001over March h post PL Alle amen United States of America to the for stands one na indivisible poost [Music] right than forward before we sit down could we just recognize our veteran um you know because we celebrate Breen day this week and we just take a moment and thank God for them serving and serving our country you may be seated Al Terry pres Michelle Kate hereis here Dr bronin laurenita here here Julie thank [Music] you the board welcomes public participation and ask that the speakers please limit their comments to 3 minutes speakers may offer objective the comments of school operations and programs that concern them the board will not per permit any expression of personal complaints or defamatory comments about Board of Education personnel and students nor against any person connected with the tambur public
002school system thank you did anyone uh want to speak or come before the board and did not sign the the paper oh everybody is good okay we move on down the agenda Julie the consent calendar motion appr consent calendar ser13 and14 ased in ACC minutes facility [Music] 24-13 and 10344 thank you motion made by Julie could I hear a second second second by all in favor could I hear all motion still care anyone from our educational staff here [Music] okay so we we students right hello my name is Ariana West hi and I'm Al good evening word of Ed members cabinet and community members thank you for allowing me to represent and speak on behalf of the alternative Cent for EXC Melissa lasi in the Ace journalism class would like to invite you all to
003check out our first articles of the school year and the alternative times the alternative times can be accessed at Ace alternative times.com and on Twitter at a Al times Ace would like to invite you all to our annual Ace Thanksgiving dinner which will be held on Tuesday November 26th from 10:30 to 12:30 the ace Thanksgiving is our way of saying thanks to the community for all the support that we have received over the years this event is made possible in collaboration with abitch culinary program and donations from St L on Friday October 18th Melissa lasi danela Esposito and DJ gimz took a students to Gerald dine R Dodge poetry festival at the p Center in New York New Jersey students had the opportunity to experience life poets and spoken word poetry as well as participate
004in writing workshops including meeting weeks with celebrated poets and writers one of our students senior Joseph sopia went to the microphone and recited an original poem at the festival the next event we want to talk about is the project during our Flex times a students led by Daniel danela espito Diana dinaro Melissa ly have been creating dream catches to bring to the cancer center this is our third year in the just a little bit in the seventh a care school project the dream catchers will have supportive and encouraging student written messages for the cancer patients caregivers and staff to read we expanded this year by collaborating with p Elementary School's first grade class when on Monday November 4th 10 a students joined Miss chimal's class to create watercolor feathers and messages to complete the dream
005catcher project Ace students and teacher Representatives will deliver the dream catchers from paper feathers to crack here before the Thanksgiving holiday lastly Ace is beginning preparations for annual dinner with Santa this event will take place Saturday December 14th from 3: to 6:30 the event will incl pancake dinner holiday crafts photos and photos with Santa the event is hosted by a students and staff thank you for allowing us to share what is going on with our Ace family have a nice evening stay healthy and remain Ace strong thank you very much thank you I'm going to turn it over to the super [Music] good evening everyone uh we do have a presentation today we're going to go through um part of what's under the superintendent report I'm going to ask assistant superintendent Kelly trz to um
006present on a couple of our goals that we have set forth for chronic absenteeism which is our part of our school climate goal as well as an update on our positive intervention uh and positive behavior intervention and support um which is our school clim goal for from three and so while we're moving ahead of a little bit to the superintendent report because it is a presentation want to to have it um presented at this time so with that I will over to Kelly thank you um so this evening I put together it's a two-part presentation uh the first will focus on our chronic apps andm um in particularly our lead program we have been uh for several years now the proud recipients of uh grant funding to help us to provide supports to our students
007to improve our attendance rates at school um that will be the first component of the presentation and then the second one will move into the positive behavior supports and intervention you will see here um I do want to knowe Cara Watson W's name is also up here on the presentation um some of the data gathered for The Chronic absenteeism is something we regularly work with her on and so I wanted to definitely make sure that she received uh credit for some of this as well um so the LEAP program just to remind you guys the leap stands for learner engagement and attendance program it was created um by the state department in the spring of 2021 um as a result of um addressing students AB absenteeism as a result of the pandemic um we noticed
008a couple of things students were not coming to school and students were disengaged in learning um sometimes present but not engaged in the learning and other times remaining outside of school um so the leag programs the premise of it is to create um a home visitor program and so essentially it's building Rel relationships and connectedness with students and families to help to identify the why so not every student is not coming to school for the same reason some of them are experiencing homelessness others are experiencing mental health disorders others are experiencing um you know Tor in the home um sometimes in illness different things and so it's really trying to identify why make a positive connection with with a staff member at school and then to really support and assist that family with improving uh
009the students overall access to to academic opportunities the core values of leap and this is really important and I think um speaks to why the district has seen we still have worked to do but we've seen some nice improvements um is we made it a top priority uh if students are not here they cannot learn so we need kids back in school um and I know that was uh definitely emphasized by uh superintendent casmiro um you know from our opening uh student remarks to opening uh admin Council to our conversations with uh the Board of Ed and and parents in the community um you know in addition to being physically present they need to be engaged they need to understand the why the purpose um they need to have voice and some choice in their
010education um for the leap work getting students really re-engaged back in academics um everyone has to be involved it has to be from the first person it might be our safety Advocate that's reading a student walking in the door in the morning um all the way to the nurse that might be taking care of the skimy when a student falls on the playground to our um admin assistants that are answering parent phone calls calls and kind of talking about sensitive information on why a student may be absent from school uh to teachers reaching out and really you know asking you know I miss so and so why aren't they in school what can I do to help um so it really took a team effort I think prior to the pandemic a lot of this
011work was done primarily by um building principals School nurses and people Services support and I think since the pandemic not that teachers were not reaching out I don't want to make that indication but really they've increased their efforts in doing so we've seen really really positive results really relationships are Paramount to success students need to feel connected engaged um not just with their peers but with the adults we need to be honest and have conversations some of these conversations are really difficult when you're talking to a parent of a child that has missed 30 or 40 days of school um there's an automatic you know kind of tension in the room right that that's a problem and but we're here as partners and so this is not in a judgment um way but but how
012can we work together to support and then lastly um evidence-based decision- making looking at our data looking at the success that we've had sharing those successes amongst the district um we've really created a culture and climate amongst our schools to share listen I tried this it was wonderful this is how it worked or I tried that and it bombed and probably stay away from that try something else and we all kind of um have have participated in learning together um what works for one school doesn't always work for everyone but we've kind of shared and said why reinvent the wheel we can all do this work together so this is just a reminder uh the bar on the far left is from the 20189 school year so prior to the pandemic we're around a 7%
013chronic absenteeism rate uh chronic absenteeism just as a reminder is missing 10% or more of school days so in 180 days school year if you attend if you weree if you were supposed to attend school every day that would be 18 or more absences so it's a pretty significant amount of time um throughout the pandemic we spiked um you know in the 2122 school year um it took over you know 23 between 23 and 4% quite high and we have seen um a regression you know uh in the in the number of absences over time but we're definitely not back to our pre pandemic rates um so we're very proud of the reduction that we've we've had overall as a district and there's some even more significant bright spots in certain places um and then
014we have some other areas that still remain challenges that we're working on uh this is just a breakdown um by grade level uh far left is kindergarten all the way over to far right um being grade five and this is what we mean by uh D you know evidence-based decision making if you look here what we noticed is that our kindergarten first grade families were really our families where we saw an increase in The Chronic absenteeism particularly after the pandemic and we needed to work and intervene on that we we realized we need to re-educate families we had spent the better part of the pandemic saying if you have a call for the sniffles stay out of school don't come we don't want to see you and so that was a culture recreated for really
015good reason during Co but postco it's like you know a little sniffle that could last weeks we still want to see that child in school and here's the impact and here's what we're missing and I'm sure for for many of us in the room the way we participated in kindergarten and and first grade they're very different than they are today you know very play based very um and not to say that we still don't have components of that but you're you're coming out of kindergarten knowing how to read and so if you're missing a significant amount of time that's really critical and going to set the path um you know for the rest of your academic future um Middle School uh we saw again looking at the the grade levels far left is sixth grade
016far right is eighth grade um and um what we saw is we a spike in our eighth graders we realized that students were uh you know in in Middle School longer we need that was a grade level we needed to focus on um and so across the board we have the greatest success right now with our sixth grade um you know some with our with our seventh grade doing really well while we've had the most significant reduction in our eighth graders that is still a population that we do need to focus on and now we're moving on to to um our high school so chronic absenteeism again left to right is 9th through 12th grade um post pandemic we saw um you know some pretty increased attendance rates across all grade levels um while we
017still have seen some declines what we are noticing is that our ninth graders is an area this year that we are paying the most attention you'll see those yellow bars really haven't moved haven't decreased in the way we would like to um that does include any student that is classified as a nth grader so just bring that to your attention if you have not had enough credits to obtain your sophomore year status you are still counted in that nth grade so it's not just first year high school students um but we are continuing to focus increase efforts um what we saw right after the pandemic was 11th and 12th graders needed the most work we've seen the most significant reductions there um and with our nth graders really just focusing on the Freshman Academy continuing
018those connections and making sure students and parents understand the importance of coming to school um this is our high need subgroup versus our uh non High need so you'll see the high need subgroup is the blue bar um and the non- high need is the orangish reddish bar um and so what we noticed here High needs is our um is our special education our uh multilingual Learners and our free reduce lach in order to be classified as a high need Student you need one of those subcategories to be identified as but you may have two orth rate um and so this showed us uh continuously across the across the district across all schools across all grade levels um that our high needs population was chronically of at a more frequent rate than our non- high
019needs population um proud to say we have seen the most significant um you know improvements in some of these groups particularly in in some areas but it continues to be a need um to further highlight this as we dig down to the school level data I don't want to paint the impression that it's all special education students in all schools or all multilingual Learners in other schools we actually had some schools that those populations of students were outperforming the not high need students um but we had schools in which we noticed that there were Trends and patterns in particular subgroups or particular grade levels and that's where we focus the building level work to intervene um here you will see uh this is the current year-to-date data and so it goes from the first day
020of school to the last day of October um and so what this is is our chronic absen ISM right here to date um we are shooting to try to uh get that number about the the 10% Mark uh we would love to be back to uh pre pandemic uh levels but we are we are really striving um to to outperform where we were last year around the 14% Mark and and get it as close to 10% as we can um what I will say here what's important to note is this this number is highly um volatile especially in the beginning of the year because it's the percentage of total days of enrollment so for example at the end of October we had approximately 40 days of school it was even under that 38 days of
021school let's call it 40 just for easy math if you missed 4 days that's 10% you're chronically op so as there's more days available in a school year so if you have a student that gets the flu the first month of school and misses a week they're going to be chronically absent until you hit the threshold that which students have been in school 50 60 70 days um so I do bring that to your attention here uh for that reason we monitor it by month over time so we calculate it by month and year to dat and that's really really important um it also reflects if a student moves in and only attends school for a 100 days in a given year their chronic absenteeism rate is based on 10 or more days absent um
022so this is something that you know we need to look at at the individual student level as well um using you know what we did in District um what we did is u a monthly District uh attendance uh team meeting so that is your uh core and extended cabinet um we made this actually a weekly agenda item on our cabinet constantly talking about talking about the successes that we have and talking about um the spots that we need to follow up on and then assigning to a particular individual who's going to do that right away so that it doesn't get you know it doesn't get missed and we don't want too much time pass um we also do a more in-depth meeting on a monthly basis where we are disaggregating the data by school on
023sometimes by subgroup population and really talking about specific intervention the strategies similarly your school has an identified attendance team and they are meeting at least monthly most are we meeting bi-weekly and they are doing the same work uh what we do uh to help support that work is We Run The Chronic absenteeism rates in the building um by student name so we make it kind of put it in the school's hands of if you want to focus on they have last year's data because we know students that were at risk or exceeded the chronic absentees last year or more likely to this year so we ask them to start with those families first and making connections and reaching out and following up um and then as the year progress is continuing to monitor um and
024uh we also break down that data like I said by grade level by subgroup population and so forth to also have those conversations with schools of where does this school need to do some work to improve this um it has been a part of our both our district and school Improvement plan so it is a goal um of every single school to reduce their chronic abente ISM rate it's been a department priority in the PBS team uh we've had a centralized monitoring um not just by the cabinet team but particularly by carer and myself um we are kind of the two people that are reaching out very regularly to the building principles to monitor how their schoolwide attendance teams are going to help them with any data questions that they have and then provide feedback
025that interventions that are needed um and as I had share previously that you know individual student uh data is being monitored at the building level next steps um what we've done we started some of this this year and we'll continue the work across the year uh we are adjusting some of our family L on support due to uh we are very appreciative and thankful for these funds the funds have decreased some significantly from it's Inception so we are down to about a third of the lons that we had when we initially started this this program and project we are very fortunate to have the lons that we do and they do great work um but we are sharing them across buildings now where we used to have one in every school so I bring that
026up is um you know we're continuing to make really really good strides on less people to implement this actual work and I think a lot of that is due to the culture and climate we've created in the district making it a focus bow at all levels um and having everyone do the work so it's not in year one it was it was primarily the lisons that were doing the work now it's a little bit of a shared responsibility on staff um we're continuing we saw great improvements um at our elementary and middle schools and we're continuing that work we're not making a lot of changes there um we're just continuing to do the strategies that work and monitor the individual student level um we did notice as I talked about previously our grade n um
027is an area that we are we are working with high school to increase um utilizing the Deans utilizing some pral counselor supports and so forth um to continue to focus on those students um it's it's constant it's at the Forefront of all of our conversations every time we get together with the administrative Council we are having conversations we are also doing a little bit a healthy competition we put up you know what are the attendance rates by school and we post them no one wants to be in the last spot um we also do what home visit rates how many home visits have occurred in each Elementary School each Middle School um and it te I the person remain nameless one day I posted that um information and within a week I saw a spike
028by like 100% like over like it was like I'm going to do this and so I think constantly bring it to their attention has really really helped kind of L A Fire around us Karen do you want to add something is this the last side not yet okay okay um continue to increase uh collaboration with our Community Partners um this is stuff that we have to make sure when we're working with different agencies throughout the community that they understand our attendance lingo they understand our expectations and they can also help to reinforce um there uh is a community Collective or collaborative and there are a lot of Partners there and I think a big part of that work has been educating other U members of our community on how important it is for kids to
029be at school um you know even just a simple conversation that I had with someone that was from a doctor's office they saying like oh I didn't realize when I offered the 10:00 a.m. physical to a family like the impact that it has um and so just being more mindful of kind of each other's FR that's it for our two minutes thank thank you Kelly I just want to jump in for one second um first of all the the amount of work that is happening across the district in this area is phenomenal and that there it's really been an all Hands-On deck all handson deck project um and it's not just really the the building staff so um I was able to meet with all of the all of our bus drivers um just uh
030about a week and a half ago and I I asked to attend their regular staff meeting there was quite a few of them so their bus monitors and and the bus drivers and they're a great example of first point of contact UM of the day for a student and how important that first Contact is saying good morning smiling um hey I missed you yesterday you weren't in school you did take the bus are you good everything okay and so those are really important um person-to-person connections that you make to relationship that signal to kids it's important that you're here we missed you I'm glad you're here today um I'll be making the rounds with the custodians I they're in the same boat right there's so many kids that have great relationship with the custodians uh
031particularly our our our boy population um all of those things when staff all staff pays attention the cafeteria workers safety Advocates they pay pay attention to when students aren't there and they comment and they say Hey you know we're glad that you're here it makes a huge difference with students and you never know how much of a difference it makes uh for some kids in particular depending what they're going through so I just wanted to add that and then before you transition to the last one um I want to compliment you and car wanser I went to the um superintendent Network meeting and I was approached by at least three or four superintendents who and I didn't go to the state presentation that you guys went to because I couldn't and they commended um on
032the job that Dan BR put together uh related to the leap attendance data the progress that they made and the they thought the presentation was I would also thank you very much thank you um yes we were just to add that could we let her finish our presentation please just to add to that we were acknowledged as some of the most significant improvements in attendance rate across the state particularly of the urban School District so like I said while we still have work to do and we don't want to lose sight of that um we are making some really good strides and one of the things that we does really well is um is does a network of there there was a 15 districts to start losing track just over 2022 something like that now
033um in what there's monthly meetings where there's strategy brainstorming sharing so um you know one of the things we're trying to pick brains on is what are you doing for your high school kids because that's an area we're still struggling in that's an area many school districts are still struggling in um but we were able to share some resources um that we've done at more specific resources at the elementary and middle school level that have been attractive um the next part in this Segways in um really nicely uh it's kind of a counterpart to the attendance is our PBIS work uh PBIS stand stands for positive behavior interventions and supports um it's a research-based framework uh to really help kids feel safe um and you know have an effective learning environment so they want to
034be engaged in school um what we have uh it requires training of everyone um just as Cara acknowledged with the attendance work it takes everyone it's a systems change effort it's an approach to learning it's an approach really an approach to to community building in the school to help kids to engage kids and families to engage um the goal of uh of PBIS uh is to improve uh students it's not just their academic but social emotional behavioral uh skills as well it teaches kids so it it takes a very uh teacher directed or explicit approach of if it assumes it's based on the premise that if a student is not following a rule um it's because they don't know how to do it they haven't been taught they haven't been reinforced enough so it really
035takes a an instructional lens um when it comes to teaching some of these behaviors it focuses on rewarding students for doing a preferred task or activities so when they're compliant with the behavioral expectations that there's an incentive or a reward and those rewards F fade over time as it becomes rized and routined with kids it also acknowledges that some kids need more frequent reinforcement of these skills so they need more explicit reteaching um they need more frequent reinforcement systems um and they need need an additional level of intervention to do it and that's all built into this framework um it's organized into teers of support so all kids get tier one and then students that need a little bit more support get tier two and then a little bit more than that get tier three
036and if you're in tier two you get everything in tier one plus two and same with tier three um it it teaches um you know be respectful be responsible be safe is kind of the Mantra motto of PBIS all kids have to have to be present they have to be engaged they have to be connected to their learning environment in order to to learn and what are some of the benefits um you know most obviously is reduction in behavoral episodes so ISS OSS expulsions um but more importantly I think is an improvement in student engagement connectedness to school and and really an increased focus on learning uh for anyone that's been in a classroom if students are off task disengaged engaging in in behaviors um that cuts down on the instructional learning for all kids
037in the environment and this really is built on the premise that if we can eliminate those to the greatest extent possible we will have more time to focus on the the work that we need to do in the academic areas so all students can Thrive and be successful what we did in the district is we broke this down um into uh a couple year plan um so last school year in the 23 24 school year um this was done for the ka8 schools um each school had to identify a PBIS team so this is a team composed of leadership composed of teachers um uh composed of other uh people Services support staff and other school members MERS that are critical to the work each one of those school teams received uh six full days of
038professional development um that was done by cir uh and that training uh taught them how to implement a tier one PBIS model in their schools um so there is a lot of resources and materials um from uh PBIS to help schools to build systems and structures but there's also the flexibility to recognize that the way in which each building does things might be slightly different and that's okay um but here are the expectations and how does it fit into your school and so that work was done kind of as the Preparatory work last year this year our schools are rolling out it's like a trainer of trainer models everything that that PBIS team learned last year they're now rolling out into schools this year great focus on that um in the beginning of the school
039year the month of September a lot of professional development time built in to allowing them to set the framework and and to um uh you know teach what they learned in this training to all of their colleagues also emphasiz emphasis on data and reviewing uh student data in the building not just academic but behavioral data and providing feedback and setting some goals around how we can make improvements in both of those areas this year those same teams few changes um but for the most part the same teams um are now receiving tier 2 training so when you have all the structures and supports in place and one of our children is still struggling with that what can you do what's a higher level of intervention and how do you create structure and system on that
040um and then going into next year um it will be uh another and this year is 5 days of professional development next year will be four or five days we're still working out the details of that and it will be tier three so again when a child needs even a higher level of support with that how do we develop more individualized uh plans for students when they are really struggling um to make sure that we can teach them the behavioral expectations reinforce them in a positive way and then Monitor and keep down and make decisions moving forward so um we're very excited about this work we were actually able to do this work for the district through um the Ida Grant which is our special education grant as a way to reduce um some of
041our referrals to special education for students that are struggling with the needs um and so it's it's been a great um a great initiative and I think has been widely received um ac across the district thank you Mr Janell one need indeed and then Teresa in that order um I have a quick question um and it's based on The Chronic um does um every single school I would say um Elementary Middle School and High School do they all have the same guidelines for um stay at home when they sick because I mean it's different I can really as a m that the same as a 14 years old saying he sick as a five years old saying he sick and and the nurses usually have a different approach right so there is a a districtwide
042sick day guidelines um and I know they were shared earlier we can certainly send back out a copy so it is the same across the district what I do think though that you point out that can be different is that there is a parental element of choice where you know um an older kid might be complaining of you know the stuff he knows and and we'll be more inclined to send them younger kid will need an extra day at home so there is definitely some element of Parental Choice there um uh but but the guidelines from the district perspective rather the same Okay the reason why I bring this up is because um I'm not sure like as a mother I'm not sure if every parents knows or they whereare are the guidelines that they
043have because um like I said um if your child you think is sick and you feel that it might be a little warm but it's not I mean it's very difficult for a parent um sending home and then they receive a call you have to come and pick out your kid when they thought it was okay to send them in so I I think it's um for parents I mean we have to reinforce the information that we provided them because many of them they are confused I mean if it's cough um many of them don't s all um someone saying it's okay but when they realize it's not okay um just s in I mean I'm just to U understand because like I said it happens to me and as a it can happen to
044anybody with the same situation sure thank you so one of the things if I could just add to that and certainly I I appreciate your comment and continuing to reinforce that message is something that we need to do districtwide um also part of the work of those attendance committees is having that identified individual reach out about a particular child and have conversations particularly with the school nurse for example um you know one of the things I think you know 24hours fever free without fever reducing medication is is standard across the board and that is something that we do something need to remind families um but there are definitely times that you know we've all had it as parents right your kid seems fine in the morning and by 10:00 a.m. something happens and and so
045we want to encourage parents to send kids to school as much as possible assuming that they're well um and then you know of course if we see something that there a change in behavior for a particular kid we're going to alert that and likewise if any parent has a question about their individual child I would encourage them to reach out fing principal school nurse or classroom teacher and I'm sorry this is last question I noticed on your graphic it was a very um difference on the percentage was um between one school and another one I think it was K SII between MSI um one was like 4% compared to a 12% is there anything special to any of the other schools cuz I know that you mention the fact of how they have been in
046school but such a big percentage on difference is there any difference that they might be doing difference on one of the other so we had a lot of schools that did a lot of great things last year um our two top performing schools at at the elementary level were M primary and Mar Street school and actually at the administrative Council our first first administrative Council of the school year we add them do a presentation where they shared out some of the resources so I think we've had some nice Innovative strategies for sure um in certain buildings um but at this point in the school year a couple percentage Point variance because one absence will at this point will make a significant level of difference it's still a little bit on the early side what we're
047looking for is Trends and to continue to monitor that um and really provide those interventions to kids so um some of our smaller right there's also the number some of our smaller schools um as far as you know following up and intervening and so forth um so there's uh um right now I think we're we're continuing to monit good place with all buildings um we'll continue to watch that over time and I think it's really sharing out what is working in our bright spots um because even 12% when you compare it to the Statewide it's still the Statewide aage thank you um K is there anything that we've anything that we've learned in the past couple of years that could be said distinguishes uh the reasons or the occurrences in broadly speaking the elementary school
048versus the Middle School in a high school other circumstances that affect the child in these grade levels that that that would cause the the rates to be so high question number one number two on your slide where you reference the 24 258 or day Gater uh to to that point I look at it you're looking at 61% me and that's a relatively small body of students a specialty school why is there anything that we've been able to pinpoint that would create that that issue I'll take the first question uh if I may so with some of the older students who are chronically absent there could be a variety of reasons um some it could be work some could be illness some sometimes it uh most often it could be for caring for a younger sibling
049parent cannot take time off from work they could be staying home with a younger sibling who's sick as well um and sometimes it's an engagement issue and then we have to track and Fess all of that out and so that's what the the Le print is designed that contact is designed to kind of really find out the Reason Not Just Mark someone absent but to say call up and find out hey there's a way that we can support you what's going on here um as far as Ace goes you know the some of the attendance patterns that that you see there existed prior to students um um you know entering the school so there there may have been some issues prior to um prior to that but certainly um you know it is an alternative
050school there there are some at risk students that are there for a variety of reasons that may or may not um you know contribute to some of the attendance issues Kelly I don't want to weigh in a little bit Kelly deals with um the ace um students and staff on a regular basis it it certainly is a higher number and something we continue to work towards I will say when you look at the individual data on students we are making strides but not always to bring them below that chronic absenteeism rate um so it's a continued continued Relentless Focus I think one of the things that they're very set up to do is have a a high level of student teacher connectedness um but there are some other um other factors that are that are
051imping at times students ability to come to school as car mention the other thing I'll just add to your first question is um we also recognize that the elementary level the the impact of our work with families was most significant right at the K5 level or preschool 5 level um really it's the the parent that's making the decision on whether or not a child goes to school for the most part um at the Middle High School level the student begins to have a biger uh kind of voice or say or impact on attendance at school parents absolutely still have an impact on them but so we found at the elementary level really working with families um educating families um on on what our expectations was maybe making some clarifications to sa day guidelines policies the
052impact and The Importance of Being at school was most significant at the secondary level including the child in those conversations was most significant thank you and just as an editorial comment you I personally feel that the last couple years the work and the collaboration between the district and its Collective impact group is of excellent resources it's one of the few times that I think the district got Community Resources if I could use that word or help to to to work together and to expand your your message so that it makes it easier to to reach the the parents uh in order to help you you know facilitate resolve uh this issues you it's just very surprised at Ace you know I think they P teacher teacher ratios very low anyway so I'm extremely surprised that
053that number so tremendously high thank you on the uh the same page that rich uh started out on um what I don't see on there is I don't see the numbers for region inav can speak to that or why it's not on good question it is um it is not on there because they are it is considered um all data is reported back to the home school so for example um when we look at Roger Park attendance rates that includes any students that are attending uh reach I'm sorry Endeavor I apologize Endeavor from Rogers Park that goes for State assessment information as well as attendance information um so that's the way that it's reported when we report it to the state we certainly can dis at by that building um but that is the way
054that it's reported to the state which is why this slide reflected that Ace is reported separately which is why we see it as a SE okay and so for the um the high percentage for Cas um and I know that this is the year to date for this year was that an improvement or was that an increase so we are seeing improvements small improvements in in aids with with some of the attendance rates right now I think with the 60% rate or 61 I apologize um at early in the beginning of the school year I really do think at this point in time it's something that we're monitoring on the individual student level it's it's too soon to say is it better or worse than last year because it it because any student that has
055had about three to four absences is going to trigger into this number um as the school year progresses and certainly we're we're continuing to work to engage families but it isn't an area that we're continuing to focus on so at this point I I can't tell you this year is better or worse than last year but that we're continuing our efforts to that and so with that percentage does it seem as though we might be putting more resources into that population at Cas that we should be or that we currently are that we would think that that would be an important place I think we should pour in some resources we should always use data to inform where we put the resources okay um so am I correct in that um the focus for this
056has been mostly um Elementary so let me just say so I'm thinking about the home visits uh the the leaon in the schools um so we have done it uh K8 and I'm sorry K12 in different capacities so um last year we had aaz on in every single school middle schools high school elementary schools we had it everywhere um this year we have like I said a third of the number of liaison right now most of our Liaisons are working in the elementary and middle school level and we are working with our Deans at the high school level to to intervene on this including home visits correct okay um so my last question is so for the focus you you talked about um specific Focus being on grade nine for at risk students um you
057know some of the um I I would love to know exactly what that means so when you say Focus what are some of the strategies that are in place um to see Improvement in some percentages um so if we're talking about grade n specifically um is that that was your well that was on the next step so when it says specific focus on grade n support um to at students what does that look like what does it include um I'm very familiar with the tear I'm not sure that other members are familiar with the tears um but what does that mean what does when you say focus on grade nine to support at students um so in care if you want to um one of the things that we did I know is additional Dean
058support up there is that is something that is needed um to make sure uh what we're what we're providing uh to the high school working with them on is uh data Broken Out by individual students so we're starting to look at trends of who are the students that aren't coming we then are developing uh plans at the student level to say who is the best point of contact to reach out let's identify why that child is not coming to school is it that they're struggling academically is it that they're struggling social emotionally is it that the parent need to make more resources to overcome something in the community and then developing individual plans so the the premise of of leap as far as engaging in those home visits is to do a data review so
059that you're making databased decisions based on student performance then to reach out and build that connection with student continue start with the home visit continue to engage in those conversations so that we can continue toide the feedback to that family and work to support that do you want questions about the PBIS or just absentee right now well I that's I'll leave that to to our board chair but um just to round off a little bit what Kelly had talked about um just to add so it's outside of Lea in terms of the supports in nth grade the Deans are primarily a a conscientious strategy around grabbing that ninth grade um component so we've done work um with CT rise which is um professional development and learning for the nth grade teachers around um supporting students
060to keep them on track graduation so the student goes off track in grade N9 and that they could be off track because of attendance so that's that's one huge component where they fall behind in credits the likelihood that they'll graduate in four years is is not good because of the demands of the credits um and so I know that that I3 team as well as the high school looks at the incoming data from the middle schools too to black students who have also been critically absent so it's a um it's an opportunity for them to sort of preassign case loads to the Deans um at the high school to work and Target certain students who might be more at risk than others that's part of the focus in the ninth grade um outside of the
061leap are the strategies that they're employing in in the ninth grade as a team teresi um Ong that ninth grade uh absentees and R does anything stand out the excuse for being absent is IT jobs is it family or is it just a culmination of a bunch of St um just kind of from my experience speaking with different students it's a it's a variety of different things it's a little bit of everything that you just listed um you know some of it is engagement some of it is responsibil outside of school work family um life stressors there are some um definitely disengaged um maybe mental health uh that is interfering so it's a little bit of everything which is why um you know when you ask what are the interventions they really are individual to
062the student I I wish that there was an answer to say every ninth grader gets this and magically attendance will improve um unfortunately it's not as as easy of that and that's why the the leap is really at the individual student level how are you intervening to make a difference did you have a question Mr yes I wanted to pick up this subject getting back to is comment I think about it thought it was very important and that has to do with the reaching Endeavor I tend to think the and as Kelly said the fact that the data goes back to the child's students home school to me is insignificant because relative to three four five kids going back to Denver High School the effect is be minimal relative to the that the percentages but
063this is a special program and if we could look at this impact and has similar to the way we're looking at Ace as being a specialized type type of type of schools I think that would be important to us to see the progress that the the program is is making uh we're striving and we put these students there for the benefit of one Behavior situations but also Al equally as important uh more importantly is to educate them but if we find that they have a 60 or 70% fente rate then it's another question that says okay is this particular program effective or what can we do stuff like that so I think segregate that body separately would be important to have sorry that's something we can definitely do the other thing I think we would
064want to look at is many students and and this goes for Ace as well are transitioning in there at different times of the year so this is the attendance rate from the for the full year from the first day of school this year it might also be helpful to look at what are the total number of days they were at the specialized program and how many of those days did they attend I know it's a unique situation because of the the timing um but you know you can always break it down you can say it it's predicated based on 6mth or whatever some some criteria we came up with but I I think the data would be extremely important in inform so that's definitely something in a follow up um I will just say as
065well and I'm certainly happy to provide it I just think we also need to look at time there versus time before there because sometimes we do see and as any of you that have sat on expulsion hearings right now any student that has been through that process until we hit the 100 day of school would automatically flag for aonics and students we just have to keep that mind you know the more we know the more we get educated and the more questions absolutely um quick question and and this is coming from um Bas I know that we talked about this in the past but how do the exposion hearing that we're being having middle school high school that keep you on uising does these affect the numbers on the chronical OB yeah so any out
066of school suspension is considered an absence so every 10 days of every single kid that goes out 10 days at school um is also PS into that category um so 10 days would be it depends on the point in the year so any child that has had it has had a five or more day out of school suspension at this point in the year also falls on our list because we've been in school under 50 days for a student that has had a 10 day out of school suspension for the whole school year you have to miss 18 or more days right but 10 days is a significant number they're very likely to be on this list and at this point in the year they absolutely would because 10 10 days is more than 10
067school year at this point so we can actually say that every single year our numbers will be basing out some days from September to December get really get affected on the amount all hearings that we might have so any child based on the amount of time that yeah so any child you're seeing at an expulsion hearing um has been out of school 10 days for suspension and that affects and reflects it does thank you did you still have a question not on the absente no no one else has to go sir okay M on [Music] PB question um [Music] I'm on the second page sorry for the PBIS under how it there it says focus on explicit teaching of expectations to students and that's been one of our um consistent over and over especially with
068our conduct code and um so just as we talk about ident ifying G positive behaviors I'm wondering how much Focus during this process is put on the our District's conduct code and um looking at it from that responsibility point of view for the student and um we talk about being respectful being responsible to be safe how how much are we pushing again when we have our hearings you know we're hearing um has have our students been exposed to the comat code and over and over it said yes at the beginning of the year at the assembly um posted in every classroom um I'm wondering if that should be if we should look at in including that more often in more situations than just on those occasions I agree with you completely um what I will
069say is that this uh even though the training started last year the roll out to the staff was was this year to the whole school was this year and one of the things that the um trainer has done is ask each individual school to look at their data because expectations like we have common expectations across the district but what we are seeing is um some patterns of things that are occurring in different schools right so it may be for example at the elementary level that um you know we're seeing an increased number of disciplinary actions at recess because students are not following the expectations and so utilizing the data that's coming in um from from teacher reports office writeups disciplinary actions you know those types of things even nurses incident reports if we're seeing you
070know a child getting injured or things like that and then having the having the school have an intentional focus on if this is what the data is saying where are we going to intervene on that and it's a it's a continuous process because as we know right like let's just say we intervene I'm just going to pick like hallway expectations right we've noticed a lot of discipline happening between the changing of classes at the middle school level what we may see is a reduction there but an increase somewhere else uh maybe now it moves to lunch in recess or lunchtime so then we have to work on expectations there so it it really is constantly looking at what what are we seeing in front of us what is the dat telling us where do we
071need to intervene because the tier one is making sure that we're teaching all kids to lesson um the instances and then for those individual students if it's one student that not everyone needs to review hallway expectation if it's one child that is having a difficulty with that and then how do we intervene with that so I hope that that helps to answer your question but it's an ongoing realer process to um continually focus on what are this what are the kids presenting with where are they making gains where are some areas that they are displaying so weaknesses having the assumption that we as the adults need to ret those expectations so that students can be successful can I ask you question um so for the I don't know if all the members are familiar with
072the tiers it might be helpful if we at some point given information on te but if I'm not mistaken the PBIS is more individualized um kind of for student I mean it can be used across the board but generally um a student that comes with a behavioral issue consistent the goal is to create a systemwide approach to how to respond when things do happen so it's really the it's a framework that all all staff in the building from the secretary to the teacher to the nurse to the custodian um that they're all engaging with the same level of expectations and kind of coaching around This Is How We Do school here this is how we behave here and so yes while it can go to the individual um followup supports it's generally um a systemwide
073framework for for the support that we so everyone's on the same page with it yeah so um everyone's using the same vocabulary the same words the same expectations the same message um and so it might be helpful to know some of the uh tier one tier 2 even tier three uh I apologize this is going to sound crazy but is there just one student code conduct for the whole system the whole District or is each school got a different not each school but there are some differences between the levels okay age appropriate okay age appropriate all right cuz I'm going to the DHS PTO Monday and I had asked they had asked me what we should uh what I should talk about I'm glad I recommended student C contct that up correctly and I I
074just want to add to that we have made strides at the high school for example I know the middle schools will do a beginning of the year kick off it's pretty common that they go over this Dakota contact but we actually built in some components in that freshman exploration course for the Academy is um how to be successful at Denver High School how to be a successful student that references the kode of conduit but also the expectation and it's more of an extended conversation that builds over the course um so that because we noticed that a big one of the biggest areas where we can see infractions is in the ninth grade students come up to the high school uh it's huge they're you know this is they we're navigating a very big space there's
075all new students and uh new friends and new faces and um it is the supervision is much more challenging there given the size and the scope um and I want to point out that our long-term strategy here there's a short-term strategy that we're doing on the daily but don't forget the academy is to get to a transformational space where we have personalized um learning communities with students so we have this largest high school in Connecticut um the goal is we're going to break down into seven or eight differentes so that I really get to know you have a team of teachers who are thinking about you talking about you they notice when you're absent they're communicating with one another um and and it's a little harder to kind of fall through the CR in those
076environments and so the long-term game on theem is really about wrapping that student in 360 support College the future but also whatever their social emotional needs might be as well and so I just want to point that out that that's the that's the long game is to get to that place where we're have more personaliz theing Mars if I can also just add that's also why we did move away at the middle school level from a cluster model and did move back towards that because we noticed that students been more cross clusterings they didn't have common teachers a smaller learning community that we saw an increase in Behavior so last year we did not have a a clustering model or teaming model at the middle school level that was followed with Fidelity doents some individual
077meetings as far as instructional programming and this year we have moved back it's not a 100% perfect system sometimes students do need to cross cluster for a particular need um but we have found that that has helped with those small my own comment is and I've been I said it 3 or 4 years ago that at some point the discipline code need to be reinforced so that students and parents will understand the rationale as to what happens you know during the expulsion and just the student send it pass it on the wall doesn't mean a thing to him and and someone can read it and tell them you know go on the the computer do you think he would go on a computer to look at it no so I think we have to have
078to take a step in in saying that we need to do more than just the beginning of school year okay because we see now that that's not work okay so uh that was my only concern and as ours um get larger I hope that we would look at some some type of strategy to maybe make that possible and and I Tau this three or four years ago 5 years ago and and and we're back to they get it the first day of school in the backpack and we read it once a year that's it yes J I just want to ask to you Miss Cooper um and maybe this is something to take in consideration um something that know and every time they would go into a hearing none everybody like they say yes we
079read it we know but they don't know anything about consequences they don't know what's going to happen they don't know I mean they know they will they will get exp they will be expelled they will be expelled out of school but they don't actually understand that um it's their education it's their future is one year out of um the premises is um not being able to go I mean they they understand like not games not premises after anything happens and that's when they start thinking oh so this something to take consideration about maybe it's also given them all the facts what's coming up if if they engage and even if they could get into this um horrible fence by bringing in um um to G and what happens is what is the real consequences of
080women drops to school um yeah anything I mean go and maybe the police officer can go and say listen um when this happens you might get this or that or even explain to them that it's the whole future that they have in Jeopardy I mean even to the parents because I noticed that many of them yes um know they don't want no now parents want their child to be in that situation uncomfortable situation it's on to it happens that they realize that oh my God I should have PID more attention oh and I think that's the way I think that we should express it to their that this is what it's going to happen to you best I agree we all I think we all agree with that I think it's something that we're going
081to continue to build down through our messaging and work with the parents thank you so we going to move on down the agenda there's more question our standing committees stand Comm want report here [Music] policy obviously had a great presentation this evening from Eric hes from the school and state finance project um and and uh we don't have another meeting scheduled until February 12th but I'm going to look to schedule something before then because I do want to pick up on the conversation we started at the meeting before then which was uh going over some talking points and figuring out some Community groups uh to work with to try to share some information get our faces in front of the public and make sure that they know who we are and what our mission is
082for the community do the other committee sure for policy committee we met last week on 116 um we will see that there are two policies that are on the agenda this evening for reads um and then we also had an initial conversation about uh the cell phone uh consideration of a cell phone policy uh districtwide which um there was a uh an ad hoc group that was assembled uh which included um teachers parents board members administrators and robust conversation about what uh what they're seeing happening in schools with students um and what the impact is for education so the next policy meeting that we have scheduled again I don't think is until February I'm definitely going to look to schedule another meeting um in December and then again in January I think that's a committee
083where we need to have monthly meetings so that we can stay on top of uh we're trying to do thank you Mr J five minutes the next meeting is next Tuesday the 19 thank you do you have uh our next meeting isn't until January January thank you okay action items okay AC I'll make a motion that the Board of Education except for the the first reading policy 32711 non-aps education fund as recommended by the policy committee and in the court sub 24-15 motion been made by Kate can I hear second thees any questions motion has been moved in second all in favor could I hear I motion's okay okay action item B teres B policy 24242 ien compensation central office exempt staff parenthesis non-bargaining unit employees close parentheses motion that the Board of Education accept
084for second reading and adoption policy 24.2 I comp compensation central office exam staff parenthesis non bargaining unit employees close parenthesis as recommended by the policy Committee in accordance with 24-1 196 motion made by uh Teresa can I he a second to motion any a question concerning that motion yes I just have a comment about this uh we did make amendments to this policy based on the conversation we have with the policy committee and so you will see noted in the exhibit 24-1 196 that in the first paragraph we've crossed out the last line in paragraph one um and then we've added a statement to uh paragraph 2 and I just want to make sure that everyone is aware of those changes before we take the okay any questions this all in favor I right hi
085oppose motion so Carri superintendent cour okay so we have two major items on the superintendent's report accomplished so thank you Kelly for the presentation um we do have some wonderful news um our accountability index results have come back in and while we're going to be having a full presentation on our district data um if you recall the last curriculum committee um Mr Chris Ro came in and talked about sort of the makeup of the accountability index and how the numbers are are comprised and so in the second meeting that he'll come back with Caro wanzer as well um we'll talk about our district data relative to our latest results um in that though we received some information around um some areas where folks have done an outstanding job and I'd like to highlight King Street
086primary had some overall great Improvement so they were noticed as as distinction um and what they do is they basically rank uh the growth uh growth rates across the state and they kind of take the highest cut and they say okay you guys did a better job than most so they they distinguish you from the others so it's a wonderful way to um give some back linkes to the teachers and administration that are working very hard as well as the uh support staff that that go in to provide professional development and to help complete some of those um those efforts um Western Connecticut state Western Connecticut state Western Connecticut Academy of international studies um received a distinction for high performance and high growth um in their High needs population concerning math which was great so
087it was nice to um some of the data had dipped down they can't it we come back um so we're really proud of those math achievements and then Mo Street School received a distinction for high growth in their High need students in math as well which was great a lot of work there Ellsworth Avenue school again high growth in the high KN students and math so um if you've noticed there been a lot of focus on try to bring up some of the math in the last year or so in particular so it looks like some of those efforts have have paid off in those schools and we're quite proud um there are some other schools that did a great job with there's some great pockets of growth um but if you had if you
088still had an achievement Gap and an outliner they wouldn't um they would classify you as a school of Distinction so um we'll talk more about that in the curriculum committee meeting and do an overall presentation so you can see how all the school is faired where we are where our Baseline is and that'll help us create the road now for where we need to go next okay and um just in your handout packet um you will see the preparing for Teacher parent teacher conference packet that was distributed to everyone districtwide from the office uh the Family Resource Center um that went out in Spanish English and Portuguese and that just provides parents with some extra tools and resources for getting ready for those conferences we want to encourage all of our parents to come out
089it's not too late to grab a slot um if you still haven't done that um we want to make sure that we get our parents out to the schools our elementary schools are meeting uh this week for conferences then our middle schools will go the week after and then the last one to go is our high school so again we enourage everybody to come out to the schools and to sit down and talk to your teachers about the CH your child's progress um we covered chronic absenteeism and positive behavior support um the last thing I have on the list here is U looking forward to the cape um the C convention meeting that's uh be starting tomorrow and Friday uh Kelly ches and myself will be going up together on Friday um our board members
090will be going um tomorrow um which will be wonderful uh it's going to be uh I think very uh very helpful for us all to be together um there to learn um what's on the horizon legislatively and where some of the um where some of the efforts are being had across the state and then very last thing is that we have a career for date for de High School of December 12th uh we are currently still looking for uh industry Partners to come and partner with us and um attend that career fair so if you know of any businesses um that could would want to participate we're looking for professionals that are are interested in engaging our our high school students asking questions talking about their industry and their business uh what they do and
091how their work impacts um the community so uh please help us out with that pass along some information um and Mike cig um could certainly help um get anybody registered we have a link and a brochure that's going out through dsabc but also through the chamber um and we're trying to register more more folks so we're we don't have as many as we have this time last year so we want to make sure that we have a robust experience for our students on the toall question where is it going to be it's going to be at the high school this year Dan's going to um utilize the gymnasium spaces before that it'll be a little bit easier the transportation was very tricky going to the dome last year I love we love the space of
092the Dome and how spread out out it was was impressive um but the logistics of of moving that many students in multiple waves across the school day was a little bit difficult so um he we're thinking we're going to try the gym the gymnasium set up this year and see how that goes and we can actually also open it up to other grades as well um because it's on site the high school so it makes a little bit easier um to get the kids down there what's the time uh at 9:00 9 yes 9 to1 but we need we need participants so friend businesses businesses yes do they do they have to be Danberry can they be Beth sure yeah as long yeah and if they can if we can identify where they fit in
093the any one of those cies we're trying to you know make sure that we have enough representation in each Academy section so yeah definitely do you have specific criteria or do you have any specific side that people can go and see their qualifications or requirements requirements to participate yes um it's just if you're are an area of business and uh you want to showcase your your business these are the future employees of them in in the area so you have an opportunity to build a relationship build some excitement um exchange with students it's we're hoping it's a mutually beneficial experience for everybody participants that U that you know were with us last year raved about it we're like I can't believe this was amazing we learned we got just as much out of it from
094them as as we think that they got from us so um they just have to be a business uh who's willing to engage with kids when they come on I think that I use the wrong way instead of requirement what would be the logistics for the day um how they can find about um where we be time that they should be there to set up and so on we'll send out the brochure that has a QR code with all the registration information in there and anybody who's interested will get sent out all the the nitty-gritty details for the setup of the day thank you thank you is this what um the time when they decorate their boots and over the top to attract student they certainly can it's helpful because kids will swarm to a
095more attractive booth area human you know we tend to that's just like we would um we the kids love to get uh what I call swag so the businesses have things that you know pens or highlighters or little trinkets uh the students certainly love that and it's a draw which is the intent of those types of items to get to engage in a conversation so we do encourage that um the kids like it we the candy not so much we did a lot of cleaning up last year so that candy rappers can stay home but we'll take everything else okay and that's it for the superintendent's report today I will be very brief I attended City Y PCO and I express my concern about uh them expressing my concerns I'm trying to think I don't
096remember what night it was this report the upcoming budget for Border B and to and Erica hay but there she did the same presentation that she did tonight and I also asked um as we was meeting to talk about the disciplin and to express their their concern as representatives in the school about disciplin that was all got here the uh the only thing about Citywide p and they my misunderstanding and I thought as a representative from the board when we attend PTO meetings as representative for the board we are supposed to go there and sit and find out what that particular School needs and bring it back to the board and all I hear at City wi is fundraising Bale get it and maybe that's what they're supposed to do but I haven't heard anything
097educational wise that they w and say well this school needs um you know wipes this school need tissue this school need no it's all around fundrais and so is that their main goal I mean that's generally a certainly a strong component of of what how they support the school relative to the school's Ro so school is trying to bring in some enrichment or activities to support learning or an interest in the school um the PTO usually spearheads a fundraising campaign arounds but it's no it's nothing educational in here that you know that I I see that but anyway that that's that's one problem that I have uh committee that we have on the board uh it's very important I know we can't be at all the the meetings but it's very important uh that we
098have a qu to take care business we have five people on the committee and I know as I said earlier we can't be at every meeting but at least let the chairperson of that committee know that you don't plan to attend because it throws us all off we don't have a COR so I'm just asking maybe I'm preaching to the choir church but you know we need to wake up people and say it's very important if you on my committee you know come and at least let me know that you're not coming that's all I have to say so if there's not now executive session we need a motion to go into execu session I don't think we need to go into executive session um I can speak about the contract in Open Session and
099uh there's any specific questions I can't address just because of the sensitive nature I can being F offline okay okay no okay do you want to talk about the contract sure you need to speak into the mic because we're sitting out here and that blow is blow and we can't e all right I'll see up um so I believe everyone was shared the uh Master service agreement for Aeros security uh we spoke about this briefly in our sit's meeting few we High School um so basically what this is is is you know we we've spoken in this uh in this body before about some of the challenges we've had with recruiting safety advocates in the district our current budget allows us to have 42 that is one at each Elementary School and the early um
100the uh Early Child Care Centers uh three at each middle school and then 15 at the high school um 42 total the best we've been able to do at any point relative to that number of 42 is 35 um we are currently at 34 so despite uh you know constantly doing interviews bringing people on they either back out or they turn out to just not be a qualified candidate we can't get that we can't get that full Staffing that we need so we decided to go out and uh interview a few different staffing firms just like we do currently with with substitutes around the district we're going to be doing the same thing with safety Advocates um sort of on a long-term sub basis while continue to try to hire and uh round out those
101ranks of safety Advocates to a total of 42 um this is hopefully a short-term solution um I I it's not something we hope will will extend for you know for a longer period of time uh but it will be here as long as we need it just to make sure our schools are safe our teachers and our kids are safe so Aeros security uh is a company that uh is based on Long Island they uh work extensively through Connecticut uh uh New York uh they're in New Jersey they're they're they're really sort of the the standard um in in this region for school security they staff specifically for schools they train for schools they they have folks that have worked in schools so they're they're really topnotch when it comes to this type of work
102um through anou with the teamsters we have been permitted to uh hire up to 10 um private security guards to supplement our ranks um just to make sure we keep that total number at 42 and as we are able to hire more we will reduce the number that we use from Arrow and if we suddenly have an exodus we'll be able to increase the number just to make sure that we you know that that we're at full Staffing so um the uh we have a sort of a twoe window as we're going to downshift or upshift if that's about the amount of time it takes them to bring folks in and out uh they have a pretty good core of of people that they've recruited a lot of ex uh law enforcement former military um
103and they've got these people sort of on you know on the books and then they can you know sort of grab them from other jobs and plug them in they they kind of keep a really good pool of applicants at ready so they're pretty Nimble and if again we don't need them they'll be able to put someone somewhere else they just need a two we notice the contract itself can be terminated in 30 days so um if everything changes the wind shift or you know whatever we go into a new contract next year it turns out we're flooded with applicants um we only give 30 days notice and the contract dissolves and you know we can go back to what we really wanted do which is have a full staff of safety here in are
104question for Mike we're not going to get into calling see asking questions about which food is getting them you know there specific question that you going to ask yes um I know that we talk about this when we wear to the high school I just want to make sure of when we are I mean the district does not cover any of the UH responsibilities right but I understand that these individuals that come in they will get a higher um uh rate right how are we going to compensate those individual we're trying to actually hire people how are we what's the strategy that we're trying to use in order to hire and not to conflict with what we already have with this company because rate is a lot much higher than what as an organization we
105have offer yeah so so just to clarify they're the officers aren't they're getting paid very slightly more it's it's it's less than a dollar I believe and that's just the way the math works out um we pay the agency a higher rate because there's an agency fee they have to cover Staffing and all their internal costs so our rate the agency is higher but they're they're very close rates when it comes to what the what the uh guard The Advocates are getting paid yes Mr M do we have an estimate annually what at least the the this would cost us for the 10 yeah I have um I've run a few different scenarios um I can pull one up here for you um basically we're at 8 and and this number could go up it
106could go down um if you would mind could I send that to you offline cuz I the num yeah okay thank you appreciate it um also in a contract do we have to specify that the the officers are not armed or they just implied uh no that's that's specific to this contract once you bring in that issue with everything changes the insurance the rates everything everything changes so that's the other thing is a comment I had like not looking to give you more work but I think it would be helpful to to us and for future board members that a proposal such as this transportations or any contracts there'd be some sort of a summary of what we're looking to do the philosophy behind it in this case here the reason for it uh and
107the reason for that is is is twofold many people are not going to read perhaps understand the leg Le in here so to the large part I think we lose the audience as to what you're looking to do to to V on this the other thing couple of 3 years from now there may be changes in this group and like we've heard around the table in many cases new board members will come in and say gee I wasn't here for that and so I can't help you you know that subject that issue still exist but I don't have any background on it because I wasn't here for for that reasoning and if we had something that was documented at least they'd be able to have a an idea of the philosophy behind it in this
108case here to the points that mik was making so you know i' would like to recommend that in the future we start to develop something like this so that we have it embedded in the philosophy so that it helps future board members we have that as a reference guide to go back it is to why we did those things it's a good suggestion yeah so there's no other discussion so we need to make a motion yes okay I need someone to make a motion some read the read the motion to motion that the Board of Education approve the master service agreement for school security security as presented second second about Julie all in favor I I motion so car need a motion toour ask one question yes of Kim um there's been a lot in
109the paper about um the former principal at Westside oh do I just wanted to ask do we do you can't do it they forget it motion to by second