001foreign good afternoon everyone I want to welcome you all to our much anticipated health and safety committee meeting for June the 26 2023. it has been a while since I've been able to see both of your faces and I am going to start with a quick roll call we have to my right board member moroski and of course you have myself here in the middle the chair for health and safety and to my left we have our wonderful Chief of Staff Dr Derek little um we also will be having a guest speaker today and our guest speaker has joined us and his name is Dr Robert Shapiro so I do look forward to a full agenda today for our health and safety meeting we will be discussing the topics of child abuse student conduct and
002discipline data we also will be talking about an update on the good food purchasing program and then also we will be discussing nutrition and physical health I will also be opening up the meeting to allow for other topics for other business to be discussed and of course we will have our hearing of the public we also I'm so sorry we have our other member board member Jones who is joining us virtually today so again welcome everyone to the health and safety meeting as a reminder for those of you tuned in virtually the documents we will be reviewing are available in board docs and will be shown on the screen and for the members of the public who wish to speak you may do so by clicking the chat button now the chat feature will stay
003open for three minutes and if you could just submit your name your affiliation to the district your school Community your topic and your contact information if you want a direct response from the board or any board members so we are going to start and up first is Dr Robert Shapiro um he's the MD director mayerson Center for safe and healthy children at Cincinnati Children's Medical Center so welcome how are you today thank you for having me yes thanks for being here and you're already the mic's on for you and the stage is yours well that's great thanks so much and will you advance the slides for me great so let me go on to the next slide so my name is Bob Shapiro I'm a pediatrician and I direct the Madison Center for safe and
004healthy children at Cincinnati Children's and our Center is directed to diagnose and treat children who have suffered from abuse and neglect um Ms Weinberg thanks very much for asking me to be here today to talk with the committee about recognizing child abuse and neglect what role or what has changed what's new how do the schools respond to that and what I'd like to do in a brief time that I have is is first just uh with this slide show you a couple of what I think are the most important points in recognizing abuse and neglect within the schools we've learned from the pandemic uh I would say we were reminded during the pandemic just how important the schools are in recognizing abuse and neglect both teachers and other school Personnel are among the most frequent
005reporters of a possible abuse and neglect because they see children of course every day in the classroom and recognize those signs the four bulleted items that I have on this slide I think are the ones that in my experience sometimes get confused the first one is that school Personnel do not need to make a diagnosis or prove or be certain that abuse is a neglect has occurred but if they have a reasonable suspicion and a child is a victim of abuse neglect that is a reason to go ahead and initiate a report teachers and school Personnel are of course mandated reporters for abuse and neglect the staff should not feel that they have a need or role or responsibility to determine in fact if abuse and neglect has occurred and I hope that the school
006policies for in each building are very clear about what a teacher or other educator should do if they have reason to believe that a child is a victim of abuse and neglect there's a chain of command that I'm sure exists but it's a interesting scenario because in fact each teacher is a mandated reporter and so just handing it over to someone else in the school assuming that it will be handled properly may not really protect that individual from the responsibilities he or she may have and also it may not happen you know pingles make across the ball might get dropped so how these procedures work within schools I think is really very important so that each educator can feel confident if you suspect your child is a victim of abuse neglect it will be handled
007properly and the final point that can be a sticking point is that the role of parents in this and when do parents get notified and when do parents not get notified and really the safety of the student and of the staff really dictate whether or not a parent gets notified at that time so those are um my general comments and tips if you will for reporting abuse and neglect in the school but if we can take a look at the next slide one of the other things that we're coming out of through the pandemic as well as before is how to respond and how to improve outcomes for kids who've experienced trauma now child abuse and neglect is one kind of trauma but there are a whole host of other traumatic conditions that kids will
008experience whether it is bullying whether it's systemic racism exposure to Neighborhood violence or the victim of neighborhood violence things experiences that cause children stress levels to become elevated Beyond a normal stress level results in traumatic stress two out of three kids will experience at least one serious traumatic event in their life and the children who attend Cincinnati public school experience far more trauma than that the Myerson Center has created a training program that is free it's virtual it's self-paced to help Educators learn how to recognize the signs of trauma that their students are experiencing and then how to deal with that in the classroom to improve outcomes for those kids we know that trauma has a significant developmental outcomes in kids if it's not addressed and this means pure of poor educational attainment or health
009less likely to be promoted to a grade to graduate from school and the list goes on the mental health consequences are clear for kids who experience trauma so this training program is free Cincinnati public schools helped to develop this program it's now in its third year I know that CPS has had two cohorts go through the training already and another cohort is getting ready in the fall to go through the training now if we can advance the next slide so the training is skill based 80 percent of the training is how to respond in the classroom to improve outcomes for kids so that kids don't escalate they don't need to be removed from the classroom they can be in a position to learn so I'd like to I strongly recommend the training it's that strongrezilian
010youth.org as I said it's free there is no charge it was directly it was created with direct input from CPS staff and so it very much applies to the students of CPS are there any questions that you may have I do not have any questions as of yet I will at the end do you have any questions pretty much finished we can go to the next slide I know that you are a very tight frame so I didn't want to try to include too much and of course I didn't hear the last thing that you said I'm ready for any questions okay I didn't know if you were going to go over the last slide I was waiting on you okay I'm trying to stay within my six months and you did a great job
011so thank you so much I do appreciate it so I do have two questions and this could be a question for you or it may actually go to you so it was stated in the presentation that we as a school should have a policy regarding a child abuse reporting is that something that is stated within our code of conduct or where can someone find that information it is and first I would say I haven't had the good pleasure to meet Dr Shapiro but really appreciate you and the partnership with our team on this training in many other ways um so chair Weinberg yes each year uh CPS staff members go through the safe schools training and mandatory reporting for child abuse and neglect as part of that so I know that we have the safe
012school and that was going to be my second question um I appreciate you know uh being a former teacher here in the district being able to get logged in and taking those required courses but with this additional thank you so much for sharing that additional Resource as well I think it's very good for teachers and Educators and anyone working with our kids and you know parents and just anyone around the kids to be able to know that they have another resource to be able to take to train on noticing those signs um so in regards to you stated that it was it would we would find that in the student conduct can you tell me where that might be the course that we provide on being a mandatory reporter is in safe schools that is
013reinforced each year with uh meetings that principals have with their teachers and staff reminding folks that they are mandatory reporters the code of conduct does not um speak to that directly because it's more of a family and student-facing document okay I just wanted to make sure of that so we do offer obviously the training but we don't have anything in our particular policy regarding child abuse I'm going to look over here to you as the chair of policy I'm just curious about that about what um do we have anything in our policy stating that well we have policies that speak to that second Slide the piece about the mandatory reporting and all of that um which is you know in line with Ohio Revised Code Etc right um but regarding like child abuse specifically I
014don't know if I understand the question I'm not trying to be difficult I know you're fine I just wanted to make sure that was it was just a general question it's it's not a trick question I promise so the answer is no well we have again we have all of that that second slide we have all of that um encoded in policy and then certainly the procedures and so the piece about that Shapiro um highlighted about it needs to be clear it needs to be the same from like school to school um this policy should clearly State how the reports are made we have that and that's found through safe safe that is in policy and then the training on that is through safe schools yeah yeah and that's all I wanted just the clarification
015so teamwork thank you thank you so much thank you thank you thank you for being here and hopefully the two of you can obviously connect as well yes thank you I just wanted to say hello Dr Shapiro and thank you so much for being here um and uh if I may a point of privilege um uh I am extraordinarily fond of Dr Shapiro uh and the work he does at Children's and it is a no short part of the reason that Cincinnati Children's has been named the number one Children's Hospital in the country um the work that they do if you're unfamiliar for anyone watching us besides board member Jones and the folks here but reflected in the minutes um would be great if you're unfamiliar with what happens at the marison center it's I
016think folks get confused in this town as far as what mayor sin is what mayerson is at the center of the academy um you should check it out it's really great so I just want to say thank you for offering this service for our teachers for free particularly and my colleague Karen Weinberg and certainly Mr little and everybody else here knows that I can't pass up an opportunity to dig at our state government um and all seriousness however our state government creates a hostile environment for a lot of our kids and a lot of the the actions that are occurring in Columbus legislatively are actually trying to make it harder to report drama for a certain group of students or a couple certain groups of students I only say that not to make this political
017but everything is political and I always say I'd say I really appreciate what you all are doing for our students in more ways than once so thanks thank you thank you so much here Weinberg yes board member Jones May I comment yes go ahead go right ahead I I'm not going to add anything to the wonderful content areas that Dr Shapiro uh presented I I also want to thank Dr Shapiro for the years of work and partnership with the district I have a lot of respect and appreciation for the work that that uh and the Partnerships uh with the district so I and I apologize Dr Shapiro for not being there but I decided it was best due to my illness that um that I stay home so um thank you well you're coming through
018loud and clear thank you for yourself and board member Jones he was asking you where are you he we hear you but we just can't see you but we understand why thank you so much thank you thank you all right so we are going to move on we have actually a couple of presentations um Dr little will be discussing our student conduct and discipline data um we'll be writing an update on the good food purchasing program and then also discussing nutrition and physical health Vision dental and community so the microphone is all yours thank you so much and we'll take these in two parts if that works for you so we'll start with the discipline update and then really a focus on what we're doing as we move into next year if we can go
019two more slides from not quite that far back one more there we go thank you I shared at the last meeting of this committee a slide that looked very similar in terms of what it was presenting which is overall discipline incidents at that point it was through the first three quarters of the school year this now includes the entire Academic Year the chart does look very similar the data points have obviously shifted up a little bit but we continue to see throughout the end of the school year that we did Trend higher in terms of overall discipline incidents and that is true across nearly all of our student groups next slide shows us that the majority of the increase or at least the student groups that had the largest increase for our white students and
020Hispanic students each seeing a 23 increase year over year in terms of incidents we know that we continue to see on the next slide as well that we have persistent disproportionality we talked about that some last time I imagine we'll talk about that a bit more today that is something not unique to CPS but it's something we are fully committed to addressing where we see more than 80 percent of our office referrals are for black students which is about a 20 percentage Point um additive in terms of black student portion of the population overall so that is something very important from our equity and anti-racism uh policies but also as we think about the discipline and code of conduct in the district what I'll do over the next few minutes though is talk about what
021we're going to be doing as we move into this summer and into next school year to address that we looked at this slide in our last meeting which reminded us that we do need a full community-wide comprehensive approach to how we address this it is certainly not something that we will just do within school buildings alone on the next one though I want to zoom into three of these today and that is our work around restorative practices the code of conduct revisions and how that intersects with our work in PBIS to start with the PBIS uh piece in the principal Academy that we held a couple of weeks ago our chief of high school transformation and director of positive School culture actually led a session with principals around improving and strengthening pdis systems and that's
022really an umbrella that restorative practices in the code of conduct connects to let's go to the next one really excited uh not just about the slide but really the content behind it which is we are tomorrow launching our first cohort of restorative practices school so we will have three cohorts uh which will span over the next two to three years where we go really deep in training and implementation related to restorative practices that is certainly a key tool needed to address that disproportionality that we saw earlier as well as what Dr Shapiro just talked about in terms of trauma that students bring into the classroom and into buildings so ultimately every person at a school will receive deep at least two-day training and restorative practices we will also build a Cadre at schools and at
023the district level of train the trainers so we can sustain and continue to roll this out over time and everyone regardless of what cohort they're in will have access to what we're calling restorative practices 101 so even if I'm a cohort two or cohort three school I can go through that restorative practices 101 training early this all to start to build a foundation for this work which does connect back to the code of conduct so let's go to that topic uh first I want to really thank the teams who have worked on the code of conduct and the student support guide really in 2019 a holistic look was taken at that document and that body of work and they have done really tremendous work around building in restorative practices making this more responsive less punitive
024and really taking out um you know violent oriented terminology or criminalizing terminology throughout so what we wanted to do over the spring as we move into next year is really Embrace that work and think about how to expand it and go deeper on it so we will ultimately at the July board meeting present the code of conduct to the full board for recommendation and approval but wanted to give the committee a heads up on on three big areas of consideration the first is making sure restorative practices show up even more in line with that training the second is clarifying some specific definition and how that impacts incidents of discipline and the third is looking at a specific way that we can really make the most of student participation at the promise Center next slide gives
025you a sample and I I handed sorry member Jones I didn't have it virtually but um gave a printed giraffe copy uh it's a board member Weinberg and muraski uh the code of conduct also for the first time delineates grade bands we know that our approach to discipline for pre-k 3 is very different by law than it is to grades four to twelve and so in this version we've really tried to delineate that what is on the slide is a sample of what those expectations look like for category two we made no changes to expectations for any of the categories in this draft so all of that stays the same and again that's really a Testament of the great work that's happened over the past few years on the next slide though you can start
026to see where we've made some adjustments and this is really the version in the actual document is much prettier and easier than what's on the slide but this is really trying to help get to Clarity and to show that restorative practices should be part of the response no matter what in the version that we just had last school year restorative practices were mixed in with more punitive traditional consequences and as we got feedback we heard that it was confusing to people on sort of how to navigate that list and how to understand what can and can't be chosen or paired together so what we're trying to do in this version is say you should always have a restorative practice response and if you need another consequence that may be the case but that should not
027be absent of some or several restorative practices the other thing at the very bottom of this slide for the first time is we are calling out restorative practices that classrooms and schools should consider if a student has been removed for re-entry back into that classroom or school to really make a productive on-ramp and to help re-teach behaviors and set the student up for success second big area on the next slide again goes back to definitions it's really two that we've heard about a lot this year and wanted to respond to the first is a category two offense disorderly conduct along with a category three offense physical assault and those get confused by people some things are labeled physical assault when they shouldn't be or vice versa so really the clarity here is saying that if
028it is a non-intentional act that's disorderly conduct if it is an intentional act that becomes physical assault that distinction has not always been cleared to the field and so this definition changed along with conversations and training we'll do around it should help with that and then finally here uh in this section is work around the promise Center we know that that is a key resource for students obviously no student wants to get assigned to the promise Center but when they do it is really meant to be a restorative place to continue to make progress academically as well as receive social emotional or mental health services that the student may need what we know is that students who are assigned to the promise Center don't always actually go to the promise Center that attendance rate or
029participation rate is usually between 50 and 60 percent uh on average and so students are then missing out on the resources that are provided there so moving into next school year we would establish a baseline expectation that if you have an assignment for 20 days or more you would need to fulfill at least 70 percent of that assignment before you can return back to your home school so it is making sure that you get the resources and support that are provided at the promise Center rather than just staying home for 20 days doing nothing and then coming back to school without any of that transition support in place so that's a quick summary of sort of the main three buckets of adjustment in the code of conduct and how that coupled with really robust training
030and support that we're pursuing into the next year will help respond to that discipline data I'm going to open it up to my colleagues to go first and then I will ask my questions so I'm going to look over to board member moroski do you have any comments or questions and then of course board member Jones Thank You chair Weinberg um thank you Mr little uh this is real nice um uh I uh when I was an assistant principal I was a dean of students if you can believe that and uh um a lot of people yeah thank you Miss Jones uh but you know uh the you know discipline at its at its core should be about helping young people make decisions that'll benefit them not about punishment and so everything about this presentation
031I really liked um first question I have and it might be the only one on the left chair Weimer go and Miss Jones I need to think a little um but this looks nice first question I would have um for now at least so for the cohorts I have assumptions but I don't want to assume anything how were the first 17 schools chosen yeah really good question so it's all Title One high schools okay and then we looked at elementary schools that have had higher incidents of challenges throughout the year or like contextual factors that matter so that drove who ended up in cohort one my assumptions were correct yes Weinberg board member Jones do you have anything that you would like to add or a question um I don't I don't have any questions
032I do want to make just a very short comment and well first of all let me say um Mr moraski in my school you can be the dean of students anytime because I know where your heart is but anyway um I just want to say just in general and I think I thank you Dr little for the the presentation but um every moment with our students in school is a teaching moment and I think that one of the things in in terms of discipline and what have you is and given now that we are moving forward with the restorative practices I think that that is uh that captures the essence of um you know how we want to interact with our students and what what what have you and and I I believe that firmly
033that every interaction um is a teaching moment so that's all I'll say but thank you anyway for the information thank you board member Jones and I will just add a couple of comments and that I did have a couple of questions so I appreciate this presentation because I know last year being a part of health and safety and being the chair the discussion came up we were just very upset to see the data that was presented and showcasing you know our students of color being the high highest rate whether it's referrals you know suspensions Etc and to be able to see that the restorative practices will be implemented uh I'm very excited to see how that will work out I'm excited to also I guess get an update on that as well so with this
034cohort one that we are doing is it possible to bring back some information to health and safety later on down the line in the year and just kind of seeing how things are working and my question um is for this particular side or the promise Center you said that you have a base expectation of 70 percent to fulfill I just I'm curious of where the number 70 came instead of asking for 100 I'm just curious yeah absolutely we got a lot of feedback on this conversation we touched principals assistant principals we talked to some Families Our hearing officer we engaged some high school students around it and really the options that we put out there were 70 80 90 100 was not an option because it's you don't have 100 attendance and that's a really
035hard thing to expect even in a traditional setting um and we were considering where the line on the days would fall so we ended at 20 but we looked at 10 20 or 30 plus uh so a few things if we think about the assignments to the promise Center that are 20 days or more those are typically more severe category three offenses so we want to make sure that those students who made some of the worst choices along with our code of conduct have the most opportunity to receive support receive that restorative approach learn from that choice and make a different one moving for forward so it was looking at how assignments really play out based on the category of offense or the number of offenses and why a student may assign and then 70
036is potentially a 20 percentage Point improvement over what average attendance is right now so that's pretty substantial but bottom line to your point about reports this is something we're going to track really closely and we'll be able to give updates along the year I look forward to seeing those updates and then my last question is regarding the new verbiage change and the definition of disorderly conduct and physical assault just wanting to know I guess where did you get the information to I guess come up with the new definition and then I'm looking over to my policy chair to ask a question of is this something that goes through policy or is it done by you yes so in terms of the language so we have conversations with principals APS throughout the year and our hearing
037officers obviously sort of on the front line of many of these so we knew that this was a point of lack of clarity for for many folks the way we come up with the language is really working that through the discipline committee which is a cross-functional group of principals assistant principals teachers social workers legal aid our general counsel El Paso School culture staff they've really been the ones over the years to to lead this work and we're a big part of of these revisions and so they do the drafting language then we take that back to principles APS and other groups to get feedback and then ultimately landed where we landed again with the key distinction here around intentionality in terms of the policy so it gets adopted by the board through the adoption of
038the code of conduct right and I'm assuming if we have any questions about that then we can bring it up then great great great all right I think we're going on to the next one we're doing good thank you so much all right so we will do physical health and nutrition together we'll start really on the next slide with a reminder of Our Community Learning Center model and how that relates to a physical health and dental health care so really quickly we know that lead agencies and resource coordinators are a major part of the services that we provide to families and our students with our schools we had 14 lead agencies last year 57 resource coordinators um that number sort of moves up and down across the year at any given point where we may
039have a vacancy and 61 of our schools had a lead agency this 10 500 number is really a quarter three number we're finalizing year-end totals right now but that was the number of students who were actively engaged in some partner provided program that the resource coordinator or lead agency were a part of sourcing next slide starts to get us into the health aspect of this 25 of our schools have school-based health centers we know that we we have nursing support sort of across the board with contracted support but we have 25 dedicated school-based Health Centers at those school-based health centers or in partnership with mine piece we had just over 3 100 students receive mental health care services really 3 000 of those got them directly from their mind peace partner just over a hundred
040ended up getting support from a different Community partner um I know you've asked a question previously board member Weinberg on what folks say about this treatment right now with mind piece we're really collecting input data so how many folks are getting it and generally what are the attributes that are showing up leading to the need for that service we do not right now have feedback data about the care in general so that's something we can look at uh together and collect and just really quick to further go into that I I love that we are servicing our our students the 3109 but it would be really nice especially during these times especially you know after covet has hit us um really seeing how the the therapy sessions or whatever is being offered to our students
041how beneficial is it to them and working into their academics as well totally agree as you know and certainly as member Jones knows that's a complicated question to answer but it is something we care about as well can I can I add to that um support member Jones yes Dr little as as uh you all are as staff is pursuing that um there may be some it is hard it's hard to get at that data but one of the things and and this is a question that you might want to pose to mind peace um I know that each one of the agencies that are involved with the district collect their own data for their own agencies and I don't know how much of that data they share but but I I would think that
042it would be impact data they I mean you know um they have funding sources and what have you so I would imagine that some of that information is is uh gathered and coordinated by each agency but again I don't know if mind piece is aware of that they probably are aware of it I just don't know how much they are a part of coordinating that at that effort so that might be something worth looking into we have kicked that conversation off member Jones but to your point we're in the space where Minds my piece is interacting with the different agencies to see what is available to people oh I got you okay thank you thank you so much board member Jones good point all right next slide gets us to the the physical health care
043side uh when we look at dental care we have six schools throughout the district that have a physical sort of dental uh Center on site 18 000 folks receive Care at those six locations throughout last year that number is is really strong another 19 000 receive physical health care services across our 25 school-based Health Centers it is important to keep in mind that these are total numbers remember these are available to the community not just to students the school age population in both of those numbers is about half so you know around 9 000 receive dental care that were in the school age range and around 7 600 receive physical health care that were in the school age range so the rest of the numbers are really coming through community-based services and I just would
044like to add that that's really nice to be able to Showcase that we are also serving our community as well so that's a good good nice thing and then as we get into the nutrition side we're going to sort of change templates here because this data comes from our participation in the good food purchasing program I also want to thank Laura Marlow from our food services team who's here in our audience and really leads much of this work if we can go to the next slide uh Rob so we are part of the good for sorry good food purchasing program and that really looks at these five areas nutrition environmental sustainability uh valued Workforce local economies and animal welfare and we get rated across those if we can look at the next slide so our
045latest rating this is a year lag so this is looking at the end of school year a year ago um we had three out of five Baseline goals met for 22 points we are a four-star District it's a five-star rated system and we are a four-star District um our our total points sort of change every year but we're very happy about that and we're one of very few Ohio school districts that actually participate in this program so it is a commitment that started with the board back in 2019 and has continued since then if we go forward one slide in terms of it being in policy we've been participating in the program since the 16-17 school year and a testament to the district every time we've earned a new Baseline we have kept it so
046once we reached our three baselines we continue to maintain uh that status with this rating program another thing that is unique about Cincinnati public schools is shown on the next slide which is our commitment to clean labels both understanding what goes into the food that we serve and being able to share that back out we are part of the green onion pilot where they look and analyze look at and analyze our menus to see how many of these things on the slide we have in there and we want little to none of the uh in our food there are very few districts certainly very few urban districts across the country that are part of this pilot so again it's a testament to the stance that we've taken as an organization around good food and nutrition
047we don't yet have comparison data for the green onion pilot it is still in Pilot phase but in the coming years we'll be able to see just like with a good food purchasing program uh how we stack up both related to their rubric and to other districts finally the last slide in this section is a requirement to say that we are in compliance with Ohio Revised Code 3313 we do understand the nutrition standards and we abide by those as well as being clear on where food and beverages can be sold and the types that they can be sold so we are required to share that in an open board forum and wanted to to do that here as part of this topic well I enjoyed the presentation I do have a question I would like
048to know what are the cards so I don't know if you want to come up and explain the cards I thought they were really neat trading cards kind of like so and then I will open it up to my colleagues if you all have anything that you would like to add but yeah the mic is yours hi good afternoon my name is Lauren Marla I'm with student dining thank you for having me um so yeah we were excited to show you guys these farmer cards they came from a partner we have called Green umbrella and um they do a lot of work coordinating the produce that we get in our schools with local farms in the area and so last October we made these cards available to all students in all of our elementary schools
049so October is National Farm to school month so we celebrated by offering these farmer cards so every student who came in and got a lunch they got a card and so we hope that like throughout that month they were able to collect all these cards and then learn about the produce that is grown in our state and that they got to enjoy um for lunch so yeah we're excited to be able to get these with green umbrella thank you I love that I love that we are showcasing you know how we are purchasing things locally and that the children are able or the students excuse me are able to see these cards and also make it a learning opportunity as well to my colleagues have anything else to add I'll add thanks to chair Weinberg
050um and thanks you all so much for this hard work um and along with uh Miss Jones at that time president Jones um I'm proud uh and grateful that uh the board all those years ago I had the courage to step out with this uh program one of the first if not the first in Ohio and it's really really nice to see this report and to hear that we have the four stars I'm a firm believer in um uh the the power of an organization's purchasing ability to make societal change and we have some of the biggest purchasing power in the entire region of the state more than the city of Cincinnati certainly more than a lot of other government entities around us if not all of them all the way up to Columbus and
051I think this is absolutely one of the most powerful things we could do and making this change and so kudos to everybody that's done it again the the four stars is remarkable it's this has been a long burn uh it was like half a star one star two stars we've always done a good job you know we I I'm biased I think our food service program regardless of what the students say go to the schools and they always tell me they don't like their food and then I ask them why and we talk about it well I guess it's okay but I just want to salad bar back everybody wants to sell a bar back that's you know I'll say that on behalf of the kids they all want salad bars some of them have
052them some don't um but so thank you um and Miss Jones uh thanks to you all those years ago we talked a lot about this before we passed a green umbrella was here a lot so thanks so much yes thank you four member Jones um I don't I don't have any further fermentation and I agree with my colleagues it's always good to hear about the the consistency and and the value that we add as being in being consistent and uh um you know my grandkids they they eat they're picky eaters anyway so I don't think it matters what it is but at least there are things that they like and some some of the things that they um haven't tried before so so that's great and so thank you so much for the update my
053one last question that I have is I'm looking at like 20 where it says that we've met three out of the five Baseline goals I'm just curious what will we need to do in order to get the other two um Baseline goals met I think it's the animal welfare and then the environmental sustainability good question yeah I'll give you a a quick rundown of things that are in place for next school year that will help with that um the district has already been doing what we call fuel forward Fridays which are offering more vegan options on Fridays that's going to get built out into an entire vegan menu so that'll help on the Animal Welfare side we've also started to mix in uh with meat-based products more vegetables so our tacos are 50 50 beans
054and 50 50 meat and that's gone over well with students so far we're also on Animal Welfare side and the sustainability looking at purchasing more chicken that is antibiotic for your very low in antibiotics so that's another area Ansa member moraski's point in terms of purchasing power we're making some utensil and flatware changes as well so getting rid of the little plastic packet and going to utensil dispensers at the high school level and continuing to expand compostable materials across the board I love it well thank you so much for that presentation if we do not have any other questions or comments we're going to move on to other business so I'm going to open it up to both of my colleagues if there's anything else that you all would like to add or discuss speak
055now or forever hold your peace I will hold my peace for remember Jones I'll hold mine too all right well I guess I'm gonna hold mine too I'll save it for the next time all right well do we have anybody for hearing of the public who we don't no one no one's on oh okay well thanks everyone um we are actually done we come to a close so I just want to thank everyone for the discussion for the topics um I look forward to also trying some of the food can we make that happen I would love to try a lunch yes what do you think yes yes I know we put you on the spot there but again thank you everyone for joining health and safety the meeting has now been turned thank you