last year. Um 92.4 was our was our number last year. Pretty solid. Um we set so we kind of set the bar really really high this year for that goal. We sit at 95%. Probably pretty lofty, but we kind of figured, you know, we're already good. Let's try to be great. Um the number that was kind of concerning last year was our chronic absent rate. This number is the kids that are below 90% attendance. Um that 90% number is really important because they've done a million studies on attendance and that's when we really start seeing issues. We start seeing like the biggest issue is dropout rates. Kids are nine times more likely to drop out if they're
033below 90%. um increased mental health issues, behavioral issues, judicial system test scores. [music] Like we actually started digging deeper to a couple years ago. Um these are our test scores from last year. What we did was looked at our actual test scores and compared our actually chronically absent kids with the rest of the school. Um I'm going to get through all it with you, but seventh grade, for example, um in math last year, our seventh grade was 35% proficient. That's a little bit above the state average. However, our chronically absent kids were only 6% proficient. That's a 19% drop off. English probably some of the best scores in the county, if not the state. We were 20% above the statewide proficiency. However, our chronically asking kids 17% lower at 50%. So, what that data kind
034of shows us is if our kids are, you know, butts and seats in the building, they're receiving a quality education. So, our goal is to get them here so they're receiving that quality instruction. Um, so our number last year was at 22% a little high. Um, so our goal is to get 20%. Uh we also set some individual student goals for our kids. Um we kind of use a little phrase nine or less. We want our kids to be above 95% attendance. That's where the data kind of shows there's no real concernable impact if kids are above 95% in school. So we kind of push kids out of that and we want to really avoid at all costs that chronically absent number um being below that 90% number. Um so um so the actions have
035taken we really try to use more the care than the stick. Um you know we really try to use incentives. We use individual incentives. We do a strive for five drawing every week. We kind of expanded that all year. Um we started a couple gift cards. We said, you know, the kids really like that. So we kind of made it even bigger. So what we do is at the end of every week, we put all the kids who are here all day every day for the week. We just draw names out and they come to my office and they get just some goodies we have picked out for them. Um give me different treats. Sometimes do gift cards, but the kids really respond well to them. I have kids actually complain in the hallway to
036me like, "Why didn't I get drawn this week when you guys random?" It's like, "Just give one last week. Why do you want again?" So they really just seem to really respond to again right before lunch so the kids get to like have their little snack or good drink for lunch. It's kind of a little like mini trophy for them. [snorts] Uh we did um we've done some breakfast parties for the perfect attendance kids. We did donuts for the first six weeks for kids at Perfect Attendance. We did a perfect attendance drawing. Amazon was so nice to donate to us um gift cards and Kindle Fire tablets. So we did our drawing before the break. We had a kid win a Kindle Fire and they were pumped. Um so Amazon just gave it they were
037really generous to us. They gave it to us. We're hoping to continue that relationship. Amazon unfortunately has gone through some massive layoffs and the guy we work with, he was part of those layoffs. So I I think the community outreach program is probably one of the things we're getting axed. So I'm working with him to hopefully find somebody cut back in contact with to keep that going. Um groups have been our biggest probably new thing we've done this year. We try to do some more group incentives. We started a first to 10 wins home room contest. Um so every day a home room gets over 95% attendance. They get a point and when they get 10 points, they're eligible for a prize. Um, the prizes can either be pizza party, um, extra inter murals, they
038can pie me in the face. Um, so they've chosen they've chosen to pie me in the face. Um, >> sure. >> They've they've done it twice so far. Um, the pizza part is actually the biggest one they like. Um, surprising to me, but they like the pizza parties. Um, >> and uh, it's been a big hit so far. The kids really really respond well to it. Um, some groups got so competitive that we actually had to kind of do a handicap system because we had some home rooms that are winning over and over again because they >> so we actually so every time they got it, they actually increase their total. So we've had home rooms have to get 15 or 20 points where they win. They're still winning occasionally. So we do two winners
039every cycle and then we reset the cycle and it's been it's been going pretty well so far. Um, we did a public service announcement contest. Um, that was actually really fun. We did our school leadership council. They we made it into groups and they made public service announcements for um for for for school attendance. It's actually really fun. They actually included members of our staff involved and it kind of like uh kind of took over the school for a week or so because they were pulling teachers out of class. Hey, you beat my you be my you know my absent kid for my PSA video or you beat my grumpy business. So it was a really fun experience. And the only issue we had with those is they actually end up being like they end
040up getting too into them instead of being a 90 second video kids making like uh 10-minute videos. [laughter] Like I'll brag on um Shane Nelson grandson. Um Shane's group was was they did like a seven and a half minute video. Not only they have a seven and a half minute video, they had a minute and a half trailer for their PSA [laughter] and and a blooper wheel. It was that was awesome. I was like, man, this kid knows way better as far as this stuff is concerned. >> Um I've done some schoolwide initiatives as well. We gave our kids the goal the first six weeks. We wanted off to good start. And if you guys over 95% attendance, we would pretty much just stop school for the day and do a schoolwide kickball tournament. Um
041they hit their goal. Um so the first then the first six weeks, we went all went over to the main football field. We did a schoolwide kickball tournament. Staff even had a team. I may or may not pull a hamstring, but um [laughter] we were all on ice for a few days for playing a few games of kickball, but the kids had a blast. And right now for the four six weeks, we're doing the same thing except we're going to do a schoolwide volleyball tournament with the same thing. The kids did last year for one of our rewards, and the kids really liked it. So that's kind of our goals. We are doing some interventions though. Um I work with kids that are I kind of find at risk. Kids that are between that 88
042to 91% who are starting to slip. I just pull them in and I meet with them. I kind of explain some of the issues with being chronically absent. Kids are some kids aren't even aware that like they're chronically absent. I thought you know you know you know what chronically absent is like yeah I think so in school what percentage that I 50%. [laughter] You know 50% of your parents are in jail right now. No it's a lot higher than you may think. they'll understand like because I point this out to them like if you're at 88% attendance over the course of the year you've missed a month of school. U at 83% you've missed an entire six week term. Some kids like when they start I know they don't really realize that and I work
043with them. What I do is they get off the car on the absent end of the semester I'll buy like lunch or pizza or something like that and they just send them and if I don't I speak with them again I kind of just keep tabs on them. Usually about 10 to 12 kids um 12 kids that are in more serious need. Our counseling department's always done a good job with this. Our counselors and social workers, they do those kind of big picture meetings with people that have need some actual serious counseling or social or resource help. So, they do a good job as far as that's concerned. Um, so our data so far a day mark a day mark's important. That kind of gives you kind of a really good kind of baseline for
044how well your school is doing for attendance. At this point last year, we were at 92.44% attendance. We're up to 93.89, below our goal of 95%, but we're still seeing some solid growth at 1.4. 45%. Um the biggest jump we've seen so far, it's probably our biggest thing we're excited for is our chronic rate. This time last year at 26.5, we're down to 14.7. So that's about 11%. So >> um so far it's working really well. We got to keep pushing though. Um we always kind of scared the end of the year because end of the year once we get testing done, people start planning vacations, that number will jump a little bit. So we're trying to get as far that below that as possible so we don't see that jump. But really, it's important
045before the GSA. we want those kids here as much as possible. That way they're getting that that instruction before the GSA. So, we were kind of curious if this was working, the kids cared, you know, what's the other factors involved. So, we actually gave a survey to our student body to kind of get some feedback as far as they were concerned. Um, first we want to see if our kids actually enjoy coming to school. And you can see here we actually kids for the most part actually do seem to enjoy coming here. Um, you know, close to about, you know, 85% do seem to enjoy it at least to some extent. uh very few never want to come to school. Only 12 kids said they never want to come. So that's a positive sign I
046feel. Um most kids didn't miss very much the first six weeks. You know, these 22 and 11 were chronically absent kids. So not too bad as far as that was concerned. Major reason they miss. This one was kind of one I was really interested in because if it's sickness, you know, there's not a whole lot you can do about that. Um if you start see other factors, that's when you start getting concerned, start thinking about other things you need to do. Um you know, not really a whole lot of other issues. The main issues we saw were things like oversleeping, doctor's appointments, family trips. Um, so we we're excited that our main issue was sick and illness. Um, very few kids mentioned anything about bullying or safety issues. So, they felt this was a safe
047environment. We asked kids after the first week, do you feel like our school actually encourages good attendance? Um, you know, 80% said yes. So, that's a good sign. Um, strive for five is a very popular program. Um most of them said that either it had impacted a lot or a little as far as their attendance was concerned. Um you know we want to make sure kids were aware of these as well. So we put it out there but I don't know if you know middle school kids but you tell them things 30 40 times you I mean so we want to make sure they're aware of it. Most kids were aware of it. Most kids said they had made an impact. Same with first to 10. See the kids really did well. They seem that
048be the best one. I think the kids like that one because it's home room so they kind of take a team aspect to it and they kind of enjoy kind of every morning they try to see you wait for the kids to get in. Did everybody come today? All right, we get our point. They get point in the war on the wall. So they seem to really respond well to the first attend one. Um kickball tournament kids really responded well to that as well. They loved it. This is really good this year because you know we did the Lewis Foundation stuff in previous years and those were really fun. However, a lot of our kids you know didn't qualify for those which was which was a good incentive for the kids that did qualify. But
049this one's good because it's a whole school. If our school beats that goal, every kid gets to go. And so every kid, even the kids who may not be the best behavioral issues, they sometimes have really good attendance. They feel as though they're actually contributing. They feel like they're being rewarded for their at least that aspect of that. So, um, perfect dance breakfast party. The kids really liked. It's kind of like, you know, a nice little extra boost. Um, and one thing we're going to work on here second semester as well. Now, we want to kind of address, okay, we got the kids here. We're working on improving. You know, one of the things we see a lot is kids who are chronically absent. One of the biggest fears, one of the reasons they're chronically
050absent because they're have anxiety coming back to school. So, we're trying to figure out what supports been put in place for those kids who miss so they don't feel as anxious coming back to school. So, we're kicking some ideas around next year. Our big kind of initiative, next step is going to be like, you know, some kind of peer support group. the kids have, you know, you know, if kids crawling gaps and they know they have this kid that they can rely on that can be their kind of their point of reference when they get back, they're not falling behind, not scared and not um that seems to be number one conversation is, you know, why aren't you at school? Well, I'm anxious. Why are you anxious? Because I'm behind on my classes, why are
051you behind your classes? I miss. It's kind of the constant cycle of them always having these kind of things here. Um but that's kind of our next step is seeing what we can do for those kids who are missing a lot. How can we support them getting caught up? So, that's all I really have. It's going pretty well so far attendance wise. We're hoping that this first six weeks goes well. Um this is kind of a make or break six weeks. If you kind of get through this four six weeks, there's not really a lot that can happen after that [music] bar in some type of a really weird uh thing that can really drastically massively impact your attendance that much. So um >> we made a change about [music] attendance this year. We had
052always approached it as a negative thing, you know. Um I mean last year I think they did three tardies were detention and this and that. Well during our admin academy one of the things that we talked about was being positive about it. So we changed our tardy slip and everything. It's like a movie ticket you know and we're happy to see you and this and that. We have gone completely positive and it's made the biggest difference. Now, some of these programs we were just going to do the first six weeks, you know, to get the kids coming, but they were so successful that, >> you know, that we just went on with them. Great. >> We kind of just hammered them. We kind of just hammered them with attendance and just hoping that like >>
053Yeah. >> they can't I mean, hopefully they realize it matters to all we talk about for them is getting here, getting here, getting here, getting here. So, >> yeah. >> So, yeah, >> that's all we really have unless you all have any questions. facility needs. Um, you know, I know we're working on the, uh, renovations for the school. Is there anything that's pressing uh, facilitywise that's a problem? >> Not right now, though. >> I know you've had some HVAC problems, but I know they've been working on it. So, >> those are almost fixed. >> Okay, good. >> That's real good news. Yeah, >> I mean, it is. We'd love to hear that. Yeah. [clears throat] >> Was the electric and stuff at the baseball fields and the bathrooms, is that all taken care of? >>
054Oh, I don't know. Do you know? >> No. I can find out for you. >> Electric the baseball. What? What was the question? >> Do you know Will? >> Whether the electric at the baseball field is working. >> Well, when I come through the other night, I saw lights out there. >> Well, >> yeah. >> And I guess we're talking for the U >> bathrooms. >> Press box. >> Oh, press box. Yeah. >> Yes. That and the restrooms down here. >> I think I talked to you back about it back in the fall. >> That's what the main little league field. Okay, I will check with Kristen and get back to you. >> I figured that it is because if not, she would be in my ear. [laughter] >> Good news. >> I appreciate hearing
055from people. >> Absolutely. Absolutely. >> Well, we appreciate you guys coming out tonight. >> Well, thank you for >> if you want as you go out, Mr. Stumbo is prepared to show you the the printer and you know where the kids be and it's on your way out. Give us just a minute to finish this. >> We got a few more items on the agenda, >> then we'll be glad to do that. >> Thank you all. >> Yes. >> All right. New business. Consider for approval of the purchase requisition order and quotes in excess of $5,000. That's pages one and two. >> Motion by Randy. Second by Jonita. Any questions or concerns on those purchase orders? this uh the second purchase order there for the school flasher at Kellogg Elementary that is grant funded. We
056have to pay for it up front and then we'll be reimbursed. We we get to apply for a grant every year. So that's been accomplished. >> Is the non-food purchase stuff is that consumable stuff? What is that? I know we had approved a pretty large chunk of change for equipment earlier on like a quarter million or believe. >> Yeah, this was broken up. They had originally done a $150,000 PO and and we had them break that up. >> Yeah. [clears throat] >> Yeah. >> The disposable >> things that we have to have most likely. >> Yeah. >> Right. Any other questions or concerns? >> It's the napkins and >> yeah, >> all the studs and items. >> All right. All in favor? >> Any opposed? >> Motion carries 5 to zero. Number two, consider for
057approval the change order number one for the CK alumni gym renovation, page three and four. >> Motion second. >> Motion by Jonita, second by Dennis. We talked about this right before Christmas, right? And um I asked for permission to go ahead and sign off on it so that they could get the work done over Christmas break and it has been completed. >> Completed. No problems. All All done. >> All right. Any other questions? All in favor? >> Any opposed? >> Motion carries. Five to zero. Superintendent reports. >> Yeah, I do have a few things I want to go over and I have your agendas for next Tuesday night. So that information will be in there. >> Thank you. >> Number one, there's a form in there um >> you guys have to complete. It's the
058financial statement single audit questionnaire that will need to be completed. >> So, you have that. >> Then there's a couple items on the agenda that I just wanted to bring up and if you have any questions or anything like that, we can deal with that Tuesday since it's not on tonight's agenda, but I just wanted to bring it to your attention. Um, we have the lease for the West Morland property. Uh, the portion that Playmates is using. We had talked about doing a lease for that. So, um the lease is on the agenda for your approval. So, you'll find that in your information. And then also there's a property transfer um on your agenda that is also the West Morland property. So years ago, and there's a map in your packet. >> The metal section
059with the old roof that is I'll call it braided out is the portion that years ago that the board transferred to the Wayne County Community Services Organization. It's the grade out portion. Now items number six and seven that is our current um where the uh prek is currently operating. So the lease that's in your board packet will cover six and seven. >> Okay. >> The gray area is the Wayne County Community Services Organization. And then the items to the right, it looks like what? 21 or no one >> 29 and 30. That's the property that was deeded over to >> That's the property that was beed over to the historical society. >> Okay. >> It's a separate attachment. >> It's probably in there. >> Okay. >> Yeah. So, um the when we were doing all
060this work to get this property deeded over and doing the utilities work so we could get the um utilities in place, what came up is building number 24. >> Building number 24 is the white roof. That is the old cafeteria building and it has been used by the Wayne County Community Service Organization for years. They used to serve senior meals out of there. So anyway, um I'm on the Wayne County Community Services Organization board and I know that over the years they made investments in that building. There were, you know, they had to put new gutters on it. I think they might have had to put a new roof on it, that type of thing. Um, they have thought that that was theirs. >> But in doing this work, when I was on the assessor's
061page, it was still listed under us. >> Okay. >> So, when we had the survey done and had the deed work done on this property, I asked them to check that building to see if it had been deeded over to the Wayne County Community Services Organization. when the large portion of the building originally was and there's no record of that. >> So, um what's on your agenda is to um deed that property over to the Wayne County Community Services Organization. And again, they've been taking care of it for well over a decade. >> And it's not as substantial as what it looks. Um, >> yeah, it's very small. Okay. >> Yeah. >> Okay. >> So, if there's any concerns about that at all, if there's any information that you want, I'll I'll bring you some
062information about the community services organization before Tuesday's meeting. But if there's any anything else you want, just let me know and then we can talk about Tuesday night. But I just wanted to give you a heads up about those items. >> Thank you. >> Okay. >> Thank you. >> That's it. >> Motion to journ. Second. >> Hold on. I think we have one question. [laughter] >> I just wanted to whenever we we looked at that who's in charge of the financial of that Wayne County Community Services now. >> Yeah. >> Okay. >> No problem. >> All right. Try again. >> Motion. >> Second. >> Motion by Randy, second by John. All in favor? Any opposed? Motion carries. 5 to zero. It is 534. I'd >> like to speak to everybody before you leave. I just
063wanted to