001I'm going to try to work. You know, Michael's coming. I have I'd like to call the meeting to order, but I have a motion to uh well, let's say Mr. Tyson, would you read? >> Do that. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Have a motion to approve the agenda. >> Second. >> All in favor? >> Opposed? Motion carries. Next on the agenda is, let me get my monitoring item. uh HBAC and energy saving project discussion. Mr. Tyson, Dr. School and CMTA gentlemen. >> Well, good evening. Um so at our last or one of I think it was the last board meeting. Yeah, you asked some questions about the the
002Martinsburg High School, the issue we had with the the geothermal and some of the units that failed prematurely. And so I brought Eric Hassel Wanderer from CMTA and he is the expert on these systems. that we can answer your questions and explain anything you need to know about that. >> We we can answer questions for you. >> I will hang out right before you go further. Mr. Martin is virtual. >> Yeah, but he will be >> he will be virtual and Miss Power is not available this evening. Now proceed. Sorry. >> Yeah. So he's going to address the concerns. Anyone have any questions? >> Well, question I have and that's Mr. Tyson right here. When when this system was installed, I've been a big supporter of this act like I didn't fly from the blank
003sold, but I was surprised what I heard u to either of you when when we started this system and got old school. Did we put anything in writing a manual of what our employees should be watching for in this process? >> Yes, I believe so. The short answer is yes. We put a on&m operations and uh maintenance manual together. Um I'm sure we've got that on file. I can pull that up. Um I know that the manufacturer usually has specs on how to maintain these. Um it was a these were newer type of units for for this manufacturer. It's a well established manufacturer of all different kind of large shore ski pumps, but for this specific unit, it was a little bit newer for them. So there's some uh you know safeties out of the
004manufacturer that weren't included on these units and and some um kind of maintenance things that have changed in their manual for these type of units since then. So if we were to go, you know, replace them, I think that manual would probably change a little bit. Um, and those typically come straight from the manufacturer. Yeah. >> And and I know when updates come out a lot of times they're not followed with the with the primary source of doing it. But I was concerned because the impression I got at the meeting these failed because builders weren't maintained and and our staff was unaware that they were supposed to be maintained. Am I right? Am I right? >> I was a part of it. He's had some more explanation for it too. Yeah. You know, time permitting
005kind of there there's a lot of I guess kind of things you can point to is for the reasons that um that these units fail. Really overall it's that there are situations where these units run with low or no flow from a geothermal water source to the unit. If that happens over and over again, whether it's low flow or no flow, it expands the heat exchanger and it can crack. Once that cracks, unit is pretty much done. Um, you need to replace it at that point. There are a few different reasons why it could happen. Um, and I wasn't too. So, the manufacturer with those being kind of newer style units, they didn't include all the safeties and things that they would normally include on the unit to protect itself from running in these situ
006like situations. So, that's kind of an extra line of defense that wasn't included. We've already talked to the manufacturer if we were to replace them. those would be included on them. All of the other um elementary schools that have u geothermal at them, they have slightly different style of units and those units all have those safeties. Those are all set up the right way. The Martinsburg High School being a larger school, it's slightly different. So these three units are kind of the workhorse of the entire geothermal system, but it disperses that energy out to like the the hot water and chill water out to the rest of school. So, it's slightly different setup from all the other geothermal in the county. So, the safety being one thing. Um, at the beginning when we were first
007starting up these units, there was a controls um issue with them. The sequences weren't set up so that there was a a situation where the pumps weren't running and the unit would run where it put it in a situation where there was no flow to the unit. That's not going to destroy the unit one, two, maybe three times, but that happens over and over and over again. That weakens that heat exchanger, it could crack. So, that didn't happen at the time. That obviously after, you know, a couple years of commissioning those units, we've gotten those to run completely the way they're supposed to. Those situations don't happen anymore. But then from the the lack of the safeties, the early kind of controls issues and the situations where putting the unit in where it was kind
008of stress on the unit, then adding on to where we found there were some of these filters and strainers that were a little bit more clogged causing some lower flow scenarios. Again, putting more and more stress on these units kind of caused them to kind of go over the edge and finally crack. So there kind of a few different you know kind of fingers you can point to like what is the problem what was the the issue whether it was u you know the safety use from the manufacturer the control issue or the u the clog strainers it's it's tough to say it's probably a combination of all of them. We can't go back to the manufacturer because they're out of warranty. So that's where we felt like we could kind of split it with
009you all and um you know because we stand by these systems. They're good systems. They're reliable. They should wear it for about longer than they have. >> The monitoring is done in Kentucky, Tennessee. >> Kentucky. >> Okay. And at the monitoring site, which is far removed from the actual site here, Mart uh are there indicators down at the monitoring site that the problem is moving? >> There are indicators. So the the system on the front end for the controls that you'll have here um that we you know just added on to over the years um the automated logic it's the system that we we really enjoy using actually it's a it's a really robust system. It has alarms on it. You can set up for those, you know, alarms where there is low flow or
010there's, you know, low low water temperature, whatever that alarm might be to indicate something is wrong. Can be set up to send emails and, you know, notify us, notify you all, however you want it set up. Those alarms are kind of in a backlog right now, um, throughout the whole county. So, it's kind of bogged down. The system doesn't show those alarms. you have to go into the system physically look at it to see those. It doesn't automatically kind of indicate it. >> Why is that? >> It's a a database issue that's that's been there since I >> database with us or you all >> it's with the automated logic um system. So Premiere is the contract that we've worked with. We really just contracted them to, you know, add on to our projects, but
011the existing database of the the system is is having some some issues there. >> Well, if if the system's having issues that didn't alert us to any problems, then I don't know how else that entire thing would be our fault. I mean, we're blaming it on not changing the filters, but there sounds like there's bigger issues there than that that there's an entire and we have we have a regular presence in these uh monitoring platforms. So, we do all of our scheduling and everything. Anytime we go schedule, um we've got three or four different people on the same kind of email, all do scheduling in there. I'm constantly in there. We're in the system a lot. We catch a lot of them. Um, but yes, I guess this would be, you know, it could be
012something that fell through the cracks too on some of those alarms. Sure. >> I guess I question. You said there were backlogs. So for this, so how do we know that there aren't multiple systems throughout the county that are failing because the there are alarms going off right now for instance and sure there's no way we would know until say three months from now and then another system fails and another system fails and like >> I mean that's not that wouldn't be accounting responsibility. We we wouldn't know. Um it's just who's a huge concern if nobody's looking at the at the at the problem that are piling up could potentially power up >> or could or or even uh have the hope to even go in and look because you think everything's great. >> Well,
013we went to that >> but they don't know what I'm indicating they don't know either. I mean they're monitoring but I'm sure they don't go through every because you all do a lot of um geothermal across the country. We're small fish. >> Yeah. What's the role of there? >> Now, our HBAC team, we have six guys on that team and each morning they do log into their computers to pull up the system. And so, there is some monitoring that they do when they see an alert like that by just viewing the schools. >> Oh, well, that's good. >> So, that is one added, you know, keeping an eye on things that we do have availability with our team. >> Have they always done that? I don't know if they've done that from the very beginning,
014Eric. >> But I mean, since you've been there, >> since I've been here, yes, every morning before school starts, they are monitoring those systems. And frequently, I am aware that yeah, they'll see that there's a a room in a certain um I think it's colorcoded. It is >> and so like if everything is green, it's good, but if they see a different color, they know, okay, we need to go either through controls check the unit or go on site to check that unit. So that currently is how we are monitoring uh from Berkeley County. >> Okay. But why didn't that catch this? >> Sorry. >> I'm not sure about that. >> And so early on when we were going through um and having some of those like low flow issues with the controls, those were
015being alerted to us. Um and that's where we went through and you know fixed it on on our end. the low flow scenarios, without those safeties, without cleaning out those strains and things, there's really not an alarm that would show that really a problem >> there. Well, there'd be an alarm that would show blood flow if the safety was installed. Sure. >> Okay. >> So, what's the I'm sorry. Go ahead. I'm sorry. Go ahead. Not the safety feature. Right. What's the purpose? What what so what other mechanisms would sound the alarm? >> Um high temperature on um the hot water or low temperature on the hot water system, high temperature on the low temperature system. >> Um various things. >> So there so it did have a thermostat installed that would trigger a war. >>
016So this is the central plant. So it serves all of the individual classrooms. So it itself doesn't have a thermostat, but if there was like, you know, a systematic error where the entire system was showing high temperatures throughout the entire building, that would indicate something at the central line. So it would be like a boiler or a chiller going down. >> Well, by the time it gets to that, that's big issue. >> I was say like I'm trying to figure out what the purpose of the alarm is if there was nothing installed that would trigger the alarm. And so did the I mean have we ever had the alarm go off on a central plant? I mean to me it's almost like we purchased a lemon if if you know and >> now we're paying
017>> our question is and what was the like I guess what would be the purchase price what was the purchase price of each of these two units several years ago? Do we know? >> That's a good question. >> I mean just guesstimation. >> Estimation. So for replacing two of them now I should >> well I thought a large portion was 57,000 and portion was 50 but back then it would maybe be 40 >> 30 that's for two correct and that includes the install that includes the training everything that goes along with it >> but the the alarms I guess it's all built into so when we hire our controls contractor they set up these alarms in the front end and this this system this automated logic has built-in alarms in it. Every other system we've
018worked with has those you know functioning properly and there was like you all own system and it is having issues on the alarm on the database side. So it was something that we brought up before. We even went through and deleted all there were next to 100,000 alarm points that were in there from previous that we went through and deleted just to see because they were old. They could be five, six, seven years old. Went through and deleted them so we could start fresh and it's already clogged down again. Um, and it it's pointing to being like a like a system problem like with the database itself, not too many alarms. there's there's there's something wrong with the system. >> Well, then we need to get rid of that company that farmers first of all
019because that's not helping us and you need to go there. >> I mean, there's something wrong with that if we're not getting the alarms to tell us that the system's going down. that >> it sounds it sounds also like to me that when these units are installed these are not um for lack of a better I'm not sure what the appropriate industry term would be but it's not a bumper-to-bumper product like so we're we're buying the central plant but then we're also purchasing the monitoring system which is not provided in the central plan as like a as like a an extra service or an extra add-on feature. So, it's like, for example, when you buy the truck, you're not buying the tano cover from the from the you you're not buying the tano cover from
020from the truck dealership. You're from the manufacturer. You're purchasing it as a as a third party product. Correct. >> The same thing here is that the alarm system and the controls for the alarm system are not made by the manufacturer of the central plant. They're made by a third party. >> That's exactly right. Yes. And so are we when we're installing that, your contractors are responsible for installing the central plant and the third party uh upgrade I guess. >> Exactly. Right. So we we would hire a mechanical contractor to install the unit, a controls contractor to hook it up to the existing system that you already have automate like >> and and we feel that the situation with these two units was the controls failed, not the actual system. Am I we think there was
021a defect in the controls, not necessarily in the units themselves that led to them reaching end of life uh too soon. >> Sure. I I would said I think it was a combination of a few things um and situations that happened over the entire life and not just one event. >> But we don't know that, do we? >> No, you don't. H how can you go right ahead? I'm sorry. I've asked that question. I apologize, sir. >> I'm going to go back to slightly about the uh manufacturer and the safeties. You said they didn't provide any safety. >> Correct. >> What was their reasoning for? Was it not in the contract to provide the safeties or they just weren't familiar and forgot? I mean, why were there not the safety net that normally would be
022there? >> It's a great question. Uh uh all the units I've come across with this type of technology have had those type of safeties in them. I've always seen them too. I've always had experience with the the water to air units like in all the elementary schools. I wasn't as familiar with his water to water units. That was back in 2019 before I was even all the new units that I know all have these safeties on them. And so could they have been installed separately with controls? Probably. But it's typically from manufacturer. >> But if the safeties were there, then more than likely this may have been caught. >> It's Yes. It's like an actual >> shut the unit down. >> It would shut the unit down. It wouldn't let it run in that dangerous
023situation for it and then it would sound it locked to the control system. >> Okay. So even if it's out of warranty, the fact that the job was not done correctly, >> it's it's almost like, you know, you have a home warranty, but then you find out they didn't one wall they didn't nail. So you just push on it and put a ball over. >> Sure. >> Like, oh yeah, it's it's past warranty. But I literally was pushed on the wall of my house and it fell over. It it shouldn't matter. works out if you didn't build it correctly to be you didn't do anything you're supposed to do at the beginning. So regardless of the warranty, you know, the manufacturer didn't even do your job correctly. It's not like over time. It was not
024done correctly beginning >> and we we pushed as hard as we could on the manufacturer. And I mean, you know, they had they had their manuals, they had their um you know, their understanding of the units at the time that they they just won't budge on that. They won't give us a warranty past their >> Well, I'm not really thinking of a warranty. I'm thinking you're going to pay rent, you're paying, we're pay >> Yeah. Why don't they pay? They pay their half and we're you don't pay anything. So the replacement will have the safeties on. >> It will. Yes, ma'am. >> Mr. Martin, you have any questions? >> See there? >> Yeah, I do not. >> Okay. We have a a contract to retire the debt from the savings of the energy from this
025modification. have any impact upon that contract? >> It won't have any impact at all. >> Okay. Second, I have two more questions. Uh I'd like for somebody from CMTA to get with their local people and look at the documentation we have for manuals for our people to see what we have here. Make sure you're all not assuming that we have information we don't have. >> Sure. >> Okay. And the second thing is uh I we can't rely we have turnover staff and I I don't know about our six HBAC people that we have but uh we can't rely on teaching an individual and then they leave in five years or something. So we need to make sure that our employees know where the manuals are as well as you and we have that consistency of
026that that Bible that's there for the for us to do so that we we do this. My last question sorry u we have the remote monitoring system. Should we be training our people to be watching for something local? Do you see my point? Rather than relying upon some someplace else that that however you all monitor it wherever the bells and stuff go that we have indicators that we could be watching here. I think said we they do that. >> Yeah, they do do that. They do that. Yeah, they do monitor the system. I I just I'm just concerned that what we what you all replace was rooftop units and the rooftop units we were getting were outdated. We couldn't even get parts for them. We were cannibalizing other streams and breaking up things. So, so
027that was the part. Now I'm worried about things going bad that I just thought we were just pumping water and heating it up or cooling it down. And I I'm just I'm just concerned that there are more intricacies in the system than what we understood at the time. >> Sure. >> I think I did. I think we're confident that we found the the root cause or root cause is of the problem and are pretty confident that um we can correct that remediate it. And so the the price you're seeing is to redo the the controls completely recommission it at the central plant at Martinsburg High School. That's included from the controls contractor who's been doing all of our controls for all of our energy projects. Um they're very capable. uh you know we they do
028what we pay them to do. They we're not in charge of fixing the alarm database, right? So um you know I think we have a plan to move forward. I don't see any more problems in the future. So especially with this being a unique case where I mean there were hundreds of units to solve these are the main workhorses of that system but you know having two or three of them kind of fail all at the same time kind of indicates one specific kind of isolated incident. Hopefully that's that can be taken care of and it's not affecting any of the other geothermal schools. and see we have to pay the Dell 15 years and I hope that in year 14 something else that doesn't domino wants from us because we had the impression we're
029getting systems that are guaranteed for 50 years and it's nowhere near that. >> Sure. And it should reset the clock on at least the new units that you are getting especially with the safeties with you know doing things especially the right way. We're going to go through with the fine tooth comb make sure that we're checking everything make sure this doesn't happen again. >> Why why isn't there filtration before that gets to this thing? I mean if you if you have a 60 or $70,000 piece of equipment that can get clogged up with whatever. Why don't Why don't you design something that'll protect the $67,000 unit with a $1,000 preil filtration system? >> So, are you talking about filter before a filter? >> Yes. Yes. So, the the filter is that the strainers that basically
030water filters are set up before the units. Those strainers themselves are what were getting clogged and they were staying clogged. So they were >> getting to questions. >> That's not that one. So >> So who or who was responsible again for the monitoring? It was the Kentucky company that you all contract contracted with. >> Well, the monitoring is between um county maintenance and CMTA. So for the one year after the project, that's our guarantee that we, you know, monitor it. That's when we corrected everything and then we kind of turned that over to the county maintenance. >> So was it was but sort of the database backlog you were talking about that's on our end. >> It is. Yes. >> Make sure you have a one page summary of what we're supposed to be doing
031and not buried in a 50page >> report if you would please. So other >> questions Mr. Martin, >> I'm just curious if there's any like with our water like if they've seen this issue in any of their other systems. I don't know if I missed it the first couple minutes. >> I think we just we said that the other board meeting that there were no they checked all the systems and the main systems for our our school system were just overall. >> Oh, what do you mean? Yeah. Mr. Martin, Mr. Wright said, do you mean our system? their own role the nation or what they do >> other other regions that they're in. Yeah, not our specific Berkeley County ones. Sorry. >> Well, that's a good question. >> Sorry. So, are was a question that
032do we see this on other systems outside of Berkeley County schools? >> Correct. Have you seen it before? >> Sure. I have not experienced that. Um, no. I'll say no. You all are national now, right? Doing projects from Bl County all the way out west, right? >> That's correct. Got projects out in Colorado working in the California. >> We will first I hope you didn't use this teething experience. >> Other questions? >> Thank you. Thank you. >> On the agenda of this data over here, Dr. Branch, >> good evening, Dr. Saxs, President Long, members of our board. Um, so tonight I'm here to present discipline data from last school year. So, while they're getting that pulled up, um the update policy 4373 at the state level that took effect beginning of last school year requires
033that certain uh data be presented to the board. So, we'll do that tonight. Um go ahead and click to the agenda. We're going to start off with a comparison of the 2324 data with this year's data. Um that's not part of the requirements in 4373, but did want to show you some of that and then we'll we'll look at the subgroup data that is required to be presented and then talk about some takeaways and do initiatives for this year. So I know these numbers are small in order to fit them all in there. Hopefully you guys can can see those. If if you recall back um I think it was March when I presented the first semester data at that time we had 312 more in school suspensions for this school year than we did
034last year but we had 76 fewer out of school suspensions at that time. So as we progress through the remainder of the year, you can see that uh we did end up with 422 more in school suspensions for the year, which means that we had 110 more in the second semester, which is fewer than we had, you know, in excess of the first semester. And we ended up with 36 fewer out of school suspensions. So, we did end up with more total suspensions than we had last year, but this data reflects I think you know we had some schools where we were were cracking down if you recall that we discussed that back in March and um there's more consistency and and I'll show you that in a few slides later on. But our schools
035are using the matrix. And you can tell that in this data particularly because you know we had more inschool suspensions the first semester and ex a greater excess of in school suspensions the first semester than we did the second. And we had a smaller excess and out of school suspensions, which shows the progression through the matrix of, you know, first offense, second offense, probably in school suspension, but then when they get to the third and fourth offenses for that discipline, um you're going to be moving on out of school suspension. So this um this data does reflect that. Oh, before you leave this, are those school codes on the left hand side? >> Those are the school codes and in the U the additional uh information that I provided for you, I put the school
036names and those are in the same order as the school code. So >> what's what's you have 203 starting out on the left and 202 is our new school there that >> No, it's just that um last year school 202 did not have any suspension. So they didn't show up in the in the data >> for 2324. >> Yeah. and the and the transitional school is considered an OSS. >> So, no, it is not. Um, it's considered an alternative placement. Um, so typically what will happen is that a student will have a pend out of school suspension, you know, for whatever infraction leads to the the alternative placement. But once they're placed there, that's not considered a a suspension. And what if they're now that homebound is not a behavior that's a difficulty to adjust
037to the school environment. >> Yeah. So homebound could be you know mental health issues for whatever reason or it could be physical health. You know, the the goal behind homebound is to go for them to be able to address whatever situation that is and get them back into school, >> which may or may not happen. So, moving on to our comparison data. The first slide, you know, pretty simple. That's just enrollment by each one of our subgroups. So that's for the county. Um you can move on. >> But before you Okay, go ahead. >> No, go ahead. >> Well, I'm just saying that some of these categories the student could be counted could be a low SCES or special ed. >> That that's a good point. Yeah. So that's not going to add up to
03820,000 >> 20,000 students that be more than that. Now, if you add the different uh areas of subgroups, so male, female, um then race, race and ethnicity, those should would add up. >> And multi-racial that could be white, Asian, uh black, white, >> right? Yes. >> Do they duplicate when when you're doing this? >> No. And so, you know, the parent indicates what the race and ethnicity is. So, if they select multi-racial, >> they wouldn't show up in the white >> sub, black or Hispanic or >> whatever. So our next slide then um shows the number of students and I added the percentages of our students that um have not received any discipline. So as you look at that data um you know our our subgroups with the fewer numbers in them have have higher
039percentages of students that haven't been um disciplined you know especially in the race ethnicity. Um and then we'll take a kind of a deeper look at some of these subgroups later on and and there are some concerns but um you know you can start to see that now where you know 80% of our white students have not received any discipline at all whereas only 70% of black 75% of Hispanic 73 of our multi-racial which are you know the four >> you know Actually, when you look at all that, there's there's a low percentage of students that cause most of the discipline issues. >> That's true. >> And that is always accurate. >> Yes. >> You know, it's always it and I will say that, you know, from a practitioner standpoint, you know, a lot of
040times the senses is, well, if I if if if this one student could just be addressed or these two or three students could be addressed, that that comprises 90% of the issues that I'm having to deal with on a day-to-day basis, right? And now speaking from experience, I will tell you that once you address with those two, there's seem to be two more that pop up always. But but that is also why I think when we look at Senate Bill 199, it's so important that we do have systems in place to uh have an opportunity to provide a deeper level of intervention for those students. remove them from the classroom so that there can be appropriate interventions applied where hopefully we can uh uh provide support so that we can transition them back into this
041into the classroom so that they can you know be a successful student. And the problem is is that when you're focusing that much effort on a couple kids um it does take away from all the other things that you need to be able to do and takes away from the learning experience of those other students. But the next slide we're going to see are really something really jumps out and I'll I'll wait you. >> Yeah. So the next slide is students who were disciplined but not suspended. Um so you know these are students that may have re received after school detention, lunch detention. It could just be a verbal reprimand or a parent contact, but they did not receive in school suspension or out of school suspension. >> But if I have the paper in
042firm here and it's it's easy to compare the two. I look at the black students and 70% of them did not receive 30% received this one. The white students 80% so 20% rece uh were students not receive district or 20% receive district. But when you go to this slack, there seems to be a lot of forgiveness on the white side, but things are pretty cut dry on the on the black side. >> Well, I think that we'll see later on as we go through this that we are seeing a higher percentage of our minority students who are who are receiving discipline. But when we actually look at the days that are being assigned, you you can tell that's and I'll point this out later on, but schools are using the matrix. So, um regardless of
043the subgroup, the days that they are being assigned their discipline are relatively the same. So I think that is another reflection of the fact that um while we need to do something to intercede you know in in the beginning and I'll talk about one of the things that that we're trying to do this year um that our administrator are administring discipline accordingly. One one other I apologize, but I also want to make sure we're very clear. We're we're not there's a difference in the infractions that lead to out of school suspension and infractions that may uh lend itself to being disciplined but not suspended. >> Right? And I want to be very careful that as we compare those two charts that we we take into account that it's that what dictates the this the the
044intervention whether that be in school suspension, lunch detention or out of school suspension is based upon the infraction or the frequency of infractions. So, it's not necessarily apples to apples between the two chart because someone may have been someone may have been uh disciplined without suspending them because they had a cell phone. Another student could have been suspended because um they had a cell phone and then refused to give it to a teacher and then cursed at the teacher. You see what I'm saying? So I just want to make sure because if the thing is if there is a pattern where a a a subgroup is being treated differently, we have a responsibility to fix that. Absolutely. But I want to make sure that when we're comparing the infractions to the discipline that they're not
045the same in both charts either. Is that fair? Yeah. Okay. Yeah, that was going to be my question or my statement that we don't know from looking at these numbers what the discipline issue was or what the reprimand was. It could have been >> their cell phone or >> and I think that that's important. >> Absolutely. And and I would also say that um I was I think it was important what Dr. branch had had said which is that we have a matrix that outlines the protocols that if you do this then this is what we this is what happens that ensures the consistency across across the system. Where we would have a problem is if we had two different students we had a let's say a student a white student who refused to give
046that cell phone and then cursed at a teacher and a black student who refused to give the cell phone to a teacher and cursed and there were two different types of of actions. one was suspended and one wasn't, that's where we would have a problem. And because we have a matrix that was established that brings that consistency across the district, we are better equipped and more likely to ensure that um any of those uh over responses for one group over another are limited and hopefully eradicated. I guess I had a question. All the different charts we're about to go through. I don't think any of the charts um at least I don't think so address similar offenses. Do we? We don't track similar offenses, do we? >> So I know so we probably could John
047Carter pulled all this data. I need to thank him for that because the spreadsheet that he provided me to to be able to kind of whittle down um is probably 12 tabs long and none of the tabs fit on one page. It's just a tremendous amount of data. So, you know, we could So, are you referencing like females that committed >> certain females that did the same thing as males? And are we being a little more lenient with females because oh, they're girls or or boys. You got to be hard on boys, >> you know, but I I understand that. So if they're doing similar dam >> are they getting the same punishment, >> right? So we could probably pull that data. I don't know the amount of work that it would take to do
048that. Um but I I know that John can pull by offense. Um, we would have to do some willing down to to get to that point where we could compare that offense by all the the subgroups. >> I bet he could because that seems logical that you could piece that. >> Yeah. And the the things that we'll go through here, you know, it's apparent that he can can pull them, you know, we'll look at the different levels of offenses. Um, so you know, I'm sure it could be pulled by specific offenses so that we could look at at that as well. >> That sort of goes back to Sax's example. is like with this chart that we're looking at now, it looks very bad, but without knowing the specifics, it it maybe be able to
049be explained. But just looking at it, if the public were to see this, like and I didn't hear that. I'm looking at this and thinking there's a huge problem here because it doesn't make any sense how I mean it looks like black, Hispanic, and multi-racial students are much more heavy-handed just looking at the percent but like I said but if you realize that maybe in these instances instances there are more things that they're doing or more serious things that are doing okay that would make sense but that's still a huge I mean that's still a huge gap in percentage that's >> because because it could also be explained um maybe they are doing some of the things in in the discipline, but we're marking as a discipline. We're leaving things off for white student racial.
050So, there's way to manipulate the the numbers deal. I mean, we're hoping that Peter don't do that and administrators don't do that, but um that's to me that's huge. >> Well, I think right now we're just guessing at all that so we don't have any idea. >> Yeah. But but I agree and then you know the next slide is is going to show you >> have a big similar concern. >> Could you go back this slide please? >> Okay. I'm looking at saints kids who did not get in trouble and I'm looking at the minority kids there and I'm sitting there saying I'm sitting there thinking those people who obey the rules and everything they're sitting there looking say well if if my race gets in trouble I have more of a chance to be
051be punished than the kids who are the the majority of the kids and so I'm I see on the people who are living by the rules. I would still looking at those numbers. I feel like I don't have a chance of not cross the line whereas these other kids get a get a break and and echo what he's saying. And I'll go back to even what we what score in this nation on the DEI. Well, we don't but I'm just saying that our focus on eliminating that awareness shows up in this sort of thing and that's why we we are doing something wrong in this nation when we sit there and just going to put our heads in the sand and say there's not a problem. I would if if if I'm just looking at
052these numbers, I'd say the doctor said, "Go to the black community, go to the Hispanic community, ask them for advice and look at at these numbers." I mean, even if we got all this other numbers on the spreadsheet, look at these numbers. What are we Because we are a white dominated system. What are we not aware of that we need to be aware of to work with these children? because I want these kids who are playing by the rules to feel like they get the same fair chance that the white kids get. >> Well, or you can't just focus on black and white. Look at the Asian, >> right? >> But there's few much fewer numbers. >> I I don't know. I sort of go back to even when I was growing up. I was
053always told you can't do the same thing everybody else does unfortunately because you're going to be looked at differently. So the way I handle myself, the way I have to do things, I cannot do things the way that the majority does because an angry black man. Uh you're going to go to jail, you know, little things, you know, just just things that is have to have different talks about not saying maybe just talk stop happening with my father's generation. I don't know. Um but I know I had to have them with my son and my my children. is, you know, unfortunately your brands can do this, but you can't. So, um, >> which is sad. >> It's sad, but it's reality. >> Yeah. But it's just reality. So, sometimes maybe we just have to, >>
054but main thing I think we need to do is be able to compare apples to apples. That's my main thing is if the minority students are acting up more, okay, that's need to address that. Find ways to handle that. But if they're not, then we need to be able to address that first. >> Dr. Woods. >> Yeah. I think um and I just wanted to kind of echo what um uh Dr. Branch said. I think when and I just want to make sure for clarification. So when you when we put this data back in front of you, you want us to have not only the percentages but actually the breakdown of the infractions >> or just um I mean because I know that's a lot of uh different infractions, but just if there's apple to
055apple similar infractions or the same >> the exact same discipline. >> Okay. Or was one much less or much worse? You know, just >> even picking out a few. We could pick out like fighting for example, >> you know, >> because >> you could >> what' you say? >> Just have like do like tiers. >> You could do of of the students. >> Could you do a breakdown by level one, level two, level three for example? >> Yeah, we have a break down. But that's what I was trying to think like specific examples that are Yeah. Yeah. Not not every >> I think it's a that's a that's a wise that's a wise request >> especially the ones that are more um perception based >> but I think that's information that we all want to
056know because of just what we we assume and are assumptions correct or are they worse than what we assume or are they better. So, I'd be very interested in that if it's possible. >> Yeah, we can do that. Thank you. >> I'm gonna say we can do that. >> He's listening. >> He's probably >> So, the next slide is uh the total suspensions by subgroup. And so that and this is um this is where we can see some of the disparities as well. Um you know our back our black population makes up 10% of our entire student population but they make up 17% of the suspensions. Our multi-racial students are 11% of the population but 15% of the uh suspensions. But then going beyond that, our low SCES students make up 47% of our population.
057Um but they are six um 64% uh in terms of uh of being suspended. Uh, have we noticed an increase in the low SCES since >> I I'm not sure >> prepared to answer that question. I I don't deal with that. Um, >> just curious about the numbers have risen. >> You know, when I was a principal, these numbers, it always seemed to be right around 50%. Um, you know, for the county, but you know, 40 to 50%. But um but I'm not sure if we've seen an increase there or not. And then the other one is special ed. 21% of our students are are special ed and make up 33% of of the referrals. Some of that is probably um accounted for by our D and our AD student. But but we do have
058some some subgroups here that you know there's there's a disparity in u you know how they account for our suspension. This is ISS and OSS together. >> Could we go Could you repeat because I don't see the actual numbers for the percentages. >> No that's not in in the presentation. >> Okay. on Asian 1%. >> I didn't break all of those down or I did but I didn't write on those. >> Okay. Black black would be 10% >> 10% of the population. 17% of the suspensions. >> Okay. But on Hispanic would be 9%. >> Well, Hispanic there there wasn't as much of a disparity there. Um, >> but I mean the total Hispanics compared to our total population. >> Yeah. % >> Well, I you've lost me. I don't know what you're talking about right
059now. >> Well, he he was talking about the population of of our minority students to the total population. >> Right. So, black students make up 10% of our entire population, but they are accounting for 17% of our suspensions. >> And multi is 11%. >> 11 multi-racial students are 11% of our population. >> Big sink, sir. and they're 15% of our so it makes our weight about 70% then >> so like I said there there are disparities there in our subgroups that u you know it's important to point that out and u start looking at what what we can do to address those so the total suspension by level. Um this is not broken down by by our subgroups but you can see there that you know level one level two are you know heavier on
060the in school suspensions and this is what I was talking about earlier that um you know evidence that we're think we're following the matrix and then level threes and level fours um are more of the the OSS >> not again Mr. Carpenter more work, but I would like to see the subgroups of this. >> I'm I might have that. >> I'll just >> He may have already pulled that if I will check and um if I have that information already, I'll >> forward that to Dr. Sack and he can send it to you all that I can forward you the whole >> Oh, I want that fit on my screen. Yeah, they they Well, that's up to them if they want the whole spreadsheet. >> You got the average number of days suspended later on.
061>> Yeah. >> What? Oh, the average number of days. >> Yeah, that's further down. >> How about some >> Miss Long has been advocating in school suspension classrooms where we have this these have you seen an improvement in the schools? So that that's that's subjective because when you have an inschool suspension obviously you're going to see an increase in the the discipline levels of of the inschool suspensions and also you know those are some schools that that we're we're working in and we're kind of cracking down on some things. So, um, you know, I think that I have seen good things in those schools, you know, in terms of of behavior that they're still a work in progress, but uh, >> it was to Jackie, correct me if I'm wronging my memory here, but it
062was out of school suspension was reward for the kid, whereas you had to sit there in school and you had a good disciplinarian running the program. It was intended misery for the kid. They they worked, they behaved, they didn't have any leeway. They didn't have a chance to socialize and it it was punitive. >> Yeah. They don't want to go to school. >> Yeah. And the I mean the other side of that you guys are aware of that too is that if you don't have it in school suspension room and that student is removed from class then they're sitting in the office outside of the principal office or you know in a conference room somewhere. So >> that's what I didn't want. That's why we clear their head in the schools that particularly wanted those
063classes um to have an in school suspension room instead of being sent to the office and where they just sit there for half a day and then are sent back to class or sent home. So, >> and with the Senate Bill 199, which I'll talk about too, um, yeah, those that have in school suspension rooms are going to be added advantage of that, too. So, the the next slide shows the total days of suspension. Um you know this this is for the county broken down by um the subgroups and this is the combination of in school and out of school. I I did not break this down into percentages. Um so you know we don't have that comparison on this one. >> Level four is a pretty serious impression. >> Yes. Level four. So most
064of level four is is going to be a 10day suspension and recommendation for transitional schools. Um the the only one that is not would be possession I think of non-nar narcotics. Um but if you're distributing drugs or if you have a nar narcotic then it's or alcohol possession of alcohol. So everything else, you know, battery against the school employee, um firearms, felonies, those are all we're sending those students to transitional school. >> So this next series of slides is I couldn't fit all of this information on one slide, so I think I have three four slides here. that have the average number of in school and out of school days uh per level and this is what I was referencing earlier where you can see you know for females level three out of school suspensions
0653.44 days males is 3.42 before two days. So although males have more out of school suspensions, um you know, administrators are using the matrix and it it's still averaging out the number of days that they're getting averages out and we'll see that with the um you know race, ethnicity um as well. But if you can move on to the next slide that starts our race, ethnicity. So, >> did you miss a slide? >> Did too. >> Did I miss one? >> Well, maybe not. >> Oh, no. >> No, he did that. Yeah, I was thinking you missed that, but >> so and you know our smaller subgroups are going to aren't going to match up in terms of the average as much because uh you know there may have only been one or two suspensions
066for an American Indian or you know Pacific Islander um as we go through this, but you know looking at the black students um level three OSS is 3.38 days is the average um and we we can flip back and forth between these if you want to kind of and you have presentation there if you print it off you can look at that um Hispanic 4.2 days um multi-racial was 3.3 and if you'll just ladder 3.48. So you if you look across the board um for those the the number of days is similar in that you know for each one. So like I said there are some issues we need to address. You guys pointed those out as well in terms of the number of students in some of our subgroups that are being disciplined, but
067our administrators are using the matrix and you know that's evident with the number of of days that that we see on average. >> Have you ever asked your put all your principles in a room, show them a video of somebody doing stuff? I put down what the infraction is to see if they're saying the same thing across the board. Have you ever done that? No, I've never done that. >> But with that being said, we do the exact we're actually doing the exact same thing like on teacher evaluation. We call that interrator reliability. >> Meaning that we're trying to increase the reliability of how, for example, when you go into observe a classroom, >> right? Are you rating that teacher the same as the principal down the street would rate that principal or rate that
068teacher? So, I don't I think that's actually a pretty >> Yeah, >> I think it's I think it's a genius idea, Mr. Murphy. >> I have no idea. >> I think we definitely I definitely think that as we're thinking about that is is that we we can do those as as activities or or strategies during some of our principal meetings to just >> Yeah. how >> refresh their memory as to here's the matrix and even thinking about Dr. would uh you know our our assistant principal meetings that we're designing um to ensure consistency across the district. I really like that. >> No, and I think providing that to them that they could even share with their staff, go through that exercise with their staff be even a little more >> it helps build transparency and
069understanding of how the matrix works. And so, you know, I think about 199, you know, when a student is dismissed from a class, for example, well, having understanding of, well, here's how the matrix works based upon what the situation is in the infraction. So, >> and I wouldn't want them to feel like, okay, this is a got you um like we if >> in the meeting, you mean? >> Yes. Like they >> Well, I'm going to give out I'm going to give out candy bars for the ones that get it right. Yeah. I mean, yeah. Well, um I mean because I think if I think that that they might feel like it's kind not fun, but um be interested to see how their cohorts do the same thing that they're looking at. >> Yeah, I
070>> the matrix helps with a lot of things. Um but in in a similar vein, one of the biggest questions I get is, you know, this is what happened. how to be coded. >> Yeah. >> So, you know, that would be a good exercise. >> Well, I I mean I' I've heard that question raised for the discipline committee. >> I think this discussions occurred both when you conduct those meetings. >> Yes. >> Yeah. >> So, does anybody have anything you'd like to point out on that series of slides or any questions? Well, When you look at the out beyond the school system, the prison system and everything else, you have disproportionate groups represented in those in those populations. And I I think it's I I think there is a bias and I don't think it's
071a hatred as much as it's the people just don't know how to deal with different groups of of children. >> Yeah. >> And the children come to us with different backgrounds. What is tolerable in a one household is not tolerated in another household. So that children come prepared with different measurements of what's tolerated and then then when they try to get into the school system then they're way out beyond the line of disability. >> Well and also what's tolerated in you know we have so many ethnic groups tolerated in some ethnic groups versus others. >> Yeah. I was surprised by the Hispanic numbers how high they were were just because in my experience as a teacher I mean I had some high schools but for but for the most part the children were very respectful
072and I I was working on an elementary level some well I seventh grade junior high but the kids were the Hispanic children were by and large very very compliant. >> Maybe it's you never know if it's a language barrier or anything. >> Yeah, it could be that as well. Although our EL students were not, you know, they weren't suspended on our you know alarming but but yeah that could be just communication in general. So I have started conversations with um Dr. Alfonso just you know what can we do to start addressing some of these discrepancies um and then I'll share with you um oh wait we have one yeah that was the last slide that had special ed >> I think one other question um for OSS what are the some what are you mentioned
073um firearms and some other things are those common um oss misinction No, >> no, I would say now I'm guesstimating here, >> but our most common infractions that would lead to OSS would be disruptive, disrespectful um conduct. >> Okay, >> fighting would be up there too. Um, and fighting generally, you know, first offense is a suspension. So, >> yeah. But severe fighting, I mean, I've seen some fights in school that kids should have been out. >> Yeah. And and you know, >> not now. >> No, our our matrix has um suspensions for fighting, you know, from the get-go. >> So, you know, and it does increase. So, you know, 1 to three, 3 to 5 on the second offense, 5 to 10, and then, you know, anytime if you get that far, you're probably headed
074to transitional tool without a fourth offense. But um that's but that disruptive behavior um at level one, the disruptive disrespectful at level two, and disruptive defiant behavior at level three are probably our our highest numbers of of offensive. And >> yeah, that's that's what I'm sort of getting back to is sort of the subjective nature in a sense because what's disrespectful to me may not be disrespectful, >> right? And and that those would be certainly the ones I would break down for you all. >> Yeah. >> And you know, fighting is pretty cut and dry, but um although sometimes there's questions about battery versus fighting and you know, things along those lines. >> So somewhere in the code We used to have student suspensions that the board sat and listened to the parents. It was
075a parent call I think unless the student was they're all 18 years but I can remember one or two cases where we had students would declare dangerous. >> Is that still in the code? And is that beyond the the level of pores or what? >> Yeah. So the the students that we would deem dangerous that the board would deem dangerous would be students that we didn't have to service at all. So, you know, the the students that we expel, they go, you know, they go to transitional school. And so, typically, um, we're able to work that out with the parents, so it doesn't have to be a board hearing, but, you know, we've had one board hearing since I've been in this position >> and, um, you know, I tell our principles all the time,
076our board back on that one. So um you know but those students you know can go to transitional school. You guys are familiar with our you know we have a pretty good success rate with students at at the transitional school. Uh even with adding the BD students last year we have one BD student that we had to look at a different placement for but all the rest of them were were successful there. So those dangerous students, um, what we typically do first is a psychological evaluation with Dr. Watts and he gives us recommendations. Um, and I haven't gotten one where he said that this student shouldn't be, you know, at least sent to transitional school. Um, but if we were ever to get, you know, a student that he didn't feel comfortable within our school,
077then that would be one that we would bring to the board that >> and they they're completely reviewed system, >> right? We >> they're expelled without services, >> right? I mean I I can remember that case and I was and and the kid was just calm sitting there and everything else but I I remember >> so some of the focus areas that um that kind of we have started work working on already uh but you know we've talked about the disparities in some groups um I've had conversations with with Dr. Alfonso on, you know, what are some things that that we can do, resources that we can provide um to help start addressing that this year. And this came this actually came out of um our special ed audit last year was our focus on
078multi-tered systems of supports. So there are multi-tered systems of supports for you know academics for um emotional learning and there are also supports for discipline. So the ultimate goal you know I believe that there are consequences for your actions. uh we have a matrix if you you break the rules you need to serve the consequence but you know we have to keep in mind that the ultimate goal is to change that behavior. So what supports are we putting in place you know to either curb that behavior from the very beginning or address it as we go along so that we don't get to a third a fourth offense um we don't get to the point where students are going to transitional school. So, the multi-tered system of supports, let me keep going and I'm going
079to talk specifically about that and about Senate Bill 199. Um, so we're going to continue with the emphasy emphasis on consistency uh with the discipline matrix. I think we're we're starting to get the hang of that. It took a couple years for um us to get all the schools on board, but I think we're starting to see the the fruits of that labor. Um we'll continue meeting with the county discipline committee and then you know another focus area this year is Senate Bill 199. So I want to finish up um by explaining the multi-tered system of supports and then the steps for our Senate Bill 199. So this slide um this was provided to all of our principles and so as I started to say when we had our special ed audit last year one
080of the findings that we had was that um they did not believe we had a multi-tered system of supports and for discipline and this was specific for special ed students but you know I think that they could have gone into any school and found this this information out. So what we provided the principles with was you know a definition of the tiers. So there are three tiers and um providing discipline support. Tier one those are the things that you're doing for your entire student body. um you know whether you're and so the these we provided this is not an exhaustive list by any means but we provided them with some examples of things that that they may be doing. Um one of the tier one interventions is you know renaissance and that was one of
081the answers that our our schools were giving for their MTSS dur the entire program was Renaissance. So tried to explain to them the difference between Renaissance and MTSS. Um you know teaching your expectations in the beginning you do that for all of your students either in class meetings or in individual classrooms. So those are things that that you can do for everybody so everybody knows what the expectations are and what the consequences will be. So tier two is when you break down to the the smaller group, the 10% of the students that are not um meeting the expectations. So what individual or small group interventions are you putting in place at that point to try and um intervene in the behaviors? So you know, do you have a reward system? Are you retteaching those expectations?
082So, you know, one of the things that a lot of our schools do um is either a combination with like a lunch detention or an after school detention is that you bring the student in, you have that conversation with them. What did you do wrong? How should you handle that better? Give them a chance to write about that a little bit. Um just reteing those behaviors. Uh restorative conversations. So, that's one of the things that Dr. Alfonso uh presented to some of our principles last year, but you know, basically, are you establishing relationships? Are you having that conversation where the student can reflect on their behavior and um you know, try to make better choices moving forward? But that that tier two I really believe focuses on you know relationship with the student. Um, and
083then tier three, that's when you're getting down to the nitty-gritty. Those are the students that just aren't getting it. Um, so, you know, do you need to put a behavior contract in place where you you outline the steps? You know, next time you do something, you're getting this, next time is this, and then there next time it's transitional school. Um, your no contact contracts would be in there. And then our alternative placements where there's transitional care. OSE. So provided this to all of them um asked them to meet with you know either their discipline committee or their leadership team and talk about the interventions that are provided at their school to document them. I gave them a blank form. Um it had the tears and the definitions but the interventions and data collection were blank.
084Ask them to document that on the form and then they're turning that into u Mr. Dilly, so he has a record of that for our next audit. Um, also encourage them to share that with their staff so there's, you know, everybody's on the same page. These are the things that we're doing. It's an easy reference sheet if, um, we do have an audit team that comes in, something that you can look at ahead of time so that you can answer those questions. So hopefully, you know, by making sure that we're putting these interventions in, you know, along with the consequences, we can start to curb some of those behaviors and address some of those issues that um are apparent at subgroup levels. Do you have any idea how the behavior contract um when I say
085works I don't mean works how it's uh administrated administered I mean how um the effects do they actually work or >> yeah I'm I'm not recalling the percentage off the top of my mind but I did collect this that data for the board um I don't know if I presented that in March or if that was that might have been my last presentation. Um, and it it was 80 or 90%. You know, and that's what I asked was how many of the students that you put on a behavior contract have violated that behavior contract and how many students that you've put on a no contact contract have violated the no contact. So, um, you know, the behavior contract numbers were a little lower, you know, >> but the no contact contracts >> tend to work.
086>> Oh, good. >> Because >> that's good information. >> Part of the process is bringing the parents in, having them sign off on it, you know, the consequences are are lined out, you know, within the contract. If you make contact either, you know, on social media or in in the school, you know, these are the things that are going to happen. So everybody's on the same page, you know, on both sides, you know. So, >> and typically what we find out is that if one student is requesting a no contact contract, the other student involved probably needs it just as much as you because they're going back and forth. >> Yeah. >> So, the we have a pretty high um success rate with those. >> Any other questions about MTSS? All right. And then the
087the last slide, Senate Bill 199. So, you know, we just received some guidance from the State Department earlier this week, which I'm proud to tell you that um was very much was very similar to what we had already put together as a collaboration with within our our department. Um we had members from the special ed department, pupil services. Um counselors uh so there were Dr. Alfonso was part of that with with her department. So we came together and we put together some guidance for our principles and um so Senate Bill 199 addresses students that are materially or substantially disruptive in class or who are threatening, intimidating or violent. So, you know, on the first offense or for a student that is excluded from class for any of these reasons, um, we have to do a
088behavior plan and then there has to be written documentation from the principal to the teacher that the student can can return to class. If there's a second offense within one semester, then we do the behavior plan and a behavior uh assessment and then we put that in effect for two weeks. We re-evaluate at the end of two weeks. If a student is not successful, we amend that behavior plan and it's another two weeks and at the end of that two weeks, that's the end. Either that student, there are two options. The student can receive counseling from a licensed counselor or they can be sent to our alternative placement um which could be cares or virtual um but we have the cares program specifically for for those students. So >> elementary this is >> this is
089elementary >> prek it's included. >> So it's prek through um for us it's prek through fifth grade. it. The bill does include sixth grade, but um it specifies that those are for sixth graders that are at in an elementary school or an intermediate school. So, sixth graders in a secondary school, which all of ours are in middle school. Um they still fall under House Bill 28, whatever it was, but that went in effect, you know, the year before. So um so this is specifically for those those students. out. I just gave you one slide. you know, we we have a binder full of um guidance for them, you know, that includes the steps and has flowcharts, um sample behavior plans, sample behavior assessments, and um so if a student is in special education, has a
090504 or is in the SAC process, there are some some steps that we have to look at. um if they have behavior plan or behavior goals in in their IEP or 504 or if they're being evaluated for that SAP process, then we're going to be limited in terms of excluding them from class because we have to follow their IEP. So, I'm concerned that a lot of the students that you you all have heard about um are not going to be affected with Senate Bill 199. So, we're still going to have those those issues >> because those students excuse me, Mr. Murphy, did you say >> u because those students wouldn't even go to CARES, >> right? So, and that's and what I was going to say dubtails. Sometimes I think I'm probably wrong here what
091I'm about to say, but sometimes I think when somebody in special ed is running up an IEP or a five or four plan and then that child goes back to the regular classroom, the special ed people sometimes seem to be out of touch of reality and they're sitting there trying to help the child, but they're actually encouraging the child to continue the behavior and and and and then you got this 504 or IEP that says, "Well, this is hands off." You know, it's like they're walking through the Red Sea. It's hard. There's no no hindrance to >> I think I think there sometimes that doesn't from what I'm being in legal services 504 also addresses the uh some of the disciplinary things and of that nature that can be provided for that student. >> Yeah.
092504s um can address discipline or behavior. it, you know, it depends on, you know, what the diagnosis is, um, you know, for that student, why they're receiving a 504 instead of an IEP. But, uh, and I do want to say this that special ed students can still be disciplined and and they are being disciplined. You saw in our numbers that a lot of them are being disciplined. um you know at at the um you know at the prek level we're still receiving guidance from the state that um suspensions are a last resort. You know they have other things that they try to put in place before before they get to a suspension. Um, so you know, just because a student has an IEP does not mean that Senate Bill 199 does not apply to them.
093You know, there may be some other things that we have to do along the lines of like the manifestation area, the the DARF, things like that. But those students that have specific behavior goals where we know that behavior is an issue that that's where we're going to be limited with the Senate bill forcing some things there and and I was talking with Dr. S and I've been in principal's offices where they have a child. I mean, it's it's a it wouldn't even come up to my kneecap science kid and they're in there and that principal was supposed to be out there doing walkthroughs and everything else and they can't take and they can't leave their office and sometimes every time they leave the office when the child does preserve it and rips the office up
094and and I just keep wondering how are we going to how are we going to do all these things when when you know the one child and they are I mean they are just what's the word I use or terrible I mean they they are just out of control and I see Dr. Woods wants to say >> yeah I was say you bring up good points I think it's the same way as we talk about um what we're doing for instruction right now it's it's actually like uh Dr. Branch was alluding to the same thing as it relates to behavior when we talk about MTSS because at the end of the day, the same way that we're focusing on teaching, you know, English and math and all the subjects, we're also teaching children how to
095um cooperate and how to interact with others, you know, when they're in school. So we are still as we're teaching you know the content we're also still teaching them how to behave if you know I don't I don't know the best way to say that because when they are you know with us and interacting with us sometimes the rules and and like um um Dr. branch's office does a great job when we're pushing out the handbook and telling them the expectations. You know, our expectations sometimes do differ than what they're hearing now. Um, and that is something that we we work with our principles about. And we actually talked about the last principal meeting when we talked about MTSS. You know, like I said, Dr. Branch did a great job. I even jumped up there
096and said the same thing that you know as we are working with all of our students special ed engine and on those those high expectations that we have we also do understand that consequences sometimes have to come with it if they if they step out of line and don't follow it. But like we encourage our principles, we would talk to them about what are we doing when those children come back because there are very few um infractions that a child can do where they're removed permanently. So even if we're you know doing ISS, if we're suspending them for, you know, 2 days, 3 days, etc., they're eventually going to come back, then we have to think about what does it look like when they get back to hopefully, like you're saying, they don't end up
097back at our offices time over time. But what what I'm worried about is we had grandparents saying complaining and I I have I know my grandchildren growing up but one graduate but when you have a child who choose other children I mean literally just other children and they don't want their children to be number two or three before something happens to that child. And and um but we have situ we've seen incentives boards have seen situations where the principles are tied up with that child in the classroom. They've exhausted everything else in the school or the assistant principal and the child is just just out of control. And then we're we're now and this is something we should be talking with our legislators are there. We have to swallow the cost to institutionalize that child,
098right? And some of these children, I mean, I I don't know how we're going to need them before they start chewing on other people, but we we just can't have this. I mean, we're seeing we we had a hearing last year for teachers aid at one school because enrollment was down and the prior year to that enrollment going down, we had the chewer and I I I'm sure parents took their sent their children to alternative choice schools because they didn't want their child to be subject their little prek uh children subjected to that. And so, so we we have the MTSS and everything else, but I mean I I'd like to put that in the mouth of the kid as chew as they chew on this a while and and leave your classmates. But that's
099that's the frustration we have here. We we have we have the birth children but we don't have the tooth guard or whatever protect the other children [Music] alluding to. I mean well we had heard from principal but he and I were in prek and then those prek kids going to kindergarten and the discipline in kindergarten was horrendous. uh out of control and uh you know what what we can do with those students is slim to none sometimes. So um hopefully that's addresses some of that in here, but I know with preK we can't really do much of anything. >> Well, so the the Senate Bill 199 still applies to the to the prek students. Um, >> as a matter of fact, they did strengthen it to add prek in there, didn't they? >> They had
100added that in, you know, secondarily. Um, but you know, students that are kicking and biting and, you know, throwing tantrums like that may already be in the special education process. So, you know, those may not be students that we end up removing at the end of four weeks like like we would with some of the other students. >> So, I I think that's >> we may have some questions about that along the way. >> Additional questions for Dr. Branch, Dr. Woods. >> Thank you all. Great. Very much appreciated. A lot of good information. Anybody have anything else that they would like to put in order? Dr. SS, >> I don't think so. >> Uh just just one question. I I haven't had a chance to review the agenda, but I know there are questions and
101I don't want to go into discussing these questions, but we raised them today. But at Monday's meeting, will we have on the agenda, Miss Rome, um about the uh resources and the curriculum that we'll have that presentation? >> I'm not sure what you mean by that. Well, the the information about Doc Dr. Woods, could you help me here? Dr. >> You mean about the AP classes or something? >> Are you talking about the supplemental resources? >> Supplemental resourc Yeah. What's been discuss? >> We can make sure that that's uh incorporated into the instructional update >> um >> to a certain extent. >> Right. Will we be taking any questions >> from from the audience? Not here, but >> uh you mean from Dr. Wood? Well, I I I had I didn't get a chance to
102run the sprite afterwards. >> Why don't we discuss that after? >> Okay. Okay. But but I just wanted to announce >> we're talking agenda for >> Yeah. teachers on Monday night, we're going to talk about and what are we going to talk about supplemental materials for? >> Well, the original plan for instructional update, I apologize. The in the original plan for instructional update is to talk about the our our plan for developing a pupil progression plan that um uh provides for uh our established practice moving forward for what what constitutes promotion to the next grade level. Um how do we want to look at for example semester exams and the fact that we need to be able to get stakeholder input through that process. And there's and it'll be a timeline that we can establish
103with the board. that that's the first thing. However, I do know based upon some uh questions that uh we've been asked is that there's some questions that may surround um what's a supplemental resource, what's a core resource, and we will be prepared absolutely to make sure that we define that uh for the board and and try to and try to mitigate or try to answer any questions that that perhaps may be out there. What I think would be helpful is in preparation of providing that information, if there are any specific questions that um you would like to make sure are answered for that disruptional update, if you can send that to uh me and Dr. Woods, then we'll make sure we incorporate that in our update on Monday. >> And it doesn't have to be
104a board member to send you that update. >> Of course, any >> any teacher can send questions to you. >> Absolutely. Yeah, because that's that's what I want. >> Yeah. And and in all honesty, if if a teacher was to email me or Dr. Woods um or any member of the instructional leadership team, we would first want to be able to address that person's specific question sooner rather than waiting just for Monday. But we can also make sure that as as those questions are asked that we can embed that into our our uh update to the board. >> Okay. And could you ask the principles to announce this to their staff members this week so that they're able to be aware of this availability? >> Oh, well, sure. Yeah, absolutely. Yeah. Yeah. But I want
105to make sure that if there's just individual questions that are being asked that may not be representative of the entirety that so as we get if we get a if we get, you know, a pattern of the same question, that's that's what we'll include. >> That's your priority. >> Yeah. Okay. Okay. Thank you. >> Yeah, you said it better than I thought. >> Hey, I didn't mean to ask a motion for adjournment. >> I will be virtual on it. >> Okay. >> Have a motion to adjourn. >> Second. >> All in favor?