001for Monday, April 14th. to the stands nation. Hello, welcome today. So I still one of approval of the agenda. I was absent. Yeah, that will go under number two. That's Motion second. All in favor? Uh any public input of items agenda? move on to consent agenda approved regular for March 10th. I have one direction. I was absent. So it was a board meeting, not a board meeting. That I missed it. I I was sad I missed the board meeting. Uh, can I call for motions? Oh, all in favoration. Thank you. Yum. Oh. Sorry. Hi guys. Thank you for having me back. Uh Becky and I are going to tackle this together, but she's home ill. So if you get me and Adam has a presentation that's coming up here for a minute. So um one
002of the soup with the supers. Uh we talked about our alternative work center previously called the reset station if anybody is familiar. and kind of how this became a talking point in the community is do our families know how we use this um area. So between Becky, myself, and then Tina Wyatt who is the student support specialist who's in that we kind of collect data and student needs and evolve it as necessary. Adam, go ahead. Um so our goals are to provide an alternative workspace for students in need. Uh, can you guys Oh, that probably moves the whole camera, huh? Yeah. Oh, shoot. We're not sh camera right now. Anyways, if you need a quiet workspace, um, somewhere to come and maybe make an anonymous report about something. Um, perfect. Thank you. Uh, provide any
003adult support of co-regulations of maybe some big emotions. We might need to tap in a counselor private meeting in my office, Miss Armistad's office. um or to reduce some restorative conversations with peer-on peer conflict, peer and adult conflict. We'll organize all that through this space. Um and it's one space to implement accommodations in accordance with either an IEP or a 504. Go ahead, Adam. Um so the main uses are behavioral support, including either removal from a classroom environment for disruptive behavior. We do host our lunch detentions in there during the lunchtimes when students aren't trying to access it for work. Um, we do athletic study hall from 3:30 to 4:00 for students. And if we have any clothes closets needs, that's a one-stop shop. They can come in, express needs, and we will direct students
004and or families where they need to go from there. and then any additional support as they arise, uh, Tina can take a quick intake of it and then tap in the necessary support. So, it's as much of an idea as it is an actual space. So, one of the things that people are having a hard time understanding is if somebody's in there for emotional regulation, but somebody's trying to take a test quietly, what do we do? It's a real quick triage center and we can separate those two needs out with the other spaces we have in the building and the other um professionals we have in the building. Um but it is a hub for monitoring student needs. Um other spaces that can do similar things. Miss Stallard's actually here her resource room um for
005students on IEPs. The library has tables kids can break out to. My office has a nice working roundt we can sit and conference at or Miss Armistad's office at the front office. Okay. So data, this is really my job. Um what we look at in there and what I come back and report to Miss Armistad or at our admin meetings when we're talking about what we need to do to help keep students productively engaged in school andor mitigate any behavioral concerns we have is we look at a lot of data. So referrals, we look at by the student and by staff, which staff are writing them up. Are there areas? It might be a bunch out of playground, PE, unstructured class times like science labs, you know, so we can kind of even see data
006the nature of when they come in, not just student specific, but also staff specific. Um, we can look for targeted interventions like behavior contracts where we call parents in, we sit down and we explain our need for the student to sit quietly and productively in a classroom so that all students can learn and what our board policy says is our expectations for student learning. It'll list what interventions we've tried, what interventions are sort of left, and we look for a partner and student to kind of for the parent and student to partner with us in trying to mitigate some of the more repetitive or disruptive behaviors that impact other students and their ability to learn. Um, and then we look at attendance, specifically on time to class reports. Um, so what does this data show
007us? So last year we did we have to pull state reports. We had 899 process referrals through the AWC. So those are times where a staff member, teacher, classified staff or whatever wrote up some sort of behavioral incident that we either provided consultation and guidance on potentially lunch detention, maybe had to temporarily remove from an activity or class so that the teacher and staff could continue on with their learning targets. Um so 899 is job security. Um and then we also look at uh total period tardies. And in the first semester of this year, as you can see, first period is our hardest. Uh it's hard to be punitive for fifth through 8th grade because they rely on parent transportation. And most times that is more of a family concern than a student concern. But
008as we get into the other periods where the student just has five minutes of transition from class to class, we start to look at why are these kids late? Because every time it's late, it's disruptive learning to the teacher, right? They're trying to get their class up and going and then they get to go rewind, go backwards and catch up students or pause and delay waiting for all students to be actively ready to learn. So you can kind of see the numbers. Um it increases in the afternoon. A lot of that's also, you know, they're kids. they the longer the day goes, the harder their time management goes. So, it doesn't say anything more than what we probably already understand. But what I do is I pull these reports Monday for the week previous and
009we look at reports. Our expectation is students can get to class on time. If they got three or more tardies in the same period or four tardies over a week, we should be having a conversation because we are now regularly not getting to class on time to start learning. Thank you, Adam. Um, so what does this all show us? We can also look um at data. So this is through Friday, the 2425 school year from the first day of school through Friday. Um, fifth grade attended 91.2% average attendance. Sixth grade, it drops a little to 88.49. 7th grade is 90.41 and then eighth grade's at 87.53. So, we look at these two grades, sixth and eighth, because they fall just slightly under what the state goal, OD's goal is no student misses more than 10%.
010This has been one of the sickest winters ever. So, these numbers don't surprise me. I think last year we ended with every grade hovering slightly above the 90 percentile. So, we were within that range that OD claims is acceptable to not experience too much learning regression or loss. Um, so what does this look like for us? Well, this is our behavior report that um staff members will fill out if they need to write up a student or remove a student for any reason. These would normally have check boxes. I could not get them to transfer over, so they're gone. But did you try things within the classroom first? That's our first line of defense that we have implemented this year looking at data from previous years and early fall. You know, how many times did
011you did you change your seat? Did you give verbal redirects? Did you put them on their accommodated work plan? That's especially important if they're on an IDP or a 504. Did they consider that as maybe the reason a student was maybe disruptive or um reduction of work expectations? Some kids had that in the plan. Have they communicated with parent before I'm knowing about it? So, I know if there's been contact. Um have they done frequent checks for understanding or put the student in proximity to adult support for um assistance? Uh any breaks within the classroom? Did they have a one-on-one conversation? And then we get to the point where maybe they need an alternative workspace, maybe it's just a break, and then they can give me a few little notes. If we process it, if
012it's more than just I need a few minutes to come out of class and get myself together, we will be able to put this in their behavior file report and we will enter it in Tyler CIS, which is our system. And um we have an email that will go to parents. Next slide. So we do communicate for every process referral. um minor behaviors, get this email where we will go through and we will highlight what the um behavior was, what the offense resulted in in disciplinary action. Was it guidance or consultation on expectations? Was it a loss of break? Was it a lunch attention, removal from an activity or a class? Um or ISS due to repetitive nature. Now, we will only send this email for the minor behaviors. Major behaviors get phone calls. So,
013you don't see a lot of the major ones listed on here because that would not be something I would ask Tina to process and send out. On the bottom of it, um it does ask them to contact me if they have further questions. But usually what we want this to do is spark a conversation at home. Hey Joey, you had a tough day today. I see that you were removed from class. Talk to me about it. And then hopefully we get some support at home andor it leads to a further conversation with all of us. Thank you, Adam. And then after school, um, we do look for athletic study hall time until 4 p.m. when practices start instead of having kids just hang out and waste that time. Any student with a D or an
014F will be in required to attend athletic study hall if they are in a school sport. Now, fifth grade, sixth grade, and even soccer and stuff of seventh grade, eighth grade are community sports. We have no tie into that. But if they play a school sponsored sport, this is a requirement of their athletic code of conduct. Um, so they come in, they can check in in the AWC, either stay there and work or break out from there and go work with the teacher that maybe they need extra support in, uh, make up tests, get missing work turned in and graded and so forth. We pull those every Monday and then they're in athletic study hall until we can see those grades are up or for the week until we do another grade check the following
015week. Um, as I said at the beginning of this, we're continuing to learn and kind of grow as we figure out what our students needs are. Um, the students kind of dictate how that space is needed based off what their needs are dayto-day. Um, so it's really flexible space that is hard to put a hard definition to. Um, but yeah, it's basically for student supports and wraparound services. We can connect them to from there. So, if you guys have any questions, I'd be able to answer them. Yeah. You mentioned at the beginning data on why does that ever go to AWC? Absolutely. What does that look like? Yeah. So, it'll spark a conversation. Usually, I'll take that to Miss Armastead because when I do things on the student side, she mentors and um develops staff.
016So, we'll look at the data. We'll her and I will meet. We'll talk about it. With that, we usually have some really good students input about staff member removed you from this activity or this class or wrote you up for this. What's going on? And then that's information that we can share with Miss Arn said as well. And if we look others, we'll do a lot of restorative conversations between maybe a student and a staff member. Sometimes it's just a misunderstanding like when I say this, I mean this student builds this. So then they stop working or get disruptive. Um, sometimes it we look for extra needs for support. Sometimes it means shifting aids around and figuring out where we can provide extra support. I get invited in sometimes to talkificer keeps writing up fifth
017period. I need to go visit fifth period and then we'll have a talk. I just did that in PE recently. Um, in competitive sports aggression comes out and sometimes behavior declines. So once we see a broad enough picture of that, it's okay. This is now whole group discussions about how we participate in P in a proactive manner. Um and sometimes it just goes to Miss A with a private conversation with the staff member. Um or sometimes it's training. We get a lot of new classified staff year to year and recess is a more of an unstructured time and space for students. So sometimes we just need to look at our rules again, look at reinforcing those rules through our morning announcements to students. Um so it drives a lot of those announcements that we see
018on these referrals like hey kids on the playground we said no football doesn't mean you can take a different ball play football and have the same fights. A ball is a ball is a ball no matter the shape. So yeah sometimes it'll it'll drive those conversations. Um, but if it's specific like one staff member, then Miss A will generally take over from there. Do you have any tutors in place for that half hour after school? Yeah. So, I'm usually there. We usually have Kathy Seamer, our librarian, and then um Tina Wan's in there. So, we'll do a small group, but sometimes, like right now, track done for all the kids are waiting for two staff members from this building to transfer to that building. They're hanging out and we had a couple come in and
019help a girl with math problems today. Um, teachers are also accessible during that time according to their contract. They are contracted help. Yeah. So that's always usually best case scenario and a lot of times grades stay low because they need to make up a test or correct a test and only usually a teacher can do that with them because a lot of grade books the assessments are worth more than the practice work. So, a lot of that time will be spent saying, you know, this grade's really not going to improve till you go fix this score or make up what you're absent from. And that's got to be done with the teacher. Anyone else? Thank you for doing your job. I wish I had someone. It's actually fun. Thank you. Thank you. Um, we might
020want to fix this. Okay. 4.01 enrollment. So if you look at the enrollment sheet, you'll see the fluctuation from September to now. Um but elementary isn't we usually don't have in and out that much. So elementary is a plus nine if you look at where we were in September and where we are right now. Middle school and high school we always see the transient like home. families have we have a lot of families that move out of district or moved across the state or elsewhere countries even. So I think the numbers in middle school and high school even though they're a little higher this year that that's the typical piece. We also have kids that try in the beginning of the school year that that come in and the rigor and expectations are higher than
021what they want to do. So then they'll usually transfer to Winter Lakes, stay there for a while and maybe not get online. Uh Cochil is tougher this year to where they have to be making, you know, interactions on the online. So sometimes they'll get dropped after 10 days. They're not doing anything. So then they come back here and they don't stay very long and then they leave again. So there's a lot of those kinds of back and forth middle school and high school middle schoolers but lakes to do that. So that that's what I see in the fluctuation. If you look at transfer in and transfer out they're pretty stable. Same numbers or homeschool numbers you can see that they they jumped if you looked from September to April. But if you look at the
022gradual the actual big jump came in December and January, those were the big jump kind of ones and that's usually like um a lot of the kids that are homeschool when I looked at the homeschool list we've never had and like they've never been enrolled in our school. So uh those are pieces that or they move here and we have had some families that start automatically with homeschooling instead of being in our school because that's what they did previously. So those are those pieces. You have any questions on the report? Question. Oh, the uh are there students that are like how flexible as far as like hybrid like school and so the things that we can offer is like the lapis right or um the sports people we've had band in choir oh yeah and
023sports I mean all the they just don't do core classes they'll just do the electives Right. Um I think we get like a point 2. So they're enrolled in one period and mostly it's high school middle school but it doesn't really add up to make a huge difference for us and we don't get any credit for them to do sports only if they're doing band or an actual class. Border Port uh see a lot of professional development which I love and appreciate fact that you guys are not staying stagnant. Guys are always training always going out of the morning. You guys just came back from peace. Yeah. self sometimes like didn't see that I didn't see that things that they almost get used to our old buildings like the ADA stuff is we're like we
024just infrastructure you can't change the infrastructure right the doors are the size that they are to remodel some the doors yeah we need new schools so it's like some of the times we're like but we've had our whole buildings. All of our buildings check things that they they put on there, you know, kind of structure the year of the structure and things like that. Doesn't mean that we can't open some of the spaces like you built the behind the middle school gym, we put that slab in to make sure that the wheelers can come in through that way instead of just in the front. Don't get me started about the greatest. We don't have that. Uh, speaking of buildings, things are moving and shaking over York's neck of the woods. I guess it's all your
025neck of the woods, but but it's starting to dry out a little bit. A little bit. Yeah. So, they had to they obviously redesigned the bus building. I mean, not redesign. It's the same thing. They had to move 60 ft. Uh, and so that there be some bill brought in we talked about last time. So, that took a little bit of re-engineering. So, that's true. it's uh at the city county right now. We got to get their official stamp on it again just so it's recorded that way. Everything is in the right thing so in the right places and so as soon as that's done kick off uh council with some bill stuff if we can get from the city which we're hoping for today. They said when we talked to the city it's not
026great but related questions. Yeah. So I think floor. Yeah. So we've already mitigated that on awesome. Yep. So on that one storm we had us a whole month month or so ago when everything got flooded burning everybody. So we got a little bit of uh water came down the ramp there. So went between uh between the floor and the concrete on the in the gym. So it's a suspended floor. Got in there. um insurance uh pace had uh four other buildings here in Oregon that they're doing the exact same thing and they said we could try it out but because the age of the floor we're on the last sanding essentially last time we sanded painted it they said this is it and so because it's so thin drying it out we're going to have
027some buckling maybe forever and so the essentially what uh Pace came up with the best conversation I've ever had he says, "Yeah, throwing $80,000 to try it out first 300,000 do the problem that it first, which is just the water running over the drinks in an hour dropping." So, orange doesn't do much. I did. Thank you. That's great. I guess the question I had at first kids are what do you think like what's the board policy informed student code of conduct the board policy that governs that is JSCI which lists uh anything between suspension to removal of extracurricular activities uh discipline from suspension to expulsion we don't go that far unfortunately the kids who have ready access to vapes whether it's nicotine or THC. Um the ones that are very honest with us, we connect
028them with our health professionals. Some of them have outright said, "I've been doing this so long I'm addicted." So the ones that are willing parents consent, we connect them with the mental health practitioners. Uh this year year to date, we've had five uh three nicotine, two THC. Uh I credit the deterrence in the building to the vapor sensor vape sensors that have got the grant for uh they will immediately notify the camera. So once it hits the camera's on and so we can figure it out. So the kids know that. I'm not saying they're not bringing them. They're just not bringing them in the building. So I'm going to chalk that up to the wind. Uh unfortunately it is a an issue in the city where the five is just okay. four I believe this
029year. One is a duplicate. Uh no, make that five. Sorry, there's five, but one's a duplicate. So, four different students in there. Severity. All of ours are nicotine. So far on the flavor of nicotine. Do they get whichever one's easy to snatch? Okay. Whatever. I think some of the important steps to that is talking to some of those younger ones that have been doing it since fifth grade. Yeah, that's what we've learned a lot. We've shared it with local law enforcement that students are reporting addiction by sixth grade, seventh grade. I've been doing it for years. Can't even put on it. No, it it's just easy access. I mean, grab it that you have a parent who does it, they walk out of a room, you can be done and no smell, no anything and
030never get off the couch. Like, you don't have to sneak it that hard. So, that the addiction is starting. Yeah. And and we do call parents in and we discuss it with them. Most parents seem to be somewhat aware um or mostly aware. Yeah. We've chatted with and uh yeah, it is hard to catch. We have to have reasonable suspicion and then we have to have an easy way. If they really don't want to show, we don't tell people, you know, we're like, "Will you please empty your pockets for us? Will you please step out your backpack?" We can do a locker search clearly, but they they know where we're looking so they also know how to get the same sensors. Not for the cameras. We have bathroom. So like it like if they vape
031in the bathroom it goes off theoretically. Yeah. They also know how to blow it down and get it through there and other things so it doesn't create a big of smoke. Whatever technology we come up with they come up with a quicker one. All I know was and there are working and highlighters that are bait and they will write it. They are basic drives. They'll be bait that we have to receive ongoing pressure. looking for. So like the conference Jim and I just went to they were showing us the latest iteration of how kids are hiding in things but imagine something like education or discussion. Yeah. So, Mr. Sam incorporates that into his drug, alcohol, tobacco, because it's just another method of delivering whether the nicotine or the THC or whatever the drug of choice
032might be. So, he does incorporate that in there. Um, he's very good at it. could relate to him not just because he's a coach just his teaching style and so eating proper solid do is the latest trend of fats and I think unfortunately that announcement you that prompted this did you go to that link that shows the brain did okay so there's a couple videos on there and I know for our student who was a repeat offender we had him watched those while he was in ISS so that he can learn about the impacts it has on develop any developing brains for teens and three teams. So that's something we've started at the middle school. No, she's gonna stay. say okay. Uh thank you all for your leadership that you're doing with the kids that
033interact You have a bunch of findings. Zero findings. Zero findings. Thank you for joining. You all keep doing your job. So well because not that portion. which portion action items 5.01 bills bills All in favor subs 5.02 request spring. Let's hear it. Wonderful opportunity for our students to open and leaders to engage peers from across the state and experience OS OC working with public speaking skills. This year's third year participating in OAS and we attended last year's conference provided our students as many valuable ideas experiences. So what are some of the things that we have done this year to raise money to go? We've made like gold rush baskets gold rush this year like crushes and we sold them at our school for like money. Like you would get like soda. What was it for?
034What was the big one at Christmas? Oh, wreath. Oh, the we like sold like wreaths and like other like Christmas stuff. Yeah. For like your house. So, that was our big fundraiser. We made over $1,500. Oh, shack. Yeah. and and I'd say we have 15 students that are in leadership this year and we kind of make the conference get to be in seventh grade. These were the students plus one more that will be on we we've raised it all three years. We have never asked for any of the district raised at all. We are eager to continue offering our students opportunities to grow as leaders and to learn from others. This conference is a fantastic opportunity for their development. Thank you for considering how sincerely Megan Stallard. You don't need this idea for you guys
035to talk about. No one none of this. So I had Oh, I lied. I lied. Not with And then so this year we're gonna try because we've done so well with fundraising. We're going to leave a little earlier and do a little bit of an experience going up kind of like hit and do the wax museum and then the tilm and to the aquarium. So, kind of just a little bit of a trip to before we get up there. Corn dog. Yeah. Uh, can I get a motion? I second. Favor discussions approve. Awesome. Thank you. Thank you. You all have. So we are just kind of finalizing the application process for um which in the past have been several separated we've had to do application all of them the um reporting for all of that
036it it is not the law so over the past couple years OB has um has created something called integrated program which is just putting all together so trying to make Yes. But um so yeah, one area where we can go in questions. So, this first page that you have here kind of summarizes um a lot of the questions that we had to answer and submit. So if there are questions on that just goes over the overview of our plan the vision um areas of CT is a big portion of our and then um we look at the long measure where we are progressing. Um the second page is the estimated allocations year 25.6 and then 26 27 we get those each year. The second one say success is student investment account is not on here
037but we do have one more additional one it's um early educator and intervention literacy is predominantly gree success is a lot where our CT program expenses come out of and then the SIA is a K12 and so this is how our mental health part of our mental health counselor pay for our nurse our behavior interventionist in each the middle school and the elementary and then also the counselor building is paid for. The academic counselor we also um uh the part of what we have to do is we have to show it's not like we can just and all three all three buildings be teachers. So we have to show a well-rounded wellbalanced uh initiative within the district. So to be able to do that um they we can't just say these salaries would go to
038all the first grade teachers or these salaries. We actually have to have a plan have to show that's why the behaviorist and the buildings are so important because they grab the data that helps support some of these longitudinal roles that we had to do. And then um those are pieces and they get I think they add a little bit more each year like literacy wasn't a part of this and now it is a part of this and so there's actually nine actual programs that are part of this. We just don't get fun we aren't funded in all nine. So we're only funded in four of them. And so that that's the way that we get the extra teachers because when the state gives us our state funding is only for so many. And so all
039the extra teachers that we have through this are addition to. So if this funding wasn't here wouldn't be able to fund those programs or those teachers or the nursing or the mental health counselors. So it shows the well-roundedness of how we're trying to promote education to the next level within our district by using these funds. But we have to show data to prove that actually using the money correctly. So SIA in particular is really important because it asks you to choose an initiative within your district and of course it was right after CO so it was kind of an easy initiative but as we built on that I mean we watched like Mariah's you know suicidal referrals within buildings having public counselors has gone down so we have that data we have the behavior data
040for referrals and the interventions with that piece of it we have nurse referrals so that piece of it. So, we have the data in the places that they want it to where we couldn't just say this is money that we could spend on certain teachers without showing that big round wellness. So it's kind of getting and Amanda and Sabrina did the 99% of the work on this this year which was so nice to not have the do it but the all the admin team actually worked on the longitudinal goals and the data and the support of that we actually met in the warehouse. It was what two two and a half hours that we put it all together and pulled from each admin different ideas or assigned different homework to each one of them and
041they came together marked where we were because we had to show improvement in areas and if we didn't then we had to write reasons why we didn't show. So it's kind of a complex that you couldn't just use anything that wouldn't give us data. Oh yeah, the the third page is the budget budgetary allocations here. The purple part is the 256 year and the green section is the 26 27 fiscal year. the dishes. It's pretty similar actually to what we have this year as far as all the initiatives that are on there. Um they're they're essentially the same as last year. And then the third section, this is just something that OB asks us to do in the event that they give us extra money. Um but just in case there is a little bit
042of extra at some point when they do they asked us to put together it's like a wish list. Exactly. Yeah. And so we like the same a lot of the teachers that are on here and staff are not fully funded. So we just added a little bit more to basically the same exact So this is just something that you know they like to have on hand states. Well, we we that's why it's a projection. So, it's allocated but not guaranteed. Okay. So, not guaranteed. No, it could be that the state finds the funding prices and they could they could cut it. So, I guess SIA is in statute. High school is not in statute. So, they could cut that. So, it's not guaranteed money. We're in session right now. So session has ended. So see
043that piece of it and none of the money that we're getting in these areas is federal dollars. These are federal dollars. These are state dollars. April somewhat in the realm of what they're saying here. So in presentation call for a motion to approve discussion favor second readings. Can we do just good job motion to approve second 5.04 through 5.0 I know 5.09 09 by policy IGBA student organizations follow discussion 5.2 approved resolution five surplus. We got freezer. Our new freezer is up and running and it's so beautiful. Circle. Awesome. Let's settle some stuff. All in favor? 06.0 Thank you audience for coming today. Uh and I call a motion to second that. All in favor? Stop.