[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] All right, guys, thank you so much for joining April 7th, so this is the way it is.
[0:07] The five o'clock here at the district offices for our last check, official check meeting of this year. Definitely a different year, but we've approached it in a way that we were able to have some sub meetings, but mostly just actions here on these actual meetings until we first start off with welcome.
[0:29] Welcome. Thank you guys for those who have committed this year to feedback across the
[0:34] different quarters and starting off overall with that review of everything that was submitted
[0:43] to the board and the last year. And I guess at this point we want to take a moment to just
[0:51] open it up if there's anybody that has questions. We haven't had any submissions from non-members
[0:57] to my knowledge in advance of this, but does anybody have any questions, not related to the actual topic here, but just in general for the chat or questions that you know you wanted to bring to the chat.
[1:14] Give us just opening time in the back for a moment.
[1:20] Let me give you questions after.
[1:24] Okay, sweet.
[1:27] As we look at the presentation review,
[1:29] we're going to go over just a summation
[1:32] of what was discussed over the last this past year in sessions.
[1:36] And then we want to take your feedback so we can make changes
[1:41] at points of recommendation.
[1:43] And then as we do every year, we'll bring a consolidated presentation into the board meeting for their review and approval questions on that.
[1:58] All that's good starting.
[2:00] So I think about the beginning of the
[2:05] report.
[2:06] Thank you.
[2:07] Health services for being amazing.
[2:10] As long as you guys are helping one check, we'll be here.
[2:15] So, Shaq Vision and Mission will be the first slide, just a quick review what we're sure
[2:20] at the beginning.
[2:22] These are the policies that we've used and stored previously to hone in on areas that we
[2:28] might find as gaps or about this close of gaps over the years.
[2:34] More particularly looking at how we can't improve in some of these areas and what we offer
[2:38] as a district.
[2:47] It's the first few slides are all drafts. It's basically just copied what we had last year.
[2:51] So I'm going to add like all our meeting dates, how many people attended.
[2:58] Okay, so this was my first quarter focus.
[3:02] We did mental health and social media wellness.
[3:04] So the committee would be current district efforts supporting student mental health and digital wellness.
[3:09] Yes, signs of suicide programming is a wellness instruction, but I couldn't say that last time.
[3:16] I'm just not going to say that this week.
[3:22] Okay, so I see the chart on the right.
[3:26] We talked through that and reevaluated kind of how to interpret some of that content for the need that we have as a district.
[3:33] A very rapidly growing district.
[3:37] Let's see here. The committee recommends resources because it's communicated. He discussion points strategies to encourage students to identify connect with a trusted adult on campus.
[3:48] Opportunities to increase student ownership of the high school level through goal setting initiatives strengthening digital wellness and accountability, including reinforcing phone three this classroom expectations.
[3:57] review the district status regarding the TA phone grant identified oversight for pursuing grants and well that's related resources. So that was more of the hot topic, but but the last last last one actually is the last quarter, which would be February.
[4:17] But we did meet post that and the district does have plans on pursuing additional grant funds there.
[4:27] But we will make sure that we clean this up.
[4:31] I guess you get it to whatever we want to do with the action to the board.
[4:37] If ever key discussion points, maybe we can do that.
[4:40] What we can discuss this later.
[4:41] Are we there?
[4:42] We did last time with like recommendations for the board at the bottom.
[4:46] Or we do a consolidated one final slide that does all of that.
[4:51] Probably different recommendations.
[4:57] Okay, any questions on that summer, summer or so far?
[5:01] Anything else you feel like missing?
[5:05] Think about it.
[5:06] Write it down.
[5:07] We can come back to it in just a minute.
[5:10] Yeah, that special week.
[5:12] Double our week and prevention, prevention efforts.
[5:16] No, I think it is.
[5:17] I also think it's, I've been talking since six, eight hours straight.
[5:20] I've been talking to you here.
[5:22] It is 12 hours into the work day.
[5:24] and I'm like red, rip it.
[5:30] What continues utilizing things days rather destruction less in delivery, district data indicates
[5:36] it a client and drug use discipline incidents.
[5:39] We did have that action here by communicating to some protocols related to drug use procedures
[5:44] for in school suspension and DAEP.
[5:49] We also had some questions, I don't know if we pulled it into here, but related to consistency
[5:55] of, if we're relying on this red ribbon a week to provide our school or students kind
[6:02] of these HB requirements that we have here, then do we have something that's the standard
[6:10] across the district that says this is what means to be a B-step minimum offer, because
[6:15] I think what we heard last time was that there's a lot of autonomy given to the school and students to help cultivate that group.
[6:25] If that's the case, are we sure that that content is also being covered somewhere else?
[6:30] Let's say that the students do something that's minimal or you guys following.
[6:36] Where do we have the checklist that says yes, we are hitting all of these required.
[6:40] is there a new August, the first thing would be,
[6:45] is there a minimum requirement to be hit, right?
[6:48] And is that just what's being touched on
[6:49] and there's some campuses that you can do
[6:51] to hold a little more of a little licensing?
[6:53] But it's hard to say, so let's get the information
[6:58] and our health classes.
[7:00] There are certain things that have to be covered every year.
[7:03] It's not a single one, but it's embedded in the,
[7:08] but it's embedded in the, it's easy.
[7:17] of all the things that were required in cover, where are we exactly covered in it.
[7:23] But I see sex trafficking, for example, family violence, child abuse.
[7:28] Dr. McCruitt.
[7:29] We know that that is our curriculum resource for elementary and secondary.
[7:37] So probably what someone might be helpful in, even, is for SHAP, is for us, it's 50.
[7:46] We're able to provide a check to be able to, but we know we're identifying this fear, this is our kind of idea, etc.
[7:53] What I know, again, I think this was two years ago, whatever, that we started that process,
[7:58] and we've ensured that we had it all built in, but where the autonomy lies is where some of that has to get reassessed again.
[8:05] So if we're assuming that it's being done, and that's a particular week, is it?
[8:11] No, we're not saying that all of these seem to earn well this way, I would say that they
[8:17] are structures throughout different school year, some of them are classroom and that way.
[8:26] Like, when do you guys do the opioid addiction and abuse education, and I know that doesn't
[8:31] come to the sixth grade, which covers the violence and all that, or the other one, is that something
[8:37] and that's done by our officers or that I would think I would be in red really, really discuss that.
[8:47] Yeah, or we just, there was a, actually it was in, it was last month with like,
[8:53] and this is a little bit, baking is a little bit different than some of the stuff that you just mentioned,
[8:58] but like, some of those are like isolated, like weak sore or just like events,
[9:02] maybe depending on what you're working as weak or whatever is really good to.
[9:06] Okay, that makes sense.
[9:08] Yeah, I was referring to the last one.
[9:10] Oh, sorry.
[9:11] It also gave me the opioid addiction and the most
[9:14] education.
[9:16] I know that we've discussed that and we have it somewhere
[9:19] I thought.
[9:19] We have it and it's not which way.
[9:24] Right.
[9:25] Because like they think definitely it needs to be included.
[9:27] But I just don't know where we include the other one.
[9:30] So we really hope that
[9:37] my curriculum is supposed to
[9:39] been adopted by DEA so it could become free. But I don't know TDA is actually adopted, but we started
[9:48] with the idea of having a pilot year before last and we have our come speak, our parent speaker
[10:00] So we're waiting, we've been waiting, and we're TNA or at least that, so that it is pretty quick on me.
[10:11] I also don't know, I can't recall, it's been a little while since we've dug into that.
[10:15] If it's required to be part of the minutes for our students, or if it can just be provided like an online resource that we direct and consider to do rather than actual time.
[10:29] So I'm going to have to circle back to that.
[10:31] I mean, is this actually something that has to be specific to that last one?
[10:37] I would say that would let go of red, red, red, and green, well, green, kind of.
[10:41] That's where that one is mostly.
[10:43] Yeah.
[10:44] Yeah.
[10:44] Yeah.
[10:45] So then that's where probably back to the original point.
[10:47] If we don't have governance over the required topics that we're leaning on, then that's that would be the only major action.
[10:55] and I would call it a business, it says, hey, do whatever you want to do for Red Ribbon Week,
[11:00] but make sure that we have at least hit this, this and this because we're not covering it as well.
[11:09] Yeah, like a checklist kind of a thing.
[11:11] Yeah, so when I say like a matrix I'm thinking like, here's law x, y, z, and here's the events,
[11:20] or the curriculum, more than things that we offer and here's where it's being followed by, yeah,
[11:25] provided which would be great to show to who I guess just to the board
[11:33] to say you guys see that come back with that somebody needs to take the action
[11:41] yeah maybe that's the action that we take to help with that or
[11:46] and be closely asked when that's important I mean as we did we found it yeah we
[11:51] We already identified it and that's one of the quick ones that worked on it, but it's
[11:56] almost going to be.
[11:57] Okay.
[12:00] Communication.
[12:01] Hell is one of them.
[12:02] Okay.
[12:02] Family and community engagement.
[12:04] This committee emphasized the importance of strengthening partnerships with families and
[12:08] broader community.
[12:09] How can the district implement a pass-of-year effect appearing to component?
[12:13] The family sets the addition access and home wellness resources can shut support the duration
[12:18] of prevention and wellness resources for the district website.
[12:22] So recommendations develop and maintain a centralized collection of resources,
[12:26] share information through district designers, communication department channels,
[12:30] off the official district social media platforms.
[12:34] I like the idea of centralized collection of resources, but again it goes back to
[12:38] what are we promoting, and then what the governance around that,
[12:43] and then have been part of Shaxx that there's no governance,
[12:47] and so this collection of resources becomes on this.
[12:52] That we want to avoid, so how do we provide recommendations
[12:57] with stillness in government around that?
[13:01] Maybe you guys can shut it all out.
[13:03] There's already something that's similar to that.
[13:05] And then the shock you just provide content recommendations
[13:09] that can potentially be viewed.
[13:14] We don't want it to become like the library
[13:17] to have a whole group that rents things that then go to the board approval that then move forward.
[13:25] A lot of steps, but do we have, where parents go, I know we have the parent section on the website
[13:35] and resources, and that be the main expectation.
[13:42] Because that was a district that's funneling people too, because there's a lot of different resources.
[13:47] Some people are going to grab a square, some people are going to play, some people are going to play, some people are going to play.
[13:54] Where do we want to bottom them, too, where the resources are going to be available because if they're there, that's great.
[13:59] But if they're not seeing them, they're useless, essentially.
[14:03] Which is why we had that comms meeting over the summer or some time last year to talk about the streamlining some of this.
[14:11] and I think they did a lot of, yeah, a lot of days since then.
[14:17] Parents and students on the website, and on the tips and attendance counseling services,
[14:24] find my campus, somebody helps me set some kind of new credit and substitution,
[14:30] send in care, personal communications, pre-cinder program, safety and security,
[14:36] school supplies, skyward special education to your own student.
[14:38] but many
[14:42] students and one of the resources, I guess it ended up at counseling services.
[14:49] That's what I think.
[14:51] No.
[14:51] But I'm there.
[14:52] But I'm passed.
[14:53] They do have a community resources page under the counseling services.
[15:22] Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes.
[15:36] Yes. Yes
[15:36] for the last time, too, I didn't even know.
[15:39] I asked, and maybe that's another recommendation,
[15:41] was do we, because we were in the process
[15:43] of redoing the whole site at that point,
[15:45] so only we can get it, and then probably right now,
[15:48] we can say, what is the correct rate for all of this content?
[15:52] And some of these should be able to provide,
[15:54] I think, how much should we be able to provide,
[15:55] maybe Chris, how much do we have in the content,
[15:59] on all of this content?
[16:02] So it could be simply as saying, like, look,
[16:04] If we recognize that nobody's engaging in these community resources, it could be just a
[16:10] nothing issue.
[16:12] I can't find it.
[16:16] I think that there's some side that I may think is different than it looks like we need
[16:22] to the day-to-day website.
[16:23] But in terms of the great, I don't know if you've engaged a great on a dual page.
[16:29] Now we're in the process of all moving over to whatever is a blackboard, and then it will
[16:36] travel. Does this get sent at any point separately just like hey this is here versus it's just a
[16:45] bit on the website, or the parents have elements in school but I've never been notified of this.
[16:51] It's linked to what we do. Whatever newsletters go out, there are usually eight counts for corner
[16:58] but also have this as a link.
[17:02] I would go ask some here as all 2024.
[17:07] Or like this parents.
[17:11] That's correct.
[17:12] That was 2425.
[17:14] But our, like our normal providers,
[17:17] our crisis resources,
[17:20] we have to do a check every single year
[17:25] to make sure those phone and birds are correct.
[17:29] So we are engaging in terms of making sure that that information is showed up today for families.
[17:37] It's all consolidated in one spot.
[17:40] So we have it big again.
[17:41] It's just.
[17:43] Right.
[17:44] Yeah.
[17:45] I don't know if that's the right answer.
[17:48] I think whatever.
[17:50] It's right.
[17:51] I think some of this is.
[17:56] Not that we ever really like reactionary.
[17:59] but some of it, you know, there's so many resources available that some of these resources are in specific situations, you know, if a student needs this type of specific support is because there's so much.
[18:12] So many resources that a kid can meet whether it's academic, social, emotional, you know, and so I think it's often how you get feedback.
[18:19] You're giving us too much information.
[18:21] I'm sorry, you know, and so I think also we think that this is like a place that you're going to guide someone specifically
[18:28] to looking at parent calls or the email and you're like, I'm looking for X, Y, and Z.
[18:34] It's, you know, it's right here.
[18:36] You know, it's how our goal is to kind of have it all written together in a helpful spot for you.
[18:41] So I think it is hard.
[18:43] Resources are hard because that.
[18:45] I feel like we hear all the tenors too much, so you're giving us too much and I'm like,
[18:49] but then also the other hand, like, we don't cover that kind of thing.
[18:53] Yeah, you don't notice any of the churches and so you start looking for one.
[18:57] And the same thing for this, so I guess what the conversation started is, do we have a repository for it?
[19:04] It's kind of content that we can come across as a staff and say that stigma on campus,
[19:09] it seems like we do.
[19:10] And so it's just passing it on to the counseling services to say can we consider this to be added?
[19:17] Sure.
[19:17] She's in this particular laboratory and I think that takes care of that.
[19:25] Great source.
[19:27] Okay.
[19:32] Health and safety.
[19:34] This is kind of the hour.
[19:35] We're kind of going in reverse time, but it's good cleanliness and water safety.
[19:40] When I talked to him today, he wasn't aware of the water issues.
[19:43] So part of you know how to just
[19:53] want to location a bit, yeah, okay, it's good that I get a shirt for the first hand.
[20:02] Clients with the Department of Health Water and Quality Guidelines.
[20:06] And sure, consistent water testing schedule across campuses, maintain documentation,
[20:11] demonstrating compliance routine maintenance from all campuses that adequate actual water access.
[20:18] And that also would be, oh yes, we also did the air quality, but we didn't have any recommendations, right?
[20:25] Well, you know, the
[20:28] minimal recommendation,
[20:31] a minimal ask, recommends continuing
[20:33] and hearing to establish your team.
[20:36] And in other words, make sure they're checking
[20:38] the current systems that are in place
[20:39] and they're not going to
[20:46] forging
[20:46] the maximum capacity on it.
[20:48] And it's, okay, sweet enough.
[20:50] So that maybe we would do a recommendation
[20:52] to staff below the funding index
[20:55] and that our ask is saying our drop is $1,000, $30,000.
[20:59] For example, do you think we're not
[21:00] I'm not going to really maximize the efficiency of our country.
[21:02] Just in the form that I can say, yeah,
[21:04] I'm going to call that recommendation
[21:08] of a title for air quality.
[21:15] And many discussed ongoing concerns regarding
[21:20] inconsistencies of dysphysic breast cancer disease.
[21:24] But this is a slide.
[21:26] I mean, you guys tell us variability
[21:29] and how can this is interpreting
[21:31] from the discipline policies.
[21:33] Establishing the force of clear district
[21:35] required to spend garlands and turquoise as a transparency equity.
[21:38] Probably need this to have either joded, blue, this, or we put more teeth to it,
[21:44] like probably need more clear, what are we calling out?
[21:51] Yeah.
[21:51] What was supporting factual information do we have?
[21:54] Because then it's kind of a full call out.
[21:56] You know what I'm saying?
[21:57] So we are going to call it out.
[21:58] You kind of need to put a little bit.
[21:59] Exactly.
[22:03] I would say the district public is okay, okay, we have, we are just required to send a guideline, so we would have to say, we're going to have the question or the, if I were to come back, it was, how are they being implemented?
[22:18] They're not.
[22:22] Policy versus procedure.
[22:39] Yeah, where do you see those procedures not being equal?
[22:49] How do we do that?
[22:51] You don't want to go and shack you up.
[22:54] Take the feedback from the community,
[22:59] which even if one other chef has that,
[23:01] we definitely want to value that.
[23:06] I
[23:11] remember I think there was
[23:13] When it came to that, if we already address why this maybe some of these could go and be merged together with the phone one and all of that.
[23:22] I think you brought up the phone policies and seeing it as on the campus, seeing that there's definitely not the procedure of a follow-through that we would hope.
[23:37] But I think you're absolutely right, I think the other, I don't think this is
[23:50] defining
[23:50] outdated and supportive of
[23:56] my vote, not even
[24:14] forcing phone free caution expectations,
[24:16] I think is a fair point.
[24:21] We've worked that with dress code, I think
[24:27] dress slash phone free, I don't know, because
[24:30] I can't, I'm not all the Kims is to say what the difference
[24:36] is, what people say on my
[24:38] mind.
[24:39] Let's go
[24:43] over a new review of what the expectation is.
[24:45] We're going to assume that everyone's following that review, which is a refresher.
[24:49] Rather than the assumption that some aren't, some aren't, causing division amongst them.
[24:53] Maybe we'll just put out there what the expectation should be.
[24:57] As if they already know, we're already following it.
[25:00] But we're just reminding, hey, maybe we want to touch on this as things change each year.
[25:04] Something of that nature.
[25:05] I mean, that's just my feedback.
[25:07] I think that's great, but I
[25:11] have these involved
[25:12] and obviously substantial and incredible, you know?
[25:18] It's funny, because you can make an argument
[25:20] that's a lot of things in a certain way,
[25:22] but I'm sure we've had these conversations over the years,
[25:26] like the purview of the Shack School Health
[25:28] and Advisory Committee with, you know,
[25:31] what are the things that lead into mental health,
[25:34] overall sexual health and safety,
[25:37] And honestly, this is why when I first started in the district, the dress code was a part of the shack because a lot of it overlaid with the way you dress impacts safety.
[25:51] We can't have putty and whatever it is that's going to cause trench growth and all that stuff to
[25:57] you know, if you're addressing to the miscrease, how does that impact the message we try to do
[26:01] in our sex ed and training overall health and mental health students.
[26:06] There's a lot of elements that align there.
[26:09] And then what do we be able to say even as a recommendation if the board has come back and said,
[26:16] you know, or at least if a last check in this is,
[26:21] I have gone a little bit more relaxed
[26:23] because we want to get enforceable, but if we're not enforcing what's even down, we don't say, but what is the
[26:31] factor in this, not saying, or, you know, they all are on it, I'm not sure if they will come,
[26:43] right, so any thoughts on that
[26:44] overall, should any of that be included or not included, has
[26:51] to come from you, that is the overall.
[26:55] Yeah, so should we include a line that is related to safety and
[27:07] sexuality, or do we
[27:15] want to have, I don't know if anybody has a vote, that's just like going nowhere.
[27:25] You're going to be
[27:39] presented to the board if it's going to be, you're saying there's
[27:44] no credible data or whatever it may be, is it going to be just assessed and that basically
[27:48] we have nothing to present to the board.
[27:51] Yes, the other approach is a little bit more lax, right?
[27:54] And it is broad, but it may cover something whereas the other one may be dismissed.
[27:59] I don't know. For example, the re-info-forcing phone free classroom
[28:04] expectation says that the shack as a committee is agreed that we think that
[28:11] phone free is positive and we want that we enforce. Or we could say we believe
[28:17] that phone free is a threat to safety and to students accessibility of their
[28:23] parents and we we are promoting that we push again the state of Texas or
[28:29] something like that, you know, I wouldn't say that but I'm saying that's, that's how that's been interpreted,
[28:35] right?
[28:36] Yeah, we're advising, yeah, we're giving that.
[28:37] So we're not, we're not saying we need to implement it, that's correct.
[28:42] We're just saying that we've reviewed it with a cross section of the people and making a suggestion, that's correct.
[28:50] Okay, so I think if you think about that, and I think our approach to it is probably the most appropriate.
[28:58] Sure, because it's using it to paint the picture.
[29:03] So we could do the same thing reinforcing
[29:06] dress code standards and somehow we can provide support.
[29:12] I don't know if we need to find other resources
[29:15] to support parents or students' decisions, I don't know.
[29:21] As it relates to,
[29:27] would that be something
[29:28] that you guys would validate or be against?
[29:45] So how we do that, it's not all the pressure on the administration, the pressure
[29:50] and the recognition board is what can we do to support a new one of the courts in the back.
[30:01] I don't know how to make that actionable fully.
[30:07] I'm going to be out of town, so I don't want to do that again.
[30:15] Here in public family wellness resources on district website. Well, really that goes exactly in line with that point right there. So how do you provide the right resources and increase distribution of mental health and digital wellness information.
[30:33] Increasing distribution goes kind of opposite of what you were just saying that
[30:37] that already know a well-being amount of information being distributed.
[30:41] So, making it available and having parents or students connect to it when those issues
[30:48] arise.
[30:49] I don't know.
[30:50] Man, we used to do back then, I haven't done it, maybe you guys know more recently, but
[30:54] we had statistics that said like students who sign a card committing to not have sex
[31:00] before they get married or a little like exponentially greater to keep that commitment
[31:05] and students who never addressed it at all.
[31:10] It's been a while, I don't know what those statistics are anymore, but it goes to the human
[31:14] nature that when you take time to process, when you're at a logical, thoughtful state,
[31:20] and you say, I want to make a commitment, it helps you overcome issues when you're in a pressurized
[31:25] moment where you're having that click word, which is the persuasive technique. It's actually
[31:32] that mental right, you're just gonna make that instant decision that is really
[31:36] process. So what are those points and maybe that goes back to the earlier
[31:43] conversation about that matrix? Where do we deliver certain content and how are
[31:50] we helping our students and parents make cognitive decisions before they're
[31:57] to be reactive or driven by moments of quick decision.
[32:02] So could that be that maybe a new way to present this
[32:06] to the board is providing that new tricks that says,
[32:08] this is all the things that are required?
[32:10] These are the additional things like phone
[32:13] is also one of the requirements
[32:15] we can add to that list with those laws.
[32:17] This is how we're showing it or reinforcing it
[32:21] in the written week or in this curriculum and that curriculum.
[32:24] and we're recommending some type of student engagement which that could be
[32:30] ideally measured. Like I know our sex ed curriculum through not lifeguard it's
[32:37] called the group. I think I'm thinking of the source of the
[32:47] source. Yeah. Yeah. Yeah. Yeah. No, no, but you're right on the curriculum. I was just
[32:54] thinking about the source was here and they were talking about how how do we measure that this is actually working.
[33:01] So how do we come back with confidence that the decision is made?
[33:07] Are people clicking on our website?
[33:10] And if not, can we move some of the stuff to different places on the website where it might get more clicks? That's one.
[33:17] Do we have students now who are engaging in the new sex ed curriculum, how does it make
[33:22] the environment do we see it impact or change in confidence or student surveys, and
[33:28] how often do we do a third student survey, not very often?
[33:32] Oh, I mean, we do a lot of different student surveys, it just depends on what specifically
[33:38] it is.
[33:38] Okay.
[33:39] I mean, like, I mean, the variety of things.
[33:46] Yeah.
[33:47] Yeah.
[33:47] Yeah.
[33:48] Yeah.
[33:49] And they were included on the calendar.
[33:51] They're included on the dress toe.
[33:53] And we could their perspective on.
[33:54] Yes, they like it.
[33:55] I mean, we want to hear.
[33:56] I mean,
[33:57] they hear the feedback too.
[33:58] So it kind of just depends on.
[34:01] On what it is.
[34:02] Like is there an.
[34:03] A specific star after we they go to like choosing the best curriculum.
[34:07] Right.
[34:08] You know, probably, well, I don't know.
[34:10] Well, like, yeah, well, like, well, for example, we have students in the passive sign,
[34:15] like, I'm not going to boldly kind of look at it.
[34:18] So why did they do that?
[34:20] Why is there like this step to say I'm actually committing a sign or something?
[34:24] What are those other areas that we feel like we recognize the gaps, but do we actually ask
[34:29] the students to commit to it?
[34:32] Like, when we talk about vaping, do they make any kind of commitment, or is it just a vaping
[34:38] No, we do, like, I think, like, wellness week or red revenue thing, there's, like, definitely
[34:43] commitments.
[34:44] But that doesn't have a variety of things, like, change, and, um, those little bracelets,
[34:49] like, well, yeah, like bracelets, like wearing those bracelets, and signing this, and I mean,
[34:53] there's a variety of different things that, I mean, there's multiple of those types of things
[34:57] every single year.
[34:58] Kind of, like, kindness week.
[35:00] So I kind of like that anti-bullying type, um, those are just some of the things that come
[35:14] I don't know for sure when we register we
[35:18] Yes, parents.
[35:19] Parents.
[35:20] I don't care.
[35:21] I
[35:23] think my parents say, can I acknowledge that, you know, that's very consistent.
[35:30] The parents acknowledge on the parent-in-look and I believe the student will come in.
[35:35] And technology.
[35:36] And technology.
[35:37] And then we, as a principal, have a presentation when we, at the beginning of the school year,
[35:42] at least the high school reflects.
[35:44] Go over the student.
[35:45] Well, I mean, we don't really work for words.
[35:47] on it. We hit the big points and some are going to be opposed. Yeah, but we know we do
[35:54] do. And obviously that state has put in for the phone. That's there's there's definitely
[35:59] cloths to that policy.
[36:05] They don't have to sign it because there's already consequences.
[36:11] That's just like the computer. There's consequences now. I get the payment. Yeah.
[36:15] If they're damaged, you get them in the cold after
[36:21] hours.
[36:22] So they're going to have to keep on working hours.
[36:25] I'll say to our kids, I'm going to charge you $5 if you don't.
[36:31] I mean,
[36:33] increased
[36:38] distribution, I'm going to do that in terms of that one.
[36:41] Identified identity point of contact is responsible for monitoring their opportunities
[36:45] for swimming wellness related funding.
[36:50] 100 grand opportunities is clear or I think that pursuing a lot of
[36:54] related funding and resources is that part of the grant or is that a different
[36:59] person over the thoughts there.
[37:10] I can tell you one of the well I don't know if
[37:13] it's a wellness funding but I could tell you it's funding in general for the
[37:16] district was that you know as a discussion of the chat to make sure that the
[37:22] district was exploring the available grants that are potentially available to make
[37:28] make sure we can cap it on some of those things rather than say, right, poverty, saying there
[37:35] is no money, right?
[37:37] If there's resources that are available, that's simply an application.
[37:40] But we can't say we can receive this resources if there was never anything submitted to receive
[37:45] it, right?
[37:46] So I don't know what that looks like.
[37:49] There are grant officers who are somebody in HR departments or somebody that just kind
[37:53] of keeps their eyes peeled.
[37:54] I mean, there's all public information, but there's probably a lot of money I wouldn't have
[37:58] and gave a left on the table that is essentially pretty money for the district for different
[38:03] various things based on the grants that aren't being applied for because that's also.
[38:08] And we thought of after last being two on that one that we should say and not only would they continue
[38:13] to pursue but that they did review it and it was going to cost more to implement that they didn't have
[38:20] the resources. So they would have gotten the percentage from the grant but they didn't have the resources
[38:24] to fulfill the difference, yeah, the one of the difference.
[38:28] So that was a calculated decision at that point,
[38:31] but it's one that they could reassess now.
[38:35] But I do think, as a shack,
[38:37] how could we support the districts
[38:39] as I work in with, right?
[38:43] I don't know, it was like a different,
[38:44] because we already have partners and education
[38:47] and different groups that can help with grants, right?
[38:52] I mean, when
[38:56] we get people to help fund,
[38:59] it seems like when teachers get $1,000
[39:01] for an submitting 90 years and they're like,
[39:03] that makes a big difference.
[39:07] And for sure, or a particular school,
[39:10] like, could we help provide donors
[39:13] to get donors to help with that?
[39:16] I do definitely.
[39:18] If people that will get behind something like that,
[39:20] it's very much positive, for sure.
[39:22] And when we're saying, hey, if we have this,
[39:26] I don't know, I don't know how we have,
[39:27] I don't know. So maybe it's something that we say the Shack's taking the commitment to next year to work on
[39:36] maybe getting it down there for three days and that's what we're going to do.
[39:48] It's incentivizing a little bit. You said $1,000 for the teachers when they come up with the idea.
[39:53] They probably put more than $1,000 worth of effort into it, but it's just the thought of them wanting to
[39:57] when Nicaran, you know, even I remember with Jillianna,
[40:00] she won something last year,
[40:01] and it was like new workstations for her classroom.
[40:05] I mean, she was cranking for that.
[40:06] You know what I mean?
[40:07] Like, you get it at the time,
[40:08] you've got to get a hard time job before yourself.
[40:11] But it was more like a place that was pretty open to me.
[40:15] Yeah, it was, yeah.
[40:17] Or if you get a hard time job.
[40:19] And I'm saying, there was a lot of energy put into it,
[40:22] just for the thought behind it.
[40:23] And it was for, it was for the benefit of the student, right?
[40:25] That's why we're all here.
[40:26] how do we make it better for the future of the students in the district as a whole?
[40:30] You know, I'm sure you got fed through the education point at the Lisa.
[40:34] I believe so. I believe so. I believe so.
[40:36] I believe something that like her and her team and as well as I would imagine other other
[40:40] grade levels and I'm sure other did other, you know, campuses as well.
[40:45] You know, they were, they were putting and they were trying to come up and
[40:47] collaborate and come up with ideas and stuff like that.
[40:50] You know, and it wasn't like the one for life,
[40:52] that lottery thing, but it was something that was valued, and it was for the benefit of
[40:57] it again.
[40:58] And I can tell you from then, it came from a lot of the time, in a way, it came from
[41:03] it for $200 for a thousand.
[41:06] Yeah.
[41:08] Until eight hours.
[41:09] It's not just something.
[41:10] Until eight hours.
[41:11] I need the money for this.
[41:14] But yeah.
[41:14] Yeah.
[41:15] I'm a recipient of it as well.
[41:18] Yeah.
[41:18] Yeah, that's a good question,
[41:27] really quick, and I'm done, I promise.
[41:30] So after you present this to the board, right, walk me through what it looks like after
[41:36] we make these presentations, that's what the board says, thank you, yeah, all right, okay,
[41:50] So that's part of my point.
[41:53] You know what I'm saying?
[41:54] Yeah, so this last.
[41:55] That's how some meetings to follow up.
[41:58] So the challenges.
[42:00] How do we have representations?
[42:01] So last year.
[42:03] I did a network of communication scene.
[42:06] And we actually made sizable impact.
[42:09] Yeah.
[42:09] The changes to the side recommendations from the.
[42:12] The shack.
[42:13] We also made the recommendations for the education and
[42:17] I think it's important to, so they let you know that there was a group, and I
[42:21] think that we had the district to talk about how we also have recommendations
[42:25] on the boy-girl split with that and they actually went and they made those
[42:30] adjustments with that. So we know some of these things, obviously not all of them,
[42:34] but we know some of them. And then each quarter, like even after
[42:38] the last quarter, went with Superintendent and he walked through all of these
[42:42] Because it sounds like it sounds like he is yeah, at least on the surface willing and you know willing and able of
[42:49] Imagine to hear some of this then the challenge behind the good things. The board will say yes or no
[42:56] What I don't know is behind the doors the board says
[43:05] Thank you
[43:07] So what we would need is
[43:08] If I'm not here, who does that,
[43:14] that's quite narrow, right?
[43:17] Yeah, exactly.
[43:18] So she gets all the actions at the end of that.
[43:25] I appreciate that the district has to hear responses.
[43:31] Yeah, it seems like they have a reception.
[43:33] It's not going to ask the district.
[43:34] I need to understand it.
[43:35] Not even about the situation in the back.
[43:37] That's what I'm saying.
[43:38] I'm just going to throw it.
[43:39] We're going to meet so time to hear.
[43:41] We're going to put our heads together for ideas.
[43:42] and just think it's valuable to make things that are realistic, achievable, and if they're
[43:48] art achievable, that's because we have a further recommendation in future years.
[43:53] And it's something that will be received and possibly at least considered.
[43:57] It's probably like the tune next year, for the show.
[44:00] I think you said a lot of time already, right?
[44:02] I think so, yes.
[44:03] Yeah, that's my mentor.
[44:07] Awesome, guys.
[44:09] There's any other questions that's come here?
[44:11] Any remaining questions related to presentation topics?
[44:20] Closing, you guys have all that.
[44:21] What we will do for enclosing is take this.
[44:25] Sometime in this next month,
[44:28] we will tie a bow on it,
[44:30] send it to Superintendent Motel,
[44:33] let him review and then we will.
[44:36] make sure during that review cycle that you guys have a chance to look at it too
[44:40] and providing you the other feedback before it goes over to the board and
[44:44] paying for the additional feedback. I understand this year we didn't have as
[44:48] much actionable than we've gotten in the past but we have we have opportunity
[44:57] you guys brought up at the beginning.
[45:00] From the shock that you want
[45:04] to, you are always welcome to be there.
[45:11] But there is no feedback. That's the only challenge. There's no opportunity to engage in Q&A.
[45:25] But no,
[45:33] I appreciate you guys and the commitment of this year. Hopefully it wasn't too hard. Thank you. Thank you. Thank you. Thank you. All right. You guys have a good evening.
[45:44] Thank you.