Board of Education Meeting

001any additions or corrections of those minutes you're not all in favor say i i post okay minutes are carried and we i have no communications to bring forward tonight um next item is public input it looks like we have six individuals for public input so tonight we'll move it up from three minutes to five minutes if you want um just make sure you keep your items um relevant to what the board discusses and the items that we have to deal with and as i call you up i'll give your address and then i think we have to pass this mic along i believe so i'll ask this down the first one would be matthew spaulding 3223 gaslight growth the last sentence here is the focus is spoken about a contract to trust between the parents

002and teachers um we spoke about masks i think a lot of us are opposed to them you know we were thinking about that i don't think it really matters too much because i don't think any of you guys are missing the door because the mass is turning our ears i have nothing else to say about that except for i just tell her to do what she's told because we all have rules to follow but it's very upsetting i also went to parent teacher conferences and i know that we've spoken about crt issues and you can say that you don't teach crt you've seen a lot of pictures posters in the hallways at washington junior high school uh with crt ideologies i don't care if you call it bdi or crt whatever is the same thing

003one of them said uh unapologetically queer and there was a picture of a young person a child on there that the girl sillies which is fine my daughter asks me why don't you watch it i just don't think the teachers and the schools should be teaching you about that and she said i don't understand what it means anyway so that's exactly my point and i'll tell you right now there's been raised to treat everybody as equal she doesn't know any different she has no idea the difference between any sexualities she does not look at any other race kind of thing that's something that's taught here there's no response we're taking any type of response from anybody and it's disgusting i'm very upset with the fact that we're not getting any type of answers i know

004there's some people here for masks and things like that i don't know what their kids go to school but the majority of them we just need some sort of feedback all right the next speaker would be don erdmann 1824 happy ribs some of you that are here tonight are here praising and following whatever the school board decides or should i phrase that whatever the superintendent fixates for the masses but heaven forbid if i can even say heaven anymore i don't know um some are here because they're concerned parents and citizens and they're expressing concerns and have questions number one especially in the light of the not so continual decline of manitoba's educational results number two regarding the concerns of the curriculum being introduced i understand what public comments mean it's just that public comments but

005would it be so inconceivable that the board actually try to answer some of these repeated questions and show some due diligence be a trendsetter add a question and answer session to the agenda make the time you actually spend out of these meetings come for something besides the results of your current efforts statistically look futile and wasting your time in our children's future earlier the agenda talk to us respond thank you the next speaker would be christine demay 2000 johnston drive hello everybody and uh thank you for hearing me um i have a little video that puts into words something that an adult really can't put in the words wait a kid can but first my main and really outstanding concern is the edi dei crt system that is in this school system i've looked at

006the files i read them that is exactly what it is i have a dentist who is who i get along with like my best freaking friend and you know what there are other people that get along just fine until crt comes into it or dei or let's just probably call him my point is we don't need to teach these kids to hate each other and that's what comes of this you're not leveling the playing field for anybody i worked over 30 years i am very obviously disabled from busting my react for over 30 years i'm on disability i get paid once a month you know who lives around me i have mexicans living all around me along with whites that get along just fine they get paid a lot more than i do and you

007know what i'm happy because they're americans they aren't of white black victims they're americans which we all should focus on that being said parents should not have to make appointments to come and see what's going on in their schools or their kids classroom that's ridiculous we can't warn for heaven's sake i paid for it i don't appreciate that at all because these people have legitimate complaints legitimate and you guys just seem to blow it all off like well just another meeting you know what you're gonna blow it off to the point where people are gonna come together and come together and come together and you would want to get out of here so sitting there acting like oh this is no big deal well you know what i jumped in on the game and i

008do have a big mouth sometimes i get very angry at times when people let common sense do you hear that common sense go out the window that being said i have a little thing from a little girl here that she might help you understand a little bit more in the video is [Music] is [Music] thank you guys all right and the next speaker would be tony vlas delica north 13th street last time i was here we talked a little bit about the importance of having the scoreboard i'm advancing on the outside with a visual as an all-metal straightness for everybody this data is pulled from the wisconsin department of public construction and represents the averages for 2015 through 20.1 blue bar represents the npsd and the orange represents the state average first thing i would

009like to point out are some relevant dates 2015 was the first year the superintendent came on that's always the last 2016 is the first year that board member dave nichols came on 2018 is the first year that board member johnson came on in 2019 is the first year that board members then in august of 2020 the npsd approved the 42 000 expenditure on the guru program which among other things training administrators and the fps team on how to build effective stamina to persist through white racial discomfort while addressing racial connections overall conventional records transcends has been going down through today and has called the world state average next let's look at the most recent district report the mps teacher scored 59.8 out of 100. this keeps expectations after the tpi with the goalposts and the

0102018-2019 criteria of can use it would be at least few expectations for context 59.8 wasn't 911 some of us in this room will not get an understanding but i think we can all agree these results are lawful and they're moving in the wrong direction the three incumbents in re-election are also the longest tenured board members and such captain ole miss under their leadership i appreciate your service to our community but you guys know the answer for this you have a lot of focus in the wrong areas my name is running for the manhattan public school or siege next april and i promise you the uh the next speaker up will be jeanette de sheen south 15th street manitoba he doesn't appear to be here and then uh the final one would be morios from centerville

011good evening as usual i begin my remarks with the truth of the public schools united and lies divide us the purpose of my public input tonight is to expand the board and our community's knowledge of authentic ethnic heritage existing in our nation and our community obviously as a white woman i can surely sound both presumptuous and condescending for stating that is my purpose bear with me as a youngster i remember seeing men hearing signs declaring i am a man and wondering why they needed to state the obvious that was my first brush with developing empathy the ability to understand another person's thoughts and feelings in a situation from their point of view empathy is filling with the person empathy doesn't just happen naturally for a lot of people it is therefore a conscious choice we

012have to make and the more we practice empathy the more intuitive it becomes one of the most formidable ways to begin to empathize is by reading or listening to nicole hannah jones pulitzer prize-winning work 16-19 it chronicles 400 years of black american history in the struggle for full equality we know that 65 of npsp students are white so that also means that 35 percent of our students are not without accurate historical knowledge and capital they face obstacles in attaining their full achievement potential their history impacted our nation and community in so many ways including impairing intergenerational wealth building as when returning soldiers of color were denying gi benefits that exploitation continues today as some property appraisers face their estimates on a homeowner's race rather than on the property in conference there's an awesome constant goodness

013too as the father of twins one black and one wife remarked quote i hope that a lot of people can see that color really isn't a big big thing what's important is what the proud dad said mysterious things can happen that life is a blessing so in these bless so in this blessed season empathy makes whatever reading you exchange whether it's smile or merry christmas for sure or peace be upon you or celebrating love community and family and a knowledge acknowledgement that we are all liberated okay thank you [Music] public input and then i'll move on to committee reports uh we had a personal committee meeting on december 8th and carrie trust you're the chairperson i believe the microphone is on its way down here we had the opportunity to have joyce with us and

014she uh she filled us in on a number of important areas such as the employee sponsored clinic told us about that just i mean all of this is to keep us up to speed uh the staffing process overview which is about to begin in probably late february early march and some of the difficulties that are involved in that and also the the the the problem in the i guess the opportunity with with substitute teachers uh our problem their opportunity i guess is a shortage and uh and yet we seem to be coping the committee then went into closed session during which time we talked exclusively exclusively about how we're going to organize the discussion and the decision-making process during the closed meeting later on the agenda that deals with the initial evaluation of the superintendent

015any questions yeah this would probably be more directed to us um as far as the costs of mpsd i see that it is according to this 125 000 a year um do we have as to how many people actually utilize this uh clinic because noticing that this is a very significant cost um and i know most people do have those types of resources that are available within this community already so i was wondering [Music] so okay all right um there's no other questions for terry i would entertain a motion in a second to approve the minutes from the open and closed portions of that have a second meeting second any further discussion hearing that all in favor say aye aye all right okay those minutes are carried then we'll move on to the report of

016the superintendent and the first item up would be our business manager angela payments awesome um [Music] um with [Music] is yeah i'd entertain a motion in a second to approve the payment vouchers any discussion hearing none all in favor say hi hi okay then uh our monthly financial reporter angela um all right otherwise why don't you hand it over to joyce because she's got the personnel required um i did notice that there was a determination that was on the uh personnel report and i was wondering that um no i guess the reason that i'm asking is because it just i would like you know we want to do the reason that we're not asking that is we do the uh exit interviews and things of that nature um is there like you know when somebody's

017terminated obviously there's a reason somebody's terminated is there an issue that they are being terminated for that personnel wouldn't want to maybe address or the board or the personnel committee or the board would address it if that individual would um oppose it they have the right to do that they could they could oppose that termination and then bring come to the board and give their you know their position on it and then the board would have that information but normally if an individual is terminated unless they appeal it we don't become involved it's not our decision to do that it's the individual's determination that they accepted it so that's why we speak just was [Music] yeah it's much more clear yeah because as i'm reading and i'm looking at was there a behavioral issue was

018there a you know trendy situation but this was [Music] and i'm aware the sensitive feature of those things and that's kind of why i was trying to pose that question in a specific manner [Music] okay are we all right with that okay then i would entertain a motion in a second to approve the personnel report any further discussion hearing none all in favor say aye um i guess i will turn it over to the superintendent for the rest of the items on here okay thank you these first items we're looking for action on the mckinley academy enrollment camps so in boardville you have uh information regarding the current enrollment and the potential enrollment cast this year we have some growing pains and we want to make sure that we're prepared staffing wise for that for

019next school year so again this would be uh enrollment cats for the 2022-2023 school year the information provides growth in each grade level but it also provides enrollment gaps and then there's some information behind that that specifically talks about if there's a we do need to have more in action uh prior to the end of the year if we do want uh to enforce mckinley wants to increase the amount numbers i don't necessarily post that i'm just wondering if do the number of teachers that we have there currently support the new numbers here for the 22-23 school year they do that they don't so if if it were to max out what kind of hiring would we need to do or transferring features over there so we do have a vacant position posted right now

020at mckinley academy i think that's part of the challenge is trying to find people in a specific academic area mid-year so mckinley academy will be part of our full board proposal and we would look at a number of students that they currently have enrolled what their anticipation of next year's enrollment would be by rolling kids forward and that we will make a staffing decision based on that these numbers here don't mean necessarily that that's how many kids we're going to get it just means that that's the maximum number we're going to take because we are larger than we're capable of right now and we don't have enrollment caps so when new students come into the um district and they want to use or if someone wants to come from outside the district we don't have

021the authority to say no even though we're full so this is a little bit of a forward thinking um if we realize that you know next year we need to make the adjustments again we'll do that but this allows us to align staffing i have a question as to it's not necessarily related to the enrollment caps but i guess the relation that we have um as a excuse me as a district and the um in our how we work with the kidney academy mckinley academy has their own board um and they do operate in a little bit of a separate fashion i'm wondering why we are um or how we uh how much we are able to dictate to mckinley academy in their operation if they have their own board thanks great question so um

022we have a contract and our contract uh very much specifically outlines the mckinley academy board's role in our board role so the mckinley academy board did approve this prior to coming to our board but the mckinney academy is part of the manitowoc public school district so the full authority comes from the matter to welcome the school district board however we have a contract that we review with them and that very specifically outlines um the details of what they're trying to accomplish within the school and what their authority is so if we were to decline something like this the oversight would lie with us and they would be i guess they would they would be returned back to their committee or their board is kind of how i'm hearing that yeah so we have the ultimate

023authority if the board chooses to not approve enrollment gaps then we would have open enrollment and you know we would risk having class sizes larger than or preferred specifically because of the staffing that we would enact likely in you know april and may so that's why the process would be it goes to the mckinley board they approve that we bring this board and we're on the mckinley board doesn't have any financial authority either so you know it's like no persons there the basis for my question is more just to understand it a little bit more it seems kind of like just a foggy relationship that yeah i uh never really have been able to wrap my head around a little bit but thank you for the clarification yeah we can send in the contract one

024is when somebody graduates from mckinley academy do they get is it a mckinley academy um diploma or is it an mps well so much like that you graduated from lincoln high school either lincoln high school diploma from the mpsd in the academy diploma from the um okay and then the other question i had was um i noticed from september till december there's a degree and i was wondering um the students that have left do we know why what's generating them and then they come back into um just the regular uh fps programming [Music] is and out so i don't i don't at my fingertips have the data to say where the students went whether they came back to the regular face-to-face instruction or whether they moved out of the district or chose to go back

025to the district you definitely can see on that but in general again somewhere around about seven percent of our student population moves [Music] we'll bring something similar to the board in january when we talk about the district's open enrollment but this is the second piece yeah i would entertain a motion in a second to approve the the memorandum of the information in the memory accept the recommendation we have a second do we have any further discussion on that i have one more question before we continue um i know that we are um as stated in the um personnel committee that there was a teacher um that were having troubles with acquiring teachers is that a if we were to increase um any teachers how feasible is this to fill um these positions so we're not

026asking to make any staffing changes right now right if we were to increase the capacity we would obviously need to increase the teachers to support that capacity correct we increased i want to say about eight number you have for uh virtual instructions for mckinley this year eight staff members initiated so part of the recruit uh process is timing so when we uh are looking for staff in april and may um or we've been very fortunate to be able to find people and uh recruit them to the company and asp right now in december it's very difficult because people have contracts and they're not ready to leave where they're at and there's a short child so we would post those jobs in if in fact we increased in april march april 8th and we would i

027would be confident that we would be able to find people who are interested in that we didn't have any problems this past spring and summer and and this number is a maximum cap it isn't saying we're going to have 304 students right right now we don't have account right so we could still get 304 students you know but yeah i understand then we'll have to deal with a different set of problems yeah and hopefully if there are additional students to the 166 um if those are new students into our district that's a good thing so it's to be noted that last year because in lake canada had 40 kids so that's kind of why we need to look at a cap because you know this we felt this was the maximum we could handle it

028yeah i don't anticipate 300 kids yeah that would be but we have to have you know by each breed we need to have some maximums and as you've seen in some of the other grades um there's some significant numbers we really can't handle the one with that so again any other questions stacy um our overall pool of teachers that we have for mpsp um if it makes sense to transition them to the kidney academy does that happen is that part of the contract or is that you have to be in energy yeah so um great question mckinney academy jobs would be posted much like a job at lincoln or at riverview or any any of our sponsors if an internal person from one of them wanted to do that the process would be the same

029in the beginning academy as it would be [Music] the district has the right to reassign teachers we could reassign somebody and we could resign something from their but ultimately it's it's certified and qualified so what can you talk about any other questions um we have a motion in a second all in favor say aye aye aye okay that motion is carried and move on to the district data and goals and i guess that's jason and pam yeah i'll just give kind of an overview here we shared last meeting [Music] with the board just the overview of the district report card and we shared with you in the board book a significant amount of data available to review and the data talks specifically about some historical data very specifically where we've been previously some of the

030goals is very specifically that each building has as we talk about meeting our students forward in their learning achievement so a couple of things just to keep in mind as we talk about uh students and how we're going to continue to improve our student outcomes first i'd say it's always a great opportunity to have a conversation or level about what matters and how do we engage students that isn't our student learning is not falling on one specific department there's all kinds of pieces that are very other than that uh some examples that we've talked about or about the board level is definitely uh the amount of substitutes that we have and uh just how much fun they have and what they do with their their time that they have our periods or they're using it

031for something else we're going to talk a little bit more about student behaviors and the outcomes that happen when we have those we can talk about the shifts that we've had in our district over the years um and the focus that we've got on adult issues great alignment where teachers are going to be how do we place adults in specific areas and so we're going to spend some time um and we've spent a lot of time the data that our staff has had and reviewed was available to us this summer so we spent a lot of time individually at buildings reviewing that data and coming up with academic programming plans in order to improve student updates so i will definitely uh turn this over to jason but i definitely wanted everybody to get an understanding

032that the factors that are within student achievement and student outcomes are more than just one environment they're all of our concerns they're all of our ideas and we definitely want to continue to work together as a group in order to improve uh uh [Music] i just wanted to highlight some of the information opportunities um [Music] um used ela math achievements or closing gaps and graduation rate of closing gaps or if it's applicable to determine the overalls uh [Music] and um since 2016-17 the 700 information is a free readiness assessment that appeared gives you an opportunity to look at skills [Music] take a look um [Music] last year [Music] so those are the data pictures that you have excuse me there was a lot that was here and it isn't necessarily a discussion or a uh

033a question primarily towards you but i was uh it's primarily toward and reports uh president nichols here uh maybe we could bring this added to our agenda um a another discussion point as we digest what we're being presented and have at the next meeting um so that we can because now that you know i mean like i said there's a lot that's here i'd like to maybe dive into this more now that it is being presented to me to discuss further and and maybe make some action if that would be all right yeah i mean you know what we could do is it could be sent to everybody like a month ahead or whatever yeah you know well in advance not just three or four days before right right yeah absolutely because there is i

034mean like i said there's a significant amount of data here i appreciate you guys putting this together for us that we can figure out what's you know curve that trend that's downward and maybe fix that um but yeah i would like to have that uh jason and pam that's possible right to get that to the door sooner than just a couple of days before the meeting well the information that's being provided here right yeah well i think i have a good picture of you know the data that they presented um i would like to tackle this at another excuse me meeting coming up um so that we can have some actions to differentiate what we are being presented with okay and kerry yeah i i i think a meeting is is probably insufficient for this

035sort of material um in that every time i look at this stuff and every time i i you know i confront the curriculum i i realize the the depth of my uh the depth of mine un understanding about so many things and i'd like to suggest that we have a we have a we have a retreat or a workshop that that that allows for you know that allows for us to raise questions to get answers to have information provided that honestly clears up some of the frog at least in my head and i'm sure there may be even some yours but uh i don't you know just just going through this stuff it's like i'm thinking oh man you know what what am i what am i supposed to know about this and why don't

036i know i mean you know it's a very complicated it's a very complicated area uh in which we had no kind of training or information when we became board members um and it and of course it's really the heart of you know why we exist and i i really really would beg to have an opportunity to be better instructed informed and enlightened and i don't think we can do that in the meeting especially when we have everything else well but i mean you know my point was getting it sooner getting the information sooner because i'm not i'm certainly not going to step in the place of our directors and put this together and i don't think we should suggest that be the case but getting it sooner than just a couple days before maybe you

037didn't get a chance to go through it and understand it oh i went through it yeah i went through it yeah go ahead maybe a question or recommendation would it be possible i mean we're seeing a significant downtrend in our in our scores um over over the years um we see that uh you know there is obviously you know it'd be safe to say call a crisis um in in the scores and the status of our of what is going on in our schools would it be would you be opposed to having a subcommittee directly looking at this and trying to find an action um to maybe you know digging into this data digging into the a solution or working with uh jason and pam specifically to try and tackle you know this and see

038if there's any way we can support them better in moving this into a different uh realm well i think that's a good idea i mean having a subcommittee which is an advisory committee is just that i'm again i'm not suggesting we take the place of our administrative team because that's their that's their job that's what they're trained for we're not right but we could come up with ideas to approach things maybe in a different way that might help us be more successful right yeah yeah i i could do that another committee but you know it is what it is but i mean yeah it needs to be taken yeah right right i i agree that um we haven't the plans that we've made each year because we do each year this we go over the

039those test scores we go over that information every year and then there are plans developed and since jason and pam have been here they've done that every year we haven't been obviously as successful as we'd like to be right right i mean of course clearly indicate that um so it's not that we're not trying we're just not our success isn't right we need to you know stop we need to get better so yeah you know i could see you doing that you know outside the box a little bit i can see being there can you wait till after the holidays absolutely yeah okay so i know from the you know the programs that we used to have and there are presentations from the schools they know there's stuff going on i mean i know this

040stuff dealing with reading and math and the jefferson the jeff jefferson math night and yet i'm just you know my my sense of all of that is very impressionistic and i'd like to really before we start like making new ones i'd like to know i'd like to know more about the plans that are in action now and um i don't know i mean am i alone in this or or not i don't think they finish their report to tell us those things i think we yeah sure yeah i was just responding to a column assessment i just thought of you know just having a meeting with material that would get three days ahead of the meeting instead of two would not be sufficient for my needs go ahead jason you're right i'm gonna begin my

041presentation on page two of the document really using that data to develop actions and plans [Music] emphasis on school goals beyond our plans work throughout the summer to dig into student data and they talk about and identify some root causes which leads this year to the crown of two smartphones one is an instructional practice smartphone that's really the identification of plans to hold the adults the second smart goal is around student outcomes and those goals are around student achievement these goals really lead to month-to-month actions that our building leaders are facilitated it also leads to a focus on our monthly check-ins that came by work with each on the left-hand side of the page there you see uh some links to elementary action plan a middle school action plan and high school action over those

042templates that are building leaders and teams the only difference between those documents are the data sets that we asked folks to look at so for example high school looks at spider data and ect data elementary do not have those data sets so the data said you would see that those buildings were to be right there but the rest of the action plans are all the same pages one tons pages are again the instructional smart goals that each building has this year and the student outcome goals that's [Music] so there's a link at the bottom of that chart there to the 2021 school goals of priesthood kyle mentioned that we have to do things differently better constantly one thing that you'll notice there is that last year's sparkles were just one goal and we saw a

043combination of instructional goals and student outcomes that led to that envision of those action plans where we separated the two so you'll see the other instances in the crafting of smartphones for last year's on page five you'll find some things that are lifeline facilitated by the student government office we believe that we have some opportunities to grow across our district in three key areas a focus on learning results orientation and collaboration and through those three lenses we believe that a core t1 core instruction that's the instruction that occurs in every classroom will be improved and hence lead to increases in student achievement so again focus on learning results orientation and collaboration the goal is to positively impact tier 1 structure and that's the instructions that are created in every classroom there's three components there along

044with those things the first is focus out of their really think about two things when we think about focus on learning one is clearly understanding and sharing what we want students to know and be able to do and that starts with our state standards and it leads to daily learning environments the second part of the focus on learning is how we know if students are learning really it's around assessment formative and content upon summative assessments to be able to data around 50 students already if you show simple things that the student learning office is working towards a focus on learning the first is the teaching learning assessment commitments these commitments were collaboratively established we believe that research and best practice indicate that if we live on these commitments we'll be supporting our mission and visiting

045at high levels and hence we'll see students keep the growth the next document there's a lot of documents i understand that the next document is a student 360 process slideshow and that's five silver that process was developed again collaboratively working with many departments teachers and building leaders and it's a process that really looks at the whole child collectively to identify some gaps and either intervention or working but there are gaps where students are struggling as mediation or they need enrichment this outline is the process that outlines the collaboration that goes into biggest positive energy the next section there is just some group support so we have a need opportunity we have math coaches in many of our buildings we have reading teachers and entrepreneurs we have english learning teachers as well and these professionals work

046to grow and strengthen instructional strategy toolbox of all professionals these folks are in classrooms working with adults working with students and joining the collaborative process for [Music] second is the foreign development plan for the 2122 school year those offerings again aligned to two growing tier one instructional effect the summer catalog a utilization of our in-service days and times between those two service days really having emphasis on pure one strategy the next section is around this whole scientific results implementation is really talking about data analyzing and utilizing data to make decisions really illustrates the growth of those student enrollments and programs such as college here rising peanuts advanced placement youth apprenticeship and work-based learning opportunities we're seeing growth the next section talks about k-12 math recently the presentation was committed almost pictures that showed our students

047and staff engaged in discourse and exploration at least math learning we also gathered some anecdotal data that was shared around two questions we asked many staff and students what is the things that we're doing well in mathematics in our district what the last section in this portion here is our k-12 literacy we are currently gathering feedback from k-h educators around our current resource that feedback will be used to make decisions about the future of literacy in our district there are surveys right now to our teachers that the survey they will be used as the students looking for the last section is around climate change [Music] i know if they are able to do that playing interventions and enrichments we know that he is building that collaborative level all in this together the cup of highlight

048from the student learning office um these are some teams that we would teach knowledgeable team dean of students black people and these groups are uh continually working with them how they can support this learning and assessment across that issue the final piece that we shared [Music] updates around their action plans share data and it gets feedback from their confidence that various process models analysis that we asked of our teachers as well you know there's a lot of information there welcome the opportunity to dig into the board kevin i i'm gonna be just really bold and what i'm about to say here and that is this is far too much information to grasp within three days i feel like the information that you've provided well i appreciate all the work that you two put together to

049put this together i know it takes a lot um but it does not allow for us to have conversations about all of these different pieces of information there are some things that are buried within the context of this information too that actually i really question and find somewhat disturbing so i actually would like to reiterate what colin has to say with we need to be able to delve into this as a board far more intentionally with far more time and very specifically before any of this is approved you know this has been almost two years now that i've been on the board and i this is the first time i remember hearing about the 360 process and you know you've got terms in here we discussed this at the beginning of the summer or even

050in the spring you've got acronyms in here and i'm i'm used to more of them but you know we do have new board members plc s-m-a-r-t s-w-i-r-l sll slo student-to-360 process the tier instruction that's here and how it relates to be here it's just too much to take in at one time and as much as you guys understand this because you deal with it on a daily basis for us to absorb that and realize what we're handling or trying to absorb it's just too much so i again i know i'm saying a lot but i i too want far more time to deal with this and what we're being brought to us and i wish it had been done earlier and in regards to um the information with our um state report card and the

051school data i asked for that last month and we just got that as part of all of this three days ago and so i'd like to just stop that was really futile on my part so i'm kind of disappointed with that and i won't even get into it if i just respond that we had this data is this is a new data the school report card information was sent to the board members a month ago but was it by smallmouth yes it's on the website this was sent so again the process again again we're trying to do what we this information is put in our board packet and the board packet goes out three or four days before the board right right that's the process okay so if you're frustrated with the process i understand

052that i have two people who are doing a great job putting together all this information and it sounds to me like you're not appreciative of all the information all right i know i'm saying it's far too much at one time what i'm just saying if i were the person sitting over there i would feel like you didn't get me the information in front of me in enough time because that's exactly what i heard you did not get the information in the amount of time i'm happy to continue to look into this information we're not trying to bury anything hide anything we're trying to give the information that has been asked we put it in a board book to do so and so now we have the opportunity to ask questions if we're not ready to

053do that now we're happy to do it at another time but i just want you to be aware that it doesn't feel good when you're sitting at the boardroom having done a significant amount of information and said i didn't get it into it that's what i'm saying it is far from at one time okay so jason pam i want to take a second thank you very much lots of information it's a lot of work i understand you did a great job in providing us the information to kathy's point this is a lot of information we did we just received this just the other day and if you're saying we received this last month i would prefer to i would like to find out when i received it because i don't remember seeing any of this

054the report card data you received last month this is the this data you just received right and that's what i think is stating i mean maybe it's not some words into your mouth but it's not to understand what what we have here and that is where claims stay stating that i would like to see us take this information that we just received dive into it as a as a group or as a committee which is usually how you know very specific things work and take that deep dive because we have an issue um i mean i could go into there's one thing that i saw in here that it was the uh um where we had the different uh literacy uh where was it here um the professor sorry it was i mean i guess

055that just even highlights it even more it was one of the things that popped out at me it was the is there a way that we can tap or that people who are teaching these things take for example literacy are they able to the teachers because there's different schools of thought common core in math it's a very contentious topic where there is two different schools of thought phonics phonics is an issue we have some people that prefer rote memorization and they prefer and then there's others that prefer phonics is there a process that we that people have that they can challenge what is being presented outside of just curriculum within the teacher body because not every teacher is going to see those things and that's just one or one of them a couple different things

056um and to the to the data it is a lot of data to digest i i was i think i took a considerable amount more time than i normally uh do and i'm talking to colors going through this data just to try and wrap my head around it because it is a lot and i don't think that that's unfair for us to request a um a bit more time to digest it i have another response um okay we'll carry what's next yeah i i you know i think i've been you know that that some of this has been and missing this construe i mean i was not at all critical of jason pam um but there is the parallel of the seeds in the stony ground and i i presented myself as you know eminently

057the stony ground on yourself i mean you could you could have given me this a month ago and you could have given it to me you know in volumes and i wouldn't know what the hell it meant you know what's being done you know tell us about you know the processes by which it's being done you know get us get us sort of you know you know you know what economic literacy is i'm called i'm just almost ill after a career in education in terms of curricular literacy when it comes to this stuff and i'm i'm i'm you know i may not learn as fast as i used to but i want a chance to have some of this explained to me so i know what the hell is coming down when i when i

058look at it and when i listen to it and that's not that's not the problem that's not the fault of the superintendent or the or the learning department that's just simply because i don't have you know i don't have this i don't have the background or the information to be able to really make meaningful sense out of what you're saying um well cathy listen cathy is next okay um mark first of all you're being far too defensive and the reason i say it is i i just double checked the information was given to us about the report card on november 23rd i specifically asked and other board members agreed that we would like to see the information given to us by the school not just the district as a whole but how each school did

059that's not what we received until three days ago which was in amongst what is called the longitude data overview so it's all this digging that we have to do amongst so much information you also misinterpret me by when i said i appreciate all the work that they didn't put into this and my questions about some of this stuff isn't necessarily about jason and pam but there are some bits of information that i would like to be able to go over in this and my point about acronyms is that we do have three newest board members and and i'm kind of newest too like it's it doesn't hurt to be like go over all of what these different acronyms are and what student 360 is you know this is not something we work with on a

060daily basis full-time so it needs to be taught to us sometimes or reviewed with us what these things are and so that we can like disseminate what it is that we're reading and what this is all about okay good yeah i guess i wasn't under the impression that this is a one and done this is part of a series of presentations and tonight just has to be here's the data that you are looking at and the conversation will continue i never had that impression that it gets dropped from here and maybe that impression was wrong but i just feel like we're getting hyped up about something that may not really be existing am i mom are we gonna continue that conversation anybody else yes stacy you didn't get a chance so i was just gonna

061say um you know the issue that that i have is that we as a board we don't really we know what the deficits are but we haven't had a chance to determine um and been presented what what the priorities are outside of what's been told are going to be priorities so i mean the the smart goals and stuff have already been established um all these things have been established and they may not be what we as a district find to be the most salient pieces so i guess that's where i have an issue is that we can talk about it all the time they've already done these they've looked at it they've come up with the goals they've made the goals here and then they're going to use this to assess it and without any

062input from us and and that that's what i don't like well it is the responsibility though the administrative staff to present information to do the to provide that information for how our district is going to operate it's not the board's role to set that up it's administrative role that's how we hire them right and so they're presenting that to us without any collaboration well you're getting input right now i mean that's part of the presentation process is the board then has the opportunity to go over that information and to respond we always do we always have that opportunity as a board but it's responsibility to present information to us all information about our district is formulated by administration not by the board it's brought to us and now we're responding right now with our input

063right now yeah yeah we haven't talked about anything specific in the material given that it's going to this this is going to go into effect and it's going to be implemented and that's that's all it's going to be we were informed this is another informational thing where we got um so we haven't even we haven't even so we set goals last year how do we do on those goals and are we in the in the right direction again we keep kicking the cam down the road and hoping that this works so again i i think that we've been too hands-off in this whole process fox church the last i checked none of us on the board are k-12 educators and i'm not real comfortable making k-12 decisions i could i you unders do this as

064a goal that's not our education or professional serving so i just i i just wanted to say that none of us are paid 12 educators okay i would be the first to agree with that although i would like a presentation of the goals and why they are the goals and how they're going to be implemented so number one that i'm informed and number two so that i can hold that office accountable when when when they succeed or they fail i mean it thinks that you know i i'm not gonna i'm not gonna try to do the detail because i i didn't go to school to do that but i have to do though meredith we don't we don't know that we can't trust that until we find out and we're making it known that we

065don't want it to be when i launched this in november because i wasn't able to be here and i didn't watch it that was the beginning of the discussion was this is a series of conversations okay can i just yeah so let's so these goals that the school's so in some cases as well our schools that are identifying as uh receiving title economy are required to do an east session process in which they get into their data that may develop rules you know that school doesn't have an occupation because it doesn't mean that the board of candidates also loses schools you know for the physical reports but this process is something that has been around for several years because building leaders have to sell the school all of their teams and then speakers have to

066send student organizations i just want to clarify that they have an information but it's not just the goals i mean we also have the things that are coming from from your office as as plans and actions so i'm going to bring up the student 360 process right now actually um i've mentioned it before but i am very concerned about the quote under roi is the goal of keeping the students in general education classroom with appropriate supports and that to me screams that we're trying to get rid of our advanced coursework and put everyone in a generalized classroom and have differentiated instruction within that class so those are the kinds of things that i really want to be able to have conversations about so that i understand and and again the sparkles are only part of

067the information that you've supplied there's just lots through here anything else adjacent down okay thank you and we'll move on to the superintendent goals and student behaviors good thank you for that conversation um in your book we also have a presentation that outlines some data that we've shared specifically uh with our students um are and i think a general overview as you quickly look at that is that we've been hearing uh at the board level had some general conversations about student behaviors and so this data will specifically talk about student suspensions i want to provide some background in that it is never our goal to eliminate students and the opportunities of education um we do everything we can to try to work through a process but there are certain situations where it may require us

068to suspend a student whether that's in school or out of school the data that you'll see uh definitely indicates that there is a crisis in our buildings and uh that practice is elevated by the crisis that our students are bringing with them to schools i never believe that students are behaving um just out of the same behavior because there is an issue and potentially a crisis what we're seeing on the first slide here is just some previous schooling data and um this data again talks about school suspension right and we tracked those within our system uh the obstacle suspensions um from 2017 to 19 um are indicated there we definitely did not have any obstacle suspensions last year so we're just going to put a copy on this we can't um but quickly we would

069say that in the first quarter we had half the number of student suspensions 249 days and 92 students who had an out of school suspension no doubt that's too many that means that there's 249 days which kids are not hurting it means there's 92 students different students who have had significant incidents within schools in the 45 days of the first quarter um this uh reason that we put this information in here is because we know that our district has been identified of having too many students with educational disabilities in our black from the state of wisconsin in our and have been identified as disproportionate so we just want to get an idea of some of the overviews in your data that you have it has some notes that specifically talk about where our demographics fall

070but it's just some general information when you talk about the number of students suspended where their information is where they come from whether those students are within an iep or without an id and about 17 of our students have ieps they make up about one or four and then again we can talk about that disability status again um what i would tell you is that when we when i say to you our students our principals and assistant principals who are choosing to suspend students do not be that likely and you absolutely know that students have the right to be in school but we also know that we need to provide a safe environment and so when you see the reasons in general why students are being suspended it's not because of small incidents is because

071of the danger of safety fighting destructive behavior um are obviously the first ones that are out there and we have other incidents that are not uncommon to to our schools it's just something that when you look at a significant number of disruptive behaviors increased violence that's occurring we obviously have to choose to have students out of school um i'll pause there and say that um we're concerned that all the students who are part of the mpsd are welcomed in our district we're doing everything we can to help support them we're doing everything we can to work with them so that all students can be successful in their schools i'll pause there uh the blind bonds and the in-school suspensions just a little bit different data and see if there's any important questions um yeah i

072got two specifically associated with this slide first one endangering what this engagement city just endangering safety you know the endangering behavior and it's dealing with safety yes okay second would be weapons i see weapons too for um suspensions um i think back to the amount of times that we've had individ you know our um meetings regarding an individual not allowed back into the district and i can think of one so i see two up there what is the issue why is there two and why is a person just being suspended for bringing a weapon to school right so i think you're thinking of firearms yeah so there's a significant number of different things that might be conceived as a weapon um i don't i don't have the information on what those two are um but

073a weapon could be uh is not something uh if it if it is a knife for example um definition for longer it's considered a weapon if it's a pocket knife it's not considered a weapon but that doesn't mean you couldn't be suspended because of that right it could be if i take it out of the hands uh so you know there are [Music] um a number of definitions that the public schools have that deem weapons that would mean if you bring it forward to the board for a potential expulsion we i don't know the specifics on those two don't have the close to environment but those aren't i believe as you're thinking of knives guns explosive buyers etc what was the first question i guess i you know we had michigan uh just occurred last

074a week or two ago um and it was dealing with a school where an individual there was a many many many red flags where an individual should have been removed from that school indefinitely because he was endangering those people at that school and the parents ended up you know they were they were held accountable i haven't heard too much about the administration being held accountable um and hopefully they will be um because they individuals should have been removed from the school good there should be i i'll just pause there but um but as far as the uh you know when you're indeed when when an individual is having weapons at school and there is a to do a great amount of harm that person should not be at school so it that is a very

075giant giant concern of mine that i would hope that that is taken very very seriously um so i just want to go i just want to say that that um i have a big answer when it comes to seeing that too on that weapon number there's no greater um act that we can have to remove a child from school through suspension that's the greatest act that we can expulsion yeah that that is then the next greatest and if a student's uh behavior would deem expulsion we always bring in so mark i have a question for you just to clarify so this is days suspended by incident type so when we have when it says weapon and two that's two days they were suspended not meaning two incidents correct okay so for example when it says

076sexual assault it's five days it's not five incidents okay that's a little bit better but yeah okay so when we clap so again let me just help you understand these are what we call infinite classifications so behaviors have to be classified and we put them in there the weapon as you're thinking in this case is not gun knife you know um i'm not thinking knuckles right right but it does deem to be turning in this area the likelihood that it's a two-day suspension might also indicate the age of each other what's the time what's the time period of this first quarter we have policy 5772 that addresses weapons so so we do have behavioral policies where we have multiple policies we have multiple policies that address student behavior then for example we have one specifically

077on weapons but we have other policies here that address student behavior and the types of i guess you could call punishment that could be available up to expulsion and that's determined by the superintendent and then expulsion would be brought to the board right but student suspension days would not unless there was a deal they could appeal you know that's a whole different thing but uh or a whole other step but we have policy that addresses all of these issues that are in this report mark how does this appear from say two years ago like in comparison like i'm saying three three copics during our covered years that was not you know proven time it's not a very um a very good comparison so if you could go back to the second slide and the second

078slide will have previous year data totals 2017 18 18 19 magazines you'll see uh in general we have about 500 and you know 30s 550 would be the average and we are at 250 which would mean that we are nearly at half at the end of the first quarter so if this mono move forward our number of days suspended would be a thousand compared to 516 573 521 significantly so we're seeing that exponential growth of that um and we just had an incident um last third week thursday where and you know from what i've gathered it was significantly serious um how are we protecting our teachers um and students from those things i mean that that's a massive increase how are we moving forward to try and make sure that that stops or that that

079trend doesn't continue upward great question um the students who are enrolling mental health come from our community they're our kids and it's our job to help them understand in this case we're talking about the most severe consequence we can give you are now eliminated from school for a period of time when they come back we then want to work on restorative practice talk about what happens what we're going to do if it happens again how do we manage so you know it is impossible for me to sit here and say it won't happen again right you know it's not possible so part of our plan at the end we'll be talking about how what kind of things we're going to do in short-term help support our staff so that they can potentially de-escalate but again

080i think this becomes part of our picture and our picture is that we have students who are stressed who are coming to us with significant needs who are calling them because of all kinds of reasons and when when they are behaving in that extreme area uh we're gonna do everything we can whether with our mental health counselors or the school counselors our relationship but know that at 3 15 or 3 30 or whatever back that is a challenge of public education welcome all kids and we see that we have kids who are asking for help oh marco there may be some extra things we could do maybe that specific area or areas that may have children who have more mental health issues or just are more volatile card features like some sort of panic button

081i mean i know they many of them have the lucky toffees but is there something at another level we can do for them or do you feel as though we're they're as well equipped as we can have them be at the moment well i think there's always you know we can always look for a facebook group i feel like um you know we have walking talkies you know as you mentioned in all avenues all corners um in all severe areas where we might uh see that we have amazing officers and three of our buildings all our secondary schools that are ready to help we have uh administrators uh support staff um and again i will tell you that our our goals are good at anticipating when things are gonna happen and doing what they can

082to de-escalate the situation but you know our environment and where we are today you know we've added um over the past two years um a significant number of mental health options for our kids in our schools that when parents approve we'll um staff within recommendations contact parents and they can see a mental health certified provider in our buildings join six six of those sites uh the majority of our schools have either uh um and working on some more partnerships so that people expand programs so again the goal there was to help support um so students wouldn't believe they could stay in our schools collaborating with the councilors that they could work with they released with our staff to try to help the students but yes at the end let me have um it you know

083improved as much of the communication [Music] as we can and again i'm never saying that we can't get better um i mean there's no doubt there's a mental health crisis in the entire united states we're not the only school or only institution he's dealing with that and also because there's such an influx of that there's a shortage on people who can handle it too as much as we'd like to expand that may not be possible either it might be like our teacher's shortage you know like i i don't know i hope we can do more but it's scary yeah um so is it ever been discussed uh you know i increase security um protocols and measures um i take for example lincoln high school it's a very large facility um correct correctly if i'm wrong

084we only have one resource officer in therapy is that correct and in the incidence of uh of an emergency or a situation um the timelines that would be even attributed to something like that even in a crowded hallway that could be very uh significant um you know it's running from the north end of lincoln over by the theater down to the jfk um that's going to take some steps for our resource officer to really get down there and handle whatever situation might be occurring has it been discussed to possibly look at maybe even adding personnel for security or even you know i think in the incidence of uh just even teachers um helping and participating in that in in being able to respond to security situations yeah we talk about you know where we want

085to put our resources i think there's a fine line between how many police officers you have and how long this truck is that's fair stated but our police officer's job is not to you know work with behaviors necessarily i mean honestly they're part of that but um you know in certain situations when we have fights and those things at the secondary level they're absolutely involved but their job is not to necessarily mitigate what's happening in the hallway that's our our staff being very visible present in our administration walking halls people loving all so i mean we can do that but you know we have lincoln eyes a big place as you agree and even adding a second person you know where either third floor or second floor is more we have to raise the overall

086mental wellness and health of all people in order for this to change i don't know that adding police officers is going to improve how our students are coming to school every day we can talk about that we have a great partnership with our um police department um you know they will come on a moment's notice to help support us uh and they do when necessary but in general um you know that's our staff who is uh working through that process uh testing our timelines to response um i have a background in security i did it for over 10 years we continually and i i mean more than a quarterly we were testing our timelines making sure that our response my response times were adequate to making sure that we could respond appropriately to whatever was

087brought our way in this instance where you have a very large facility to recheck those timelines to make sure that we are able or that in the instance of like a school resource officer responding to a fight or even worse to make sure that when you're able to respond in an appropriate manner and timing yeah we have uh each building has their [Music] safety team no leadership secretary level our police officers sit on that we have regular drills whether they're fire drills black and bolt drills or emergency trails those are required by law we log those we don't i'm not aware of any institution that has a time from trying to determine how long it takes a police officer to get from point a to point [Music] again i think the way to solve that

088is through um engagement making sure students have relationships and trying to support the mental wellness of all not trying to create a time system you know we're talking about kids here and for the most part they do respond after a fight but majority of the time when it occurs the kids will stop when they're confronted the times they don't obviously we need some supports but we're also talking about uh not i mean you're thinking and [Music] because i was like i mean part of the reason that i'm bringing up the timelines is there was i think the last week it was i was told seven minutes i'm just be cautious [Music] first of all it shouldn't be discussed second of all that's second hand information i'm pretty confident to hear that from the teacher while

089that we added seven behavior specialists do they have any role in this so absolutely they weren't actually full-time positions those were added duties to staff that agreed to be part of that yeah so um the behavior specialists do not suspend only administration does that but they are involved in conversations the return to school the contact with parents and the behaviors that might not be as extreme as this right trying to keep kids to this level whether that's recess uh whether that's always the cafeteria et cetera and they are working absolutely with our building principles on the daily sent to the office and that's not what we're talking about here this is um it's very specifically uh yeah i wasn't watching suspensions but rather do those positions play a role in reducing um negative behavior absolutely

090okay and they're part of that role so that in in some instances into a situation um the second piece we talk about is in-school suspensions and i guess i would just um quantifying school means that the student is removed from their academic environment and likely held in a room somewhere in the office area the majority of our schools don't have a specific in-school suspension place a lot of times that's a office room could be a conference room in the office and the student is kept in school away from their peers but have opportunity to do work there so the data here shows that we have significantly increased the number of in-school suspensions again for some students in some situations um and out of school suspension does not make much i prefer to be out and

091that was some of the behavior that i did our ability leaders work hard on trying to balance that but if we look at the data we're seeing that we are equal in the first quarter uh 2019 18 and 17's almost four years in school as a specialist i would uh tell you any school suspensions are likely better than out of school suspensions because there is a positive environment and opportunities to learn potentially but there is not always a place for students to be so in some cases like i said it is sitting in a room uh off of the office or might be in the principle or maybe in a classroom side classroom we don't have specific spots and necessarily staff to always work in the building to sit with a student or to move

092the whole way so we try to be as optimistic as possible about when we put the students in place and buildings rarely have more than one student at a time just because of a management at times we do that with that again just showing some demographic and these are uh dating suspended again not times just days suspended and you know as they look through students with iep students without ips and students by disability status so the data that we're seeing here from in school and out of school suspension is that our students are arriving at our school this year in a much more high stress model than they've ever been before in at least in the previous four and [Music] that's significant even when a student is suspended in school suspension uh you know they're

093not in class they're not going from place to place and we're limiting the learning that we have if we want our increase these student outcomes we've got to get them in class and in that same token uh those outcomes likely are the reason they're getting suspended because of significant behavior concerns that don't allow but any questions okay so um based on this conversations that we've had uh i just wanted to give you a quick overview of what we're going to do in the short term and then what our plans are in the long term so our next insurance day is a january 19th and we are going to bring all of our staff together to provide what we call a verbal intervention when i say all of our staff we're talking about all staff we

094work with students in this case aides secretaries custodians teachers everybody's going to be there and we are going to provide a research-based tool that all staff can use to support uh verbal intervention training um trains staff to respond in a crisis situation and the focus is on de-escalating techniques and safety non-restrictive interventions you've heard in our language meeting before maybe verb non-violent crisis intervention and a previous war meeting joanna shared our strength that goes hand in hand with the non-violent crime intervention our special education staff and administrators all go through what we call a non-violent crisis intervention training the verbal intervention is a verbal part which provides staff an opportunity to recognize and respond to situations what we're trying to do here is to give someone give all of our staff some tools to work

095specifically with students who are in a potentially escalated situation and resolve that situation in a matter that would de-escalate the students we're seeing increased behaviors we have to respond to those increased behaviors and so we want to provide our staff and resources that they can use immediately so on the 20th of january our staff will have some tools in their dreamhacks that they can use when they're aware of a situation that might be inside this is not the answer but this is a tool likely this is what we can hopefully give all of our staff a continual behavior model that they can talk about in their buildings and work with um and again it is a two-hour online training and then a four-hour in-person training so it's significant it's the entire day some of our

096staff will have the opportunity to do that virtual training or online training prior to the 19th in service but we have no meetings there's nothing else scheduled this is the first time that we're going to spend the entire in-service day specifically on focusing on student behaviors at the escalation we are encouraged about the model what will happen is our staff will be trained and then most staff will train staff our model will work on 25 to one or less teams the in-person training provides opportunities to look at and review uh potential situations talk about how we like animal situations and give strategies looking for again we're looking for opportunities to provide tools as we look at uh the next steps um we definitely know that there's this challenge to balance this time to meet the

097academic needs with our how behavior supports work with teaching students these behavior expectations during the school day because that's absolutely what needs to happen well we have a significant amount of time that we need to spend working on our academic goals and we want to continue to provide ongoing professional development and support for our staff so we will have about 30 people who will be trained to provide this treaty and when we have new staff coming in we will get [Music] we want to make sure that we're setting expectations and teaching those expectations for students um you know we have to make adjustments for these improvements we have to be able to uh find ways to de-escalate students so that they can feel safe and be safe and for the same thing for our staff

098the last thing we want is people that are able to be hurt and not feeling like it's a safe place we absolutely have to work on working on those relationships and de-escalation models set those expectations and then celebrate the successes so that's our short-term goal again we will um move forward with uh sharing some other what we'll call on long range how we're going to continue to do that in the future this is absolute data and what our plans are for january is there a possibility i know it costs us more money but it could possibly fall under like our ether dollars but is there a possibility that substitute teachers could be trained in this also like maybe voluntarily they wouldn't necessarily be required but a lot of those people because they're in such short-term

099positions and they become more more susceptible to some of these things like students you know tend to take advantage of it and some people are working more specifically in areas that have maybe more issues yeah so let me turn an email with each one of our uh substitutes and invite them to participate in training because our substitutes can't really see the captain um fantastic thank you and what i would also say is this isn't an option um like what we're saying they have to and so we have a day of which all staff will be in the buildings where did the model how was the model developed where did it come from so um the crisis response team is a national model and the verbal intervention training is part of the same company that does

100the non-violent crisis intervention training so they have the model that we're going to learn and then we're going to present that to our staff to be certified so it's not something that we're creating it's something that we're actually purchasing and that training that our teachers will be certified and all staff who complete the two-hour virtual training or online training and a four-hour anniversary so that company is actually doing has done the videos that our staff is going to be watching yes so it's not like they're coming in house it's going to be it's going to be video training so there's uh modules in the video i actually uh recently just participated in it there's like six modules you can stop at any time each module walks you through situations there's a quick assessment at the

101end of each module um our like i said there's about 30 of our staffers who are going to be trained to provide the training on the 19th and so our people will provide the training but the training will be this intervention mark when when we have say new hires coming in and so you said there's a purchase like we bought some of this when we have new hires coming in then will they to be part of this training then in months forward yeah so so the beauty of the model is we're gonna have 30 trainers right now we have like four trainers in the district that we can so we need to get some more people trained some are going to be doing on the 29th of december 13th the event will create times for

102our new staff whether [Music] provide different training dates and uh best case scenario so this will be an ongoing model that will continue to provide you okay thank you the other questions on yeah um so one of the solutions is uh to do uh verbal intervention training um to help curb the student behavior now that we're seeing in increasing um is there been discussion to discuss accountability for actions that uh are taking place or expanding um consequences for actions um in the classroom um you know i hear from i've heard from several employees that it can be kind of um it's jaw-dropping and eye-opening and nothing like what i went to school with um back in the day and it has gotten pretty bad um telling somebody you just stop it and i'm hoping that

103this is way more than that and i'm guessing that it probably is isn't always going to be the solution sometimes it takes a little bit more than that has there been discussion about expanding maybe accountability for actions um to help curb some of the student behavior do you mean longer or more suspensions i you know i just whatever the whatever the solution may be holding holding individuals accountable for their actions you know i i get it that you sometimes your tools are limited but um these are you know to double your your incidences in a year it's nothing to scoff at it's significantly up and just a verbal training i would hope that there's more to curb that yeah i don't think this is the only tool that we're going to use in order to

104try to work with that but i think that's where we talk about relationships and students feeling that there's a safe place and trying to provide our staff with the tools that they need and again i talk about this mental wellness um the students who are coming to the manitoba school district are our students every single one of them the ones that got suspended and the ones that and um i would tell you that suspension is not a deterrent [Music] it's a consequence of which we might need some time for the commutering on what we're going to do when the student comes back and how we're going to help this situation and i i would say again our goal is not to suspend kids because obviously those 250 days in the first quarter were no learning

105days and when we want to improve outcomes whether that's academic or social suspension is not one of those that's going to help us improve that right that's going through the model for a whole year that's a thousand days of students that's not good so we have to work on uh all those other pieces and parts um and again i think that professional development along with tools that we can use along with resources for our kids along with partnerships with their parents is going to be our keys you know i don't i don't ever believe and i think this game would show you because sometimes there's this idea that our administrators are soft that is not the case we have doubled our out-of-school suspensions in almost four times our insulin suspensions not because they're interested in

106that because they are responding to the behaviors if in fact there are other ways to do that and there are humans where they're about to do that okay i don't know that um that we are not responding to the consequences for the behaviors i was just gonna say i mean i can't help but hold this in tandem with talking about declining test sports right we see the behaviors and issues go up and so what i would agree that it's it's a struggle right it's a real struggle because we want to say god suspend these kids if they're doing that but on the other hand that's what causes the declining test scores they're not in school to learn enough to be able to perform on an exam right and so i think those are things that

107we're holding in tandem um for me as a parent i think the biggest struggle is um knowing that there are other kids in the classroom who are maybe not getting the attention and the education that they need as a result of working with all of these in the classroom and that's a struggle as well but again holding that in constant i mean he literally had somebody walk across the stage with a poster to them but yet we can't talk about that without talking about you know we can't put kids in suspension and then expect them to perform on an exam right and so that's where we need to to find some solutions and i i don't know if that means building um some kind of a capacity to continue in school suspension where the children

108are also learning at the same time so that we're not kicking them out and losing those learning times and you know maybe we need to look it into some investments um in respect to the in-school suspension where those kids are still able to learn but maybe remove from that situation in order to calm i've talked to some some students um from london you know i i realized that motivation is a real key in getting an education i think where the male students in the back row with their hats on backwards their baseball hats on backwards they're going to look in that just don't participate they pull up their hoodies they look at their phones they don't pay attention so i'm really i'm really eager to find out what you know line one is of behaviors

109and expectations i mean i i'd like to i'd really like to be informed about that when they develop uh because they i just think that it's a you know it's a multi-layered kind of kind of problem and if we're going to get the great if you're going to get this the achievement gap the achievement of it we've got to you know we've got to find a way to engage those kids and one way maybe just not allow them to have phones in class and um that you know you can lead them to water but you know it's hard to make them drink some days but i think we we need to address that too as a behavioral problem the apathy the non-participation when we do it with with attendance some degree [Music] it in several

110ways too maybe this is a hypothetical question but what do i have and i'm dating myself but whatever happened to after-school detention what was that whatever um of unique pieces today um you know as a former principal i tell you that you smell like i'm chasing all right so if i have an after school detention and the bell rings and i'm not standing next to the door um a lot of times and then ultimately the question is what's the consequence of skipping the attention a lot of retention eventually you know you get into this model how many tensions do i have because of the skipping i mean there's that so again in the after school activity again i would tell you that this there is no one solution right great educators who have engaged lessons

111with good relationship with kids is likely one of the solutions right that's one of those that ultimately helps students be engaged and when you're engaged in learning and you're working through the process hopefully you're working to behave as well we know that through this pandemic our students have struggled and we're speaking at as they return to our school and finding the basic-based model and maybe in some cases they have not learned some of the behaviors that we expected so we have to work hard on teaching those behaviors which is not something that we've always done in the past sometimes we expect kids to show up with understanding how to do school and right now we're finding that that might not be the case so two years ago uh they were in the elementary or three

112years ago they're in an elementary school they were in sixth grade in the last six he went to seventh grade they had march as a full home virtual right and the following year in eighth grade they had a half day and kyoto work you know and then they came up now this fall and they're in lincoln high school and they really didn't have a ministry of experience and is it unique to expect that they're gonna have some of them are going to have some social concerns and behaviors and that is that's so they have to work hard on teaching how do you get along what's it look like 320 kids in that spot i'm did i answer your question [Music] okay i'll keep you in the loop we'll keep reading data and information if you

113have questions um um okay so uh again i'll pause here uh the next piece out of your superintendent directly report obviously i have a chance to look at that trying to give information any information questions uh specifically on the superintendent directly um i was i was grateful to see that um that there's going to be an increase to uh the school counselors or the mental health professionals at lincoln i think that's a great step forward um just again given our discussion given some some issues that happened last week i think that's a continual expansion that i would support if we hopefully continue in that model uh being able to serve students in that um mental health need so thanks joanne i guess i'm glad to say it probably recalls approving 10 para professionals at our

114buildings earlier this year specifically to help support our classrooms and students as we did this year as any other well on the um just a quick comment i just wanted to say christmas is exciting it's totally kind of awesome a lot of things that we've been talking about but it's exciting about the invasive species project at the school for us and i'm wondering though will we get to get a lot of our kids our students involved in that to become like more aware of invasive species and what that means i don't know if that's a question for marker for chris but that's kind of good news for the news i understand the students will learn about these species i'm sure they'll learn about that in school right but will they be involved in the project

115somehow do you know i don't know oh okay yeah thank you okay um i'll be real brief if you uh hop on the website you can see that there are a few uh holiday concerts coming up and obviously publicly know that some of our musicians are going to some of our community sites to participate um and always an opportunity i think there's one on friday at lincoln and wednesday and always all kinds of opportunities if you want to see gymnastics wrestling swimming boys or girls basketball all kinds [Music] okay thank you and just to add to uh school activities i had the opportunity last week to um the students and the staff offered me the opportunity to be a judge of decorations that the students at riverview school put up on all of their doors

116and the principal's door there's a lot of doors in the river view and it's amazed um and then i was supposed to pick the tree best out of like 30 so that wasn't real easy and then one interesting thing i had the opportunity to interact with a couple of classrooms and i would say every student in those classrooms knew who the mayor was and hardly any of them who the mayor's dad was so my what little eagle i had was totally deflated after meeting them for living there but it was really fun they did a great job um you know just had all kinds of interesting things on the doors and it was just a cool activity for them to have so i really appreciated that i just wanted to give them a you know

117shout out for that so that was great yeah then we have um unfinished business i don't have any we have no unfinished business we have no new business in other business we had our ad hoc um covered protocols advisor committee i won't read all of the minutes and just because of the time you have those in front of you um just let you know the committee is made up of three board members and four parents um we're going to meet again on january 5th at 7 o'clock not at 5 o'clock that was my mistake so um we continue to provide advice to our superintendent um in regards to the protocols that are in place at our schools so any questions and future meeting dates i know curriculum has a meeting coming up is that correct

118narrative next thursday okay um any other committees this thursday yeah next thursday probably won't be good right okay um anybody else [Music] and then um yeah i'll just add our next board meeting scheduled board meeting will be tuesday january 12th and then kathy i'll hand that over to you okay all right we don't have time to do this and i'll look at it but you guys you can see that each of you received the velocity delegates did you guys each get this i lost it you asked for that i put it on for the website so i yeah thank you yeah so guys i need you to go to the waspi website and look at the last year resolutions because this will be something we should discuss at the board before it's voted on january

11918 to the 20th which is the convention so um please make sure you peruse this and give your opinions and i would think our next board meeting will have to be on our agenda because it will be right but should be aware of how the board feels about how these videos are yes but you um can go on the website and unlock and look up the resolutions for this yes for this year so okay okay guys if you have any questions please continue right thank you okay uh any other questions before we decide what is your own process yeah um so we know that mckinney academy has been for sale for about a year um and we may have uh some good news but the board has to vote on that good news i just

120got a note right so likely that this is recently happening so if in fact you get an email or communication from laurie it would be to try to set up a virtual meeting for the sole purpose of the sale of the property um so we likely would share the details when we're at that meeting probably some good news i don't know the details behind the sale but i just wanted to get that maybe merry christmas yeah and um just if you want to know read policy seven to three hundred that's the real property thing um it it could be possible we'd have to go into closed session and then into open session on it but that depends on the details and what's all going on okay that's all i have um then then i will

121i'll read this the board of education will vote the convenient fall session for the purpose of considering the following matter the annual performance evaluation of the supreme canada schools of the school district this meeting is authorized pursuant to section 19.85 for instance one parentheses c of the wisconsin statutes um we need a mostly in a second second and then we need a roll call vote we're going to close session so lori you want to take care of that calling for now hi i'm lisa johnston yes dave nichols here it seller is carrie traskel hi thank you okay the board is now in closed session and it may or may not return an open session when this included clean this until he just told yes or maybe we could like um you