##VIDEO ID:U1JZ49slap4## and what is the other color this the other color is yeah okay for e e e e e for good evening everyone it is what time is it it's 6 o' and I would like to call this information study session of the laning School District Board of Education to order alrighty first on our agenda can I have trusty Williams would you mind oh roll call I'm sorry could the clerk please call the roll Dr cavana present Mr Crim present Mr Lopez present Mrs Moore present Dr Nar Martinez Mr NES Dr rodriges present Miss Williams present Mrs Willies or Mr President Madame President did inform the board that she would be out today and Mr trusty nowinsky is on his way in moving on to the reading of the district mission statement Miss trusty Williams can I have you read the statement please yes ma'am the mission statement is to provide a highquality education in a culturally safe and nurturing environment that supports all students to live purposeful and fulfilling lives thank you Miss Williams are there any additions to tonight's agenda Madam Madam president yes I present that this resolution be read all righty so so what's your you have a resolution um set before the board would you mind sharing or reading the resolution to us please I sure will thank you Ling School District Board of Education proposed resolution November 14th as the Joel Ferguson impact day be it resolve that whereas Joel Ferguson created an impact on the city of Lancing and the educational system as a whole throughout his entire career by doing what many would deem The Impossible while knowing that his impact would make it possible Joe Ferguson believed in education through many Endeavors from his many years of service as trustee at Michigan State University to teaching Elementary and adult education while serving also as director of job training for the Michigan Catholic conferences no stranger to hard work he knew what needed to be done whereas Joe Ferguson being a laning Michigan native and distin Engish alumnist of ever high school in the Michigan State University where he received his degree in elementary education and later returned to serve for many years On The Board of Trustees whereas there there were not many things that happened in the city of Lany where Mr Ferguson could not have his hand and or touch to create connectivity in the community from being the first African-American to be elected to the Lany City Council in 1967 chairing the RF Robert F Kennedy presidential campaign in mid Michigan and the Michigan delegation to the Democrat Democratic National Convention later he was the founder of the Ferguson Development Corporation co-owner of the property management firm first house corporations founder of wfs TV and laning and later WS ym FOX 47 and later co-founding Capital National Bank a Lancing promised supporter and friend wherever you go in the city you can find representation of the things that he love a true Lancing local and Legend whereas November 14th is Mr Joe Ferguson's birthday the ly School District would like to recognize his contributions to the community on an annual basis now be it resolved that as an alumnist of the laning school district support of the laning promise and a strong believer in education November 14th will now become known as Joel Ferguson impact day in the Lany School District One Small Change to impact greatness being someone who openly made many changes while being humbled and while and while to help and cultivate others now be it resolved a copy of this resolution shall be placed in The Archives of ever high school as well as implemented on a yearly basis for the purpose of being helpers to one another that can create change agents who will make an impact in our schools and communities thank you trusty Williams um I need to go back though we needed a motion um so there is a can I have a motion on the floor please or can I have a motion trusty nowinsky could you help me out on this one thank you I'm just seeing this for the first time so oh is the question right now on adding this to the agenda is that yes we we added it to the agenda and I should have asked for a motion if I'm not mistaken is that correct yes that's what I thought to adopt the resolution yeah right right so now since we've already read the resolution is it possible that we still that we go through and have a motion and I need somebody to put this on um make a motion for this resolution Madam president I shall move okay is a second second all right all in favor I Madam president just before we vote I'm curious just if we have any other days like this or if anybody could get him any context about yes this type of action for the board to take yes we should go into discussion I apologize for that so is there any discussion about this from our board members at this time and would you like to um share a little bit more um I am unaware of any other I mean I'm aware of resolutions but I'm not sure if there are any other um resolutions where we um dedicate a day to an individual if that's what you're asking yes I'm just curious if we know of anything like that so far I don't know if any of our historians can maybe Dr Rodriguez or trusty Lopez I I don't think that we have a day dedicated to any of the previous Heroes of Lin or Ling School District okay that oh yes uh trusty Lopez I don't know if this thing working or not can you put yep okay uh just uh to point out that um I'm not opposed to the resolution but uh this board in the last years has not been very um supportive of resolutions but uh but I'm glad that we're moving in that way um that we could appreciate people that have done great work in the city of laning and uh um or or people at uh Young Folks look up to in many ways business education so um if there's a trend that that we that we're able to use to honor people in the community students and others I I I I would you know support this um I I don't know if if this uh just a question on the whereas uh the first whereas it says recogniz his contributions to the community period or it says on an annual basis um how how does this going to work that's that would be my only question so to make an impact is something very simple where it's you're giving a kind word you're picking up something that somebody dropped so that's really all it is is that we're we're it's another way of teaching to be good good stewards to one another to be helpers enough one another and to build good character so I mean to make it yearly I think that would be something that's not hard to do I mean Kenny Gartner can do it all the way up to the administration it's just being being impactful insightful and helpers to one another to help change people because one word can change a person's life would it be help I'm sorry no I that was more of a question and clarification than anything else would it be oh I'm sorry no no I I can wait until you're done yes a trustee um kavan um I tend to agree with Mr Lopez that you know this this doesn't cost us anything right um and is toward our goal of connecting both the local community and with alumni of the district um and so I think I think for that reason um it's something we're supporting um however I do know in the past part of the reason that we have um have opted not to follow through with resolutions is because we want to make sure that when we put a resolution forward it's something that there is like a clear plan in place for how it will be implemented um and so I'm not sure if that was what you were getting at um Mr Lopez when you were saying you know kind of what does this mean how is it being implemented Etc um yes pretty much so U maybe I didn't say it in those words but yeah um this puts a well not a burden but but uh somebody's going to have to make sure that this does happen if the resolution passes as is so um I um I was going to say uh if we stop it uh to the community um that would probably you know it's a resolution on its own but again you know uh we're looking at things that are going to be annualized so who's going to be in charge of that um I I think it it'd be great to obviously in include uh Mr Ferguson on our um on our programs that uh uh uh celebrate the Black History Month for example and uh included is one of those individuals that that are a big part of the community uh in that way I trusty Williams I think we just simply put it on our yearly calendar Joel Ferguson impact Day November 14th make make a change sure what can you do to make a change it's there nothing hard everybody thinks an impact is different I mean it it really is how we perceive it and I think sometimes we overthink it I mean an impact again is a simple word a simple thank you it's how we perceive it a kindergarten would probably say thank you or pick up a piece of tissue where maybe a senior who's going through crisis may talk to their colleague and talk and that's an impact sure if if I may I think I go back to say that U resolution is fine we should also ensure that when we celebrate history Black History Month Or Hispanic History Month you know we look at that the folks that are not from Lancing and celebrate him but that that he be included in in our celebrations of like History Month for sure I I agree has everyone had an opportunity to really read the resolution um I don't know trust me I'm looking to you I'm I'm thinking that would it be wise to table it and everybody have an opportunity to put their eyes on it and if we need to word Smith it a little bit and bring it back to the board so it's so it's clear does any so everything everybody's on the same page and and we're clear to what we're actually what the expectation is for the district Madam chair that would not be my I'm not I'm looking at that I'm just U looking at the uh future implementation of the resolution okay that's about it trust trusty nowinsky yeah I move to postpone consideration to the next meeting pardon it's been moved by trust oh it's been moved by truste nowinsky supported by truste crem or second by truste crem yes we have a motion in the floor yeah before that motion then what I don't know what is the procedures yes Madam chair I I moved to postpone this subsid motion so that it would come back at the next meeting that pending motion my reason for wanting to postpone is that uh we don't have all board members here this wasn't on the agenda you know the public wasn't able to see this I want to read it closer as was suggested but also just to kind of think through and make sure we're doing this correctly so that there aren't any unending consequences we haven't thought about today as far as implementing this correctly I am in no opposition to the concept of this but I want to make sure as especially since this may be a first time we've designated a day for an individual in the community that we consider that precedent that setting and how that may impact what we are presented with as a board in the future for other individuals who would be considered for this same kind of thing so I just want to make sure we take time to do this properly and feel all comfortable and supportive of it so that's why I'm moving to postpone for a week I am no questioning that I am question do you have motion before you Motion in the floor and he didn't vote or he didn't ask how is the process or procedures to you know more than anybody no no no more than anybody he's a he's a parliamentarian he is a parliamentarian but no yeah because you I don't know you can work with two Ms at the same time right and that's why that's why I referred to trusty nowinsky because of his his skill set in in that in his in asking for assistance yes I think the person who made the motion said I take my motion out and somebody support that will be one way to do it I take a motion to postpone over over trust add to it or postpone it well let's keep order let's keep order and um would you did you have something you had to say um trusty CR I just I just agree with uh with Dan and just make sure we have the opportunity to review it fully and with all of our other colleagues and have the chance to just review it ourselves CU yeah this is the first time I've seen it too and I'm not once again I'm not opposed to this either um I just like a little more time to look it over okay president Mo I guess yes trusty Williams it's no different than us naming the track after Sarah Anthony and Adam Hussein it's it's the same we gave them markers we're just asking that this be an impactful day that's happening once a year and it's it's the same thing with the Multicultural initiative we signed it then we put plan in place and not a not I'm not agreeing with this I think this is amazing and it should be recognized but I do agree I do think that it would be helpful if other people had their their opportunity to really look at it and read it and making sure that we're all on the same page as a board and we also have other board members that aren't here um and this is the first this is new to me as well not the concept because you shared that with me but as far as what it what it reads and so um um with that being said what direction do we need to go in to parliamentarian trustee nowinsky to um we've had a motion on the floor the motion was not taken back it was then brought up it was post to postpone it it was moved it was seconded what direction are we in now so we're currently still considering the motion to postpone okay to the next meeting and that discussion continue until the board's ready to vote on the motion to postpone okay if that motion's adopted then the item is on the next agenda if it's not adopted then we go back to the original resolution and consider debating voting on that okay can we do a roll call vote would that work um clerk could you call the r please yes Mr kemic we're voting at this time and I yeah I just want clarification too could you st what we're voting yes to on the postponing okay yes thank you m yes Lopez no Mrs Moore yes Mr niski yes Dr Rodriguez no Miss Williams no did you I voted oh you voted I I was not counting talk 4 to3 okay so the it Mo it's carried that we're going to postpone it until our next meeting and that will be next week next week November 21st I believe all righty thank you so we all have the resolution to review and next week we will we will vote on it all right moving on to I any public comments on agenda items tonight all righty um other business deemed necessary right now we have I have too much paperwork on my it looks like we have something from the policy committee from the policy committee um let's see all read all right so before us tonight we're um we have yes first reading of policy P 2264 yes may I have a motion I had to do the presentation first and there will be the motion thank you very much oh excuse me all right thank you um we have a meeting uh Tuesday from 12:00 to almost more than 2:00 in the afternoon the member present was um myself Mrs Williams Mr noski and Dr navarez Martinez excuse H also he has a staff presence in the meeting uh Mr the superintendent Cher Deputy superintendent Sergio kek Secretary of the superintendent Claudia Cabrera Rodriguez director of ER School of culture Cordelia black and then people different directors and names then elen prak is here Ken Adams Jessica Benavides Deputy superintendent Ben V voski also known very well in this district and Nicole Milsa and P cger from Neola during the policy committee meeting we discussed three items one gradu ation requirements superintendent Cher introduced the topic of graduation requirements Deputy superintendent of the schools share information about the number of credit necessary to graduate from the laning school district director Ben benoski described online credits and personal curriculum senior director elen PR Hoda chair about graduation for students with disabilities director Nicholai Mila inl explain credits earned through CTE program and Duty superintendent of the special population describe different Pathways to obtain GED or a high school diploma as you see was a blown agenda and the board will receive for the first reading on this um policies and this meeting uh today we had for the first reading policy 6422 and Mr nooski can you explain to all of us what is the content of this um policy I want to thank the administration and the board members for the hard work that were doing Tuesday and all this in policy committee during the year thank you very much Madam president thank you Dr Rodriguez um before we get to the first reading a motion needs to be on the floor which is a move that the Board of Education re receive the policy for first reading has presented well let me um thank you very much but maybe Mr rosi wants to explain what is in the policy to in the policy this for the first reading okay so uh policy 2264 non-discrimination on the basis of sex and education programs or activities would be the new updated policy that uh implements the tital nine guidelines from the federal government so a few meetings ago we put a date ending our previous policy um in July and this is the one that will now become effective in August we're already required to follow these federal guidelines uh based on statute but we need to update our policy to comply so it was quite a substantial change um from Neola we received what language is recommended um what's required and then some optional things so the committee has given to you this uh draft with all of our recommendations and choices you can see what's we chose and may have different ideas if you'd like there is one section we're still waiting on legal counsel U to weigh in on because Neola suggested if we pick that option that we should consult our legal council I don't have the page number but it's about the questions that an interviewer would ask uh in the complaint process and we chose option three in two spots in that uh section and so we areop hoping the legal council will give us um their input by next Thursday when we have the second reading page 17 it seems like where we chose those options that are highlighted 17 18 19 yeah okay are there any dis pardon well yeah I thought we were I thought we were doing this a little backwards but okay is there um can I have a motion please Madam president I hope that the Board of Education receive the policy for first reading as presented all righty okay Mo moved by truste Kavanaugh and second by truste Lopez is there any discussion from our board members about the policy the first reading of the policy that's presented before us this evening any any questions no question but um talking about the policy committee there are some policies that sooner or later the whole board has to hear about them and in a retreat or special meetings or three hours meeting we need to be more familiar with the policies some of them because just to approve them and and you know it's not enough to see if we really follow the policies and also if the regul tion are there then I think that this board has a responsibility to meet together find some policies that are important that we don't have problems in the future thank you trustee um Rodriguez so we'll have an opportunity to read over this this is our first reading and next week we're going to come back so we should all be familiar with the policy what's the changes that are happening and we'll be able to vote next Thursday you're welcome sir all right do I need a v yes um clerk please call the RO yes Mr creem yes Mr Lopez yes Mrs Moore yes Mr neski yes Dr Rodriguez yes Miss Williams Mrs Willies all right thank you motion passes um next we have an uh presentation from um special population on special population program so I invite Sergio kek and his crew I guess I don't know who's coming up to um to to give a Enlighten us Enlighten us on our special um population programs please thank you for joining us tonight [Applause] hello okay good evening everybody um it's always a pleasure to be in front of you and it's a pleasure to uh present the special populations uh presentation we tend to do it once a year and um some of my colleagues are much happier today than the last time because the presentation is uh 20 slides shorter than last time so uh just have to be honest with the people that I work with but uh to my right I have our senior director of special education which is Eileen priora and to my left I have director uh Ben ba winsky and there going to be part of the presentation and in a couple of minutes also our board member Dr kavo is going to come up here and talk about some of the statistics about our special education bilingual kids and general education kids and I know she's an expert and she loves this so we're about ready to go okay so this presentation is about lots of numbers but those behind those numbers there are children and these children are a very diverse group of children and behind all these children there are some wonderful Educators that do the best they can every day to provide the education for these children so even though we're going to talk about a lot of numbers those numbers are children and students of the laning school district the first um no wait a second sorry so as you can see uh in this uh Slide the amount of numbers that we're talking about you're going to see uh as we move forward very specific numbers but um lots of kids are involved in special programs special populations and um we're here to share them with you and our first topic is going to be special education with our senior director Miss prora so this is all you thank you um yes first of all I would like to get started by introducing an amazing team of people who support this department every day and I would like to introduce our assistant directors in special education uh they are here joining me um we have Carrie Otis who oversees the K8 and middle schools we have Kelsey Janette who oversees the high school programs we have Jennifer Leos who oversees the Early Childhood programs in a few of our elementary schools we have Chris Bower who oversees our elementary schools and we have Marcy isinger who oversees our alternative education programs so they bring a wealth of knowledge and experience to uh special education and uh just really value the work that they do and this work would not be possible without their support um so the first slide here uh just demonstrates a little bit about um students with IEPs and an IEP is an individualized education program so students who are identif ified is having a disability um receive an IEP and as you can see there's not a school really in our district that's not impacted by students with IEPs um they are um IEPs or students with disabilities are throughout the district in every school some of these numbers are a little bit higher in some schools than other schools because there are some specialized programs at some of our schools um for example um if you look at kendan it shows a 60% rate or Pleasant View and that's because those schools house our early childhood special education programs and our Inclusive Preschool programs so um and then for example Dwight Rich has a 30% um rate of students with IEPs and um Dwight rich houses um two of our autism spectrum disorder programs and they also house our elementary and middle school um cognitively impaired programs so um those numbers are a little bit higher at some of those schools and that's the reason as we get into the presentation a little bit more you'll see how those programs are um divided amongst the schools and where some of those specialized programs are so taking us to the area of Eligibility throughout Lancing School District these are the numbers of students identified in the 12 areas of eligibility for special education um you can see specific learning disability which is comprised of students who might have a reading disability a math disability or a writing disability is our highest area at 621 students with IEPs for that eligibility area um that is followed by speech and language impairment and then something significant we're seeing in the data recently is that our numbers of students with autism spectrum disorder is increasing um that is now our third highest area of eligibility in the district um which has superseded other health impairment um typically um other health impairment we found more students identified as having an other health impairment um but that has changed over about the last I would say probably the last 5 years we've been starting to see that change so that has um impacted us our department quite a bit so that we're able to provide the services and support to students in that area of Eligibility um and here is where I spoke of having um specific specialized programs at some of our schools every school does offer resour room programs with related services including speech Social Work occupational therapy physical therapy and adaptive physical education all of our schools are also supported by par professionals who um support the needs of students and meet their I IEP needs so you can see that averil Forest View kendan and Pleasant View All house our early childhood special education programs and they also house are uh Inclusive Preschool programs uh for known as ecrp um Cumberland North Dwight Rich Gardner and Everett all have specialized um ASD programs um and then our gardener also houses the uh visually impaired program and the deaf and heart of hearing program then Eastern and seon house our emotionally impaired programs and cognitively impaired programs and then uh we still do have two classrooms over at beakman um in the area of emotional impairment um and those two classrooms are still overseen by Lancing School District so um currently actually there are three classrooms at at beakman but one of them is in the process of moving over to Eastern and that is our moderately cognitively impaired program that will be moved over to Eastern by December 2nd and we stay very busy in the special education department um with what are called initial referrals so for instance when a family or a school suspects a student may have an area of disability they submit an initial evaluation request that initial evaluation request is received by our department and that is then assigned to one of our evaluation teams our evaluation team then proceeds to go through the process of developing what's called a review of a a review of educational evaluation data and We Gather a lot of data and then the school psychologists and the team make a recommendation about um evaluating a student for a disability so these are the referrals currently by grade in School um we tend to see since the pandemic we've probably seen the highest rate of referrals in kindergarten and first grade so um that has been a little bit new to us in in identifying students at that age level with or that amount of students at that age level I guess with an area of disability so however um our evaluation teams do a fantastic job of um of reviewing the data evaluating and then conducting initial IEP meetings and um here I just kind of want to mention um when I came into the department oh about the end of 2021 um our compliance was suffering um some of our areas were below the 50th percentile for meeting um our compliance standards um the compliance standards set set by the state of Michigan is 100% in all three of these areas they do not allow us any wiggle room and through a lot of hard work um developing some processes and procedures I am happy to say that um the special education department is currently at 100% compliance for initials which is the initial evaluation process annuals every IEP has to be reviewed annually at least once a year and re-evaluations every student who has an IEP has to be evaluated every three years so I am as again again I'm happy to say that we are at 100% um that rate um we met that rate last year and we've been able to continue with that 100% so we are very proud of that number thank you thank you Miss pror um is there any comments right now about special education that's we move forward okay trustee Williams slide we're currently looking it says are reevaluations are you said reevaluations are everybody who does the an and who does the yes um the annuals are completed by the case manager every student who has an IEP is assigned a case manager and that case manager oversees the timeliness of the IEP that is done in coordination with the assistant directors the assistant directors um have a dashboard where they monitor all of the IEP dates and it work with the case managers to ensure that those IEPs are conducted on time those annual reviews the re-evaluations um again the assistant directors do oversee the dashboard for the timelines however um those are initiated by we have what are called testing teacher Consultants and our testing teacher Consultants work with the case managers to contact the families to start developing a plan for a re-evaluation um every three years I I I see the do R has 30% yes all these percentages MH don't tell me exactly how many numbers of the students because every building has different number yes and I can get 14% in seon and 14% a means two different numbers correct yes that is very true and yes we I can get that information for you that is we actually had it at one point in both in both formats and um we we thought that this would be um more telling I guess but I am happy to get the raw numbers so yeah but the the do I reach is something program there or some yes they have um they have both what are called our mildly cognitively impaired programs they have our moderately cognitively impaired programs for K through 8 and then they also have two classrooms um that are for autism spectrum disorder and all this is student receive Transportation mhm yes and the students do receive special Transportation yes thank you did you want to finish your question M Williams uh trustee Lopez please okay on the on the previous page M you have uh P Dwight Ridge with uh 27 referrals correct okay that is not the 30% we're talking about in the other slide okay no these are what are called initial referrals so students who have never had an IEP before and somebody has somebody either the family or somebody at the school has um requested that they be evaluated for an IEP so at the initial um evaluation it is not determined whether the child meets the criteria or or yes so when they yeah when they do the initial evaluation um the school Psych ologist and sometimes another team of uh people depending on what the suspected area of disability is Will conduct assessments and then they have specific criteria that have to be met to qualify for an area of Eligibility and special education um that is their yeah that's their area of expertise and um they have very specific guidelines they have to follow when they qualify a student for an i or when they recommend a student for an IEP or an area of Eligibility so each of the eligibilities have different criteria that have to be met um like ddh and autism two different criterias yes at from the initial evaluation to the point where the child get Services what's the time frame the um when we get the initial evaluation request we have 10 days to respond to that request is if we're whether we're going to proceed with the evaluation um then the we have to receive signed parent consent and when the parent signs for consent then the school district has 30 school days to complete the evaluation and hold the IEP so from the time we receive parent consent to um to the initial IEP meeting we there's 30 school days so at the initial uh evaluation you already have the parent consent yes or or yeah well we have the parent consent to evaluate and then when we get to that first IEP meeting then there's a consent from the parent to provide services yes okay so it takes 30 days at least M before the child gets Services correct okay in the inter room what happens to the child um there are a lot of supports through uh the schools um as far as interventions um they have the uh student support Specialists um there's interventionists I think that many of the schools have some instructional assistance available now so um typically the principal will work frequently with one of our assistant directors to figure out how we can continue to support that student while we evaluate okay so the child does have Services uh not from the special education department though they can't get services from the special education department until they have an IEP yeah but but there is some services that support yes there are supports available yes all right the child is not just left for 30 days and no and the parents also have support through the IEP process yes yes the parents I mean it is required by law that the parents be involved in that process and we do on our special education website we do have a parent guide um that is available and then we also are required to provide what are called procedural safeguards that help the parent to know what the law is around having an IEP and throughout that evaluation process but once a student gets um into where they have an IEP yes there are um the parent is very much involved in that process in creating the IEP um we are we provide progress reports along with report cards so there is definitely um there I mean there is an absolute parent component to this process yes and there is language support for the parents who who we need language support we are that is another requirement um Ida is the Federal law that oversees the IEP process and we are required to present um all of this information in the students native language so we use 7c lingo quite a bit um if we don't have a interpreter inous then or sometimes you know they're busy during the day so um but yes we do um we do absolutely provide that in their native language yes just um you mentioned idea mhm there's always been the request that it be funded you know F fully funded and it hasn't been fully funded for a while so we now we going to see what happens yes in the next few years with idea and idea so that's could be a great concern for for for all districts and more so for the parents and and the children yes so I think we need to kind of stay tuned yes to that yes thank you madam chair no thank you I'm glad you lifted that about the support for the parents because that's that's extremely important that our parents are aware and they have the support to support their their student their child trusty Williams did you want to finish your thought yeah no 504s are actually um a general education initiative so those are not part of the special education numbers um and as far as if a case manager or a testing teacher consultant hasn't reached out to a parent regarding the a re-evaluation at the three-year Mark typically we have a compliance manager she's not able to be here this evening um her name is Aaron Garver and Aaron will either contact the case manager to remind them or Aaron will reach out herself to get that process started and if that hasn't happened um you know we always encourage parents to reach out to any of the assistant directors or myself if they have any concerns any more questions trustee yes oh I have two one you mentioned beakman there three rooms one's transitioning is the long-term plan for those two rooms to also transition or would they stay at pakman yeah that's the work in progress with the ISD right now but yes it would be our goal for those to be um in the you know the least restrictive environment yeah and then my second question was on those numbers as you're getting the raw numbers to us do you have comparisons to like a state average or other districts so we know how we compare for our special education population yeah I mean right now we're at about 21% the state average is T right now around between 14 and 15% so we're some somewhat higher than the state average right now um but I do feel like when we're looking at the students who are um eligible that that those are they're being identified correctly yeah thank you truste CR yeah just some clarification question questions um so the referrals of the initials that we talked about I think it's 208 is that included within the distribution numbers here or is this existing those the the actual students with um IEPs are reflected on that number with in the areas of Eligibility so the 208 that are in the evaluation process are not reflected in these numbers here these are the students who are currently eligible for IEPs um the 208 are students that are in the process of being evaluated gotcha okay so that's running rough numbers here I'm not very mad that's like 2200 plus students um roughly how many I guess how many uh students does each caseworker get to evaluate um yeah it it um I would say they probably are going between about 80 and 100 students per school psychologist and do we feel that that's a I don't know I would say it's um higher than average um which is part of why we do have the testing teacher Consultants there was a time when those were not in place and it was very challenging to um sustain that 100% however the um testing teacher Consultants help gather the data they help develop What's called the read and though they have been crucial to sustaining that 100% um because they're able to to um do parts that were required of our school psychologists in the past that um they can do without having to have that credential of having you know being a school psychologist like Gathering the data doing file reviews those are things that um a testing teacher consultant can do without having to have that school psychologist credential gotcha okay so that's a consultant part third party that we utilize correct is there any I guess plans to expand our current um staff into that we can do that all in-house or are we just going to continue with the third third party um yeah the yeah we're always trying we're always recruiting we are always we're working with MSU right now um with their school psychology department we have one amazing intern with us right now um we are consistently coordinating and trying to figure out ways to bring more school psychologists into the district yeah okay thank you all righty truste Rodriguez thank you thank you very much this is one of the best informational session that we have and informing us about the special education is so important do we have we had the peup which parent organization of the district we had ptas do we have the special education organization parents and how that function and how we incorporate parents and the special education inside of the of the district functions right um I know I do attend the um the superintendent's Round Table um every month and we do have several families that are um part of this yeah that are represented by special education um the Ingam ISD also has the parent advisory committee and I do attend that regularly as well I also stay in very close communication with the with the president of the uh parent advisory committee um and he keeps me well informed I also try to stay very close um stay have close contact with Community organizations um and CMH to continue to help support families as far as having a Lancing specific parent advisory committee for special education we don't currently have one of those um we did I maybe I should revisit that we did try one for a little bit but it was shortly after the pandemic and there was not a great deal of attendance but I'm happy to revisit that I I really appreciate the positive way that you put that because these parents need support and they are not going to a public and talk and do all the things but if they have their own group that they can share what they fight for the good special education absolutely and they will do that and they will go inside in front of the governor or in front of anybody asking for support in special education and I think I hope in the future you can come we tell we have a president vice president and a group The really care about special education thank you thank you mad president thank you are there yes trusty Lopez just a clarification so a child who has a 504 mhm cannot have an um an IEP they are two separate documents and typically if you have a student that had a has a 504 and now they qualify for an IEP that IEP now supersedes the 504 because the I offers additional services and programs that a 504 does not offer so yes so the question is they cannot have both correct that the answer is okay correct just to be clear some I've heard through the years some parents say my child has this and has that it can be very confusing so okay um so on the issue of um of an advisory parent advisory is that not required it is required at the county level I I'm not not at the district level not at the district level that I'm aware of okay thanks for that clarification as well and so I do I do make a point to stay in contact with Crystal Cutler who is the um director of Ingam ISD for special education and I also make a point to um go to the inmd peer and advisory committee um I don't make it every month but I try to get there a couple of times a year so thank you so much for the presentation thank you thank you Miss prora um that's 21% of the student population and um we really appreciate the questions that you asked because I'm sure the community will ask you questions and you really have some good questions uh also miss prora for your team behind you I hope uh you just gave an incredible lesson on any of these people behind you if they ever want to have your seat how to be prepared to present in front of the Board of Education okay um so congratulations uh cleaning special education was not an easy task and I think we're cleaning it and I think one of the things that I have learned since I've supervised special education is that you have the the compliance and you have the services you can have good services but if you don't have the compliance you are in trouble you can have compliance and if you don't have Services you're in trouble so you got more to lose than to win with special education if you don't do it right so um thank you thank you and that's why she always goes first because you guys have a lot of questions and now we move on to bilingual education um and Dr Nam is the director special populations who runs bilingual education but it's my pleasure to present this because this is what started my career in Center Administration in 2005 anyways okay so almost 20 years so this is the number that we always present to you uh the amount of kids that we have uh that speak another language than English at home in this district is 2052 out of those 2052 1,14 are what we call multil language Learners those are the children that continue to work on improving their English language skills and uh as of yesterday we have 56 languages and 72 countries represented in this District this community the school district has been welcoming people for many decades and we will continue to do so and take as good care as we can it's part of the fabric of this District it's part of the fabric of this uh community and if you travel through the streets of laning you can tell or you visit the neighborhoods so our current top eight languages as you can see them um Spanish is continues to be on top Arabic Swahili uh burmes and uh farsy and pasu have um moved up in the last couple of years after um the Afghanistan um people that arrived in 2021 I believe it was uh also we have a a large amount of families from Africa and that's where the Kenya Randa and Somali language and sili language comes um the top eight countries um Afghanistan and the Democratic Republic of Congo continue to be uh on top and um the remaining countries are countries that have also been uh welcoming and being coming to laning for a little while uh this is something that is uh something to be proud of uh of AR if you see this um the numbers of MLS and bilingual students right now are like even higher than than 20 20 um and our graduation rate has gone up every year from 73% 76 76 and 88 and we do not yet have last year's uh graduation rate this year we open the newcommerce center we have over 55 kids more than 55 kids right now and um this newcomer Center um supports kids from 2 grade to 12th grade um we do English skills and we do social skills and we do F field trips and um we expose our children our new kids to uh to different areas of the city and the state uh some of these kids went to everol for a couple of days they were Mr winsky took him to Lake Michigan uh and he was called and I think I heard some of those kids put their feet under water but that's another story um and so this is a a new gem of the school district um next we have our Dr kavano Who's going to talk to us a little bit about um some numbers and scores thank you so much Mr cek and thank you colleagues um for those watching at home who might not be aware statistics is my passion that's uh what I teach at Michigan State um and so I had a great meeting with Miss pra Dr Nami and Mr kek a few months ago um because they had some questions about how our special education students and our multilingual Learners um were performing on the nwea um and they they asked if I could help out with some statistics so this page here it's got a key in the bottom and when we flip to the next slide you guys are going to say oh my gosh that's way too many graphs so I want to highlight the key first um what the key says is when you see a red bar it means that the special population group that we're talking about whether it's special education or ml had lower scores than the general education students in that area so red bar means special populations had lower scores blue bars mean that there was no statistically significant difference between General ed students and our special education or ml students so blue equals no difference and then green means that the special population group um whether it's SE or ml had higher scores than the general education students in that area um what you're going to be seeing are about a bajillion OS regressions um the reason that we use this technique is because then we can account or control for other factors that we know are related so in this case I was account counting or controlling for absences which we know are highly related to um nwaa scores uh as well as gender because we know from the past um in other analyses we've done that there are gender differences in scores and also gender differences in who is enrolled in some of these special population so we're already accounting for that you're not going to see it on the slide but it's been accounted for in the math I promise okay first slide here now you might say to me I can barely read this that's fine we're looking for patterns in the colors so let's just look right now we're just talking about special education so let's look at the first box what we're looking at here is RIT scores by school and what we're seeing here is a lot of red across most of the schools but not all of the schools what that is telling us is that the special education students are getting lower RIT scores than the general education students pretty much across schools we can see a few blue bars which means in those schools the special education students and the general education students are performing about the same um but for the most part we're seeing a lot of red that means across most schools special education students are underperforming yeah could could you just please when you give the score like RIT what is that sure for people that are there we go that are watching so they know RIT stands for the Rous unit RIT stands for the Rous unit scaled score it's just a it's a unique uh scale scale that's used to determine a student's Proficiency in Reading scale that's what it's called all right it's just named after a researcher Rous yeah okay yeah so that means they're raw scores pretty much that's what we're looking at um so that's the the top left box in the top right box we're looking still at special education still by school but this time we're looking at met growth so you know in the past when we have these presentations on um data around our test scores we really care more about growth than we do um about actual scores because met growth is saying this student is kind of reaching the potential that we expect for them so this is a good news graph because if we look across that graph we're seeing a lot of blue which means that the special education students and the general education students are about are meeting growth about equally great let's look at the bottom two graphs here so here we're still looking a special education Now by grade level so before by school now by grade level um the first graph bottom left all red that tells us that special education scores are lower than general education scores at every single grade level so not really unique to a certain school and not really unique to a certain grade the last one so bottom right that's percent met growth so here we're still seeing a lot of blue which again that's good that means special education students and general education students are meeting growth at approximately the same rate but we do see that for some of those younger years first second third grade um the special education students are not meeting growth in the same way that general education students are so that's why we see the red bars in those younger grades so because I know that's a lot to look at I also made a summary so the summary for special education I think there's three main takeaways here first is that those pure actual scores in both reading and math are generally lower for SE students compared to GE students does do matter what school we're talking about doesn't matter grade level the pure scores are generally lower however the percent of special education students and GE students who meet growth in reading and math is approximately the same um a few schools are showing SE students with a little bit less or more relative met growth um but in general SE students um and GE students are meeting growth at approximately the same rate and then lastly our special education students are less likely than the general education students to meet grow grow in reading and math in those younger grades so where we do see an issue with mat growth it's in that kind of first second third grade um those red bars that we saw questions about special ed before I move on to the ml students well justy Rodriguez thank you who you talking about P how the growth if what is the level of the growth is a low level is high middle level or high level because if all of then no level that is not good for the desct yeah sure so do you want to speak to how met growth is calculated you know how I don't know how that's a number I get that's why have a left and a right just quickly I'm not an expert but I can I can explain um and it doesn't answer your question Dr Rodriguez but the way that we measure growth is on a scale um a starting score um to uh some sort of test that happens later in the year uh what NWA does is they take every student in the country that takes that test and they create a norm for how much growth should be happening and so they might say between the fall say and the winter a student should grow Five Points in their scale right um and so if you're meeting that growth you've grown that Five Points that's that's you've met that growth does that make sense every grade level though has a different scale and a different number and between fall and winter is different from Winter to Spring and there are three different times during the year that they are assessed in the fall in the winter in the spring and that is able to give us a line of if there's growth or not growth and that answer part of my question the other one we don't need it to know now but is how the district is doing the low level in the middle level high level and how we move all our students up we don't need the answer today but that should be the goal of destru and if I can CH in I think in February is when we have our 98b and that's when we'll see the our get scores we'll get in the in February and so it's coming up it's coming up and yeah so we'll be able to see more more data there all right any other questions for Dr K yes trusty mentioned the RIT is the name for the scale it incorporates reading and math together or are these no so those are separate so I know that it's very hard to see in this graph but I wanted you to see patterns and not specifics so each um Point whether it's school or grade level has two little bars the first one is reading the second one is math um the reason that I didn't separate them more clearly and I just kind of put them all in the same graph is because the pattern was exactly the same okay thank you any other questions for um Dr kav any other questions all righty great I'm going to move on to the multilingual Learners so here we're going to I did the same sort of analyses for the ml students as I did for the SE students um but there's there's going to be a surprise waiting for us in a second so if we look just at the first row here um top box on the left again that is the raw scores the RIT scores for ML Learners across schools so we see kind of a big variety here in some schools we see that the ml students are underperforming General Ed that's the red in some schools we see that the ml students are performing equally um as the general ed students that's the blue um and so kind of mixed bag here um for met growth we're seeing again a little bit of a mixed bag um we're seeing mostly blue which means that the ml students are equally as likely to meet growth as the general ed students but we see some cases um of green lines which means the ml students are actually more likely than the general ed students to meet growth and then there's also a couple of red lines which means that the ml students were less likely in those particular schools to meet growth so a bit of a mix bag here on the bottom so bottom left we're doing grade level now um what we see here is that multilingual Learners this is all red this means across grade levels multilingual Learners um are underperforming the general ed students so while in the Box above that by school we're seeing that this is um kind of a school specific problem the next graph down tells us that within those schools is kind of equally distributed across grade level so it's not the case that the younger kids or the older kids or something are particularly um scoring low it's the case for all of them um the last box so that's the bottom right box here again we have kind of a mixed bag um so we see a lot of blue which means that across different grade levels on average I would say the multilingual Learners are just as likely as the general ed students to meet growth there are some um grade levels especially the higher grade levels where actually the ml kids are outperforming the general kids um we also see a handful kindergarten fourth grade where the ml students are underperforming the gened students so it's a bit of a mixb but then through my conversations with Dr Nami Mr kek team Etc we realized that we're not accounting for a really important variable here which is language proficiency so this is treating all of our ml students the same um and just saying they have all the same capacities but we know that's not the case some of the ml students have a much lower English proficiency than others so I accounted I did it all over again this time accounting for weda scores I don't know what WEA stands for but it is a measure of English fluency right it's a yearly assessment that is given to all students that are MLS yeah and so what we see here from the last set of graphs that I showed you to this set of graphs we see a lot of those red bars or blue bars turning into green bars and so what this is saying is if we um account for language proficiency actually the ml students are doing really well um they're actually performing as well blue bars or better green bars than the general education students once we take into account um their English language proficiency what that tells us is that the ml Learners are really benefiting from any additional language support that they're able to get um so if I had to summarize uh without accounting for language proficiency the ml students are generally receiving lower RIT scores both in reading and math um and approximately equal um to GE students to meet growth um but once we account for that language proficiency via weda score um that really accounts for all of the lower scores that we had seen relative to General Ed previously and actually once we account for language proficiency the ml students perform equivalent or better um both in terms of raw test score numbers and also in terms of meeting growth um and that's across schools across grade levels um so that's really good news for the team here because it's suggesting that some of those language supports are are making a difference so we're glad about that truste Rodriguez thank you um thank you very much you go to the last the last one in great 12 11 and 10 all yellow yellow no green then I think we need to do something in gr 10 11 and 12 to support these students they are bilingual because they are not progressing there the same way they are doing in the other grades is that the right interpretation so remember that blue isn't a bad thing blue means no no I didn't think it's bad I said that you had green in the other ones but you don't we don't have any green and 10 11 and 12 grade and maybe we need to support these students a little bit more that is all that's one possible interpretation um to me it's not a problem for them to be performing equally to our general ed students to me that suggests that you know we've we've kind of gotten them where they need to be they're performing the same as any other um students in the district yeah but the other one has green that could also that could also be an artifact of how old kids are when they're coming to the district right so it could be that that is yes the situation that I can see that but thank you very much sure trusty Williams you had a question and what other are that are all of no matter when they come into the district well I I'm going to go back to what Dr Cav said once you put the wi course then the the difference of how they perform changes because we have some kids that are just new arrivals and they are not going to perform at the level of a general education kid that is a native English speaker so that's one thing the number of kids that have IEPs that are MLS I don't have that number with me right now but uh in previous years I remember that it's very similar to the population of of the regular population it's not higher or lower it's about the same thing and you had the third one too the barriers I mean what barriers are surrounding all of this I mean I remember a time with some of the students that ourl stated that they they were afraid because course there so what other barriers are for these students I think the barriers the basic barriers that a child has when they arrive to a new society and with a different language is the ability to really understand basic elements of schooling uh and that's why we have services to get these kids ready to be able to be at the content ER grade levels that they're supposed to be um MLS have many barriers um they have the barriers of once again of not knowing the social norms of a new place uh not knowing the language and uh the school district has gratefully and the Board of Education supported for as many years I can remember providing services to these kids I mean we have uh about 17 1800 kids and we have right now over 30 teachers that are certified in ESL in English as a second language so growing that capacity is crucial uh we have um communication with the parents in different languages and we offer adult education for the parents to try to also help them um not only learn English but what learning English they get to learn how to support their kids at school because it's a whole different world um you want more barriers you have parents coming in of these kids that don't uh they're supposed to arrive start working find a home and struggle with all these different um components of living in the United States that it takes a little while to adjust and the kids suffer too so um I think some of the data that which you have seen speaks very well of the Lanson School District actually I'm happier than as I look at this I know you want greens but listen to this tactician blue is good okay blue is means that they're growing at the same Pace as a traditional child now the difference I think correct me if I'm wrong with the growth you know you can you can start here and grows here but if you start here and you grow you grow a little bit you might be doing better than the child that's doing a lot of growth but started very low so we we we care very much that they're growing but our goal is that they become proficient in the language so they can have access to Great level and content area expectations we have instructional coaches and we have bilingual uh assistants but we don't cover all the languages Lancing like many urban areas in Michigan and in many parts of the country uh outside of the California New Mexico Texas uh Miami we have so many languages that is impossible to provide engl language support for everyone we can use some applications we can send some information home but to provide an instructional support in the native language of this students for all 50 some languages no we don't have that and I don't know any District around that has that and I do have an example of how we provide support I just brought this we have the the good old calendar that we have it in Spanish we have it in Arabic and these are little things but these are big for the parents because they make they feel like we're trying to connect with them and once you develop that relationship then we're able to talk to them when they're doing when their kids are doing well and when their kids are doing so so we have farsy we have Swahili we have Sango and we have P two so this is the kind of stuff that we do outside of educating those kids in the classrooms to try to make that connection I hope I answer your question we always have questions about the MLS yes all righty trusty Lopez trusty Lopez thank you okay just a couple of simple questions what are the numbers to the left of the of the bars mean good question I apologize for not orienting us to the graph very well um so in the leftand column where we're talking about RIT scores those that is the score that that um the average child at each school or each grade level received on the nwaa test so that's the actual score um and then on the second column the Met growth column what you're looking at is the percent of students either um by school or by grade level the percent of students who met growth um and so again just like in February when we do the 98b um and look at um Miss Benavides presents to us both the raw scores and also the % met growth this is the same exact information it's just that we're only specifically looking at the ML and the SE students so what I heard a a little bit ago was that that this are um are blue bars or students that are performing at the level that's been established by the national Norm so the the color indicates that the special population in this case L students are performing at the same level as the GE students the actual percent met growth is the like number which I did not include because that's what we go over at the 98b um all this is telling us is how the ml students or the SE students are performing relative to our GE students okay the the next question that maybe not for today but for another day is how well our general students compared to the to the National and and are we there that's the next question sure so that's for the 98b presentation and Miss Benavides will let you know in February well okay no number two question another simple question we have bilingual and multilingual bilingual is two languages multilinguals more than than two how do you differentiate you know thank you Mr Lopez um through the years that that name has changed from English learner to uh Lang Le language um language English proficiency to elll to English language learner now the federal government has a new uh a new name that is multil language learner and it's more it it it fits better because some of these kids come they might not speak English but they come here with more than one language so that it's a more polite and more caring well probably it's it's more appropriate I believe so yeah so so they know two other languages other than English so you have to yeah kind of choose one or the other to help them yeah and and number three with with this information what does a principal do with his or her team in the building to say we're here what do we need to do that's a good very good question and I'm glad you asked um each school has a we have what's called educat every month the principal comes to downtown and they meet with the directors of the school the spax and the deputy superintendent um Jessica V viidz and myself for certain schools or programs and all the pr we go through with the principles we break down the the the student population we make break down how they're doing and we ask what they're doing about each A specific group of kids and that are performing well or not performing well and then on top of that we have the supports from the bilingual Department that are provided to the schools where the majority of the kids are Garner for example it's got 900 students and 500 of them are MLS so we have a ton of certified teachers with ESL and bilingual assistants and we have a trauma inform uh Refugee uh social worker and we put all the services to a school like that we have a school like like Cumberland that we have a lot of kids that are MLS so we have an ESL teacher we we have Sheron road which have a few kids so we have an ESL teacher we have Luton that not only they teach Spanish but there's a large amount of Spanish speaking kids that are learning English so we have Services there and we have bilingual teachers at Luton that can use post languages to teach the kids so we have the services where the majority of the students are and then what we have the isolated kids like we offer parents to go if you are M ml we offer the kids to go to the schools where we have the services that's how how it works we even provide transportation for that however there are parents that may choose not to send their kids to uh in in a school with ML services so we have a ESL coach that goes and visits that school and provides some strategies to the teacher a lot of every year we have to look at what the population looks like where they're at and then shift the services to meet it if you never shift the services you're not doing the job you have to look around yeah it's it goes with the population that you have that's the beauty of it all righty you're welcome all righty well if we don't have any other questions for Dr kav thank you for presenting all righty not too many school districts get to have members to come in present okay well this one is a quick one universal preschool uh our director Angela Barry and currently we've has we have 475 students in preschool okay um there are 32 classrooms in the district that offers preschool er um opportunities and we have a teacher an instructional assistant in each classroom it's a team when you walk into that classroom you're not supposed to notice the difference between the teacher and the assistant that's part of the how you train and prepare the school uh we have nine classrooms that we have a partnership with headstar so we have kids from headstar and then we have another nine classrooms that we have childrens with IEPs that we work with a special Department to provide services and 14 buildings have preschools in our school district as you see the trend we have gone up and up and last year we were up to 8 now this year we have 5 475 but last year at this time we have 486 and we have some children that are pending and we keep enrolling kids throughout the year so um and we're able to sustain all these programs when uh as you see more preschools were uh given through the state and um more other school districts have open other preschools but we continue to have our children alternative education uh Mr K milillo was assigned as the Director of alternative education two months ago ER and Mr Bena winsky not only does the everol and equin center for the laning school district but this is a person with lot of skills and expertise and he has been very instrumental in developing processes and procedures for the alternative education programs so with this it is his opportunity to take it on thank oops thank you Mr kak and thank you all for um having us here this evening just uh one quick slide for the alternative Ed uh programs um so what I want to do is just kind to walk you through the different types of programming that we offer that fall under this big bucket of alternative education so we'll start with our Capital Area K12 online program and even though this program falls under the alternative education umbrella the truth is this school is very similar to a traditional brick and mortar School except that the learning occurs online so it's the same curriculum everything except the learning occurs um online we currently have 381 students enrolled in our online school those students live all over the state of Michigan actually they're concentrated in the mid Michigan area as you can imagine but we have students as far west as um Holland and as far north as Travers City we have students in the Detroit area we have students from all over the state that attend this program um uh the next program I want to talk about is just the The Learning Hub program um and again this is an online alternative education program um there are current 218 students enrolled in this program and as an online program it's similar to Capital Area uh but it differs in two really important ways that I want to make sure that you're clear about the first is that the Learning Hub students actually have an opportunity to to receive face to face Services both academic support and seal Services the second uh important way that it differs from Capital Area is the population that we target to attend that program the students that attend the Hub are students have traditionally struggled um in a brick and mortar setting um so they have a history of behavior or attendance issues that have made it challenging for them to be successful in a Traditional School setting and so we enroll them in our our Hub program the two programs on the right hand side of of the chart here may be new to some of you or maybe you've heard of them um but but not in great detail our 8.5 program this is a temporary program that delays the end entry into High School for students for incoming 9th grade or Rising 9th grade students um these students have traditionally struggled in the Middle School setting um we enroll them in a summer program depending on how they do in that summer program if they're if they're unsuccessful then we enroll them to start the school year um in this program we this fall enrolled 45 students into this program once those students demonstrate the necessary knowledge and skill they need to be successful at that next level we transition them into high school and I'm happy to report that just recently we had uh all of those students transition into into our high schools and then the last program here is our Cub program Cub is uh squishing together a couple the capital the C from Capital Area and the UB from The Hub program so this is a an alternative education program for our youngest students in the district uh kindergarten through 8th grade students are eligible for this program again it's an online learning program or intervention for K8 students this program just launched um literally a week ago uh we currently have two students enrolled in that program um but we have another dozen or so um that are working through the um transfer process the application process and should be enrolled shortly um Cub students um like the Hub students have an opportunity to receive face-to-face Services both academic support and social emotional support um at the Pleasant view campus the goal of the Cub program is really to get um to to help students be successful in a school setting uh so that they can either stay in the online program permanently if that's a good fit for them or transition back to a brick and mortar School Madam chair oh yes trusty nowinsky um one of our strategic plan goals is increasing extracurricular involvement could you speak to are there separate extracurricular opportunities in alternative education or can students still participate with Traditional School you know music Sports and things like that how does that work yeah great question uh all of our students that are enrolled in in uh Capital Area are allowed to participate in um any extracurricular activity they're allowed to participate in sports and other extracurricular activities that their schools May uh that the other high schools may offer um in addition to that we have our own unique uh extracurricular activities in these programs so we have social clubs we have media clubs we have gaming clubs we have all kinds of clubs and opportunities for students to participate in um in those programs those programs also participate in field trips um so those students aren't just always learning online sometimes they do a field trip just to the school um where they bring where they come in for for a day of learning but they also of course do field trips um to other external locations like any other school would so if they wanted to be on a traditional sports team or band and it would be their for the school they came from or they get to pick one of the traditional high schools how does that I'm aware that they're able to play for the one of the high schools but I'm not clearly sure if it's a one that they came from or one that they choose to so but they are eligible to be part of it thank you there are some programs of course like sports that require Geographic eligib so yeah yeah any other questions I have yes uh yes trusty is this Lopez the yeah yeah we can I can speak to I can speak to a couple of things that are important to remember so any any student that enrolls in any kind of an online program which all of these programs technically qualify as online programs the parents have to consent for them in order to be eligible to to um participate in those programs um I'm going to turn it over to Mr kek just about the 8.5 specifically and what that entrance process looks like I know Miss Black also works with um students in those programs in the summer so they can probably speak um more clearly about how parents react to that yeah and well one of the things that that is important to note at the 8.5 programs is that these kids at the beginning of eth grade and throughout the eth grade um in their schools they are being informed and they're being notified the parents that child a or child B is not performing well or attendance is not doing that if if nothing improve or anything happens they're going to have to go to the summer program and there are two summer programs one that go to miss Cordelia black at at um the halik Dr HCK Center or one that it goes to the hub and if they accomplish what they're supposed to accomplish during those summer programs then they're fine to move on to ninth grade if they don't participate or they fail to pass the the outcomes that we are expecting to pass then they have to come to uh the 8.5 program and once they come to the 8.5 program they have to be able to pass a English language arts 8th grade and uh math 8th grade and if they do that they also have to pass um algebra H the first semester of algebra in 9th grade and the first semester of English language arts in 9th grade and then they're able to go to the high school so this program this is the second year I think Miss Black that we have it yes second year and is becoming a very well-known component of the school district and very very good message that is being sent to the community that we want to make sure that our ninth graders are prepared because we all if we've been around education we know that ninth grade can be a make or break year in high school right I did have a question um did you share where the location is for the 8.5 program I know it's online as well but is it at the Hub yeah all all of these programs are housed at the Pleasant View campus all righty y except for the summer part of 8 one of the components of the summer part for the 8.5 program is housed at the hon I think I saw pictures of yes so what are those numbers in the graduation hat oh those are beautiful numbers yeah I'm curious to know last year we graduated 52 kids from the online school and 70 kids from The Learning Hub and these are kids that were disengaged and not performing well in their high school so these are extra 70 kids that graduated wonderful that's what I thought so do we know how many seniors or I don't know if they would be referred to as seniors that are at the Learning Hub that'll graduate this spring spring 2025 do you have an idea I know that now we have well uh we have 52 seniors this year at the Hub yeah um and right now 65% of them are on track to graduate that's great news that's great news thank but we keep we have the graduation specialist and we have all the supports that we start predicting as of right now six what did you say 65% so then we check again in February and our goal is to make sure that that number goes up and then by August our goal is 100% And we have programs in place at the Learning Hub for after graduation preparing them for what how they can you know succeed support them for after when they graduate do we have programs in place there yeah there's there's a couple of things I can speak to there so um there are what are called lunch and learns so we bring in um business people from the community to introduce um uh students to what post-secondary life can look like right um and so what we try to do is work with kids to figure out what kind of things would you be interested in doing and we bring in people from the community who help students um learn about how to get from where they're at now to where these people are in our community so that's one way that we do that our students also participate in cap Canan programs they do college tours they visit job Expos they do all the things that our normal high school students would do they also participate in all of those programs um yeah yeah yeah it's it's quite amazing the amount of kids that are part of these programs at pleas and View and that's not even count in the early childhood special classrooms that we have there and the preschool classrooms that we have there uh it's a a very active Place MH okay thank you you are very welcome did anyone else have any questions for U Mr kek or his in his team no oh we have more all right so we move on to City okay so um we know Dr uh director Nicole milap is doing a great job with a c programs we know that in the community in the last couple of years they have asked us to uh they have for more and more programs and if you see right now the laning school district is providing in one way or another CTE programs for 396 kids okay that's something that we should be proud of and it's going to continue to grow so we have the half day programs where our kids uh students go to a hill either in the morning or in the afternoon and we have 169 students in that program um we have the business R risk management the EMT the fire science academy and this year for the fire and Science Academy we have one student from Waverly and the war and the street is that more kids want to come uh next week uh director Milsap has a meeting with the three different counties because people are interested in bringing kids to our Fire Academy Science Academy of course our children of laning will always get first choice and if there's any room left other people other students will come in addition to that um the Wilson Talent Center uh last week uh Dr Rodriguez was taking I was thinking his taking my whole presentation but um uh we we do have 52 students going to uh Hill also half day program and you can see this also very diverse um uh programming that they have on top of that we have kids at Eon Resa most of them are at LCC West we got 19 students so there we go LCC yes uh so and on top of that we got our beautiful Lancing Tech High School that we started with 156 kids so you put all that together and we have 396 students and as you know next year we'll have one more 100 students going to um laning Tech so we're going to hit 500 in the next next year and that's pretty impressive yes Dr arguez had a question all day yes thank you laning Tech is it's a full day program for U that starts as a freshman and you you do the whole High School career at laning Tech thank you mam chair yes sir yes Mr Nowinski did you could you speak to any other school districts in Clinton uh Eden or Ingam offer CTE within the district or do they all utilize County programs we are unique yes okay everywhere everywhere else it's through the I yes and as unique as we are nobody has a high school that is a ling a tech trusty Rodriguez oh trusty Linsky trusty Lopez I'm sorry thank you madam president so um c m the patient care technician uh is a program yeah well first of all it's a two-year program and uh this is an entry to the nursing career student so you can start in there you can have the basic jobs of working as a a clinician H technician H CNA clinical yeah and you move on so this is that program is an entry to the medical world so some of these kids start there and they might go as far as they want to go and mhm so there's been some U some work on this through the state okay they're not even if they're not um students I mean could be like an adult adult ma yes uh through uh the adult education program we have career Pathways and one of the pathways is CNA and they get to not only obtain their GED program but they also get we fund them being part of um the CNA um pathway with um forgot uh Mr former Willow president former Willow Lono Lono lono's wife yeah his Pro their program that they have yeah yes so oh okay super thank you so talking about adult education we have currently 259 adults in the laning school district and by the way there's not I don't know any other District around here that offers adult education in the region out of the 259 adult Learners that we have 197 of them are are what we call Active uh students where that means that they either if they're in an ESL class they either moved up one proficiency level already or if they are towards doing towards um GED program they have already passed one of the four test or if they're uh obtaining the high school diploma they have already passed a credit and so far this year we already graduated nine students and so we're hoping looking forward to see many of you at the tion ceremony in in June June now the trend here in the laning school district for the enrollment of programs is it continues to grow um last year we had enrollment of 459 and and the more the months go go the more they enroll last year at this time we were at 2 70 and right now this year I said it's 250 something so uh the other that's very special that we provide we're the provider of education at the Ingam County Correction of facility and we have two teachers right there two very good teachers um very good so this is something that uh is important for the community to know Mr kex um Mr Rod trusty Rodriguez had a question thank you um how is the budget is coming to support that program the adult education is the budget because I don't know you receive any money from any place but still the L Ling School District supporting that thank you for asking that yes uh the funding for adult education comes through two sources one is from the state and that's called section 107 nothing to do with FTE nothing not this is not General funds whatsoever the other funding comes from the government and it's called woya or woya I never know how to pronounce it right uh but it's called woya Youth and then we get funding from them too and the money the state money comes to through the Eon Risa and then they are the fiduciaries for us and because there's we we're basically the only provider there's a a two other small providers that get a lot of money we are very uh um we're very appreciative of iton Risa they give us a lot of money for this do you had to apply write a grant or yeah yeah we this is a continuing Grant but you do have to reapply every couple of years so yeah thank you Dr Rodriguez trusty rodri and this one I think is important uh no matter where you come from we can help you get where you're going look at the graduates uh they keep going up I can't promise we're going to beat last year's but we kep we keep going 76 adults that graduated with a GED and high school diploma that's a life-changing experience for for the families well Mr winsky this is you I guess uh kind of staying on the theme of things that are really unique to school districts right um the Lancing School District as all of you know um own owns both uh an environmental education center and Youth Camp uh and an ecoin uh Center for Learning which is really just an amazing thing I'm a part of a network of people across the state that work in Environmental Education Centers and there is only one other District in the entire state of Michigan that owns anything like the EOL Center um and to my knowledge there is in any school district that owns an equin Center for Learning and so um it's really exciting such an awesome opportunity for our kids I don't have much I know it's a long night so I I'll I'll uh be quick here but I I just uh what I wanted to share with you here in this slide is just some Trend data uh going back we can go back further but in this graph we go back to um 1415 you can see what the um what we were doing programmatically I think it's um important to note that the Red Bar uh these are kind of these are stacked bar graphs right the Red Bar represents um are on-site Learners so these are students that come out for either a day or for a multi-day and night uh experience with us the orange bar represents a virtual learning opportunities and the yellow bar represents our Outreach programming and Outreach just so you know is kind of the EOL Center Road show right so that's us coming to schools and Lancing working with kids and programming with them here uh rather than them coming out and I'll explain a little bit about why that is in just a second so um couple of things that are interesting to look at here um the big jump between 201718 and then 201819 that represents the year that we stopped charging students to come to the everol center so prior to that students were paying hundreds of dollars to come to the everol Center for an experience and we knew that that was a barrier to them attending and so from that point moving forward um the district hasn't charged any students to attend any programming at the everol center um and I think that's money well spent in my opinion um so we saw a big jump there right 3,700 kids um unfortunately the following year 1920 our school year was cut short uh because of covid the spring is the busiest time of year for us um and then obviously 21 and 20 we had very few on-site students that year the red uh part of the bar is very little but what Co did for our team is really Force us to think about ways to program to kids that were different from what we had been doing and so we launched a very robust virtual program that year and we um program to a lot of kids which is super exciting for us um we also did some Outreach programming that year um and you can see in by 2021 um we're starting to rebound a little bit uh 2022 2023 um we see those on-site program numbers jump back up again and then by 23 and 24 um we were actually higher than we were preco in terms of on-site programming what we're figuring out now as a team at the abisol center is how to be most efficient how to balance the on-site programming work that we're doing with the virtual and Outreach work that we're doing so that we can hit that sweet spot of our goal is to get above 5,000 students um participating in our programs throughout a year I will say that this is all happening at a time when the district's overall enrollment numbers are holding steady or maybe even slightly dipping and so we're programming to a very high number of students here in the district which is super exciting for us um our outreach program is particularly targeted to students who can't come to the evera center so every prek classroom in the district gets an outreach program because prek students can't ride on a bus for an hour and a half there are laws about how far they can go um so we target every prek student we also Target some SE populations um that have various kinds of issues that don't allow them to come out to the everol center um but we also do other other grade levels as well uh virtual programming happens primarily to our online schools uh but not exclusively actually we have teachers that um have students face to face big clever touch screen in their room and we're just doing doing virtual programming with them as a class all at the same time couple of things we wanted to highlight for you is the fact that these programs are accessible to all of our populations in this District um and so we do very specific targeted programming um with special education as I mentioned we do Outreach programming to special education populations but we also do on-site programming with them we've invited um students um from self contained special education programs out to the abisol center of course anytime a school or a class comes and there are students uh SE students that are just part of the that that uh population they're with them uh we do specific programming we do spring break camps specifically designed for SE students we've done excursions just with um SE students and excursions are um offsite but they're you know like things like bringing kids to Lake Michigan or to other um you know attractions we may think are interesting for them same with the bilingual Department uh we specifically work like as Mr kek said this year as the newcomer Center was undergoing some construction we hosted them for two days at the easol center um we also work with schools with a high population of ml students like Garder and we do very specific summer programming there's a a best Camp which is the bilingual education program that happens in the summer we do very specific summer programming um with them to make sure that students have an opportunity to take advantage of this resource prek we talked about doing um the Outreach programming with and we also do um programming for alternative education and middle and high school students more broadly Credit Recovery weekends are probably something that you've heard of it's just one example of that on our equin Center side the blue uh the blue table here uh we we just weren't great at keeping data back then a new director came uh between 2122 and 22 23 and it allowed our data to be a little bit more sophisticated so prior to that we just have kind of wholesale participatory data um but you can see in 2223 um the difference there between uh field trips those are partial day programs Kids come out to the ecoin center um any school in the district can participate students that are in grades K all the way through 12 um we also do very specific programming with students at the beakman center around therapeutic writing and other ecoin assisted learning opportunities um we have a community writing program so this is available to both um in District and out of District people to participate in it's a way to generate Revenue to offset some of the costs of that program um and then there are the green bar represents special events so we do themed parties um just recently we did a Halloween um party at the ecoin center uh where we dressed up horses and costumes and um we do other kinds of um uh special events like birthday parties you could do at the equin center which is really cool um yeah this is the type of programming that happens there it's basically what I just described on the last uh slide in terms of the different U programs one thing I didn't mention though is our Partnerships with Michigan State University directly across the highway from our equin Center is msu's equin Center and um we have a great relationship with them they'll send students over to work with our horses we will send our staff over for training to work with them um we often have um vets MSU vets in training who are coming over to our ecoin Center to provide services to our animals um at low or no cost and so it's a really exciting partnership uh we right now actually at our ecoin Center have an intern from MSU um who's providing Services there thank you Ben thank you very much it's very exciting to U visit uh a preschool classroom last week and the frogs were coming from everol you know the kids were waiting for the frogs do we have a question um trusty Williams Mr binsky in all of your programs you didn't mention your summer programs are your summer programs also open to your special populations and some of the things that they do yeah thank you thank you Miss Williams yes our summer program numbers are embedded in those on-site numbers um but I think it's worth mentioning that all of those programs are available to our um students SE students bilingual or ml students Etc um yes y they're all accessible all year we work with the SE Department to make sure that the students have the um support that they need in order to be successful in our summer camp programs um but they're accessible to all students in our district thank you all righty any yes trusty nowinsky um I understand the district got a donation of additional land and facilities at the everol center are those still in development or into programming or are they active in programming to some level yeah thank you so um in the spring of 2023 it became official we received an 80 acre Grant um and the at the time there's a contract with a farmer who is leasing the land and there's a a home on the property as well um so couple of exciting updates on that front um the 2025 crop season will be the last season that that farmer is is um farming that land um the farmer been working with us to plant in such a way that allows us to still bring students there for programmatic purposes so we're teaching them about commercial farming um there while the while the crops are on site um but in 200 uh beyond the 2025 year the land is is um being considered for um the conservation Reserve program which is a a federal program that provides seed monies for um previously farm that land that was previously ly used for agricultural purposes to be restored to its n native um State and so we're working with our local Conservation District this is super exciting because what it does is it provides um uh it offsets the revenue we would have been receiving by leasing that Land by just giving us that revenue and it actually gives the farmer their profits as well um but it allows us to restore that land so we have um plans to restore that part of of of the property into an oak Savannah which is a rare habitat for that part of the County uh we also do have some programming PL some um a based programming ideas in the works so yeah thank you any other quote yes truste R uh Lopez thank you um are this programs open to other school districts yes the EOL Center programming is open to other school districts at this point about 95 plus per of the guests that we have on site are Lancing School District students what we do is we open up our we take the number of days that we can be booked we open that up to Lancing School District groups we plug in all of their reservations and where we have holes we backfill with um some other districts and so we will host um other school districts for day trips for overnight trips just as an example in the summertime time we host waverly's band camp and O El's band camp on site it's a way for us to generate Revenue again to offset some costs but we also do work just last weekend we had a group from MSU uh professors and um students from MSU who were out to the abasol center this weekend we're hosting um an invasive species forum for local PE so the center is being used by a wide variety of people um but it is open to others for summer camp specifically if there are spots available in our programs then there is a charge of course for non- Lancing School District students to attend or are the participants embedded in this numbers other than the school district um yes they would be embedded in those numbers so I could tease those out if that would be helpful for you uh in terms of the um yeah it's it it it amounts to a very small number of students overall but I could yes tease those out if you'd like well yeah it' be nice to know but not necessarily I I just wanted to to ask and uh um of course that helps the budget that's right correct offset some of the budget I'm sure correct yeah okay yeah thank you thank you all right uh it's really unbelievable the amount of programs that we have in this school district it's fascinating in the ecoin center if you go there sometimes you'll see a horsey or a donkey that's painted in all different colors because because that's therapeutic intervention for our kids but poor little guys they stay like that until it rains and then they clean up so okay our next our next um program is our Native American Education Program uh Dr um Nico Nami supervises too and miss Ramona Henry is the coordinator of the program currently we have 368 students in the laning school district who has identified themselves as Native American in their information and Roman forms and we have a representation of 13 different tribes this program has special events back to school events a Halloween event and track and treat they have the H ghost supper in November very special event a holiday party with the whole Community comes together and then they have an end of the year celebration and a lack and eag Feathers to graduates uh during the summer at the Welcome Center we have a a a camp that lasts one or two weeks um and the Eastern High School and every high school have um Native American clubs and Everett combines the Native American and the Latino club together and we have H cultural classes for our schools and this is a program that has been in this district for many many years back to Linda Kent and many many many years back yes I have um do we have any councelor or any person that take care of these students the coordinator of the program Miss Ramona Henry is the one that uh intervenes and supports families and students at the schools um both the cultural classes but also she keeps an eye on students and kids and if there's an issue with a child that we need to contact the family or something this is the person that works with the kids too anybody spend some times in the building I'm sorry that she is spending time in the building yeah she goes to the building and she does come to Eastern a lot because there are certain schools that have a a larger Native American population than others yes I have a question um you have in your presentation you mentioned that there is cultural classes for schools upon request what does that mean that means that uh the coordinator Miss Ramona Henry goes to classes when she's re when they request it and she uh brings books and talks about Native American culture and provides U information to the kids and so with this month being indigenous people's month I'm wondering is there like a high request for her and there's is does she have support to help her cuz I'm I mean she's only one person so she's only one person yeah that program has been one person for the past 15 years yes interesting um as far as this month I know that we're preparing something uh to present to the board of education and um I can't tell you if the numbers has have increased or not because I have not checked that but I could I'm hoping that when I ask it say yes okay and also curious to know about the participation for the events that you all have like the end of the year celebration potluck yes you know does fames just students come or is it families students families and we also work with the youth ER I think it's called Dr Australia Torres at the Youth Empowerment uh Center I think it's called and they collaborate with the Ingam um health department and and and MSU and most of the events take place here at Eastern at the for um the end of the year and it come people from all over the place come okay all right it's it's a really really nice celebration all righty are there any other questions for okay thank you dror we're almost there people okay take your time so um we also we Cann now forget the Ingam County Youth Center that's another service that we provide in this District we have um the Ingam County Youth Center has 24 beds and we have two teachers one instructional assistant one student support specialist and a transitional specialist and we provide uh academic services in in mathematics English science and social studies um we've been doing this for a long time uh a service that we feel that is very honorable for our community and hopefully someday the county will build a bigger one and we'll have bigger classrooms and uh and a bigger place for for um our teachers to be able to provide the service yes yes Dr Cav oh you know I'm gonna ask about I okay so I'm looking at the kind of orange bubble here that's talking about Transitional services the transitional service specialist um can you tell us a little bit more about what that person's role is yes that's Miss Miko Moore and this is the person that ensures to make that once the student exits the Youth Center and they go into back into an academic setting that all the paperwork is done properly that the child does not lose any credits and checks to make sure that it's properly enroll also that person does the intake the academic intake when they come in and to figure out where the child is at what what cses they need and um that's her job she needs to be she's very close to the kids and she makes sure that they come in and she welcomes them and then when they exit that their that their education does not get interfere as much as possible absolutely um so my second question I know Miss Mo does a great job um but my second question is that um a lot of kids um are in and out of icyc quite frequently um and so most youth who enter icyc um then they go back to their regular school and they come back again um I'm just wondering if there's any specific support in place for kids who have been to icyc before and now they're back um how how is their educational experience um when they're like two weeks in icyc and then two weeks at the home school and then three weeks in icyc and then you know I I'm just wondering if you can speak more to that yeah but I'm going to let Miss Black um talk a little bit about it because she's the person and her department is the a big component that they play for our students that exit icyc hi thank you thank you Mr kek um yes I work very uh closely with Mr kek and Miss Moore um transition specialist from icyc uh and as well as with the uh juvenile court officers who are responsible for overseeing uh the uh transition of students coming out of icyc back into um a smooth transition back into what we call Society right uh which includes school and and other um positive Community um engagement activities um one of the things that we implemented a couple years ago is called a transition meeting and so that meeting every student has to come through the office of school culture upon release of icyc the the purpose of that meeting is to understand where they're at academically um socially what their strengths are what their weaknesses are uh and any other information uh they would want to provide to us in regards to perhaps why they were detained uh in icyc it helps give us uh a much um better picture for how then we uh support the student uh pro pro uh in terms of programming academically and socially what's seal social emotional learning uh projects or um uh you know programming we can uh uh wrap around that student as well as uh therapeutic um uh counseling um and and and whatever other types of programs it might be mentoring uh that we may need to wrap around parents often times ask for various um activities if they're available so we have those available of course we will uh but then we also use Community uh Partners too to assist us in wrapping around students giving them uh the best uh opportunity to thrive upon uh returning uh to to the school uh in regards to um the going back and forth that's part of uh the the the um determination in regards to the information collected we look at everything we look at attendance we look at transcripts we look at uh disciplinary records uh to make to help make um you know this a better experience for kids coming back of course uh sometimes not every every time but sometimes our kiddos uh may fall behind and and and they find themselves in these unusual situations um and they may need to you know that that tighter closer round so a lot of students will will end up at the Hub um just until they can it's almost like that 8.5 program that you all just heard about so it really gives them an opportunity to kind of catch up before going back into a larger uh brick and mortar High School um so many times uh students are they may spend months in icyc and when they come out we just want to give them the best experience possible and it it may not be the brick and mortar that excuse me that um you know they were they were at prior to to being um detained at at I YC so our role is really to to assist everyone both the family the student and uh our schools our School principles and helping them design a a a positive academic plan for students so I think that it's worked very well in the last couple of years I meet quarterly um with the supervisor um of the jco so he's in the loop so we have a very close partnership and we're able to um just talk about you know ongoing just the Improvement of of how we support students and they transition um out of icyc perfect thank you for that very thorough response the district is very lucky to have that level of support um because incarceration can be extremely disruptive to education and certainly not all districts in the area um have that level of support for returning students thank youy Lopez thank you uh you might have already answered this question but so the the icyc students are not necessarily all laning students say County they're County stud yes so are they counted as laning school students or County IST students um chrisa that M talk yes that's area I knew that was coming we were you finally spoke yeah um so during the count period it depends right so um if they are on count day um in one of the beds at the youth center then we are able to count the students um also what happens obviously when they transition back to their school the school is then able to recuperate um partial FTE in between the two count days so that's a newer part of legislation that's been happening I believe now for the last five to six years um if you have a student that's in your District on count day and then moves to another school district before the spring count day that new District can claim some of the money from the fall count period so that's what'll happen with the students at icyc and then we also get additional funding um through oh I'm going to mess up the the numbers the acronym but there's an additional funding source that comes through for running um this type of program so there's two different I think my my biggest concern is is in terms of academic achievement and how does that impact the district's overall achievement generally are we talking about like graduation those types of things are we talking about like graduation rates and that type of thing or because usually if they're if we count them then they do become kind of a part of our cohort but as soon as they go back to their school district and they reclaim them then they go back to being a part of their cohort if they happen to be with us during testing we will test them and treat them just like any other student that we have in the district um but then if they go back to another School District they will bring them back on um on their thing what we also do is work with the other school districts and their education programs to help bring in what they've got going on at icyc and I know Sergio can speak to that one um a little bit as well so academically we try to meet them where they're at at the district that they're coming from and continue that education and then transition them back but in this case we now can offer them the um the online learning and they can continue with the District mhm program right so yes uh online learning in a youth center is a little bit more tricky then no I mean when they go when they oh yeah when they come back yes when they come out we're trying to get it inside there but um we the superintendent and Miss Black and myself and we meet with the judges and we really have a really good relationship but that online staff inside this Detention Center sometimes they the bridge yeah yeah I I wasn't even talking about that but thanks for the information you okay yeah I just because in yours past that was a a really um you know uh situation where lenson School District was teaching but then uh we were kind of um um um we lost you know um at the end with the with the students in terms of money and terms of um you know um GPA or uh growth and all that because are you referring to the Ingam Academy well isn't the same one no they're two different things they we used to right the inam you want to talk about that did did did that take place no no they're two different things and we no longer oversee Ingam Academy the county now oversees Ingam Academy so they're two Yep they're two different things one is a release program which was the Ingam Academy students come for the day and then are released where IC YC is they the detained 24 hours but the the Ingam Academy we used to get hit with the graduation rate but we did not educate them so we we were not part of the education but we were the recipients of the outcome of of whatever or whatever that no longer happens okay good we got to the question okay for everybody thank you we also have a a program called we weya youth with 135 students that is located at the capital Michigan Works through the feder it's a federal program funded and we assist the kids that um to get a high school um to get a GED we give them working opportunities and we provide services to eligible students from 14 to 24 or some of our students that have disengaged they used this program and it's we've had it for many many years Junior board so this is another special place of special program it's the junior board of education is the voice of the student to of the students to the board and the great thing that we got going this year is that we have 12 schools represented and on our last meeting it was really really excellent participation so um they work get they they connect with each other they share what's working in their schools they share what's not working in their schools uh they are working on the mental health awareness uh um every Friday they want um they have they're promoting our our kids to wear green shirts and uh they do activities that um are really really really special um Miss Kerry uh from um what's Ker's last name yeah I should know that right she was my executive assistant Miss ker Christian and and uh Claudia Cabrera are both running this program and with uh Miss Miss Moore is part of this program too and we really appreciate uh the opportunity that these kids have to become leaders Within their age groups in their schools also we have this wonderful policy committee that we work on we have four board members that are very enthusiastic and being part of it um the meetings uh take place uh once a month sometimes once every two weeks sometimes every week uh depends the cost um we um we review policies and then once approved they go to First reading here and then after first reading to Second reading and you approve them and then they become updated policies um so basically we're going back these were a lot of numbers but these numbers represented children and these children belong to programs that are run by people who are special Educators that try to do the best they can to help these kids have a great future and with this we say thank you um that thank you're welcome thank you we appreciate your time and uh I hope you can share this with the community yes thank you thank you uh Mr K we have been asking questions throughout your presentation but I don't know if any of our board members have any questions okay trusty Williams okay so really I don't have a question I know it should be under board comment but because it was a special pops uh presentation I actually like to say thank you to the special pops um what most people don't know is I reached out a couple of weeks ago asking certain groups throughout the district to provide letters cards and everything to the veterans because we did a community veterans event and the CTE team uh the students in the graphic theart that uh did specialized t-shirts icyc brought me over 54 letters Kavanagh then K12 online and then we had special notes from different programs throughout so thank you special pops is really getting out there connecting with the community even though they didn't necessarily know it so thank you all for allowing that to happen for us thank you thank you so much for your presentation tonight and your time it's always good to see you all thank you alrighty moving on do we have any comments from our public this evening on non-agenda items we have 50 no I'm just playing we don't have any you all I'm getting a little silly cuz it's late um comments from our board at this time oh yes yes truste km thank you uh good evening um I guess I just wanted to take this moment um to recognize a individual in the community that is uh that impacted many um as many of you know LAN suffered a loss with the passing of the defensive coordinator Brandon glasow Brandon was more than a coach he was a father brother grandfather friend and mentor to many to those who knew him he was someone who could light up a room just by being there every practice he brought energy humor and commitment to our team and to the and to the players uh no matter how your day was going his positivity was contagious for our players his dedication went well beyond wins and losses even after our hardest games he'd be the one he'd be one of the first to say let's get back at it let's put in the work and keep moving forward he believed in um potential of everyone around him kids and coaches alike and his impact will stay with us will continue to stay with us I want to thank I want to thank our community especially superintendent schoner principal KS and the Eastern Athletic Department specifically Mona and Dan um for their tremendous support during this time uh they gave us a space to grieve together and provided um the team and the players with the comfort and the resources that they needed um I wanted to say a special thank you once again to Mona and Dan and the PTSA for Lan Eastern who were able to raise over $750 to support Brandon's family um I also personally want to thank Lancing Catholic as well because upon hearing of our fundraising efforts they uh donated at $500 additional dollars to the family I also want to thank the community because they rallied together and were able to raise over $113,000 to help the glasow family during this time if there is anyone else who would like to donate to the family there is a GoFundMe page set up for for the family I had the honor of being able to attend his memorial and F his celebration of life it was incredible to see hundreds of people from our community there family friends players um past and present neighbors all coming out to honor and remember him in moments like these we see what Lancing and the school district is are truly about we show up for each other we support each other and we are there for each other and I am proud beyond words to be to be part of such a caring community and I just want to thank everyone for all your support during this time thank you well said trustee crem um thank you for your words our heart goes out to the family and the um in the district the community at this time did anyone else have anything to say trusty Rodriguez thank you I don't want to make a motion I don't want to make a motion but I would like to talk maybe after the meeting that we donate our stiping or today meeting to the family thank you trusty um Rodriguez with that being said may we have a motion to adjourn Madam president I move that we adjourn second with no further business before the board it is 8:30 and we are adjourned